Prentice Hall World Geography: Building a Global...

Prentice Hall World Geography: Building a Global Perspective © 2005

Correlated to: Oregon Grade Level Map of Common Curriculum Goals,

Content Standards and Eligible Content (Grade 9)

SE = Student Edition TE = Teacher Edition 1

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 9

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

CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Grade 9 Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution. Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government. GRADE-LEVEL MAP:

• Examine the sources of authority through history, and explain popular sovereignty or consent of the governed as the source of legitimate authority of government in a representative democracy or democratic republic.

• Using both contemporary and historical examples, identify governments in the world that are, are not, examples of constitutional representative democracy.

SE: 101-103: Types of Government/Government Structure/Government Authority/pic Authoritarian Government in China/pic Democracy in Haiti; 423-426: The Rise of Communism/The Soviet System/The End of Communist Rule/Economic Reorganization/Political Change/Planning for the Future; 490-491: Saudi Arabia/Islam and Modernization; 575: Attempts at Control/International Backlash/Government and Citizenship/Moving Toward Majority Rule; 658: More Political Upheaval/pic An International Symbol

• Use a variety of sources to compare and

contrast historical and contemporary examples of governments, both those with constitutions but unlimited government, and those with constitutions and limited government.

Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States. Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S.

Prentice Hall World Geography: Building a Global Perspective © 2005 Correlated to:

Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content; (Grade 9)




GRADE-LEVEL MAP: Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared. Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. GRADE-LEVEL MAP:

• Understand how laws are developed to provide order, set limits, protect basic rights, and promote the common good.

Common Curriculum Goal: Understand personal and political rights of citizens in the United States. Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States. GRADE-LEVEL MAP: Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives). Content Standard: Understand the participatory obligations of U.S. citizens. GRADE-LEVEL MAP:

• Identify the responsibilities of citizens in the United States and what they can do to meet these responsibilities in a global sense.

Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations. Content Standard: Understand how individuals, groups, and international organizations influence government. GRADE-LEVEL MAP:

• Understand how U.S. individuals, groups, and political parties have influenced policy and decisions in world events.






Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.

SE: 100: The World's Countries/Territory/Population/Sovereignty; 234: People and Geography: Air Pollution in Mexico City; 486-487: Iraq: A Series of Conflicts/The Persian Gulf War/The Ouster of Saddam Hussein/pic Regime Change/caption Cooperation and Conflict/question Region; 622: Afghanistan/Terrorism and War

Content Standard: Understand how the United States government relates and interacts with other nations.

SE: 193-194: Links With the United States/Cultural Links/Economic Links/An Uneven Relationship; 230: Economic Activities; 424-426: The End of Communist Rule/Planning for the Future/pic Improving Relations/caption Cooperation and Conflict/question Region; 486-487: Iraq: A Series of Conflicts/The Persian Gulf War/The Ouster of Saddam Hussein/pic Regime Change/caption Cooperation and Conflict/question Region; 622: Afghanistan/Terrorism and War

GRADE-LEVEL MAP:

• Explain how world organizations and governments have interacted.

Common Curriculum Goal: Analyze major political systems of the world.

SE: 101-102: Types of Government/Government Structure/Government Authority; 102: pic Authoritarian Government in China/ caption Cooperation and Conflict/ question Place; 103: pic Democracy in Haiti/ caption Government and Citizenship/ question Place; 423: The Rise of Communism/ pic Russian Revolution/ caption Cooperation and Conflict/ question Place; 490-491: Saudi Arabia/Islam and Modernization; 498: An Islamic Revolution

Content Standard: Understand that there are different ways for governments to be organized and to hold power.

SE: 101-102: Types of Government/Government Structure/Government Authority

GRADE-LEVEL MAP:

• Explain how governments of various countries are organized and compare and contrast them with the government of the United States.

SE: 147: Respecting Individual Freedoms; 670-671: People and Geography: Human Rights and China






• Identify international organizations of global power and influence (North Atlantic Treaty Organization/ NATO, the United Nations, the European Union, Association of Southeast Asian Nations/ASEAN), and report on the influence and limits to influence that each experiences.

SE: 288: Introduction to Western Europe/Historical Overview/Conflict and Cooperation; 309: Challenges to British Industry; 400-403: Other Balkan Nations/Kosovo/pic Keeping the Peace/caption Government and Citizenship/question Movement; 706: section intro paragraph;

TE: 333: U.S. and the World/Defense

Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management. GRADE-LEVEL MAP:

• Analyze the nature of war and conflicts, their resolution, and their affects on society (historical and contemporary examples).

• Point out specific situations where human or cultural factors are involved in global conflict situations and identify different viewpoints in the conflict; create scenarios under which these cultural factors would no longer trigger conflict.

ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy. Grade 9 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity). Content Standard: Understand the economic concept of scarcity.

SE: 112: People and Geography: Water Scarcity

GRADE-LEVEL MAP:

• Explain how consumers and producers confront the condition of scarcity, by making choices about goods, services, and time.

Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society. Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits.






GRADE-LEVEL MAP:

• Knows examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government. Content Standard: Understand the concept of supply and demand. GRADE-LEVEL MAP: Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy. Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy. GRADE-LEVEL MAP:

• Compare and contrast how the various economic systems (traditional, market, command, mixed) answer the questions: What to produce? How to produce it? And for whom to produce?

• Analyze the impact of economic decisions in various countries. (What goods and services will be produced? How will they be produced? Who will buy them?)

Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy. Content Standard: Understand the role of government and institutions in an economy.






GRADE-LEVEL MAP:

• Understand that government can affect international trade through tariffs, quotas, and trade agreements. Tariffs are taxes placed on imports to increase their price in the domestic market. There are two kinds or tariffs—protective tariffs and revenue tariffs. Quotas are used when foreign goods are priced so cheaply that even a high tariff may not protect domestic manufacturers. Trade barriers are meant to protect domestic industries, but often lead to trade retaliation, less trade and higher consumer prices. High tariffs often hurt more than they help. Nations make trade agreements with other countries to selectively reduce tariffs. Trade barriers can also be imposed for political or social reasons (blockades and/or embargoes) to punish or pressure; restrictions to protect health, safety, or the environment.

Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States. Content Standard: Understand how the United States economy relates and interacts with other nations. GRADE-LEVEL MAP:

• Explain how changes in exchange rates of currencies impact the purchasing power of people in the United States and other countries.

Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. Content Standard: Understand the purpose and functions of money in the economy. GRADE-LEVEL MAP: Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance. Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.






GRADE-LEVEL MAP: GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Grade 9 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region.

SE: 10: Using Maps/Basic Map Components/Scale/Compass Rose; 39-40: Location/Absolute Location/Relative Location; 40-41: Regions/Formal Regions/Functional Regions/Perceptual Regions; 41: Movement; 66:Zones of Latitude and Prevailing Winds/ Applying the Geographic Themes; 67

TE: 35, 125, 203, 210, 211, 287

Content Standard: Understand and use spatial concepts of geography. GRADE-LEVEL MAP:

• Read a topographical map to interpret its symbols. Determine the landforms and human features that represent physical and cultural characteristics.

SE: 732: Reading a Contour Map/Learn the Skill/Do It Yourself: Practice the Skill; 739: Review and Assessment/ Applying Skills: Reading a Contour Map

TE: 732: Skills for Life/Reteach: Using Local Contour Maps

• Understand the advantages and disadvantages

of using various geographic representations (maps, including topographic, charts, graphs, globes, photographs, pictures, models, databases, satellite-produced images) to depict and solve geographic problems (e.g., problems related to location, movement, human-environment interactions).

SE: 35, 37: Geographic Tools/Technology; 60: Do-It-Yourself Skills: Organizing Data Into Tables/How Can I Use This Skill? 153: Comparing Geographic Models: 259: Analyzing Aerial Photographs; 452: Do-It-Yourself Skills: Making and Analyzing Thematic Maps/How Can I Use This Skill? 493: Interpreting a Remote Sensing Image; 277, 302, 520, 677, 732

• Demonstrate that, as an attempt to represent

the round earth on flat paper, all maps distort, and be able to evaluate the distortion associated with any given projection.

SE: 12-13: Displaying Information/Global Gores/Mercator Projection/Robinson Projection/Skills Practice; 124: The United States and Canada/A Global Perspective: Robinson Projection; 202: Latin America/ Locating the Region: Robinson Projection; 593; South Asia: Physical/Mental Mapping: Making a Physical Map; 635: East Asia and the Pacific World: Political/Mental Mapping: Making a Political Map; 32, 286, 370, 436, 504






Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective.

SE/TE: 15: Types of Maps/Special Purpose Maps/Skills Practice; 76: Interpreting a Thematic Map/Learn the Skill/Do It Yourself: Practice the Skill; 493: Interpreting a Remote Sensing Image/Learn the Skill/Do It Yourself: Practice the Skill; 604-605: Do-It-Yourself Skills: Using GIS/ Step by Step/Apply Your Skill; 259; Analyzing Aerial Photographs/Learn the Skill/Do It Yourself/ Practice the Skill

SE: 59; SE/ TE: 114, 243, 452-453, 611, 697, 732

Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. GRADE-LEVEL MAP:

• Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS (Geographic Information Systems). Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

SE: 43: Asking Questions/ Learn the Skill/Do It Yourself: Practice the Skill; 386-387: Do-It-Yourself Skills: Completing a Research Project/ Step by Step; 604-605: Do-It-Yourself Skills: Using GIS/Step by Step;

TE: 131: Critical Thinking/Conducting Interviews; 333:Reteach/Ask the Experts; 32, 35, 59; 34, 47, 443, 493, 605

• Use a variety of geographic representations

(maps, charts, population pyramids, graphs, statistics, globes, photographs, and satellite-produced images) to analyze information, and make decisions regarding geographic issues (for example, transportation routes, land use, location of facilities, traffic patterns).

SE: 99: Analyzing Statistical Data/Learn the Skill/ Do It Yourself: Practice the Skill; 114: Recognizing Patterns in Maps/Learn the Skill/ Do It Yourself: Practice the Skill; 218-219: Do-It-Yourself Skills: Making and Analyzing Population Pyramids/Step by Step/Apply Your Skill; 259: Analyzing Aerial Photographs/Learn the Skill/ Do It Yourself: Practice the Skill; 493: Interpreting a Remote Sensing Image/Learn the Skill/ Do It Yourself: Practice the Skill; 60-61, 76, 302-303, 520-521, 604-605, 611, 697;

TE: 13

Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth.

SE: 70-71: The World: Climate Regions/Applying the Geographic Themes; 78-79: The World: Ecosystems/Applying the Geographic Themes; 88-90: The World: Population Density/Applying the Geographic Themes; 92-93: The World/Major Language Families/Applying the Geographic Themes; 94-95: The World/ Major Religions/ Applying the Geographic Themes; 34, 47, 86






Content Standard: Locate major physical and human features of the Earth. GRADE-LEVEL MAP:

• Locate, identify and explain changes in political boundaries since 1900 (changes in the map of Europe, Africa and the Middle East after World War I—what was changed and why), divisions of Germany and Berlin and other changes in political boundaries after World War II.

SE: 333: Germany’s Struggle for Unity/One People Two Countries; 335: Section 2 Assessment/Activity: Making Maps; 404-405: People and Geography: Changing Boundaries and the Balkan Peninsula/Competition for Territory/Religious and Ethnic Divisions/ Rise and Fall of Empires/Violent Conflict Continues: Balkan Peninsula, 1920/Assessment: Analyzing Causes and Effects; 438-439: Introduction to Central and Southwest Asia: Historical Overview/Colonialism/ Independence and New Challenges/ Assessment; 506-507: Introduction to Africa Historical Overview/Colonialism/ Independence and New Challenges/ Assessment; 372-373, 406-411, 426, 470-474, 535-537

Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.

SE: 92-93: The World: Major Language Families/Applying the Geographic Themes: Regions 94-95: The World: Major Religions/Applying the Geographic Themes: Regions; 218-219: Making and Analyzing Population Pyramids/What Is a Population Pyramid?/How Can I Use This Skill?/Step by Step/Apply Your Skill; 442: Central and Southwest Asia: Climates/Comparing Climates/Assessment: Critical Thinking; 518-519: Africa: Database: Comparing Populations/Egypt/Nigeria/Mozambique/ South/Africa/Assessment; 90, 198-199, 277, 514, 578-579, 626-627

Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. GRADE-LEVEL MAP:

• Know and apply the subcategories of physical and cultural characteristics when describing any given place.

SE: 178-179: People and Geography: Invasive Species and the United States/The issue/Kudzu/Zebra Mussels/Assessment; 198-199: How the Earth Works: Coniferous Forests/Forests and Lakes/Eating Wood/Seed Eaters/Adapted for Travel/ Assessment; 578-579: How the Earth Works: Grasslands/Savanna/Hunters/Grazers and Browsers/Burrowing Animals/Trees and Shrubs/Scavengers/Assessment






(Continued) • Know and apply the subcategories of physical

and cultural characteristics when describing any given place.

(Continued) SE: 670-671: People and Geography: Human Rights

and China/A Global Issue/Women in China: Economic Inequality/Muslims in Xinjiang Province: A Minority/Buddhists in Tibet: A History of Conflict/Assessment; 724-725: How the Earth Works: Ocean Life/Bioluminescence/Vertical Zones/Coral Reefs/Hydrothermal Vents/Assessment; 40,

TE: 33, 125, 130, 210, 371

Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society.

SE: 90-91, 96: The Nature of Culture/ Cultural Hearths/Language/Religion/Social Organization/ Women and Minorities; 97: Cultural Landscape in China/Cultures/ Human-Environment Interaction; 98; Section 1 Assessment/ Cultures/Activity: Gathering Information; 101: The World’s Countries/ Sovereignty; 106: Review and Assessment/ Cultures; 107, 190-191, 315-316; 380,

TE: 91, 94, 97

GRADE-LEVEL MAP: Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems).

SE: 112-113: People and Geography: Water Scarcity/The Issue/Asia/Assessment: Solving Problems; 149-151: Transportation Affects Patterns of Settlement/Canals/Railroads/ Automobiles; The Impact of Migration on the Nation; 158-159: The Megalopolis; 164: A Changing Region/The Sunbelt; 612-613; People and Geography: Migration and Cultural Change in South Asia/Ancient Invaders/Muslim Migration Into India/British Imperialism/Migration and Cultural Divergence/Assessment: Analyzing Causes and Effects; 176, 212, 296, 372, 473-474, 553

Content Standard: Understand the distribution and movement of people, ideas, and products. GRADE-LEVEL MAP:






• Evaluate the impact of human migration on patterns of spatial variations (e.g., settlement patterns during the Industrial Revolution, refugee movements).Explain how technology affects the diffusion of culture (e.g., mass media, transportation networks).Develop maps of human migration and settlement patterns at different times in history, and compare to the present.

SE: 149-151: Transportation Affects Patterns of Settlement/Canals/Railroads/Automobiles; The Impact of Migration on the Nation; 153: Comparing Geographic Models/Learn the Skill/Do It Yourself: Practice the Skill; 296: Western Europe: People and Culture/ Migration to Europe; 404-405: People and Geography: Competition for Territory/ Religious and Ethnic Divisions/Rise and Fall of Empires/Violent Conflict Continues/ Assessment; 612-613; People and Geography: Migration and Cultural Change in South Asia/Ancient Invaders/Muslim Migration Into India/British Imperialism/ Migration and Cultural Divergence/ Assessment: Analyzing Causes and Effects; 212, 250-251, 308, 316, 717-719

• Hypothesize about the impact of push/pull

factors on human migration in selected regions and about the changes in these factors over time.

SE: 212: Latin America: People and Culture/Assessment: Critical Thinking; 251: Section 2 Assessment/Migration; 322, 500, 738: Review and Assessment/Understanding Key Issues: Migration; 612-613; People and Geography: Migration and Cultural Change in South Asia/Assessment: Analyzing Causes and Effects; 459, 584-585

TE: 405: Enrichment Activity;

Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population.

SE: 88-89: Population Growth/The Effects of Growth/Comparing Growth Rates; 98: Section 1 Assessment: Population Growth; 99: Analyzing Statistics/Learn the Skill/Do It Yourself: Practice the Skill; 106: Review and Assessment/Applying Skills; 518-519: Africa: Database: Comparing Populations/Egypt/ Nigeria/ Mozambique/ South Africa; Assessment: Population Growth; 598, 665-666, 742-751

TE: 89

Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors. GRADE-LEVEL MAP:

• Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country.

SE: 88-90: Where People Live/Population Density; Population Growth/The Effects of Growth/Comparing Growth Rates/Patterns of Settlement; The World: Population Density (map)/Applying the Geographic Themes; 99: Analyzing Statistical Data/Learn the Skill/Do It Yourself: Practice the Skill






(Continued) • Explain the concept of population dynamics,

and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country.

(Continued) SE: 134-135: The United States and Canada: People

and Culture/Assessment: Map Skills; The United States and Canada: Population Density; 384-385: Central Europe and Northern Eurasia/ Database: Comparing Health Care/Assessment; 518-519: Africa/Database: Comparing Populations/Assessment; 91, 212-213, 598-599, 642-643, 742-743

Common Curriculum Goal: Understand how people and the environment are interrelated.

SE: 41-42: Human-Environment Interaction; 87-88: Where People Live/People and the Environment; 392: Analyzing Processes/ Learn the Skill

TE: 33: Promoting Geographic Understanding: Interaction; 79: Critical Thinking

Content Standard: Understand how humans affect the physical environment.

SE: 134: The United States and Canada: People and Cultures/Suburban Growth; 174: Change Over Time: Environmental Change/Population Growth; 214: Latin America: Economics, Technology, and Environment/Commercial Agriculture/ Destruction of Rain Forests; 448: Central and Southwest Asia: Economics, Technology, and Environment/Ataturk Dam/Water From the Sea/Assessment: Critical Thinking; 516; Africa: Economics, Technology, and Environment/Land Degradation; 87-88, 136, 298, 382, 598

GRADE-LEVEL MAP: Common Curriculum Goal: Understand how people and the environment are interrelated.

SE: 41-42: Human-Environment Interaction; 87-88: Where People Live/People and the Environment; 107: Review and Assessment/Applying Skills: Analyzing Photographs;

TE: 33: Promoting Geographic Understanding: Interaction; 79: Critical Thinking

Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. GRADE-LEVEL MAP:

• Identify human-caused threats to the world’s environment: atmospheric and surface pollution, deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction. Map the worldwide occurrence of each of these phenomena.

SE: 234-235: People and Geography: Air Pollution in Mexico City/ The Issue/The Causes/The Effects/Assessment; 259: Analyzing Aerial Photographs/Learn the Skill/ Do It Yourself: Practice the Skill; 262: The World: Tropical Rain Forest Depletion/Applying the Geographic Themes






(Continued) • Identify human-caused threats to the world’s

environment: atmospheric and surface pollution, deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction. Map the worldwide occurrence of each of these phenomena.

(Continued) SE: 463: Environmental Change/Irrigation and

Desertification/Pollution; Section 2 Assessment/Activity: Using the Regional Atlas; 598: South Asia: People and Cultures/ Urbanization; 37, 158, 214, 392, 544, 562-563, 725

• Examine the characteristics of major global

environmental changes (Examples: global warming or the decline of certain species of flora and fauna; and assess whether the changes are the result of human action, natural causes, or both).

SE: 73: Changing Climates/Global Warming: Environmental Change; 562-563: People and Geography: Environmental Conservation and Africa/Biodiversity Threatened/African Elephants and Rhinos/Assessment; 111: Geo Facts; 341: People and Geography: Environmental Change and the Netherlands/ Changing Perceptions/Assessment; 396, 730: Global Connections: Environmental Change;

TE: 67, 557

• Identify ways in which occurrences in the natural environment can be a hazard to humans: earthquakes, volcanic eruptions, tornadoes, flooding, hurricanes, and cyclones, lightening-triggered fires.

SE: 60-61: Do-It-Yourself Skills: Organizing Data Into Tables/ Step by Step/Apply Your Skill; 208: Latin America: Climates/ Hurricanes; 244-245: How the Earth Works: Effects of Earthquakes/Tsunami/Landslide/ Infrastructure Damage/Avalanche/When the Earth Cracks/ Assessment; 360-361: How the Earth Works: Effects of Volcanoes/Erupting Lava/ Assessment; 626-627: How the Earth Works: Winds and Storms/Monsoons/ Thunderstorms/Lightening and Thunder/Tornadoes/Impact of Tropical Storms;

TE: 209, 639, 682

• Examine ways that people in different parts of the world have adapted to the physical environment.

SE: 134: The United States and Canada: People and Cultures/Suburban Growth; 210: Latin America: Ecosystems/South American Grasslands; 298:Western Europe: Economics, Technology, and Environment/A Busy Port; 376: Central Europe and Northern Eurasia: Climates/Winter on the Neva/Black Sea resort; 644: East Asia and the Pacific World: Economics, Technology, and Environment/Dam Construction/Intensive Agriculture/Assessment: Critical Thinking; 212, 380, 448, 512, 514, 598

• Evaluate ways in which technology has

expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters.

SE: 49: Global Connections: Natural Hazards; 59: Review and Assessment/Activities: Take It to the NET; 259, 265: Analyzing Aerial Photographs/Learn the Skill/Apply the Skill






(Continued) • Evaluate ways in which technology has

expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters.

(Continued) SE: 340-341: People and Geography: Environmental

Change and the Netherlands/ The Issue/Dikes and Polders/The Delta Plan/Assessment; 382: Central Europe: Economics, Technology, and Environment/ Acid Rain; 136, 214, 234-235, 298

TE: 37, 711

Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.

SE: 404-405: People and Geography: Changing Boundaries and the Balkan Peninsula/Competition for Territory/Religious and Ethnic Divisions/Rise and Fall of Empires/Violent Conflict Continues/ Assessment: Causes and Effects; 427: Ethnic Turmoil/Chechnya; 438: Introduction to Central and Southwest Asia/Independence and Conflict; 473, 558: Global Connections/Cooperation and Conflict; 608-610: Religious Conflict/Violent Partition/ Bangladesh; 471-474, 558-559, 621, 625, 693-694, 973-975

GRADE-LEVEL MAP: Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies.

SE: 112-113: People and Geography: Water Scarcity/The Issue/Africa/Asia/ Europe/ Assessment; 138-139: The United States and Canada: Database: Comparing Energy Resources/United States/Canada/ Assessment: Government and Citizenship; 340-341: People and Geography: Environmental Change and the Netherlands/ The Issue/Dikes and Polders/The Delta Plan/Changing Perceptions/Assessment; 494-495: People and Geography: Global Oil Trade/Dependence on Oil Production and Consumption/Supply, Demand and Prices/Planning for the Future/Assessment; 562-563: People and Geography: Environmental Conservation and Africa/Biodiversity Threatened/ Conservation Efforts/Assessment; 109-111, 253, 448, 475-477, 520-521






GRADE-LEVEL MAP: HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. Grade 9 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships. Content Standard: Understand, represent, and interpret chronological relationships in history.

TE: 423: Alternative Assessment/Making a Time Line; 702: Constructing a Time Line

GRADE-LEVEL MAP:

• Trace the approximate chronology and territorial range of human communities, and analyze the processes that lead to their development, for the period of history studied.

• Interpret maps and time lines depicting major events in World History during the period studied.

TE: 423: Alternative Assessment/Making a Time Line; 702: Constructing a Time Line

Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities.

SE: 386: Male Life Expectancy in Russia and the European Union

Content Standard: Identify and analyze cause and effect relationships in history. GRADE-LEVEL MAP:

• Explain causes, events, and consequences of wars associated with the period of history studied.

Common Curriculum Goal: Understand, recognize and interpret change and continuity over time.

SE: 228: Change Over Time: Mexico: Political Change; 544: Change Over Time: The Sahel: Environmental Change; 689: Change Over Time: Japan: Recovery From War

Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time.

SE: 228: Change Over Time: Mexico: Political Change; 544: Change Over Time: The Sahel: Environmental Change; 689: Change Over Time: Japan: Recovery From War






GRADE-LEVEL MAP:

• Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: http://www.socialstudies.org) standards: 1) Culture, 2) Time, Continuity, and Change, 3) People, Places, and Environments, 4) Individual Development and Identity, 5) Individuals, Groups, and Institutions, 6) Power, Authority, and Governance, 7) Production, Distribution, and Consumption, 8) Science, Technology, and Society, 9) Global Connections, 10) Civic Ideals and Practices.

• Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference http://www.nche.org): 1) Civilization, cultural diffusion, and innovation, 2) Human Interaction with the Environment, 3) Values, Beliefs, Political Ideas, and Institutions, 4) Conflict and Cooperation, 5) Comparative History of Major Developments, 6) Patterns of Social and Political Interaction.

• Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism.

• Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena.

Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events. Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. GRADE-LEVEL MAP:

• Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past in context to topics of study.






Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural). Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. GRADE-LEVEL MAP:

See grade-level maps for Civics, Economics, Geography, for linking strategies.

Grade 9

WORLD HISTORY:

Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history.

GRADE-LEVEL MAP:

• Understand how innovations in industry and transportation created the factory system, which led to the Industrial Revolution and transformed capitalism: innovations in industry (steam power, machinery, mass production) and transportation (canals, road, railroads) created the factory system, which led to the Industrial Revolution. How the Industrial Revolution transformed capitalism (emergence of the corporation).

• Understand the concepts of imperialism and nationalism: the concept of imperialism (the domination of the political, economic and cultural life of one country or region by another) and nationalism (feelings of national pride and a desire to promote national interests).Understand how European colonizers interacted with indigenous populations of Africa, India and Southeast Asia, and how the native populations responded: concern with profits and securing valuable resources, colonial governments ruled harshly; Africans demanded freedom; Indians rebelled (Sepoy Rebellion), and Chinese rebelled (Boxer Rebellion).Understand the major consequences of imperialism in Asia and Africa at the turn of the century: most of Africa was under foreign rule. Britain controlled India, European nations controlled trade in China, the French controlled southeast Asia; Germany and Italy were among the last to race for colonies; imperialism as one cause of World War I.






• Understand Japanese expansion overseas and the consequences for Japan and Asia during the 20th century: desire for raw materials; Japanese invasion of Manchuria marks beginning of Japanese aggression that will lead to World War II.

• Understand the impact of the Chinese Revolution of 1911, and the cause of China’s Communist Revolution in 1949: overthrow of Manchu Dynasty (end of imperial rule) and establishment of the Chinese Republic under Sun Yat-sen, and the causes of China’s Communist Revolution of 1949: democracy promised but not delivered and failure to solve economic problems contributed to the appeal of the Communist Party; formation of the People’s Republic of China and role of Mao Zedong.

• Identify and understand the causes and consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world: the causes and consequences of the Russian Revolution of 1917: The czarist government was weak, corrupt and inefficient during World War I; Russian armies suffering huge defeats; food was scarce; workers were discontented; Russian czars resisted change and reform. Czar overthrown and Communists gain power (role of Lenin), civil war erupts; Lenin dies and Stalin assumes power; life in the Soviet Union under Stalin, and the impact on politics in the United States in the 1920s (the Russian Revolution introduces Communism as a new political structure to the world with a focus on a command economy, abolition of private property and religion, and totalitarian rule. Tensions rise between capitalist and socialist philosophies resulting in America’s first “Red Scare” highlighted by the Palmer Raids and the Sacco-Vanzetti trial).

• Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917: most land in hands of wealthy landowners, foreign investment and control, extreme poverty among peasants; American intervention contributes to long-term legacy of resentment and distrust.






• Identify and understand the causes of WWI and the reasons why the United States entered this war: militarism, nationalism, imperialism, system of alliance (Central Powers: Germany Austria-Hungary, Ottoman Empire; Allies: Great Britain, France, Italy, Russia); assassination of Archduke Franz Ferdinand by a Serbian nationalist. German submarine warfare, British propaganda, Zimmerman Note.

• Understand the character of the war on the western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war: new technology—poison gas, tanks, machine guns, airplanes, submarines.

Grade 9 U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history. Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history. GRADE-LEVEL MAP: Grade 9 STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon. Content Standard: Understand and interpret events, issues, and developments in Oregon history. GRADE-LEVEL MAP:

• Identify significant connections between Oregon and the period of history studied.

Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture. Content Standard: Understand and interpret events, issues, and developments in local history.






GRADE-LEVEL MAP:

• Make appropriate connections between the local community and events in the period of history studied.

SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Grade 9 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood. Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society.

SE: 112: People and Geography: Water Scarcity; 234: People and Geography: Air Pollution in Mexico City; 494: People and Geography: Global Oil Trade; 562: People and Geography: Environmental Conservation and Africa; 670: People and Geography: Human Rights and China

GRADE-LEVEL MAP:

• Prioritize the importance of different current events and defend the ranking.

• Identify problems of concern from current events.

Common Curriculum Goal: Acquire and organize materials from primary and secondary sources. Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. GRADE-LEVEL MAP:

• Identify and interpret primary and secondary source documents to increase understanding.

Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them. Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. GRADE-LEVEL MAP:

• Practice interpreting ideas and events from different historical perspectives.






Common Curriculum Goal: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. GRADE-LEVEL MAP:

• Practice determining cause and effect relationships.

Common Curriculum Goal: Select a course of action to resolve an issue. Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion. GRADE-LEVEL MAP:

• Identify possible solutions for a particular problem.

SE: 648-649: Do-It-Yourself Skills: Solving Problems/Step by Step/Options for Japan and China/Apply Your Skill; 530: Making Decisions/Learn the Skill: Identify Options/Do It Yourself: Practice the Skill; 112-113: People and Geography: Water Scarcity/Assessment: Solving Problems; 404-405: People and Geography: Changing Boundaries in the Balkan Peninsula/Assessment: Analyzing Causes and Effects/Making Recommendations; 670-671: People and Geography: Human Rights and China/A Global Issue/Assessment: Analyzing Causes and Effects/Making Recommendations; 178-179, 234-235, 340-341, 494-495, 562-563

• Compare solutions to a particular problem.

SE: 648-649: Do-It-Yourself Skills: Solving

Problems/Step by Step/The Solution and Their Effects/Apply Your Skill; 178-179: People and Geography: Invasive Species in the United States/Assessment: Solving Problems; 234-235: People and Geography: Air Pollution in Mexico City/Assessment: Solving Problems; 494-495: People and Geography: Global Oil Trade/Assessment: Making Decisions; 562-563: People and Geography: Environmental Conservation and Africa/Assessment: Solving Problems; 245, 340-341, 530;

TE: 316

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