Prentice Hall The American Nation, Beginnings Through 1877...

Prentice Hall The American Nation, Beginnings Through 1877 © 2005

Correlated to: Missouri Department of Elementary and Secondary Education,

Social Studies, Draft Grade-Level Expectations (Grades 6-8)

MISSOURI SOCIAL STUDIES DRAFT GLEs

(8/15/03) PAGE(S) WHERE TAUGHT

(If submission is not a book, cite appropriate location(s)) Standard 1. Principles of Constitutional Democracy: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Benchmark: Knowledge of principles expressed in documents shaping constitutional democracy in the United States Grade-Level Expectation Grade 6 Identify responsibilities governments and citizens need to accept to become effective in a constitutional democracy

SE/TE: 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, 265–269; Review and Assessment, 270–271

Define the following: - limited government

SE/TE: Limited Government, 250

- rule of law

SE/TE: See Obeying the Laws on page 268.

- majority rule

SE/TE: See Goals and Principles of the Constitution pages 248–251.

- minority rights


Grade 7 Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy

SE/TE: 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, 265–269; Review and Assessment, 270–271

Compare and contrast the following: - limited government


- rule of law


SE = Student Edition TE = Teacher Edition TECH = Technology 1

Prentice Hall The American Nation, Beginnings Through 1877 © 2005 Correlated to:

Missouri Department of Elementary and Secondary Education, Social Studies, Draft Grade-Level Expectations, (Grades 6-8)



(If submission is not a book, cite appropriate location(s)) - majority rule


- minority rights


Grade 8 Analyze important principles in the Declaration of Independence, including inalienable rights and government by consent of the governed

SE/TE: The Colonies Declare Independence, 173–180

Analyze important principles in the Constitution including: - limited government


- rule of law


- majority rule and minority rights


- separation of powers

SE/TE: Separation of Powers, 251

- checks and balances

SE/TE: System of Checks and Balances, 250, 251

- amendment process

SE/TE: Changing the Constitution, 259–261

- federalism (i.e., as regards federal and state, powers being shared, delegated and reserved)

SE/TE: Federalism, 215–216, 251, 252–257, 303–305, 307

- popular sovereignty

SE/TE: Popular Sovereignty, 250, 462, 465, 468

- due process of law (see Amendments V & XIV)

SE/TE: Articles and Amendments, 249–250; The Bill of Rights, 260–261

- voting by citizens, especially as later

SE/TE: Voting, 267

- amendments were passed

SE/TE: Amendments, 250; Changing the Constitution, 259–261

Apply important principles of the Bill of Rights such as: - basic rights and freedom (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9)

SE/TE: Ratification and the Bill of Rights, 215–218; Articles and Amendments, 249–250

- protections against the government (fair trials, rights of accused, due process of law, etc.)

SE/TE: Ratification and the Bill of Rights, 215–218






(If submission is not a book, cite appropriate location(s)) Apply knowledge of responsibilities governments and citizens need to accept in order to carry out the principles listed above

SE/TE: Ratification and the Bill of Rights, 215–218; Rights and Responsibilities of Citizenship, 265–268

Standard 2a. American History: Knowledge of continuity and change in the history of Missouri, the United States, and the world Benchmark: Knowledge of causes, consequences and general sequences of events and developments in U.S. history and of the roles people played in them Grade-Level Expectations Grade 6 N/A Grade 7 N/A Grade 8 Justify the drafting of the Constitution and examine its effects on the formation of a new nation

SE/TE: The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; Ratification and the Bill of Rights, 215–218

Assess the significance of Westward Expansion, including: - The Louisiana Purchase

SE/TE: The Louisiana Purchase, 306

- The Lewis and Clark Expedition

SE/TE: Lewis and Clark Expedition, 308–310

- The Missouri Compromise

SE/TE: Missouri Compromise, 460–461

- Texas and the Mexican War

SE/TE: The Republic of Texas, 385–389; The Mexican War, 394–397

- Oregon Territory

SE/TE: Oregon Country, 380–384

- The California Gold Rush

SE/TE: California Gold Rush , 399–401

Summarize reform movements, such as: - abolitionism

SE/TE: Opposing Slavery, 439–442

- the women’s movement

SE/TE: A Call for Women’s Rights, 444–447

- Jacksonian Democracy

SE/TE: Jackson in the White House, 365–368






(If submission is not a book, cite appropriate location(s)) Analyze the viability and diversity of Native American cultures before Europeans came

SE/TE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49

Interpret political, economic and social causes and consequences of the Civil War and Reconstruction

SE/TE: Slavery Divides the Nation, 458–459; Slavery in the Territories, 460–462; The Compromise of 1850, 463–467; The Crisis Deepens, 468–472; The Republican Party Emerges, 473–477; A Nation Divides, 478–481, Review and Assessment, 482–483; The Civil War, 484–485; The Conflict Takes Shape, 486–489; No Easy Victory, 490–495; A Promise of Freedom, 496–499; Hardships of War, 500–504; The War Ends, 505–511; Review and Assessment, 512–513

Evaluate the importance of the discovery, exploration and early settlement of America

SE/TE: Exploration and Colonization, 66–67; An Era of Exploration, 68–73; Spain Build an Empire, 74–80; Colonizing North America, 81–86; Building the Jamestown Colony, 87–91; Seeking Religious Freedom, 93–97

Interpret the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the Americans were successful

SE/TE: Crisis in the Colonies, 138–139; The French and Indian War, 140–145; Turmoil Over Taxation, 146–154; From Protest to Revolution, 155–161; Review and Assessment, 162–163; The American Revolution, 166–167; Fighting Begins in the North, 168–171; The Colonies Declare Independence, 173–180; Struggles in the Middle States, 181–185; Fighting for Liberty on Many Fronts, 186–190; Winning the War in the South, 191–195; Review and Assessment, 196–197

Analyze cultural interactions among these groups: - Native Americans

SE/TE: Native Americans, 36–41, 42–47, 63, 72, 83–86, 89, 97, 106, 107, 110, 114–115, 141, 143–144, 301, 317, 322, 371–376, 382, 383, 384, 401–402

- Immigrants from Europe

SE/TE: Colonizing North America, 81–91; The Thirteen Colonies, 100–133

- Africans brought to America

SE/TE: The Atlantic Slave Trade Begins, 79–80; Growth of Slavery and the Slave Trade, 118–119






(If submission is not a book, cite appropriate location(s)) Standard 2b. World History: Knowledge of continuity and change in the history of the world (World History) Benchmark: Students should possess a general knowledge of cultures (literature, architecture, government, art, religion, music, technology, recreation, etc.) that preceded the era of Columbus and their contributions Grade-Level Expectations Grade 6 Examine River Civilizations, including: - Ancient Egypt in North Africa (pyramids and mathematics)

SE/TE: For related information see The First Civilizations of the Americas pages 36–41.

- India (religions and culture)


- Mesopotamia (beginnings of civilization)


- China (technological advances)

SE/TE: Chinese Voyages of Trade and Exploration, 53

Distinguish between Greek civilization and the Roman empire regarding: - origins of democracy

SE/TE: Greek and Roman Traditions, 56–57

- rule of law

SE/TE: Greek and Roman Traditions, 56–57

- government structures Investigate Europe in the Middle Ages, including:

SE/TE: The Middle Ages, 58–59

- rise of kingdoms

SE/TE: The Middle Ages, 58–59

- feudalism

SE/TE: Feudalism, 58

- the Crusades Investigate Feudal Japan, including:

SE/TE: The Crusades, 58

- rise of war lords

SE/TE: For related information see Chinese Voyages of Trade and Exploration on page 53.

- art Examine the Maya, Aztec, and Inca cultures Investigate African Empires, including:

SE/TE: The First Civilizations of the Americas, 36–41

- agriculture, arts, gold production and the trans-Saharan caravan trade

SE/TE: Trade Networks of Africa and Asia, 50–54

- spread of Islam into Africa

SE/TE: For related information see The Muslim World pages 50–52






(If submission is not a book, cite appropriate location(s)) Grade 7 N/A Grade 8 N/A Standard 3. Principles & Processes of Governance Systems: Knowledge of principles and processes of governance systems Benchmark: Knowledge of principles and process of government Grade-Level Expectations Grade 6 Define limited and unlimited governments (i.e., democratic and authoritarian governments) and how people’s lives vary under these systems

SE/TE: Democracy, 56–57, 353, 360, 361, 434–435; Communism, 722, 737, 774, 810–811, 814, 828; Fascism, 774; Government, Citizenship, and the Constitution, 246–271

Grade 7 Compare and contrast limited and unlimited governments (i.e., democratic and authoritarian governments) and how people’s lives vary under these systems

SE/TE: Democracy, 56–57, 353, 360, 361, 434–435; Communism, 722, 737, 774, 810–811, 814, 828; Fascism, 774; Government, Citizenship, and the Constitution, 246–271

Grade 8 N/A Benchmark: Knowledge of principles and processes of governments in a democracy Grade-Level Expectations Grade 6 N/A Grade 7 N/A






(If submission is not a book, cite appropriate location(s)) Grade 8 Assess rights and responsibilities of individuals

SE/TE: What Is a Citizen? 265–266; Civic Virtue and Democratic Values, 266–267; Responsibilities of a Citizen, 268

Explain how laws are made, interpreted and enforced

SE/TE: Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–257

Explain how leaders are selected

SE/TE: Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–257

Explain how power is distributed among individuals and branches of government

SE/TE: The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; 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; Review and Assessment, 270–271

Describe how to participate in government (i.e., voting, campaigning, lobbying, participating in a political party, petitioning, influencing public opinion, etc.)

SE/TE: Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271

Benchmark: Knowledge of local, state and national governments in the United States Grade-Level Expectations Grade 6 N/A Grade 7 N/A Grade 8 Give examples of how local, state, and national governments impact people’s lives

SE/TE: How the Federal Government Works, 252–257; Changing the Constitution, 259–261; State and Local Governments, 262–264; Review and Assessment, 270–271

Analyze decision-making and conflict resolution in courts at local, state and national levels (roles of judge, jury, attorneys for prosecution, plaintiff, and defense, civil vs. criminal law, court procedures)

SE/TE: How the Federal Government Works, 252–257. For related information see Marbury v. Madison, 233, 304–305; McCulloch v. Maryland, 346; Gibbons v. Ogden, 346






(If submission is not a book, cite appropriate location(s)) (Continued)

Analyze decision-making and conflict resolution in courts at local, state and national levels (roles of judge, jury, attorneys for prosecution, plaintiff, and defense, civil vs. criminal law, court procedures)

(Continued) SE/TE: How the Federal Government Works, 252–

257. For related information see Marbury v. Madison, 233, 304–305; McCulloch v. Maryland, 346; Gibbons v. Ogden, 346; Brown v. Board of Education, 240, 255; Worcester v. Georgia, 372

Standard 4. Economic Concepts & Principles: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) Benchmark: Knowledge of economic concepts Grade-Level Expectation Grade 6 Apply the following economic concepts: - scarcity

SE/TE: Three Economic Questions, 26–27; Glossary of Economic Terms, 28

- supply and demand


- specialization of regions, nations and individuals (trade)

SE/TE: Foreign Trade, 888; Tariffs, 281, 296, 344, 345, 346, 370, 371; Global Economy, 565–566, 569; NAFTA, 566

- trade-offs ( opportunity cost)

SE/TE: Mercantilism, 120–121; Turmoil Over Taxation, 146–154; The Industrial Revolution, 330–336

- income, wealth and sources of wealth

SE/TE: Industrialization, 288, 411, 413–415, 420–421, 487–488, 533, 544, 547

Grade 7 Apply the following economic concepts: - investment


- productivity

SE/TE: Industrialization, 288, 411, 413–415, 420–421, 487–488, 533, 544, 547

- Gross Domestic Product (GDP)

SE/TE: For related information: Three Economic Questions, 26–27; Glossary of Economic Terms, 28






(If submission is not a book, cite appropriate location(s)) - inflation

SE/TE: For related information: Three Economic Questions, 26–27; Glossary of Economic Terms, 28; Depression, 204, 373, 554, 555

- profit and profit motive

SE/TE: Three Economic Questions, 26–27; Glossary of Economic Terms, 28; The American Free Enterprise System, 28–29; Industrialization, 288, 411, 413–415, 420–421, 487–488, 533, 544, 547

Grade 8 Apply the following economic concepts: - business cycle (expansion, recession, depression)

SE/TE: Three Economic Questions, 26–27; Depression, 204, 373, 554, 555

- unemployment

SE/TE: For related information see Three Economic Questions pages 26–27; Glossary of Economic Terms pages 28, and the Depression on pages 554–555.

- market economy

SE/TE: Three Economic Questions, 26–27; Glossary of Economic Terms, 28; The American Free Enterprise System, 28–29

Benchmark: Knowledge of the role of technology in our economy and of how our economy has changed from an agricultural economy to an industrial economy Grade-Level Expectations Grade 6 N/A Grade 7 N/A Grade 8 Assess the role of technology in our economy and of how our economy has changed from an agricultural economy to an industrial economy

SE/TE: Connecting with Science and Technology: Benjamin Franklin, 131; How a Textile Mill Worked, 336; The Telegraph, 412; Scientific Discoveries and Technological Innovations, 26–27, 35, 131, 198, 333–334, 335, 408–409, 413–414, 418–420, 421, 422–426, 428, 492, 532






(If submission is not a book, cite appropriate location(s)) Benchmark: Knowledge of how to interpret the past, explain the present and predict the future Grade-Level Expectations Grade 6 Interpret the past, explain the present and predict future consequences of economic decisions

SE/TE: Three Economic Questions, 26–27; Glossary of Economic Terms, 28; The American Free Enterprise System, 28–29; Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; The Industrial Revolution, 330–336; Tariffs, 281, 296, 344, 345, 346, 370, 371; Taxation, 146, 148–153, 179, 201, 226, 227, 229, 241, 280, 282, 532; Banking System and Bank of the United States, 280, 281, 282, 296, 298, 299, 344, 366, 367, 368; Connecting with Economics, 31, 154, 403

Grade 7 Interpret the past, explain the present and predict future consequences of economic decisions


Grade 8 Interpret the past, explain the present and predict future consequences of economic decisions







(If submission is not a book, cite appropriate location(s)) Benchmark: Knowledge of the consequences of personal and public economic decisions Grade-Level Expectations Grade 6 Identify the consequences of personal and public economic decisions

SE/TE: Three Economic Questions, 26–27; Mercantilism, 120–121; Turmoil Over Taxation, 146–154; The Industrial Revolution, 330–336; Foreign Trade, 888; Tariffs, 281, 296, 344, 345, 346, 370, 371; Global Economy, 565–566, 569; NAFTA, 565

Grade 7 Explain the consequences of personal and public economic decisions

SE/TE: Three Economic Questions, 26–27; Mercantilism, 120–121; Turmoil Over Taxation, 146–154; The Industrial Revolution, 330–336; Foreign Trade, 888; Tariffs, 281, 296, 344, 345, 346, 370, 371; Global Economy, 565–566, 569; NAFTA, 565

Grade 8 Describe how decisions and actions of governments, businesses, groups and individuals affect one another in a market economy

SE/TE: Three Economic Questions, 26–27; Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; The Industrial Revolution, 330–336; Banking System and Bank of the United States, 280, 281, 282, 296, 298, 299, 344, 366, 367, 368; Connecting with Economics, 31, 154, 403

Identify different forms of taxes, such as tariffs, sales taxes and income taxes, and their purposes

SE/TE: Tariffs, 281, 296, 344, 345, 346, 370, 371; Taxation, 146, 148–153, 179, 201, 226, 227, 229, 241, 280, 282, 532






(If submission is not a book, cite appropriate location(s)) Standard 5. Elements of Geographical Study & Analysis: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Benchmark: Knowledge of geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) and how to evaluate and use them Grade-Level Expectations Grade 6 Use geographic research sources to acquire and process information to answer questions and solve problems

SE/TE: Thinking Geographically, 4–9; Review and Assessment, 32–33; Maps, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559; Connecting with Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506, 550

Construct maps

SE/TE: For related information see Create a Map on pages 86, 99, and 197.

TECH: Map Making, 202

Grade 7 Use geographic research sources to process and report information to solve problems and make predictions


Construct maps


TE: Map Making, 202






(If submission is not a book, cite appropriate location(s)) Grade 8 Use and evaluate geographic research sources to process and report information to solve problems and make predictions


Construct maps


TECH: Map Making, 202

Benchmark: Knowledge of the geography of Missouri, the United States, the Americas and world to make predictions and solve problems: Location Grade-Level Expectations Grade 6 Locate major cities and nations of the world

SE/TE: Thinking Geographically, 4–9; Review and Assessment, 32–33; Maps, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559

Locate the world’s continents, oceans and major topographic features

SE/TE: Thinking Geographically, 4–9; Geographic Atlas, 618–619

Locate and describe real places using absolute and relative location

SE/TE: Reviewing Map Skills, 10; Location, 8, 12, 16, 33, 37, 44, 51, 59, 76, 77, 82, 90, 103, 111, 115, 142, 144, 170, 182, 188, 192, 201, 203, 308, 317, 323, 340, 349, 363, 381, 386, 395, 400, 405, 410, 469, 479, 491, 507, 509, 531, 543, 559






(If submission is not a book, cite appropriate location(s)) Grade 7 Locate major cities and nations of the world


Locate the world’s continents, oceans and major topographic features

SE/TE: Thinking Geographically, 4–9; Geographic Atlas, 618–619



Grade 8 Locate states of the United States


Locate cities and topographic features of the United States









(If submission is not a book, cite appropriate location(s)) Benchmark: Place Grade-Level Expectations Grade 6 Describe physical characteristics, such as climate, topography, relationship to water and ecosystems

SE/TE: Lands and Climates of the United States, 11–17; Eastern Physical Regions, 33; ; Location, 8, 12, 16, 33, 37, 44, 51, 59, 76, 77, 82, 90, 103, 111, 115, 142, 144, 170, 182, 188, 192, 201, 203, 308, 317, 323, 340, 349, 363, 381, 386, 395, 400, 405, 410, 469, 479, 491, 507, 509, 531, 543, 559

Describe human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system

SE/TE: Connecting with Geography, 49, 205, 311, 495; Connecting with Economics, 31, 154, 403; Connecting with Culture, 190, 283, 438, 467; Connecting with Science, 131, 336, 412; Connecting with Government, 92, 269, 375; History Happened Here, 6, 46, 96, 117, 159, 194, 207, 255, 279, 321, 338, 372, 387, 416, 441, 480, 493; Linking Past and Present, 17, 76, 85, 91, 98, 132, 149, 196, 212, 217, 303, 326, 334, 352, 384, 402, 437, 446, 450, 504; Life in the Colonies, 125–133; American Art and Literature, 448–451

Grade 7 Explain physical characteristics, such as climate, topography, relationship to water and ecosystems


Explain human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system







(If submission is not a book, cite appropriate location(s)) Grade 8 Analyze physical characteristics, such as climate, topography, relationship to water and ecosystems


Analyze human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background, and political system


Benchmark: Physical Systems Grade-Level Expectations Grade 6 N/A Grade 7 Describe how physical processes shape the physical environment

SE/TE: Lands and Climates of the United States, 11–17; Review and Assessment, 32–33

Describe a variety of ecosystems and explain where they may be found and how physical processes and human activities may change them

SE/TE: Thinking Geographically, 4–9; Lands and Climates of the United States, 11–19; Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531, 559

Grade 8 N/A






(If submission is not a book, cite appropriate location(s)) Benchmark: Human Systems Grade-Level Expectations Grade 6 Describe major patterns of population distribution, demographics and migrations in the world and the impact of those patterns on cultures and community life

SE/TE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; North and South, 406–431; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491, 543

TE: Graphing Population Trends, 7

Grade 7 N/A Grade 8 Compare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life Human

SE/TE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; North and South, 406–431; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491, 543


Benchmark: Environment Interactions Grade-Level Expectations Grade 6 Identify world-wide patterns of resource distribution

SE/TE: The Environment, 566; Natural Resources, 5, 13, 43–45

Identify how technology and culture influence resource use







(If submission is not a book, cite appropriate location(s)) Identify environmental consequences of how people use resources

SE/TE: The Environment, 566

Identify the effect of natural forces upon human activities


Grade 7 Identify world-wide patterns of resource distribution

SE/TE: The Environment, 566; Natural Resources, 5, 13, 43–45

Identify how technology and culture influence resource use


Identify environmental consequences of how people use resources

SE/TE: The Environment, 566

Identify the effect of natural forces upon human activities


Grade 8 N/A Benchmark: Movement Grade-Level Expectations Grade 6 Describe trade patterns, explaining how supply and demand influence movement of goods and services, human, natural and capital resources

SE/TE: Fur Trade, 85–86; Civil War, 490, 492, 503–504; Cuba, 669; Embargoes, 314; Growth of Trade, 312–313, 410–411; NAFTA, 566; Triangular Trade, 121–122, 148; Tariffs, 281, 296, 344, 345, 346, 370, 371

Grade 7 Explain causes and effects of migration streams, movements of people to job markets and barriers to human movement and how people overcome such barriers

SE/TE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205







Explain causes and effects of migration streams, movements of people to job markets and barriers to human movement and how people overcome such barriers

(Continued) SE/TE: Oregon Country, 380–384; North and South,

406–431; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491, 543


Grade 8 Explain how changes in transportation, communication and other technologies affect the movement of people, products and ideas

SE/TE: Improvements to Roads, 338–339; Steam Transport, 339–340; The Canal Boom, 340–341; Communication, 409, 412, 505

TE: Highways, 338; Traveler’s Reviews, 339

Benchmark: Regions Grade-Level Expectations Grade 6 Compare regions and predict how human life in one region in the world would differ from that in another

SE/TE: Lands and Climates of the United States, 11–19; Geography Skills: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531, 559; The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; North and South, 406–431

Grade 7 Explain how regions of the world relate to one another and change over time

SE/TE: Lands and Climates of the United States, 11–19; Geography Skills: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531, 559; The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; North and South, 406–431

Grade 8 Explain how regions of the U.S. relate to one another and change over time

SE/TE: Lands and Climates of the United States, 11–19; Geography Skills: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531, 559; The New England Colonies, 102–107







Explain how regions of the U.S. relate to one another and change over time

(Continued) SE/TE: The Middle Colonies, 108–112; The Southern

Colonies, 117–123; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; North and South, 406–431

Benchmark: Uses of geography Grade-Level Expectations Grade 6 Use geography to interpret the past, explain the present and plan for the future

SE/TE: Thinking Geographically, 4–9; Review and Assessment, 32–33; Geography Skills, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559; Connecting with Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506, 550

Grade 7 Use geography to interpret the past, explain the present and plan for the future

SE/TE: Thinking Geographically, 4–9; Review and Assessment, 32–33; Geography Skills, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559; Connecting with Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506, 550

Grade 8 Use geography to interpret the past, explain the present and plan for the future

SE/TE: Thinking Geographically, 4–9; Review and Assessment, 32–33; Geography Skills, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247







Use geography to interpret the past, explain the present and plan for the future

(Continued) SE/TE: Geography Skills, 277, 301, 308, 311, 317,

323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559; Connecting with Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506, 550

Standard 6. Relationships of Individual & Groups to Institutions & Traditions: Knowledge of relationships of the individual and groups to institutions and cultural traditions Benchmark: Knowledge of relationships of the individual and groups to institutions and cultural traditions Grade-Level Expectations Grade 6 Evaluate how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities, in other cultures

SE/TE: Religion, 53, 55–56, 82–83, 93, 94, 95, 96, 97, 102, 102, 104, 105, 106, 107, 109, 110, 112, 113, 114, 119, 127, 132, 134, 188, 200, 398–399, 416, 425–426, 439–440, 441, 447; Democracy, 56–57, 353, 360, 361, 434–435; Fascism, 556; The Constitution of the United States of America, 223–245; Magna Carta, 90, 123, 124, 213; Mayflower Compact, 94–95, 213; Connecting with Culture, 190, 283, 438, 467; Banking System and Bank of the United States, 280, 281, 282, 296, 298, 299, 344, 366, 367, 368

Describe how cultural traditions, human actions and institutions affect people’s behavior

SE/TE: Life in the Colonies, 125–133; American Art and Literature, 448–451; Connecting with Culture, 190, 283, 438, 467

TE: See all Connecting with Culture teaching notes. For example see pages 38, 47, 106, 118, 170, 281, 339, and 467.

Describe how ideas, concepts and traditions have changed over time

SE/TE: Connecting to Today, 86, 106, 216, 264, 305, 362, 401, 470, 519; 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

TE: Linking Past and Present, 23, 45, 70, 77, 83, 85, 89, 92, 96, 105, 109, 114, 121, 127, 147, 156, 159, 179, 192, 201, 205, 217, 224, 232, 235, 237, 244, 245, 256, 266, 279, 283, 289, 293, 304, 322, 324, 340, 344, 350, 371, 372, 381, 396, 400, 401, 409, 425, 436, 450, 464, 480, 487, 501, 506, 517, 527






(If submission is not a book, cite appropriate location(s)) Identify how personal and group experiences influence people’s perceptions and judgments of events

SE/TE: For related information see: Turmoil Over Taxation, 146–153; Ratification and the Bill of Rights, 215–218; The Road to War, 316–319; The Reforming Spirit, 434–437; Opposing Slavery, 439–442; A Call for Women’s Rights, 444–447. See also: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527

Grade 7 Analyze how cultural traditions, human actions and institutions affect people’s behavior

SE/TE: Life in the Colonies, 125–133; American Art and Literature, 448–451; Connecting with Culture, 190, 283, 438, 467

TE: See all Connecting with Culture teaching notes. For example see pages 38, 47, 106, 118, 170, 281, 339, and 467.

Evaluate constructive processes or methods for resolving conflicts

SE/TE: See the following for examples of individual and group decisions: Responsibilities of a Citizen, 267–268; Making Decisions, 443; The Colonies Declare Independence, 173–180; The Louisiana Purchase, 306–311; Unity and Division, 342–347; The Compromise of 1850, 463–466; Opposing Slavery, 439–442. See also: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527

Identify how laws and events affect members of and relationships among groups

SE/TE: Turmoil Over Taxation, 146–153; Ratification and the Bill of Rights, 215–218; Labor Unions, 414–415, 545, 561; Political Parties Emerge, 287–290; The Progressives, 547–549; The Civil Rights Movement, 560–561

Grade 8 Analyze how ideas, concepts and traditions have changed over time

SE/TE: Connecting to Today, 86, 106, 216, 264, 305, 362, 401, 470, 519; 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

TE: Linking Past and Present, 23, 45, 70, 77, 83, 85, 89, 92, 96, 105, 109, 114, 121, 127, 147, 156, 159, 179, 192, 201, 205, 217, 224, 232, 235, 237, 244, 245, 256, 266, 279, 283, 289







Analyze how ideas, concepts and traditions have changed over time

(Continued) TE: Linking Past and Present,293, 304, 322, 324,

340, 344, 350, 371, 372, 381, 396, 400, 401, 409, 425, 436, 450, 464, 480, 487, 501, 506, 517, 527

Analyze how a person becomes a member of a group or institution and what factors that influence inclusion or exclusion from a group

SE/TE: Labor Unions, 414–415, 545, 561; Political Parties Emerge, 287–290; The Reforming Spirit, 434–437; Opposing Slavery, 439–442; A Call for Women’s Rights, 444–447

Describe how laws and events affect members of groups and relationships among groups

SE/TE: Turmoil Over Taxation, 146–153; Ratification and the Bill of Rights, 215–218; Labor Unions, 414–415, 545, 561; Political Parties Emerge, 287–290; The Progressives, 547–549; The Civil Rights Movement, 560–561

Assess how personal and group experiences influence people’s perceptions and judgments of events

SE/TE: For related information see: Turmoil Over Taxation, 146–153; Ratification and the Bill of Rights, 215–218; The Road to War, 316–319; The Reforming Spirit, 434–437; Opposing Slavery, 439–442; A Call for Women’s Rights, 444–447. See also: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527

Standard 7. Tools of Social Science Inquiry: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Benchmark: Knowledge of how to identify, select, use & create appropriate resources for social science inquiry Grade-Level Expectations Grade 6, 7, and 8 Select, investigate and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters

SE/TE: Review and Assessment: Activities, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 513, 535, 569; Analyzing Primary Sources, 33, 63, 99, 133, 162, 163, 196, 197, 220, 221, 271, 289, 297, 327, 333, 339, 344, 346, 353, 377, 405, 429, 453, 464, 472, 483, 499, 513, 535, 569; Primary Source, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 176, 214, 219, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523, 554, 561, 565, 572, 573, 574, 575, 576, 577







Select, investigate and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters

(Continued) SE/TE: Primary Source, 578, 579, 580, 581, 582, 583,

584, 585, 586, 587, 588, 589, 590, 591, 592, 593, 594, 595, 596, 597, 599, 600, 601, 602, 603, 604, 605, 606, 607, 608, 609; History Through Literature, 64–65, 164–165, 298–299, 430–421; The Constitution of the United States of America, 223–245; Historical Documents, 572–609

Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions

SE/TE: Charts and Graphs, 5, 18, 19, 24, 28, 39, 45, 49, 71, 79, 85, 122, 148, 154, 161, 163, 184, 203, 217, 226, 233, 235, 250, 253, 256, 258, 260, 271, 280, 289, 297, 303, 315, 327, 336, 345, 347, 353, 361 399, 410, 415, 420, 425, 427, 435, 453, 464, 465, 479, 483, 487, 503, 520, 522, 531, 535, 549, 555, 563, 564, 567, 569; Maps, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515, 531, 541, 543, 559; Time lines, 2–4, 34–35, 66–67, 100–101, 138–139, 166–167, 198–199, 246–247, 276–277, 300–301, 328–329, 358–359, 378–379, 406–407, 432–433, 458–459, 484–485, 514–515, 540–541

Create maps, graphs, timelines, charts and diagrams to communicate information

SE/TE: Create a Chart, 17, 33, 102, 113, 132, 133, 196, 221, 271, 282, 296, 405, 429, 513, 533; Create a Map, 86, 99, 197; Graph, 297; Timeline, 294, 352, 512

Use technological tools for research and presentation

SE/TE: Section Assessment: Go Online, 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; Review and Assessment: Go Online, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 513, 535, 569






(If submission is not a book, cite appropriate location(s)) Distinguish between fact and opinion and recognize bias and points of view Identify, research and defend a point of view/position

SE/TE: Skills for Life: Fact from Opinion, 369; Critical Thinking: Fact from Opinion, 377; Identifying Bias, 367, 471, 477, 483; Skills for Life: Identifying Points of View, 172; Recognizing Propaganda, 697; Recognizing Points of View, 98, 141, 172, 197, 286, 292, 318, 331, 465, 474, 528; Supporting Point of View, 72, 153, 220, 257, 267, 270, 282, 290, 305, 319, 361, 364, 376, 377, 389, 393, 476, 482, 510, 524

Reference: http://dese.mo.gov/divimprove/curriculum/GLE/Social_Studies_Grade-Level_Expectations_8.15.03.pdf


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