A Correlation of

Prentice Hall Psychology

©2012

To the

College, Career, & Civic Life (C3) Framework for

Social Studies State Standards

Grades 9-12

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

2 SE = Student Edition TE = Teacher’s Edition

INTRODUCTION

This document demonstrates how Psychology (Minter), ©2012, meets the C3 Framework for Social Studies State Standards, Grades 9-12. Correlation page references are to the Student and Teacher’s Editions.

Prentice Hall Psychology is a learner-centered, achievement driven program that encourages dialogue and recognizes the importance of actively engaging students inside and outside the classroom. Prentice Hall Psychology came about because we recognized the importance of motivating students to read. When we say “read,” we mean that we want students to be absorbed in reading the text. We have written in a style that draws students into an ongoing dialogue about psychology and that inspires students to use the study materials integrated with the text. Our goal is to awaken students’ curiosity and to energize their desire to learn and succeed.

MyPsychLab is a dynamic web site that provides a wealth of resources for Prentice Hall Psychology geared to meet the diverse needs of today’s students and teachers. MyPsychLab offers many accessible tools that will encourage students to read their text and help them improve their grades.

New Class Prep for teachers, now available in MyPsychLab:

Finding, sorting, organizing, and presenting your teacher resources is faster and easier than ever before with Class Prep. This fully searchable database contains hundreds and hundreds of our best teacher resources, such as lecture launchers and discussion topics, in-class and out-of-class activities and assignments, handouts, as well as video clips, photos, illustrations, charts, graphs, and animations. Teachers can search or browse by topic, and it is easy to sort your results by type, such as photo, Word document, or animation. You can create personalized folders to organize and store what you like, or you can download resources. Teachers can even present material in class directly from Class Prep.

This unique, blended print and online media program will help you and your students save time and improve results.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

3 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Scientific Inquiry Domain ....................................................................................... 4 Biopsychology Domain ........................................................................................... 6 Development and Learning Domain ...................................................................... 12 Social Context Domain ......................................................................................... 16 Cognition Domain ................................................................................................. 20 Individual Variations Domain ............................................................................... 24 Applications of Psychological Science Domain ..................................................... 30 C3 Grades 9-12 Dimensions .................................................................................. 36 .

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

4 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Scientific Inquiry Domain Chapter 1: The Science of Psychology SE/TE: 2-3

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 1: Psychology's Domains SE/TE: 4-15 Classic Studies in Psychology SE/TE: 9 Practice Quiz SE/TE: 15

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. D2.His.2.9-12. Analyze change and continuity in historical eras. D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Module 2: Research Methods and Ethics SE/TE: 16-25 Applying Psychology to Everyday Life SE/TE: 24 Practice Quiz SE/TE: 25

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

5 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Module 3: Statistics SE/TE: 26-34 Practice Quiz SE/TE: 34

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Chapter 1 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 35-37

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

6 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Biopsychology Domain Chapter 2: The Biological Perspective SE/TE: 40-41

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 4: The Nervous System SE/TE: 42-53 Practice Quiz SE/TE: 53

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 5: The Brain SE/TE: 54-65 Applying Psychology to Everyday Life SE/TE: 64 Practice Quiz SE/TE: 65

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 6: Heredity, Environment and Adaptation SE/TE: 66-70 Practice Quiz SE/TE: 70

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

7 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 2 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 71-73

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

8 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 3: Sensation and Perception SE/TE: 76-77

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 7: Sensation and Perception SE/TE: 78-93 Practice Quiz SE/TE: 93

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 8: Perception SE/TE: 94-102 Classic Studies in Psychology SE/TE: 97 Applying Psychology to Everyday Life SE/TE: 101 Practice Quiz SE/TE: 102

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

9 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 3 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 103-105

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

10 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 4: Consciousness: Sleep, Dreams, Hypnosis and Drugs SE/TE: 108-109

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 9: Sleep and Dreams SE/TE: 110-122 Psychology in the News SE/TE: 117 Applying Psychology to Everyday Life SE/TE: 120 Practice Quiz SE/TE: 122

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 10: Hypnosis and Drugs SE/TE: 123-134 Practice Quiz SE/TE: 134

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

11 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 4 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 135-137

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

12 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Development and Learning Domain Chapter 5: Development Across the Life Span SE/TE: 140-141

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 11: Topics in Development SE/TE: 142-146 Practice Quiz SE/TE: 146

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

Module 12: Prenatal, Infant and Childhood Development SE/TE: 147-161 Classic Studies in Psychology SE/TE: 158 Practice Quiz SE/TE: 161

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 13: Adolescence and Adulthood SE/TE: 162-170 Applying Psychology to Everyday Life SE/TE: 169 Practice Quiz SE/TE: 170

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

13 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 5 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 171-173

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Chapter 6: Learning and Language Development SE/TE: 176-177

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

14 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Module 14: Classical Conditioning SE/TE: 178-183 Practice Quiz SE/TE: 182-183

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 15: Operant Conditioning SE/TE: 184-194 Classic Studies in Psychology SE/TE: 190 Applying Psychology to Everyday Life SE/TE: 193 Practice Quiz SE/TE: 194

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 16: Cognitive learning and Observational Learning SE/TE: 195-200 Practice Quiz SE/TE: 199-200

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 17: Language SE/TE: 201-206 Practice Quiz SE/TE: 206

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

15 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 6 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 207-209

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

16 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Social Context Domain Chapter 7: Social Psychology SE/TE: 212-213

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 18: Social Influence SE/TE: 214-223 Applying Psychology to Everyday Life SE/TE: 221 Practice Quiz SE/TE: 223

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.

Module 19: Social Cognition SE/TE: 224-231 Practice Quiz SE/TE: 231

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 20: Social Interaction SE/TE: 232-242 Classic Studies in Psychology SE/TE: 233 Practice Quiz SE/TE: 242

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. D2.His.2.9-12. Analyze change and continuity in historical eras.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

17 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 7 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 243-245

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Chapter 8: Culture and Gender SE/TE: 248-249

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

18 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Module 21: Culture SE/TE: 250-260 Practice Quiz SE/TE: 260

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

Module 22: Gender SE/TE: 261-266 Applying Psychology to Everyday Life SE/TE: 265 Practice Quiz SE/TE: 266

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

19 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 8 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 267-269

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

20 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Cognition Domain Chapter 9: Memory SE/TE: 272-273

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 23: Encoding and Storage SE/TE: 274-284 Practice Quiz SE/TE: 284

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 24: Retrieval and Retrieval Failure SE/TE: 285-298 Classic Studies in Psychology SE/TE: 292 Applying Psychology to Everyday Life SE/TE: 297 Practice Quiz SE/TE: 298

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

21 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 9 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 299-301

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

22 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 10: Cognition: Thinking and Intelligence SE/TE: 304-305

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 25: Thinking SE/TE: 306-320 Psychology in the News SE/TE: 313 Applying Psychology in Everyday Life SE/TE: 319 Practice Quiz SE/TE: 320

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 26: Intelligence SE/TE: 321-334 Practice Quiz SE/TE: 334

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

23 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 10 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 335-337

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

24 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Individual Variations Domain Chapter 11: Motivation and Emotion SE/TE: 340-341

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 27: Motivation SE/TE: 342-357 Practice Quiz SE/TE: 357

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 28: Emotion SE/TE: 358-368 Classic Studies in Psychology SE/TE: 365 Applying Psychology to Everyday Life SE/TE: 367 Practice Quiz SE/TE: 368

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

25 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 11 Summary; Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 369-371

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

26 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 12: Theories of Personality SE/TE: 374-375

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

Module 29: Perspectives on Personality SE/TE: 376-390 Practice Quiz SE/TE: 390

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 30: Assessment and Issues in Personality SE/TE: 391-402 Applying Psychology to Everyday Life SE/TE: 400-401 Practice Quiz SE/TE: 402

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

27 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 12 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 403-405

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Chapter 13: Psychological Disorder's SE/TE: 408-409

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

28 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Module 31: Defining Abnormal Behavior SE/TE: 410-417 Current Issues in Psychology SE/TE: 411 Practice Quiz SE/TE: 417

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 32: Types of Psychological Disorders SE/TE: 418-438 Applying Psychology to Everyday Life SE/TE: 436 Practice Quiz SE/TE: 438

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

29 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 13 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 439-441

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

30 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Applications of Psychological Science Domain Chapter 14: Psychological Therapies SE/TE: 444-445

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 33: Psychotherapies SE/TE: 446-464 Applying Psychology to Everyday Life SE/TE: 462-463 Practice Quiz SE/TE: 464

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 34: Biomedical Therapies and issues in Therapy SE/TE: 465-474 Practice Quiz SE/TE: 474

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

31 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 14 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 475-477

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

32 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 15: Stress and Health SE/TE: 480-481

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 35: Stress and Stressors SE/TE: 482-494 Applying Psychology to Everyday Life SE/TE: 492 Practice Quiz SE/TE: 494

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 36: Coping with Stress and Promoting Wellness SE/TE: 495-506 Practice Quiz SE/TE: 506

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

33 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 15 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 507-509

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

34 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 16: Applied Psychology and Psychology Careers SE/TE: 512-513

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Module 37: Careers in Psychology SE/TE: 514-528 Current Issues in Psychology SE/TE: 525 Applying Psychology to Everyday Life SE/TE: 527 Practice Quiz SE/TE: 528

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

35 SE = Student Edition TE = Teacher’s Edition

Prentice Hall Psychology ©2012

C3 Framework for Social Studies State Standards Dimensions

Chapter 16 Summary Assessment: Vocabulary Review, Writing about Psychology, Psychology Project; Test Yourself SE/TE: 507-509

D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

36 SE = Student Edition TE = Teacher’s Edition

C3 Grades 9-12 Dimensions

Dimension 1, Developing Questions & Planning Inquiries Constructing Compelling Questions Individually and with others, students conduct compelling questions and… D1.1.9-12. Explain how a question reflects an enduring issue in the field. D1.2.9-12. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. Dimension 1, Constructing Supporting Questions Individually and with others, students conduct compelling questions and… D1.3.9-12. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question. D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. Dimension 1, Determining Helpful Sources Individually and with others, students…. D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. Dimension 2, Applying Disciplinary Concepts & Tools CIVICS Civic and Political Institutions Individually and with others, students…. D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present. D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

37 SE = Student Edition TE = Teacher’s Edition

Dimension 2, Participation and Deliberation Individually and with others, students… D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others. D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings. D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Dimension 2, Processes, Rules, and Laws Individually and with others, students… D2.Civ.11.9-12. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Dimension 2, ECONOMICS Economic Decision Making Individually and with others, students… D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. D2.Eco.2.9-12. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Dimension 2, Exchange and Markets Individually and with others, students… D2.Eco.3.9-12. Analyze the ways in which incentives influence what is produced and distributed in a market system. D2.Eco.4.9-12. Evaluate the extent to which competition among sellers and among buyers exists in specific markets. D2.Eco.5.9-12. Describe the consequences of competition in specific markets. D2.Eco.6.9-12. Generate possible explanations for a government role in markets when market inefficiencies exist. D2.Eco.7.9-12. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. D2.Eco.8.9-12. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. D2.Eco.9.9-12. Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. Dimension 2, The National Economy Individually and with others, students… D2.Eco.10.9-12. Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

38 SE = Student Edition TE = Teacher’s Edition

D2.Eco.11.9-12. Use economic indicators to analyze the current and future state of the economy. D2.Eco.12.9-12. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions. D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Dimension 2, The Global Economy Individually and with others, students… D2.Eco.14.9-12. Analyze the role of comparative advantage in international trade of goods and services. D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Dimension 2, GEOGRAPHY Geographic Representations Individually and with others, students… D2.Geo.1.9-12. Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics. D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. D2.Geo.3.9-12. Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales. Dimension 2, Human-Environment Interaction Individually and with others, students… D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Dimension 2, Human Population: Spatial Patterns and Movements Individually and with others, students… D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. D2.Geo.9.9-12. Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. Dimension 2, Global Interconnections Individually and with others, students… D2.Geo.10.9-12. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

39 SE = Student Edition TE = Teacher’s Edition

D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. Dimension 2, HISTORY Change, Continuity, and Context Individually and with others, students… D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. D2.His.2.9-12. Analyze change and continuity in historical eras. D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Dimension 2, Perspectives Individually and with others, students… D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives. D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past. D2.His.8.9-12. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Dimension 2, Historical Sources and Evidence Individually and with others, students… D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them. D2.His.10.9-12. Detect possible limitations in various kinds of historical evidence and differing secondary interpretations. D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation. Dimension 2, Causation and Argumentation Individually and with others, students… D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past. D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument. D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and in-terpretations into a reasoned argument about the past. D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

40 SE = Student Edition TE = Teacher’s Edition

Dimension 3, Evaluating Sources & Using Evidence Gathering and Evaluating Sources Individually and with others, students… D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. Dimension 3, Developing Claims and Using Evidence Individually and with others, students… D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D3.4.9-12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. Dimension 4, Communicating Conclusions & Taking Informed Action Communicating Conclusions Individually and with others, students use writing, visualizing, and speaking to… D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Dimension 4, Critiquing Conclusions Individually and with others, students… D4.4.9-12. Critique the use of claims and evidence in arguments for credibility. D4.5.9-12. Critique the use of the reasoning, sequencing, and supporting details of explanations. Dimension 4, Taking Informed Action Individually and with others, students… D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place. D4.7.9-12. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

A Correlation of Prentice Hall Psychology, ©2012 to the C3 Framework for Social Studies State Standards

Grades 9-12

41 SE = Student Edition TE = Teacher’s Edition

D4.8.9-12. Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts.