prentice hall world studies: eastern ... - pearson education

Prentice Hall World Studies: Eastern & Western Hemispheres © 2005 Correlated to:

Minnesota Academic Standards in History and Social Studies (Grades 4-8)

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

MINNESOTA ACADEMIC STANDARDS, HISTORY AND SOCIAL STUDIES

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

GRADES 4-8 I. U.S. HISTORY A. Pre-history through 1607 Standards The student will understand that large and diverse American Indian Nations were the original inhabitants of North America. Benchmarks

1. Students will compare ways of life of Indian Nations from different regions of North America.

Western Hemisphere SE/TE: 175-178, 180-182, 214-216, 222-223, 228-

229, 232, 368-372, 374-375 TR: All in One United States and Canada 140,

174-178, 183, 196, 200, 204, 207-208; All in One Latin America 140, 159, 165-168; Western Hemisphere Reading and Vocabulary Study Guide 66-68, 132-134

TECH: PHSchool Website Activity 177, 182, 215, 232; Transparency USC 53, LA 31, 32; Audio CD 229

Examples

1. Iroquois, Cherokee, Ojibwe, Dakota, Hopi, Navajo, Yakama

B. Pre-history through 1607 Standards The student will demonstrate knowledge of European exploration of the North American continent and the resulting interaction with American Indian Nations. Benchmarks 1. Students will identify key European explorers and

how their voyages led to the establishment of colonies.

Eastern Hemisphere SE/TE: M14-M15, 186 TR: All in One United States and Canada 64-65 TECH: PHSchool Website Activity M15, 186 Western Hemisphere SE/TE: M14-M15, 174-178, 193-194 TR: All in One United States and Canada 64-65,

152, 161 TECH: PHSchool Website Activity M15, 177, 186

Prentice Hall World Studies, Eastern & Western Hemispheres © 2005 Correlated to:

Minnesota Academic Standards in History and Social Studies, (Grades 4-8)




2. Students will know and explain that interactions between American Indian tribes and European explorers had positive and negative impacts.

Western Hemisphere SE/TE: 174-178, 180-182, 214-216 TR: All in One United States and Canada 140,

144, 159, 174-178, 183, 196, 207 TECH: PHSchool Website Activity 177, 181, 182,

215; Transparency B15; Video Pueblo Bonito

Examples 1. Christopher Columbus, Jacques Cartier, Henry

Hudson, Ponce de Leon, John Smith

2. Trading relationships, wampum, smallpox

C. Colonization and Conflict, 1607-1780s Standards The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America. Benchmarks 1. Students will explain and understand the political,

religious, social, and economic events and conditions that led to the colonization of America.

Eastern Hemisphere SE/TE: 186 Western Hemisphere SE/TE: 174-178 TR: All in One United States and Canada 140,

159, 183 TECH: PHSchool Website Activity 177;

Transparency USC 46; Video Pueblo Bonito

2. Students will compare and contrast life within the colonies and their geographical areas, including New England, Mid-Atlantic, and Southern colonies, and analyze their impact.

Western Hemisphere SE/TE: 178, 251-253, 255-257 TR: All in One United States and Canada 140,

236, 251, 270 TECH: PHSchool Website Activity 256;

Transparency USC 46, 54

3. Students will identify the differences and tensions between the English colonies and American Indian tribes.

Western Hemisphere SE/TE: 174-178, 180-182, 214-216, 222-223 TR: All in One United States and Canada 140,

144, 159, 174-178, 183, 196, 200, 207-208 TECH: PHSchool Website Activity 177, 181, 182,

215; Transparency B 15, USC 46; Video Pueblo Bonito






4. Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.

Eastern Hemisphere SE/TE: 68, 400-402 TR: Eastern Hemisphere Reading and Vocabulary

Study Guide 138-140 TECH: Transparency B16; Video The African Slave

Trade Western Hemisphere SE/TE: 68, 184-186 TR: All in One United States and Canada 144,

165-168, 184; Western Hemisphere Reading and Vocabulary Study Guide 69-71

TECH: PHSchool Website Activity 184, 186; Transparency USC 47

Examples 1. Religious persecution in Europe, economic

opportunity, missions

2. Plantation agriculture, maritime industries (whaling, shipping, fishing, ship building), family farming, animal husbandry

3. Pequot War, French and Indian War

D. Political Unrest and the American Revolution 1763-mid-1791 Standards The student will demonstrate an understanding of the causes and course of the American Revolution. Benchmarks

1. Students will understand issues and events that led to the American Revolution, and analyze how these events affected the move toward independence from Britain.

Eastern Hemisphere SE/TE: 188 Western Hemisphere SE/TE: 179 TR: All in One United States and Canada 183;

Western Hemisphere Reading and Vocabulary Study Guide 66-68

2. Students will understand the principles of the

Declaration of Independence, including inalienable rights and self-evident truths.

Western Hemisphere SE/TE: 179 TR: All in One United States and Canada 183; Western Hemisphere Reading and Vocabulary Study Guide 66-68

3. Students will analyze the roles of key individuals and political leaders in the American Revolution.

Western Hemisphere SE/TE: 179 TR: All in One United States and Canada 183;







4. Students will know and understand key factors and events contributing to the defeat of the British.

Western Hemisphere SE/TE: 179 TR: All in One United States and Canada 183;


Examples 1. The Proclamation of 1763, the Stamp Act, the

Boston Tea Party, the Intolerable Acts

3. Samuel Adams, Benjamin Franklin, Patrick Henry, Crispus Attucks, Abigail Adams, Thomas Jefferson, Thomas Paine, George Washington, Francis Marion, John Hancock, Nathan Hale

4. Differences in warfare style, the Committees of Correspondence, the Battles of Trenton, Saratoga, Yorktown

D. Political Unrest and the American Revolution 1763-mid-1791 Standards The student will demonstrate knowledge of how the principles of the American Revolution became the foundation of a new nation. Benchmarks 1. Students will know and understand basic principles

of the new government established by the Constitution of the United States.

Can be developed from: Eastern Hemisphere SE/TE: 80-83 Western Hemisphere SE/TE: 80-83, 179

2. Students will know reasons why the United States developed the Constitution, including the debates and compromises that led to the final document.

Can be developed from: Western Hemisphere SE/TE: 179

Examples 1. Separation of powers, three branches of

government, checks and balances

2. Interstate commerce, Shay’s Rebellion, 3/5 Compromise, Bill of Rights






E. Growth and Westward Expansion, 1801-1861 Standards The student will demonstrate knowledge of western expansion, conflict, and reform in America. Benchmarks 1. Students will examine the processes that led to the

territorial expansion of the United States including wars and treaties with foreign nations and Indian nations, the Mexican-American War, annexation, Louisiana Purchase and other land purchases, and the removal of American Indians to reservations.

Western Hemisphere SE/TE: 180-183, 188, 223 TR: All in One United States and Canada 144,

159, 174-178 TECH: PHSchool Website Activity 181, 182

2. Students will analyze the impact of inventions and technologies on life in America, including the cotton gin, the steamboat, and the telegraph.

Eastern Hemisphere SE/TE: 192-194 TECH: Transparency B6 Western Hemisphere SE/TE: 184 TECH: PHSchool Website Activity 184

Examples 1. The acquisitions of Florida, Texas, Oregon, and

California, the Mormon Trail, frontier families

2. The reaper, the steam locomotive, construction of canals, “King Cotton” and the expansion of slavery

F. Civil War and Reconstruction, 1850s-1870s Standards The student will demonstrate knowledge of the causes of the Civil War. Benchmarks 1. Students will identify and analyze the main ideas of

the debate over slavery, abolitionism, states’ rights, and explain how they resulted in major political compromises.

Eastern Hemisphere SE/TE: 68 Western Hemisphere SE/TE: 68, 184-185 TR: All in One United States and Canada 144,

165-168; Western Hemisphere Reading and Vocabulary Study Guide 69-71

TECH: PHSchool Website Activity 184; Transparency USC 47

2. Students will identify on a map the states that seceded from the Union, and those that remained in the Union.

Western Hemisphere SE/TE: 184 TECH: PHSchool Website Activity 184






Examples 1. Harper’s Ferry, The Missouri Compromise, the

Kansas-Nebraska Act, the Dred Scott case, rise of the Republican Party, Harriet Beecher Stowe

F. Civil War and Reconstruction, 1850s-1870s Standards The student will demonstrate knowledge of major events and people of the Civil War. Benchmarks 1. Students will know and understand the roles of

significant figures and battles of the Civil War Era and analyze their significance, including Frederick Douglass, Abraham Lincoln, Jefferson Davis, Harriet Tubman and Battle of Gettysburg.

Western Hemisphere SE/TE: 184-185 TR: All in One United States and Canada 144,

165-168; Western Hemisphere Reading and Vocabulary Study Guide 69-71


2. Students will analyze the aftermath of the war and

its effects on citizens from the North and South including free blacks, women and former slaveholders.

Western Hemisphere SE/TE: 184-186 TR: All in One United States and Canada 144,


TECH: PHSchool Website Activity 184, 186; Transparency USC 47

Examples 1. William Lloyd Garrison, Dred Scott, John Brown,

Ulysses S. Grant, Robert Lee

2. 13th Amendment, Reconstruction






G. Reshaping the Nation and the Emergence of Modern America, 1877-1916 Standards The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. Benchmarks 1. Students will identify and understand the reasons

for the increase in immigration, growth of cities, new inventions, and political challenges to American government arising from the industrial revolution, and analyze their impact.

Eastern Hemisphere SE/TE: 70-71, 192-194 TR: All in One Foundations of Geography 166,

183-186, 197; Eastern Hemisphere Reading and Vocabulary Study Guide 28-30

TECH: PHSchool Website Activity 71; Transparency B6, FG 50

Western Hemisphere SE/TE: 70-71, 183 TR: All in One Foundations of Geography 166,


TECH: PHSchool Website Activity 71; Transparency FG 50

2. Students will identify and explain racial segregation

and racism, including the rise of “Jim Crow,” the Ku Klux Klan, discrimination against immigrants, and the relocation of American Indian tribes to reservations, and analyze the impact of these actions.

Western Hemisphere SE/TE: 182, 186, 223 TR: All in One United States and Canada 174-178,

184 TECH: PHSchool Website Activity 182, 186

3. Students will analyze how the rise of big business, the growth of industry, and the change in life on American farms and small towns with increased mechanization changed life in America.

Eastern Hemisphere SE/TE: 70-71 TR: All in One Foundations of Geography 166,



Western Hemisphere SE/TE: 70-71, 183, 188 TR: All in One Foundations of Geography 166,



4. Students will analyze the impact of the Progressive Movement on child labor and working conditions; the rise of organized labor; women’s suffrage and the temperance movement, and identify the contributions of individuals in these movements.







Examples 1. Political attitudes toward the post-Reconstruction

South, transcontinental railroad and immigrant labor, American Indian relocation to reservations

2. The growth of ethnic stereotyping, American Indian boarding schools, Wounded Knee, Chinese exclusion, Plessy V. Ferguson

3. Andrew Carnegie, Standard Oil, McCormick Reaper, Populist Movement, The Grange

4. Samuel Gompers, Theodore Roosevelt, William Jennings Bryan, Herbert Hoover, Susan B. Anthony, Elizabeth Cady Stanton, Jane Adams, NWSA, Frances Willard and the WCTU

H. World Wars and the Emergence of Modern America, 1900-1930s Standards

The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States. Benchmarks 1. Students will know and understand the reasons for

the Spanish-American War and its resulting impact.

Western Hemisphere SE/TE: 188

2. Students will know and understand the United States’ actions in the Pacific, and resulting international reactions.


3. Students will identify and understand the struggles and contributions of African American leaders of this period, including W.E.B. DuBois and Booker T. Washington, and compare their ideas.

Can be developed from: Western Hemisphere SE/TE: 186, 188

Examples 1. The Battle of Manila Bay, the annexation of the

Philippines, and the rise of the U.S. as a world power

2. Panama Canal, the annexation of Hawaii, Boxer Rebellion, the Russo-Japanese War, and the guerilla war in the Philippines, “Banana Wars”






3. Tuskegee Institute, establishment of the NAACP, Ida B. Wells

H. World Wars and the Emergence of Modern America, 1900-1930s Standards The student will understand World War I, its causes and effects. Benchmarks 1. Students will know and understand the reasons for

the United States’ neutrality and delayed entry and involvement in World War I.

Eastern Hemisphere SE/TE: 196 TR: All in One Europe and Russia 158, 185-187 TECH: Transparency ER 37; Audio CD 196 Western Hemisphere SE/TE: 189

2. Students will explain Wilson’s 14 Points and United States’ isolationism.

Can be developed from: Eastern Hemisphere SE/TE: 196 Western Hemisphere SE/TE: 189

Examples 1. Zimmerman telegram, American Expeditionary

Force, Influenza of 1918, Lusitania, Germany’s breaking of the Sussex Pledge

2. U.S. non-participation in the League of Nations and the failure of League, post-war disillusionment

I. A World at War, 1930s-1945 Standards The student will understand and analyze the economic, social, and political transition of the United States before, during and after World War II. Benchmarks

1. Students will examine causes and analyze the effects of the Great Depression and the impact of the New Deal.







2. Students will analyze the major causes and effects of American neutrality and eventual involvement in World War II, including the America First movement, lend-lease, and the impact of Pearl Harbor.

Eastern Hemisphere SE/TE: 196, 205, 648 TR: All in One Europe and Russia 158, 185-187,

190-191; All in One Asia and the Pacific 224-225

TECH: Transparency ER 37; Audio CD 196 Western Hemisphere SE/TE: 190

3. Students will recognize major events, battles and significant leaders in World War II and analyze their impact, including Franklin Roosevelt, Harry S. Truman, Winston Churchill, Adolph Hitler, the Battle for Midway, the invasion of Normandy, and the decision to drop the atomic bomb on Japan.

Eastern Hemisphere SE/TE: 196, 205 TR: All in One Europe and Russia 158, 185-187,

190- 191 TECH: Transparency ER 37; Audio CD 196 Western Hemisphere SE/TE: 190

4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”


Examples 1. Smoot-Hawley tariff, overheated economic

expansion of the 1920s, 1929 stock market crash, bread lines, dust bowls, WPA, CCC, role of Franklin Roosevelt

2. Trade restrictions on Japan, economic impacts of the Great Depression

3. Dwight Eisenhower, Douglas MacArthur, Battle of the Bulge

4. Port Chicago, Detroit race riots, women’s military involvement (WAVEs and WACs), conversion to wartime economy






J. Post WWII Era, 1945-1980 Standards The student will analyze the economic, social, and political transformation of the United States and the world between the end of World War II and the present. Benchmarks 1. Students will understand and explain the rebuilding

of Europe and Japan after World War II, including the Marshall Plan and the American occupation of Japan.

Eastern Hemisphere SE/TE: 197, 721 TR: All in One Europe and Russia 201; Eastern

Hemisphere Reading and Vocabulary Study Guide 72-74

TECH: PHSchool Website Activity 197

2. Students will understand and analyze the emergence of the United States as a superpower, and its pivotal role in the establishment of the United Nations.

Eastern Hemisphere SE/TE: 84 TR: All in One Foundations of Geography 197;

Eastern Hemisphere Reading and Vocabulary Study Guide 31-33

Western Hemisphere SE/TE: 84, 191-192 TR: All in One Foundations of Geography 197;

All in One United States and Canada 79-81, 148, 178-179; Western Hemisphere Reading and Vocabulary Study Guide 31-33, 72-74, 183


3. Students will analyze the role of American foreign

policy and military action during the Cold War era, including the Truman Doctrine, Korean and Vietnam Wars and the Cuban Missile Crisis.

Eastern Hemisphere SE/TE: 206, 712, 729, 795, 797-798, 800 TR: All in One Europe and Russia 162; All in One

Asia and the Pacific 353-354, 424-425, 449; Eastern Hemisphere Reading and Vocabulary Study Guide 75-77

TECH: PHSchool Website Activity 795; Transparency B17, B20, ER 38, AP 72; Video The Extended Family in Vietnam; Passport to the World CD Rom 712

Western Hemisphere SE/TE: 191, 464 TR: All in One United States and Canada 79-81,

148 TECH: Transparency USC 48






4. Students will explain the changing patterns of society, expanded educational and economic opportunities for military veterans, women, and minorities.

Eastern Hemisphere SE/TE: 70-71, 96-97, 104-106 TR: All in One Foundations of Geography 166,

183-186, 197, 214, 218, 221-222, 224; Eastern Hemisphere Reading and Vocabulary Study Guide 25-27

TECH: PHSchool Website Activity 71; Transparency FG 50; Video Migration: People on the Move

Western Hemisphere SE/TE: 70-71, 96-97, 104-106, 186, 188, 190-191,

214-219, 222-225 TR: All in One Foundations of Geography 166,

183-186, 197, 200, 208, 214, 218, 221-222, 224; All in One United States and Canada 79-81, 84, 148, 196, 207; Western Hemisphere Reading and Vocabulary Study Guide 25-27

TECH: PHSchool Website Activity 71, 186, 215; Transparency B 15, FG 50, 18, USC 48, 51, 52; Video Migration: People on the Move

5. Students will identify major Supreme Court

decisions during this era and analyze their impact, including Brown vs. Board of Education.


Examples 1. Berlin Blockade, and creation of the North Atlantic

Treaty Organization (NATO) and the Southeast Asian Treaty Organization (SEATO), MacArthur

2. Development of nuclear weapons, Dumbarton Oaks Conference

3. The presidencies of Eisenhower, Kennedy, Johnson, and Nixon

4. Thurgood Marshall, Little Rock school integration, urbanization of American Indians, Caesar Chavez; the New Frontier, the NAACP, the Great Society, United Farm Workers’ Movement, the women’s and civil rights movements

5. Gideon, Miranda






K. Contemporary America, 1980-present Standards The student will recognize the opportunities and challenges facing the United States and explore its role in the world since 1989. Benchmarks 1. Students will identify and evaluate American

contributions to the fall of the Soviet bloc, from the Truman Doctrine through the presidency of Ronald Reagan.

Eastern Hemisphere SE/TE: 206 TR: All in One Europe and Russia 162; Eastern


TECH: Transparency ER 38 Western Hemisphere SE/TE: 191 TR: All in One United States and Canada 148 TECH: Transparency USC 48

2. Students will analyze challenges of a postcommunist world, especially September 11, 2001 and its aftermath.

Western Hemisphere SE/TE: 192 TR: All in One United States and Canada 179-181,

183; Western Hemisphere Reading and Vocabulary Study Guide 72-74

TECH: PHSchool Website Activity 192

Examples 1. U.S. support of dissident and anticommunist

movements in Central and Eastern Europe, NATO

2. New clashes of economic, political and religious worldviews

GRADES 4-8 II. MINNESOTA HISTORY A. Pre-Contact to 1650 Standards The student will demonstrate knowledge of Minnesota’s indigenous peoples. Benchmarks

1. Students will describe the evidence of the indigenous cultures in Minnesota, and make reasoned inferences from that evidence.

Can be developed from: Western Hemisphere SE/TE: 174-175, 214-216, 223






2. Students will explain the major historical aspects of Dakota and Ojibwe culture, social organization and history, and compare and contrast them.


Examples 1. Paleo-Indian, Eastern Archaic, Woodland,

Mississippian cultures

2. Seasonal and semi-nomadic lifestyles, concepts of time, woodland vs. plains culture, Ojibwe migration, historical controversy about Kathio battle, role of oral history, myths and traditions

B. Contact and Fur Trade 1600-1810 Standards The student will demonstrate knowledge of early explorers and fur traders in Minnesota and the impact of the fur trade on both European and Native societies. Benchmarks 1. Students will describe how early explorers and fur

traders affected the development of Minnesota.

Can be developed from: Western Hemisphere SE/TE: 177, 214-216

2. Students will describe the economic and cultural impact of the interaction between the Dakota and Ojibwe and the explorers and fur traders.

Can be developed from: Western Hemisphere SE/TE: 177, 214-216

Examples 1. Establishment of fur trade posts, military forts,

religious missions; explorers Jean Nicolet, Sieur de Radisson, Sieur de Luth, Louis Jolliet, Father Jacques Marquette, Father Louis Hennepin, Pierre Charles Le Seur, Zebulon Pike, John Sayer, Henry Sibley, George Bonga

2. Exchange of goods in the fur trade; role of women in the fur trade; impact of early missionaries on Dakota and Ojibwe; economic impact of fur trade in Europe; impact of wars and treaties on control of the fur trade






C. Early Settlement and Statehood 1810-1860 Standards The student will know and understand the factors that led to rapid settlement of Minnesota in the 19th Century and the changes the new Minnesotans brought with them. Benchmarks 1. Students will explain why early settlers came to

Minnesota and analyze their impact on political, cultural, and physical landscapes.

Can be developed from: Western Hemisphere SE/TE: 181-183

2. Students will describe the process of Minnesota’s becoming a territory and then a state.

N.A. to the World Studies series

3. Students will understand why and how the Minnesota Indian Nations negotiated treaties with the United States, and the impact of these treaties for the Ojibwe, the Dakota, and the settlers.


Examples 1. Arrival of early immigrants, Josiah Snelling, Henry

Sibley, Alexander Ramsey, Harriet Bishop, James Goodhue, early agriculture, rise of timber industry, importance of rivers and steamboats, coming of the railroad, missionaries

2. Northwest Ordinance of 1787, establishment of Minnesota Territory in 1849, Minnesota statehood in 1858, adoption of state constitution

3. Legal status of treaties as “supreme law of the land;” major treaties with the Dakota and Ojibwe (especially those in 1805, 1837, 1851, 1858); Lawrence Taliaferro and the Indian Agency at Fort Snelling; Inkpaduta’s raid

D. Civil War and Dakota War 1860-1864 Standards The student will know and understand Minnesota’s role in the Civil War and the impact of the Dakota War of 1862. Benchmarks

1. Students will describe the attitudes of Minnesotans toward slavery in the period before the Civil War and analyze the factors shaping these attitudes.







2. Students will describe Minnesota’s role in the Civil War, both on the home front and on the battlefront, including the role of the First Minnesota Regiment.


3. Students will compare the different perspectives of settlers and Dakota people on the causes and the effects of the Dakota War of 1862.

Can be developed from: Western Hemisphere SE/TE: 214-216, 223

Examples 1. Dred and Harriet Scott, Eliza Winston, Jane Grey

Swisshelm, Republican Party; First Minnesota Regiment; soldier’s aid societies

2. Battle at Gettysburg, Battle of Missionary Ridge

3. Settlement of treaty lands, Christianized Dakota, role of traders, government agents, and missionaries, Battle of New Ulm, hangings at Mankato, Dakota encampment at Fort Snelling, Bishop Henry Whipple, Little Crow, Big Eagle, Dakota diaspora

E. Industrial Era 1865-1914 Standards The student will know and understand Minnesota’s major industries and the economic, social, political, and technological changes that accompanied industrialization. Benchmarks 1. Students will know and explain the roles of people,

politics, natural resources, transportation, and technology in the development of Minnesota’s early industries (lumbering, mining, and agriculture).

Can be developed from: Western Hemisphere SE/TE: 163-168, 180-183, 264-270






2. Students will describe the impact of industrialization on work, home, leisure life, politics, immigration, urbanization, and changes in the physical landscape.



TECH: Transparency FG 50 Western Hemisphere SE/TE: 70-71, 183, 224-225, 264-270 TR: All in One Foundations of Geography 166,

183-186, 197; All in One United States and Canada 200, 244, 252, 255, 266, 273; Western Hemisphere Reading and Vocabulary Study Guide 25-27, 98-100

TECH: PHSchool Website Activity 265, 269, 270; Transparency B 7, FG 50, 20, USC 52, 56; Video Taming the Mississippi

3. Students will describe the various goals, strategies,

and accomplishments of social reform movements in Minnesota and analyze their impact.


Examples 1. Charles Pillsbury, James J. Hill, Frederick

Weyerhauser, the Merritt Brothers, Henry Oliver, Laura Ingalls Wilder, Oliver Kelley, Bonanza Farms, Homestead Act, middlings purifier, harnessing St. Anthony falls, railroads, foreign immigration, mechanized agriculture, allotment of American Indian land; lumberjacks, mill workers, farmers, Hinckley fire; forestry reform; early labor unions, logging dams, damage to wild rice beds, movement of American Indians to cities

2. Lives of lumberjacks, mill workers, and farmers; growth of industry in Minneapolis and St. Paul; Hinckley fire and forestry reform; early labor unions, logging dams and damage to wild rice beds, movement of American Indians to cities

3. Public health, women’s suffrage, allotment of American Indian lands, Indian boarding schools, missionaries, Amanda Lyles, Eva McDonald Valesh, Clara Ueland, Gov. Samuel Van Sant, C.C. Andrews, rise of the Farmer-Labor Party






F. World Wars I and II, and the Interwar period, 1914-1945 Standards The student will know and understand the impact on Minnesota of World War I and World War II, as well as the social and economic changes of the 1920s and the 1930s. Benchmarks 1. Students will understand the issues that

Minnesotans faced during World War I and how they responded to them.


2. Students will demonstrate the knowledge the social, political, and economic changes of the 1920s and 1930s and analyze the impact of the Great Depression and the New Deal.


3. Students will describe Minnesota’s contributions to World War II and analyze the impact of the war on Minnesota.


Examples 1. Attitudes of German-Americans, Gov. J.A.

Burnquist, Louis A. Fritsche, Minnesota Commission of Public Safety, Minnesota soldiers in France, women & home front

2. Charles Lindbergh, F. Scott Fitzgerald, Sinclair Lewis, Andrew Volstead, Prohibition, John Dillinger, Frank B. Kellogg, Gov. Floyd B. Olson, Gov. Harold E. Stassen, Indian Citizenship Act of 1924, Indian Civilian Conservation Corps, Farm Holiday Association, 1934 Minneapolis Coal Truckers’ Strike

3. Wartime industries, supporting the home front, Minnesota soldiers, Fort Snelling language school, P.O.W. camps, internment of conscientious objectors in Sandstone prison






G. Post-World War II to the Present Standards The student will know and understand Minnesota’s role in the major social, economic and political changes, both national and international, in the last half of the 20th Century through the present, and analyze the impact of those changes. Benchmarks 1. Students will explain how Minnesota has both

affected and been affected by the events, people, and changes in the nation and the world.


2. Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact.



TECH: PHSchool Website Activity 71; Video Migration: People on the Move

Western Hemisphere SE/TE: 70-71, 223-225, 264-270 TR: All in One Foundations of Geography 166,

183-186, 197; All in One United States and Canada 200, 244, 252, 255, 266, 273; Western Hemisphere Reading and Vocabulary Study Guide 25-27, 98-100

TECH: PHSchool Website Activity 71, 265, 269, 270; Transparency B7, B20, USC 52, 56; Video Migration: People on the Move; Taming the Mississippi

3. Students will develop and share an understanding

of what it means to be a Minnesotan, and what is the contemporary significance of Minnesota for the nation and the world.

N.A. to World Studies






4. Students will identify and describe significant land use changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues.



TECH: PHSchool Website Activity 71; Transparency FG 50; Video Migration: People on the Move

Western Hemisphere SE/TE: 70-71, 264-270 TR: All in One Foundations of Geography 166,

183-186, 197; All in One United States and Canada 244, 252, 255, 266, 273; Western Hemisphere Reading and Vocabulary Study Guide 25-27, 98-100

TECH: PHSchool Website Activity 71, 265, 269, 270; Transparency B7, B20, FG 50, USC 56; Video Migration: People on the Move; Taming the Mississippi

Examples 1. Cold War, Civil Right’s Movement, Women’s

Movement, American Indian Movement, Coya G. Knutson, Mayo Clinic, Warren Burger, Harry A. Blackmun, Eugene McCarthy, Hubert H. Humphrey, Walter Mondale, Rosalie E. Wahl, Marge Anderson, Roy Wilkins, Cap Wigington, Dennis Banks, Sigurd F. Olson, Nellie Stone Johnson, Minnesota artists, reaffirmation of sovereign treaty rights for the Dakota and Ojibwe

2. Hispanic, African and Southeast Asian immigrants, growth of suburbs, rural population loss

3. Comparisons of ethnic, religious, and cultural heritage role of Minnesota industries in national and world trade, Minnesota as a tourist destination, recognizing the role of the past in shaping the future

4. Taconite mining, Boundary Water Canoe Area Wilderness, Southdale Mall, consolidation of agriculture, wind farming






GRADES 4-8 III. WORLD HISTORY A. Beginnings of Human Society Standards The student will demonstrate knowledge of selected attributes and historical developments of various ancient societies in Africa, the Americas, Asia, and Europe. Benchmarks 1. Students will describe the migration of people from

Africa to other world regions.

Can be developed from: Eastern Hemisphere SE/TE: 388-389

2. Students will describe the development of agriculture and its effect on human communities.

Eastern Hemisphere SE/TE: 94, 223, 384-386 TR: All in One Foundations of Geography 210;

All in One Africa 144, 163 TECH: Transparency B5, FG 53; Audio CD 386 Western Hemisphere SE/TE: 94 TR: All in One Foundations of Geography 210 TECH: Transparency FG 53

3. Students will illustrate or retells the main ideas from stories that disclose the origins, history and traditions of various cultures around the world.

Can be developed from: Eastern Hemisphere SE/TE: 222-244, 424-448, 652-656, 662-682, 688-700 Western Hemisphere SE/TE: 214-230, 402-420

4. Students will describe significant historical achievements of various cultures of the world.

Eastern Hemisphere SE/TE: 387, 390-397, 645, 669-670, 688 TR: All in One Africa 75-77, 148-149, 164, 168,

177- 179, 186; All in One Asia and the Pacific 260, 261, 298, 305; Eastern Hemisphere Reading and Vocabulary Study Guide 135-137

TECH: PHSchool Website Activity 391, 395, 397, 670; Transparency AF 30, 31, 37, AF Set 2; Video Istanbul, Aleppo, and Jerusalem: Crossroads of Trade, Thai Festivals of Water and Light

Western Hemisphere SE/TE: 368-372 TR: All in One Latin America 140, 159, 165-168,


TECH: Transparency LA 31






Examples 1. The development of urban centers, food, clothing,

industry, agriculture, shelter, trade

2. Tigris-Euphrates valleys, the Nile valley, West Africa, Europe, Southeast Asia, East Asia

3. Origin stories, legends, myths, stories of heroism, folk tales

4. Invention of the wheel, agriculture, iron tools, governmental structures, city-building, art and architecture, writing, textile production I

B. Classical Civilizations and World Religions 1000 BC-600 AD Standards The student will describe classical civilizations in Africa, Asia, and Mesoamerica. Benchmarks 1. Students will describe the emergence of states in

Sub-Saharan Africa and explains how iron working diffused in Africa.

Eastern Hemisphere SE/TE: 390-397 TR: All in One Africa 75-77, 148-149, 164, 168,

177-179, 186; Eastern Hemisphere Reading and Study Guide 135-137

TECH: PHSchool Website Activity 391, 395, 397, Transparency AF 30, 31, 37, AF Set 2

2. Students will describe how the Chinese Empire was

united.

Eastern Hemisphere SE/TE: 644-645 TR: All in One Asia and the Pacific 224, 231

3. Students will analyze the relationship between agriculture and the development of complex societies in Mesoamerica.

Western Hemisphere SE/TE: 368-372 TR: All in One Latin America 140, 159, 165-168,


TECH: Transparency LA 31






4. Students will describe and compare major religious systems and practices.

Eastern Hemisphere SE/TE: 100-101, 180-182, 671-672, 689 TR: All in One Foundations of Geography 214,

234; All in One Europe and Russia 150; All in One Asia and the Pacific 277; Eastern Hemisphere Reading and Vocabulary Study Guide 38-40, 66-68

TECH: Transparency B20, FG 54, ER 35, AP 60 Western Hemisphere SE/TE: 100-101, 263 TR: All in One Foundations of Geography 214,

234; All in One United States and Canada 265; Western Hemisphere Reading and Vocabulary Study Guide 38-40

TECH: Transparency FG 54; Social Studies Skills Tutor CD-ROM 263

Examples 1. Mwenemutapa, Ghana, Mali, Songhae, family ties,

matrilineal descent, Kush, King Ezana, Swahili, Ibn Battuta, gold/salt economy, slavery, Mansa Musa, Great Zimbabwe

2. Warring States Period, dynasties of Zhou, Qin and Han (including Han consolidation of empire), Wudi, Qin Shi Huangdi, Yamato, Confucious, Confucism, Laozi, Daoism, Great Wall

3. Mesoamerican civilization of Olmec, Teotihuacan, and Maya, including the domestication of ma ize, calendar, glyphic writing, sculpture, and monumental building

4. Judaic monotheism, Greek and Roman religions, early Christianity, the origins of Buddhism; Hinduism I

C. Classical Civilizations and World Religions 1000 BC-600 AD Standards The student will describe classical civilizations in Europe and the West. Benchmarks 1. Students will demonstrate knowledge of ancient

Greek civilization, including art, politics, and philosophy.

Eastern Hemisphere SE/TE: 177-178 TR: All in One Europe and Russia 182-183 TECH: PHSchool Website Activity 178






2. Students will demonstrate knowledge of ancient Rome, including art, politics and philosophy.

Eastern Hemisphere SE/TE: 179-181 TR: All in One Europe and Russia 150 TECH: Transparency ER 35

Examples 1. Architecture, sculpture, myths, dramas; free/slave

labor; Greek democracy; religion and mythology

2. Architecture, sculpture, myths, free/slave labor; Roman Republic; religion and mythology

D. World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD-1500 AD Standards The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. Benchmarks 1. Students will analyze the spread of Islamic

civilization to western Europe, India and Africa.

Eastern Hemisphere SE/TE: 394-396, 665-666 TR: All in One Africa 148, 168, 177-179 TECH: PH School Website Activity 395;

Transparency B20, AF 37, AF Set 2; Audio CD 666

2. Students will describe the expansion of the Chinese

Empire and its effect on political and cultural life.

Eastern Hemisphere SE/TE: 644-645 TR: All in One Asia and the Pacific 224, 231

3. Students will describe the formation of states in sub-Saharan Africa and the Americas.

Eastern Hemisphere SE/TE: 390-397 TR: All in One Africa 75-77, 148-149, 164, 168,

177- 179, 186; Eastern Hemisphere Reading and Vocabulary Study Guide 135-137

TECH: Transparency AF 30, 31 37, AF Set 2; PHSchool Website Activity 391, 395, 397

Western Hemisphere SE/TE: 368-377 TR: All in One Latin America 140, 144-145, 159,

165-168, 174; Western Hemisphere Reading and Vocabulary Study Guide 132-134, 135-137

TECH: PHSchool Website Activity 377; Transparency LA 31, 32






Examples 1. Islamic law, family life, government, architecture,

science

2. Buddhism and Confucianism, Chinese conquest of Vietnam; relations between China and Japan, China and Indian Ocean exploration

3. Ethiopia, Ghana, Zimb abwe, Mali, Benin; Swahili towns, Aztec Empire, Anasazi, Pueblos, Mayans, Incas I

E. Western Civilizations, Renaissance and Reformation 1000 AD-1700 AD Standards The student will demonstrate knowledge of important historical, cultural, and social events in Europe during the Middle Ages. Benchmarks 1. Students will demonstrate knowledge of the

Renaissance in Europe.

Eastern Hemisphere SE/TE: 184-186 TR: All in One Europe and Russia 173

2. Students will demonstrate knowledge of the age of exploration.

Eastern Hemisphere SE/TE: 399

3. Students will demonstrate knowledge of the Reformation including important figures of the era.

Not covered

4. Students will demonstrate knowledge of scientific, political, economic and social changes starting in the 17th Century, including the Enlightenment.

Eastern Hemisphere SE/TE: 188-190 TR: All in One Europe and Russia 154, 184, 201;


TECH: PHSchool Website Activity 190; Transparency ER 36

Examples 1. “Rebirth” of ideas from ancient Greece and Rome,

Erasmus, Leonardo da Vinci, Michelangelo, Francis Bacon

2. Trade, the growth of empires and competition between nations, explorers from Northern Europe and Southern Europe, the roles of Christianity, Judaism, Hinduism, Buddhism, Confucianism, Islam, and indigenous religious traditions






3. Martin Luther, Pope Leo X, John Calvin, Henry VIII, Loyola

4. Galileo Newton, Louis XIV, Peter the Great, Locke, Voltaire, Rousseau, Adam Smith I

F. World Civilizations, Toward a Global Culture, 1500-1770 AD Standards The student will examine changing forms of crosscultural contact, conflict and cooperation that resulted from the interconnections between Eurasia, Africa and the Americas. Benchmarks 1. Students will explain the characteristics of the

trading system that linked peoples of Africa, Asia, and Europe around 1450.

Eastern Hemisphere SE/TE: 68, 186, 399-400 Western Hemisphere SE/TE: 68

2. Students will describe early European explorations, settlements, and empires.

Eastern Hemisphere SE/TE: M14-M15, 186 TR: All in One Europe and Russia 66-67 TECH: PHSchool Website Activity M15;

Transparency B15 Western Hemisphere SE/TE: M14-M15 TR: All in One United States and Canada 64-65 TECH: PHSchool Website Activity M15;

Transparency B15

3. Students will analyze the strengths and limitations of the Chinese Empire under the Ming Dynasty.

Can be developed from: Eastern Hemisphere SE/TE: 645

4. Students will understand patterns of change in Africa in the era of the slave trade and the slave plantation system in the Americas.

Eastern Hemisphere SE/TE: 68, 398-402 TR: All in One Africa 152, 165; Eastern


TECH: Transparency B16; Video The African Slave Trade







5. Students will identify the causes and consequences of global migrations of Europeans, Africans, and Asians.


178, 188 TECH: PHSchool Website Activity 69; Transparency

B2 Western Hemisphere SE/TE: 67-69 TR: All in One Foundations of Geography 166,

178, 188 TECH: PHSchool Website Activity 69; Transparency

B2

Examples 1. Trade routes; products such as spices, silk, gold

2. Portuguese, Dutch, Spanish; responses of Ottomans, Indians, Chinese, Japanese, Vietnamese, and indigenous groups in the Americas and Africa to European presence in Indian Ocean and Americas

3. Zheng He voyages, invasion of Mongolia, annexation of Annam, maritime prohibitions

4. West African states, Atlantic slave trade, opposition to slave trade

5. Slavery, indentured servitude, overpopulation, colonial settler movements, voluntary migration






G. Western Civilizations, Age of Revolution and Reaction, 1640-1920 AD Standards The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. Benchmarks 1. Students will examine the effects of imperialism on

the colonial societies of the 18th, 19th and 20th Centuries.

Eastern Hemisphere SE/TE: 68, 402-404, 648-649, 666-667, 690-693, 697,

700 TR: All in One Africa 152; All in One Asia and

the Pacific 80-82, 224-225, 243, 246, 256, 298, 308, 310-313, 318, 320-321; Eastern Hemisphere Reading and Vocabulary Study Guide 226-228, 243-245, 246-248

TECH: PHSchool Website Activity 403, 649, 690, 692; Transparency AF 38, AF Set 3, AP 59, 62; Audio CD 666

Western Hemisphere SE/TE: 68, 378-384 TR: All in One Latin America 148, 160, 169-172,

174 TECH: Transparency LA 33; PHSchool Website

Activity 382; Video Pizarro and the Empire of Gold

Examples 1. Imperialism, mercantile economies; policies in

Africa, Asia, America; social consequences, slave trade






GRADES 4-8 IV. HISTORICAL SKILLS A. Concepts of Time Standards The student will acquire skills of chronological thinking. Benchmarks 1. Students will develop a chronological sequence of

persons, events and concepts in each historical era studied in these grades.

Eastern Hemisphere SE/TE: 174-212, 382-420, 644-649, 662-682, 688-699 TR: All in One Europe and Russia 150, 154, 158,

162, 166, 169-171, 173, 175-196, 200-202; All in One Africa 78-80, 144-145, 148-149, 152-153, 156-157, 160-161, 163-166, 168-175, 177-179; All in One Asia and the Pacific 80-82, 86-88, 224-225, 231, 243, 246, 256, 260, 264, 267, 271, 277, 280, 283, 286, 298, 302, 305, 308; Eastern Hemisphere Reading and Vocabulary Study Guide 66-80, 132-137, 141-146, 226-231, 236-238, 243-245

TECH: PHSchool Website Activity 175, 178, 190, 195, 197, 201, 207, 209, 389, 391, 395, 397, 403, 404, 408, 418, 419, 420, 649, 663, 670, 682, 690, 692; Transparency B5, 6, 8, 15, 16, 20, ER 35, 36, 37, 38, 39, AF 22, 27, 30, 31, 36, 37, 40, AF Set 2, AF Set 3, AP 42, 57, 59, 60, 61, 62, 63; Audio CD 196, 417, 666; Social Studies Skills Tutor CD ROM 199, 413; Video The African Slave Trade, Istanbul, Aleppo, and Jerusalem: Crossroads of Trade

Western Hemisphere SE/TE: 172-197, 366-389 TR: All in One United States and Canada 79-81,

140, 144, 148, 152, 159, 165-168, 172-181; All in One Latin America 140, 144-145, 148, 152, 159, 161, 169-172; Western Hemisphere Reading and Vocabulary Study Guide 66-74, 132-143

TECH: PHSchool Website Activity 177, 181, 182, 184, 186, 192, 382, 387; Transparency USC 46, 47, 48, LA 31, 32, 33, 34; Audio CD 196; Video Pueblo Bonito, Pizarro and the Empire of Gold






Examples 1. Timelines, graphic representations of historical

narratives

B. Historical Resources Standards The student will begin to use historical resources. Benchmarks 1. Students will identify, describe, and extract

information from various types of historical sources, both primary and secondary.

Eastern Hemisphere SE/TE: RW1, 554-555 TR: All in One Africa 399 TECH: Social Studies Skills Tutor CD-ROM RW1,

555 Western Hemisphere SE/TE: RW1 TECH: Social Studies Skills Tutor CD-ROM RW1

2. Students will assess the credibility and determine appropriate use of different sorts of sources.

Eastern Hemisphere SE/TE: RW1, 14-15, 584-585, 676-677 TR: All in One Foundations of Geography 72; All

in One Asia and the Pacific 127, 272 TECH: Social Studies Skills Tutor CD-ROM RW1,

15, 585, 677 Western Hemisphere SE/TE: RW1, 14-15, 154-155 TR: All in One Foundations of Geography 72 TECH: Social Studies Skills Tutor CD-ROM RW1,

15

3. Students will investigate the ways historians learn about the past if there are no written records.

Can be developed from: Eastern Hemisphere SE/TE: 554-555

Examples 1. Letters, diaries, newspaper accounts, legislative

debates, oral traditions, architecture, material artifacts, art, maps, and statistics

2. Popular press (newspapers, magazines), eyewitness accounts, diaries, literature, mythology, interviews, photographs, government documents, scholarly publications, web resources

3. Archeological and geological evidence, art, architecture, oral traditions, mythology






C. Historical Inquiry Standards The student will apply research skills by investigating a topic in U.S. history. Benchmarks 1. Students will define a research topic that can be

studied using a variety of historical sources.

Eastern Hemisphere SE/TE: RW4, 346, 564, 812 TR: All in One Europe and Russia 14-17, 77-88;

All in One Africa 75-83; All in One Asia and the Pacific 77-88

Western Hemisphere SE/TE: RW4, 326, 526 TR: All in One United States and Canada 12-15,

73-84; All in One Latin America 73-84

2. Students will identify, locate, and use repositories of research materials including libraries, the Internet, historical societies, historic sites, and archives, as appropriate for their project.

Eastern Hemisphere SE/TE: 136, 346, 564, 812 TR: All in One Foundations of Geography 27-38;

All in One Europe and Russia 77-88; All in One Africa 75-83; All in One Asia and the Pacific 77-88

Western Hemisphere SE/TE: 136, 326, 526 TR: All in One Foundations of Geography 27-38;

All in One United States and Canada 73-84; All in One Latin America 73-84

3. Students will develop strategies to find, collect, and

organize historical research.

Eastern Hemisphere SE/TE: 346, 564, 812 TR: All in One Europe and Russia 77-88; All in

One Africa 75-83; All in One Asia and the Pacific 77-88

Western Hemisphere SE/TE: 326, 526 TR: All in One United States and Canada 73-84;

All in One Latin America 73-84






C. Historical Inquiry Standards The student will analyze historical evidence and draw conclusions. Benchmarks 1. Students will understand that primary sources

document first-hand accounts of historical events and secondary sources may be influenced by the author’s interpretation of historical events.

Eastern Hemisphere SE/TE: RW1, 554-555 TR: All in One Africa 399 TECH: Social Studies Skills Tutor CD-ROM RW1 Western Hemisphere SE/TE: RW1, 225 TR: All in One United States and Canada 220 TECH: Social Studies Skills Tutor CD-ROM RW1

2. Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors’ view of historical events.

Eastern Hemisphere SE/TE: RW1 TECH: Social Studies Skills Tutor CD-ROM RW1 Western Hemisphere SE/TE: RW1, 154-155 TR: All in One United States 115 TECH: Social Studies Skills Tutor CD-ROM RW1,

155

3. Students will understand the concepts of historical context and multiple causation.

Western Hemisphere SE/TE: 154-155 TR: All in One United States 115 TECH: Social Studies Skills Tutor CD-ROM 155

4. Students will create a timeline that illustrates the relationship of their topic to other historic events.

Western Hemisphere SE/TE: 326 TR: All in One United States and Canada 79-81

Examples 1. Conflicting British and American views of the

“Boston Massacre”

C. Historical Inquiry Standards The student will present and explain the findings of a research project. Benchmarks 1. Students will analyze how historians present their

work in multiple formats.

Not covered






2. Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas.

Eastern Hemisphere SE/TE: 136, 346, 564, 812 TR: All in One Foundations of Geography 27-38;

All in One Europe and Russia 77-88; All in One Africa 75-83; All in One Asia and the Pacific 77-88

Western Hemisphere SE/TE: 136, 326, 526 TR: All in One Foundations of Geography 27-38;

All in One United States and Canada 73-84; All in One Latin America 73-84

3. Students will articulate a clear thesis statement that

explains the historical relevance of their research topic.

Eastern Hemisphere SE/TE: RW2-RW5 TR: All in One Europe and Russia 7-25 Western Hemisphere SE/TE: RW2-RW5 TR: All in One United States and Canada 5-23

4. Students will learn how to cite sources and to document their research in the form of a bibliography.

Can be developed from: Eastern Hemisphere SE/TE: RW2-RW5 Western Hemisphere SE/TE: RW2-RW5

5. Students will learn what constitutes plagiarism and how to paraphrase appropriately other people’s work in a new interpretive format.

Can be developed from : Eastern Hemisphere SE/TE: RW2-RW5 Western Hemisphere SE/TE: RW2-RW5

Examples 1. Papers, exhibits, documentary films, historic site

interpretation, theater, websites, and other media

HISTORICAL SKILLS GRADES 4-8 V. GEOGRAPHY

A. Concepts of Location Standards The student will identify and locate major physical and cultural features that played an important role in the history of the United States.






Benchmarks

1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied.

Western Hemisphere SE/TE: 140-142, 146-153, 236-247, 249-253, 261,

268-270, 274-276 TR: All in One United States and Canada 82-84,

89-94, 99-100, 110-112, 120, 248, 255, 263, 267; Western Hemisphere Reading and Vocabulary Study Guide 56-58, 95-97, 98-100

TECH: PHSchool Website Activity 147, 153, 247, 249, 250, 269; Transparency B16, USC 22, 27, 43, 54, 57; Video The Geography of the United States and Canada, The Geography of the United States, Taming the Mississippi; Passport to the World CD-ROM 142

2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.


178 Western Hemisphere SE/TE: 67-68, 224-225 TR: All in One Foundations of Geography 166,

178; All in One United States 200 TECH: Transparency USC 52

Examples

1. Great Lakes, Mississippi River, Appalachian Mountains, Rocky Mountains, Northwest territory, District of Columbia

2. Ireland, Germany, China

A. Concepts of Location

Standards The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.

Benchmarks

1. Students will locate major Minnesota ecosystems, topographic features, continental divides, river valleys, and cities.

Western Hemisphere SE/TE: 148-153, 156-162, 264-270 TR: All in One United States and Canada 82-84,

99-100, 103, 111, 114, 120, 244, 252, 255, 266; Western Hemisphere Reading and Vocabulary Study Guide 56-58, 59-61, 98-100

TECH: PHSchool Website Activity 158, 160, 265; Transparency B3, 7, USC 22, 24, 44, 56; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States






Examples 1. Great Lakes, Mississippi River, pine forests, iron

ranges, St. Anthony Falls, prairies and hardwood forests

A. Concepts of Location Standards The student will identify and locate major countries, events and cultural features that played an important role in the history of the United States. Benchmarks 1. Students will locate on a map or globe the major

empires of the late 19th Century and their largest overseas territories.

Eastern Hemisphere SE/TE: 195, 266-267, 402-404, 648, 666, 690-691,

697 TR: All in One Europe and Russia 258; All in One

Africa 152; All in One Asia and the Pacific 224-225, 308; Eastern Hemisphere Reading and Vocabulary Study Guide 92-94, 138-140

TECH: PHSchool Website Activity 195, 267, 403, 690; Transparency ER 43, AF 27, 38, AF Set 3, AP 62; Audio CD 666

Western Hemisphere SE/TE: 188, 462-463 TR: All in One Latin America 276, 287

2. Students will locate the major source countries for immigration to the United States during the years 1877-1916.


178 Western Hemisphere SE/TE: 67-68, 212-213, 224-225 TR: All in One Foundations of Geography 166,

178; All in One United States and Canada 200 TECH: PHSchool Website Activity 213;

Transparency USC 52

3. Students will describe how the landownership patterns laid out by the French, English, Spanish, and the United States Public Land Survey created different landscapes in different parts of the country.

Can be developed from: Western Hemisphere SE/TE: 175-178, 181

Examples

1. England and the British Empire, China, Germany, France and the French Empire, Spain, the Philippines, Cuba, Puerto Rico, Columbia, Suez Canal






2. Italy, Poland, Austro-Hungarian Empire

3. Rectangular survey in Midwest, long lots, metes and bounds in former colonies

B. Maps and Globes Standards The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. Benchmarks 1. Students will use political and thematic maps to

locate major physical and cultural regions of the world and ancient civilizations studied.

Representative Pages: Eastern Hemisphere SE/TE: 43-45, 140-143, 261-262, 325, 453, 487, 568-

571, 606, 737, 799 TR: All in One Foundations of Geography 135;

All in One Europe and Russia 51, 93-95, 97-101; All in One Asia and the Pacific 53, 93-104

TECH: PHSchool Website Activity 43, 261, 262, 325, 453, 487, 606, 737, 799; Transparency AF 9; Passport to the World CD-ROM 142, 569

Western Hemisphere SE/TE: 43-45, 100, 164, 249-250, 330-335, 344, 446,

484, 502, 518 TR: All in One Foundations of Geography 135;

All in One United States and Canada 263; All in One Latin America 89-93, 254

TECH: PHSchool Website Activity 43, 100, 164, 249, 250, 344, 446, 484, 502, 518; Transparency FG 54; Passport to the World CD-ROM 331

2. Students will locate and map areas of major world

religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions.

Eastern Hemisphere SE/TE: 100, 110, 643, 661, 753 TR: All in One Foundations of Geography 214 TECH: PHSchool Website Activity 100, 110, 643,

661, 753; Transparency FG 54 Western Hemisphere SE/TE: 100, 110 TR: All in One Foundations of Geography 214 TECH: PHSchool Website Activity 100, 110






3. Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States.

Representative Pages: Western Hemisphere SE/TE: 140-143, 160, 173, 177, 181-182, 235, 249-

250, 260, 265, 272 TR: All in One United States and Canada 89-94,

263, 264, TECH: PHSchool Website Activity 160, 173, 177,

181, 182, 235, 249, 250, 260, 265, 272; Transparency USC 29, 55; Passport to the World CD-ROM 142

4. Students will distinguish differences among uses of,

and limitations of, different kinds of thematic maps to describe the development of Minnesota.


Examples

1. Locate continents and oceans, use legends to decode symbols, use map scale to measure distances, understand elevation and relief, locate places using latitude and longitude

3. Isoline (climate), dot (population), choropleth (income), bounded area (vegetation), etc.

4. Isoline (climate), dot (population), choropleth (income), bounded area (vegetation), etc.

B. Maps and Globes

Standards

The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth.

Benchmarks

1. Students will create a variety of maps to scale.

Can be developed from: Eastern Hemisphere SE/TE: M9 Western Hemisphere SE/TE: M9

2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.

Eastern Hemisphere SE/TE: M6-M17, 16-22 TR: All in One Europe and Russia 40-69 TECH: Transparency B15; Social Studies Skills Tutor

CD-ROM M13 Western Hemisphere SE/TE: M6-M17, 16-22 TR: All in One United States and Canada 38-67 TECH: Transparency B15; Social Studies Skills Tutor

CD-ROM M13






Examples 1. Isoline (climate), dot (population), choropleth

(income), bounded area (ethnic groups)

2. Evaluate maps in print media that depict events in other parts of the world

C. Physical Features and Processes Standards The student will use basic terminology describing basic physical and cultural features of continents studied. Benchmarks 1. Students will locate and describe major physical

features and analyze how they influenced cultures/civilizations studied.

Eastern Hemisphere SE/TE: 146-170, 356-378, 574-590, 596-614, 620-638 TR: All in One Europe and Russia 77-79,107, 111,

115, 118-120, 122, 124-132; All in One Africa 101, 105, 109, 112-114, 116-128; All in One Asia and the Pacific 77-79, 111-112, 115, 119, 122-124, 126, 128-135, 150-151, 154-155, 158, 161-163, 167-172, 186, 190-191, 194-195, 197-199, 201-202, 207-212, 216-218; Eastern Hemisphere Reading and Vocabulary Study Guide 56-64, 122-130, 196-204, 206-214, 219-224

TECH: PHSchool Website Activity 150, 156, 159, 160, 161, 165, 167, 170, 360, 365, 371, 375, 378, 578, 579, 581, 583, 587, 597, 598, 599, 600, 602, 604, 605, 607, 611, 612, 613, 614, 621, 622, 625, 626, 629, 631, 638; Transparency B2, 3, 15, ER 20, 32, 33, 34, AF 22, 33, 34, 35, AP 48, 49, 50, 51, 52, 53, 54, 56; Audio CD 168, 605; Video The Geography of Europe and Russia, The Geography of Africa, The Geography of East Asia and the Pacific, The Geography of South, Southwest and Central Asia, The Geography of Southeast Asia and the Pacific; Social Studies Skills Tutor CD-ROM 163, 633; Passport to the World CD-ROM 630

Western Hemisphere SE/TE: 148-168, 248-261, 264-276, 338-349 TR: All in One United States and Canada 99-100,

103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; All in One Latin America 54, 99-100, 103-104, 110; Western Hemisphere Reading and Vocabulary Study Guide 56-64, 92-103, 122-124






(Continued) 1. Students will locate and describe major physical

features and analyze how they influenced cultures/civilizations studied.

(Continued) Western Hemisphere TECH: PHSchool Website Activity 153, 158, 160,

162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America; Audio CD 275

2. Students will describe and locate major physical

features in their local community and analyze their impact on the community.

Can be developed from Western Hemisphere SE/TE: 148-168, 264-270

Examples 1. Mountain systems, river basin, deserts, plains

2. Rivers, bluffs, lakes, forests, farm land

C. Physical Features and Processes Standards The student will identify and locate geographic features associated with the development of the United States. Benchmarks 1. Students will identify physical features and analyze

their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States. Mohawk Depression, Ohio River, Appalachian Mountains, California gold fields


103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; Western Hemisphere Reading and Vocabulary Study Guide 56-64, 92-103

TECH: PHSchool Website Activity 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276; Transparency B3, 7, USC 22, 43, 44, 45, 54, 55, 56, 57; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States; Audio CD 275






C. Physical Features and Processes Standards The student will identify and locate geographic features associated with the development of Minnesota. Benchmarks

1. Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States.


103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; Western Hemisphere Reading and Vocabulary Study Guide 56-64, 92-103

TECH: PHSchool Website Activity 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276; Transparency B3, 7, USC 22, 43, 44, 45, 54, 55, 56, 57; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States; Audio CD 275

2. Students will identify physical features that shaped

settlement and life-ways of the Dakota and the Ojibwe and analyze their impact.


3. Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19th Century.

Not covered

4. Students will identify physical features that either hindered or promoted the industrialization of the state.

Can be developed from: Western Hemisphere SE/TE: 183, 188

Examples 1. Eastern and southern states, mountain states

2. Wild rice beds, long grass prairie, rivers, forests

3. Great Lakes, river systems, confluence of Mississippi and Minnesota Rivers

4. Mississippi river system, Red River Valley, forests and prairies, Falls of St. Anthony, smaller water power sites, Iron Range, pine forests






C. Physical Features and Processes Standards The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. Benchmarks 1. Students will describe the major physical features

of the United States and the regions of the world they study.





99-100, 103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; All in One Latin America 54, 99-100, 103-104, 110; Western Hemisphere Reading and Vocabulary Study Guide 56-64, 92-103, 122-124

TECH: PHSchool Website Activity 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States






(Continued) 1. Students will describe the major physical features

of the United States and the regions of the world they study.

(Continued) Western Hemisphere TECH: Video The Geography of Latin America;

Audio CD 275; Passport to the World CD-ROM 142, 145

2. Students will describe physical systems in the

atmosphere and Earth’s crust, and the regional patterns of climate and landforms associated with them.

Eastern Hemisphere SE/TE: M2-M3, 28-54, 146-170, 356-378, 574-590,

596-614, 620-638 TR: All in One Foundations of Geography 110,

114, 118-119, 122-124, 127, 135-137, 138-142; All in One Europe and Russia 30, 77-79,107, 111, 115, 118-120, 122, 124-132; All in One Africa 101, 105, 109, 112-114, 116-128; All in One Asia and the Pacific 77-79, 111-112, 115, 119, 122-124, 126, 128-135, 150-151, 154-155, 158, 161-163, 167-172, 186, 190-191, 194-195, 197-199, 201-202, 207-212, 216-218; Eastern Hemisphere Reading and Vocabulary Study Guide 12-20, 56-64, 122-130, 196-204, 206-214, 219-224

TECH: PHSchool Website Activity 39, 43, 53, 150, 156, 159, 160, 161, 165, 167, 170, 360, 365, 371, 375, 378, 578, 579, 581, 583, 587, 597, 598, 599, 600, 602, 604, 605, 607, 611, 612, 613, 614, 621, 622, 625, 626, 629, 631, 638; Transparency B2, 3, 15, ER 1, 20, 32, 33, 34, AF 22, 33, 34, 35, AP 48, 49, 50, 51, 52, 53, 54, 56; Audio CD 168, 605; Video The Geography of Europe and Russia, The Geography of Africa, The Geography of East Asia and the Pacific, The Geography of South, Southwest and Central Asia, The Geography of Southeast Asia and the Pacific; Social Studies Skills Tutor CD-ROM 163, 633; Passport to the World CD-ROM 630

Western Hemisphere SE/TE: M2-M3, 33-54, 148-168, 248-261, 264-276,

338-349 TR: All in One Foundations of Geography 110,

114, 118-119, 122-124, 127, 135-137, 138-142; All in One United States and Canada 28, 99-100, 103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; All in One Latin America 54, 99-100, 103-104, 110; Western Hemisphere Reading and Vocabulary Study Guide 12-20, 56-64, 92-103, 122-124

TECH: PHSchool Website Activity 39, 43, 53, 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, FG 46, 47, 48, USC 1, 22, 43, 44, 45






(Continued) 2. Students will describe physical systems in the

atmosphere and Earth’s crust, and the regional patterns of climate and landforms associated with them.

(Continued) Western Hemisphere TECH: Transparency 54, 55, 56, 57, LA 28, 29;

Audio CD 42, 275; Video The Ever-Changing Earth, The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America

3. Students will describe patterns of vegetation and landforms in the United States and around the world.





103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; All in One Latin America 54, 99-100, 103-104, 110; Western Hemisphere Reading and Vocabulary Study Guide 56-64, 92-103, 122-124

TECH: PHSchool Website Activity 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Video The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America; Audio CD 275






Examples 1. Great Plains, Sahara, Amazon Basin

2. Topographic patterns, tectonic and erosion cycles

3. Grassland, rain forest, Taiga

C. Physical Features and Processes Standards The student will give examples of physical systems and describe their role in shaping life on Earth. Benchmarks 1. Students will describe how the major regions of the

world they study are interconnected through physical processes such as wind and/or ocean currents.

Eastern Hemisphere SE/TE: 40-45, 156 TR: All in One Foundations of Geography 114,

123, 135 TECH: PHSchool Website Activity 43, 45, 156;

Audio CD 42 Western Hemisphere SE/TE: 40-45, 156-157, 343-346 TR: All in One Foundations of Geography 114,

123, 135; All in One United States and Canada 103, 111; All in One Latin America 99, 104, 111

TECH: PHSchool Website Activity 43, 45, 344; Audio CD 42

2. Students will describe natural hazards, the physical

processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage.

Eastern Hemisphere SE/TE: 36-37, 47, 756 TR: All in One Foundations of Geography 138-

140; All in One Asia and the Pacific 374, 390; Eastern Hemisphere Reading and Vocabulary Study Guide 15-17

Western Hemisphere SE/TE: 36-37, 47, 150, 158, 357, 521 TR: All in One Foundations of Geography 138-

140; All in One United States and Canada 104, 120; All in One Latin America 107-108, 328; Western Hemisphere Reading and Vocabulary Study Guide 15-17, 187-189

TECH: Transparency USC 22, 24, LA 48; Audio CD 357

Examples 1. Monsoons, El Nino






2. Flood plains, earthquake zones, hurricanes

D. Interconnections Standards The student will give examples that demonstrate how people are connected to each other and the environment. Benchmarks 1. Students will identify factors that drew people to

their local communities.

Eastern Hemisphere SE/TE: M14-M15, 68, 93 TR: All in One Europe and Russia 67 TECH: PHSchool Website Activity M15 Western Hemisphere SE/TE: M14-M15, 68, 93, 256 TR: All in One United States and Canada 65 TECH: PHSchool Website Activity M15, 256; Video

Miami’s Little Havana

2. Students will analyze how the physical environment influences human activities.

Eastern Hemisphere SE/TE: 88-89, 93, 114-125, 128-132 TR: All in One Foundations of Geography 191-

194, 210, 221, 245, 249, 253, 256-258, 260, 262-271; Eastern Hemisphere Reading and Vocabulary Study Guide 45-53

TECH: PHSchool Website Activity 115, 119, 124, 132; Transparency B15, FG 56, 57, 58; Video What is Culture?, The Natural Resources of an Island Nation

Western Hemisphere SE/TE: 88-89, 93, 114-125, 128-132, 248, 257-258,

260, 272-274 TR: All in One Foundations of Geography 191-

194, 210, 221, 245, 249, 253, 256-258, 260, 262-271; All in One United States and Canada 236, 251, 264; Western Hemisphere Reading and Vocabulary Study Guide 45-53

TECH: PHSchool Website Activity 115, 119, 124, 132, 272; Transparency B15, FG 56, 57, 58, USC 29, 55; Video What is Culture?, The Natural Resources of an Island Nation, The Gold Rush

Examples 1. Mining activity, political freedom

2. Influence of the land and climate on people who live in various areas






D. Interconnections Standards The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. Benchmarks 1. Students will analyze how changes in technology

and political attitudes promoted development in various regions of the United States.

Eastern Hemisphere SE/TE: 94, 107 TR: All in One Foundations of Geography 210,

218 TECH: Transparency FG 53, 55 Western Hemisphere SE/TE: 94, 107, 257-260, 264-270, 274-275 TR: All in One Foundations of Geography 210,

218; All in One United States and Canada 240, 244, 248, 252, 264; Western Hemisphere Reading and Vocabulary Study Guide 270

TECH: PHSchool Website Activity 265, 270; Transparency B7, FG 53, 55, USC 55, 56, 57

2. Students will analyze how changes in transportation

affected settlement of the country.

Western Hemisphere SE/TE: 268-269, 280-283 TR: All in One United States and Canada 244,

268-269 TECH: Transparency USC 56

Examples 1. Invention of the sod-breaking steel plow or blast

furnace that uses coal instead of charcoal; production line in large cities, mechanized agriculture and great plains, political attitudes towards the post-reconstruction South, Transcontinental railroads, the building of the Panama Canal

2. Canals in early 1800s; steamboats in the mid-1880s, westward expansion, settlement of Minnesota, areas people moved from and to






D. Interconnections Standards The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. Benchmarks 1. Students will give examples of how changes in

technology made some locations in Minnesota more suitable for urbanization than others.

Can be developed from: Eastern Hemisphere SE/TE: 70-71 Western Hemisphere SE/TE: 70-71

2. Students will analyze how changes in transportation affected settlement of the state.

Western Hemisphere SE/TE: 268-269, 280-283 TR: All in One United States and Canada 244,


3. Students will explain the importance of site features in the establishment of Minnesota’s largest cities.

Western Hemisphere SE/TE: 270 TR: Western Hemisphere Reading and Vocabulary

Study Guide 98-100 TECH: Video Taming the Mississippi, The

Geography of the United States

4. Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects.

Western Hemisphere SE/TE: 270 TR: All in One United States and Canada 244,


5. Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.

Eastern Hemisphere SE/TE: M14-M15 TR: All in One Europe and Russia 66-67 TECH: Transparency B15 Western Hemisphere SE/TE: M14-M15, 213 TR: All in One United States and Canada 64-65 TECH: PHSchool Website Activity 213;

Transparency B15

6. Students will describe the settlement pattern of Minnesota’s largest immigrant groups.

Can be developed from: Eastern Hemisphere SE/TE: 67-68 Western Hemisphere SE/TE: 67-68, 213, 224-225






7. Students will use regions to analyze modern agriculture in Minnesota.

Can be developed from Western Hemisphere SE/TE: 266-267

Examples 1. Water power sites, river crossings, ports on Lake

Superior and river systems

2. Steamboats in the mid-1800s, railroads in the 19th Century, highway system in first half of 20th Century, air transportation in last half of 20th Century

3. Water power sites, river crossings, access from Mississippi to the upland via heads of navigation, ports

4. Fiber optic networks, freeways, development of airports

5. War and dislocation, economic opportunity, opening of treaty lands for settlement, Northern Europeans, Mexico, Laos

6. Swedes, Norwegians, Finns, Germans, Hmong, Mexicans, Hispanics

7. Corn-hog-soybean region, sugar beet and wheat in Red River Valley, market gardening

D. Interconnections Standards The student will identify how technology made some parts of Minnesota more valuable at particular times in history. Benchmarks 1. Students will explain how Minnesota is connected

to the rest of the world through international trade, and analyze the impact of this connection.

Eastern Hemisphere SE/TE: 78-79 TR: All in One Foundations of Geography 170;



Western Hemisphere SE/TE: 78-79, 206-208, 436 TR: All in One Foundations of Geography 170;

All in One Latin America 243






(Continued) 1. Students will explain how Minnesota is connected

to the rest of the world through international trade, and analyze the impact of this connection.

(Continued) Western Hemisphere TR: Western Hemisphere Reading and Vocabulary

Study Guide 28-30, 78-80, 168-170 TECH: PHSchool Website Activity 79, 206, 208, 436;

Transparency FG 51, USC 50

Examples 1. Wheat and soy beans to China, clothing and

electronic goods from Asia, fur trade, Spam to world, taconite

D. Interconnections Standards The student will describe how humans influence the environment and in turn are influenced by it. Benchmarks 1. Students will recognize changes over time in

nearby landscapes, resulting from human occupation. Forest and farm land being replaced by housing

Eastern Hemisphere SE/TE: M1, M16-M17, 13, 500 TR: All in One Europe and Russia, 29, 68-69; All

in One Africa 298, 311-312 TECH: PHSchool Website Activity 13; Transparency

B17, AF 49 Western Hemisphere SE/TE: M1, M16-M17, 13, 202-205, 248-253, 257-

261, 264-276 TR: All in One United States and Canada 27, 66-

67, 156, 159, 236, 240, 244, 248, 251-253, 257-260, 263-264; Western Hemisphere Reading and Vocabulary Study Guide 2-4, 98-103

TECH: PHSchool Website Activity 13, 204, 249, 261, 265, 269; Transparency B7, 17, USC 54, 55, 57; Audio CD 275; Video Taming the Mississippi, The Gold Rush






D. Interconnections Standards The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans’ occupation of the Earth’s surface. Benchmarks 1. Students will explain the patterns of population

density on the surface of the Earth and analyze the causes of population change.

Representative Pages Eastern Hemisphere SE/TE: 6-7, 60-73, 143, 291, 460, 538, 578, 723, 763,

806 TR: All in One Foundations of Geography 162,

166, 177-178, 181-186, 188; All in One Europe and Russia 93-95, 101, 282; All in One Africa 460; Eastern Hemisphere Reading and Vocabulary Study Guide 22-27

TECH: PHSchool Website Activity 7, 61, 63, 66, 69, 71, 460, 578, 723, 763, 806; Transparency FG 5, 6, 49, 50; Audio CD 62; Video The Geography of East Asia and the Pacific; Social Studies Skills Tutor CD-ROM 73, 291; Passport to the World CD-ROM 806

Western Hemisphere SE/TE: 6-7, 60-73, 213, 250, 256, 292, 296, 479, 498 TR: All in One Foundations of Geography 162,

166, 177-178, 181-186, 188; All in One United States and Canada 263, 316; All in One Latin America 498; Western Hemisphere Reading and Vocabulary Study Guide 22-27

TECH: PHSchool Website Activity 7, 61, 63, 66, 69, 71, 213, 250, 256, 292, 296, 479, 498; Transparency FG 5, 6, 49, 50; Audio CD 62; Video Miami’s Little Havana, Puerto Rico: Past and Present; Social Studies Skills Tutor CD-ROM 73

2. Students will describe the patterns of languages on

the surface of the Earth and identify patterns of change.

Eastern Hemisphere SE/TE: M13, 98-99, 224, 230, 425, 753, 759 TECH: PHSchool Website Activity 99, 224, 230, 425,

753, 759; Social Studies Skills Tutor CD-ROM M13

Western Hemisphere SE/TE: M13, 98-99, 401, 439 TECH: PHSchool Website Activity 99, 401, 439;

Social Studies Skills Tutor CD-ROM M13






3. Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change.

Eastern Hemisphere SE/TE: 100-101, 428, 487, 515-516, 525, 661, 687,

753, 759 TR: All in One Foundations of Geography 214;

All in One Africa 336; Eastern Hemisphere Reading and Vocabulary Study Guide 38-40

TECH: PHSchool Website Activity 487, 661, 687, 753, 759; Transparency AF 50; Audio CD 428, 516; Social Studies Skills Tutor CD-ROM 525

Western Hemisphere SE/TE: 100-101, 263 TR: All in One Foundations of Geography 214;

All in One United States and Canada 265; Western Hemisphere Reading and Vocabulary Study Guide 38-40

TECH: Social Studies Skills Tutor CD-ROM 263

4. Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.

Representative Pages: Eastern Hemisphere SE/TE: 80-84, 204-212, 279-282, 292-298, 488-489,

495, 523, 550-553, 559-560, 771 TR: All in One Foundations of Geography 174,

178, 189-190; All in One Europe and Russia 162, 166, 169, 194-196, 266, 274, 277; All in One Africa 290, 338, 407-408; Eastern Hemisphere Reading and Vocabulary Study Guide 31-33, 75-80, 98-100, 104-106, 168-173, 181-186, 188-193, 269-271

TECH: PHSchool Website Activity 293, 294, 489, 495, 560; Transparency FG 52, ER 38, 39, 45, ER Set 1, AF 47, 53; Audio CD 280; Video Germany: The Berlin Wall, South Africa; Apartheid’s Legacy

Western Hemisphere SE/TE: 80-84, 291-292, 463, 467, 471-473, 476-477,

481-482, 513, 522 TR: All in One Foundations of Geography 214;

All in One United States and Canada 287; All in One Latin America 284-285, 289; Western Hemisphere Reading and Vocabulary Study Guide 38-40, 174-176, 184-189

TECH: PHSchool Website Activity 292, 513; Transparency LA 43; Audio CD 473; Video Puerto Rico: Past and Present






5. Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change.

Representative Pages: Eastern Hemisphere SE/TE: 74-79, 315-317, 495, 714-722, 728-730, 752,

756-760, 766-768, 778-779, 805-807 TR: All in One Foundations of Geography 170,

179; All in One Europe and Russia 314; All in One Asia and the Pacific 83-85, 332-333, 336, 340, 343-345, 374, 382, 390, 394, 428-429; Eastern Hemisphere Reading and Vocabulary Study Guide 28-30, 171-173, 250-252, 263-265

TECH: PHSchool Website Activity 77, 79, 495, 717; Transparency B6, 16, FG 51, ER 48, AP 64, 66, 68, 71, 73; Passport to the World CD-ROM 806

Western Hemisphere SE/TE: 74-79, 248-253, 255-261, 264-276, 315, 436,

450, 496-497, 512, 517-520 TR: All in One Foundations of Geography 170,

179; All in One United States and Canada 236, 240, 244, 248, 251-253, 264, 266; All in One Latin America 325; Western Hemisphere Reading and Vocabulary Study Guide 28-30, 95-103, 114-116, 164-166, 168-170

TECH: PHSchool Website Activity 77, 79, 249, 250, 261, 265, 272, 315, 518; Transparency B7 , 20, FG 51, USC 54, 55, 56, 57, LA 47 ; Audio CD 275, 497; Video Santiago, Chile: Between the Andes and the Sea






6. Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change.


350-355, 454-457, 476-483, 568-573, 710-713 TR: All in One Foundations of Geography 170,

179; All in One Europe and Russia 93-95; All in One Africa 89-91; All in One Asia and the Pacific 93-95; Eastern Hemisphere Reading and Vocabulary Study Guide 28-30

TECH: PHSchool Website Activity 77, 79, 259, 311, 483; Transparency FG 51; Video The Geography of Western Europe, The Geography of Eastern Europe and Russia, The Geography of North Africa, The Geography of West Africa, The Geography of East Asia; Social Studies Skills Tutor CD-ROM 353; Passport to the World CD-ROM 142, 145, 352, 355, 569, 573, 712

Western Hemisphere SE/TE: 96-101, 104-108, 140-145, 228-229, 236-247,

286-289, 330-335, 426-429, 456-461, 488-493 TR: All in One Foundations of Geography 214,

218, 221-222, 224; All in One United States and Canada 89-91, 204, 320-322; All in One Latin America 89-91, 298-300; Western Hemisphere Reading and Vocabulary Study Guide 38-43

TECH: PHSchool Website Activity 247, 429, 461, 493; Transparency B18, FG 54, 55, USC 53; Audio CD 229; Video Quebec’s French Culture, The Geography of the United States, The Geography of Canada, Mexico and Central America: Navigting the Highs and Lows, The Caribbean: Dynamic Lands and Cultures, South America: Adapting to a Varied Landscape; Passport to the World CD-ROM 142, 145, 331, 335, 428

7. Students will identify current or historic conflicts

and explain how those conflicts are/were influenced by geography.

Eastern Hemisphere SE/TE: 233, 319-326, 341, 466-467, 775-777 TR: All in One Europe and Russia 318-319, 326,

330, 333; All in One Africa 256, 260; Eastern Hemisphere Reading and Vocabulary Study Guide 111-113

TECH: PHSchool Website Activity 233, 320, 322, 325, 326, 341, 776; Transparency B1, 15, ER 49, 51; Audio CD 777; Video Rebuilding Kosovo

Western Hemisphere SE/TE: 181-182 TR: All in One United States and Canada 174-178






Examples 1. Refugees, rural to urban, suburbanization,

migration of labor

2. Language families, word usage in English, expansion of English

3. Christianity, Islam, Hinduism, Judaism, Buddhism, Confucianism, indigenous religions

4. Communism, democracy, kingdoms, dictatorships

5. Industrial regions, patterns of commercial and subsistence agriculture

6. Western Europe, Arab World, Southeast Asia, Latin America

7. Iraqi conflict, defense of Korea, the island campaign in the Pacific Theater of WWII, Battle of Thermopylae in Persian War, England and Russia in Napoleonic wars and in WWII

D. Interconnections Standards The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. Benchmarks 1. Students will analyze the way peoples’ perception

of regions vary and are affected by individual perspective and culture.

Can be developed from: Eastern Hemisphere SE/TE: 222-244, 426-448, 652-656, 662-668, 688-700 Western Hemisphere SE/TE: 248-276, 284-322, 402-420

2. Students will provide examples at differing scales of how regions are important to people as symbols for unifying society.

Can be developed from: Eastern Hemisphere SE/TE: 222-244, 426-448, 652-656, 662-668, 688-700 Western Hemisphere SE/TE: 248-276, 284-322, 402-420






3. Students will describe how physical processes affect different regions of the world.

Eastern Hemisphere SE/TE: 33-54, 146-170, 356-378, 574-590, 596-614,

620-638 TR: All in One Foundations of Geography 110,

114, 118-119, 122-124, 127, 135-137, 138-142; All in One Europe and Russia 77-79,107, 111, 115, 118-120, 122, 124-132; All in One Africa 101, 105, 109, 112-114, 116-128; All in One Asia and the Pacific 77-79, 111-112, 115, 119, 122-124, 126, 128-135, 150-151, 154-155, 158, 161-163, 167-172, 186, 190-191, 194-195, 197-199, 201-202, 207-212, 216-218; Eastern Hemisphere Reading and Vocabulary Study Guide 12-20, 56-64, 122-130, 196-204, 206-214, 219-224

TECH: PHSchool Website Activity 39, 43, 53, 150, 156, 159, 160, 161, 165, 167, 170, 360, 365, 371, 375, 378, 578, 579, 581, 583, 587, 597, 598, 599, 600, 602, 604, 605, 607, 611, 612, 613, 614, 621, 622, 625, 626, 629, 631, 638; Transparency B2, 3, 15, FG 46, 47, 48, ER 20, 32, 33, 34, AF 22, 33, 34, 35, AP 48, 49, 50, 51, 52, 53, 54, 56; Audio CD 42, 168, 605; Video The Ever-Changing Earth, The Geography of Europe and Russia, The Geography of Africa, The Geography of East Asia and the Pacific, The Geography of South, Southwest and Central Asia, The Geography of Southeast Asia and the Pacific; Social Studies Skills Tutor CD-ROM 49, 163, 633; Passport to the World CD-ROM 630

Western Hemisphere SE/TE: 33-54, 148-168, 248-261, 264-276, 338-349 TR: All in One Foundations of Geography 110,

114, 118-119, 122-124, 127, 135-137, 138-142; All in One United States and Canada 99-100, 103-104, 107, 111-112, 114, 116-121, 236, 240, 244, 248, 251-253, 255, 264; All in One Latin America 54, 99-100, 103-104, 110; Western Hemisphere Reading and Vocabulary Study Guide 12-20, 56-64, 92-103, 122-124

TECH: PHSchool Website Activity 39, 43, 53, 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, FG 46, 47, 48, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Audio CD 42, 275; Video The Ever-Changing Earth, The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America; Social Studies Skills Tutor 49






4. Students will interpret regional variation in the relationships among soil, climate, plant and animal life, and landforms.






TECH: PHSchool Website Activity 39, 43, 53, 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, FG 46, 47, 48, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Audio CD 42, 275; Video The Ever-Changing Earth, The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America

Examples

1. Property values in a city, attitudes toward wilderness






2. Local community or neighborhood, the American West, Chinatowns

3. Desertification of the Sahel, soil degradation in the tropics

4. Rain shadow deserts, rainforests

E. Essential Skills Standards The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. Benchmarks 1. Students will demonstrate the ability to obtain

geographic information from a variety of print and electronic sources.

Eastern Hemisphere SE/TE: 136, 346, 564, 812 TR: All in One Foundations of Geography 27-29,

30-32, 33-35, 36-38; All in One Europe and Russia 77-79, 80-82, 83-85, 86-88; All in One Africa 75-77, 78-80, 81-83; All in One Asia and the Pacific 77-79, 80-82, 83-85, 86-88

Western Hemisphere SE/TE: 136, 326, 526 TR: All in One Foundations of Geography 27-29,

30-32, 33-35, 36-38; All in One United States and Canada 73-75, 76-78, 79-81, 82-84; All in One Latin America 73-75, 76-78, 79-81, 82-84

2. Students will make inferences and draw

conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Not covered






3. Students will locate major political and physical features of the United States and the world.






TECH: PHSchool Website Activity 39, 43, 53, 153, 158, 160, 162, 164, 249, 250, 254, 260, 261, 265, 272, 276, 339, 344, 349; Transparency B3, 7, FG 46, 47, 48, USC 22, 43, 44, 45, 54, 55, 56, 57, LA 28, 29; Audio CD 42, 275; Video The Ever-Changing Earth, The Geography of the United States and Canada, Taming the Mississippi, The Geography of the United States, The Geography of Latin America

Examples 1. Atlases, online databases, topographic maps






2. Thematic, topographic, aerial photos, satellite images

3. Countries, rivers, topographic features, largest cities

GRADES 4-8 VI. ECONOMICS A. Producers and Consumers Standards The student will understand the concept of interdependence in relation to producers and consumers. Benchmarks 1. Students will compare and contrast the roles of

producers and consumers.

Eastern Hemisphere SE/TE: 74 TR: All in One Foundations of Geography 170,

179 Western Hemisphere SE/TE: 74 TR: All in One Foundations of Geography 170,

179

2. Students will explain that in market economies, individuals earn income by working for firms to produce goods and services, and firms incur costs by hiring individuals and earn revenue by selling goods and services.

Eastern Hemisphere SE/TE: 75 Western Hemisphere SE/TE: 75

3. Students will explain how a market economy answers the questions of what gets produced, how it is produced, and who receives it, and how it differs from other economic systems.


179 Western Hemisphere SE/TE: 74-75 TR: All in One Foundations of Geography 170,

179

4. Students will explain that a market exists when consumers buy and producers sell goods and services.

Eastern Hemisphere SE/TE: 75 Western Hemisphere SE/TE: 75






5. Students will explain how the price of a good is determined by supply and demand (the interrelationship between production and consumption).


Examples 1. Girl Scouts supply cookies, consumers demand

them

2. Simplified circular flow of economic activity

3. Clothes produced because consumers want them. Textiles produced in factories because of their efficiency

5. Consumers buy clothes if willing and able to pay the price; command and traditional economies

B. Economic Choices Standards The student will understand basic principles of economic decision-making. Benchmarks 1. Students will understand the concept of scarcity and

its role in decision-making.


2. Students will apply a decision-making process to make informed choices.

Eastern Hemisphere SE/TE: 496-497 TR: All in One Africa 306 TECH: Social Studies Skills Tutor CD-ROM 497

3. Students will analyze how people respond predictably to positive and negative economic incentives.


Examples 2. State the problem, identify alternatives using

explicit criteria, make a decision, explain the choice that was made






3. Subsidies of land grants to railroad helped build transcontinental railroad. Tariffs discouraged importation of foreign textiles

C. The Market Economy (Micro Economics) Standards The student will understand that in a market economy income is earned in different ways. Benchmarks 1. Students will identify multiple forms of income and

their sources. Wages and salary, rent, interest, and profit


C. The Market Economy (Micro Economics) Standards The student will understand business organizations, market structures, and financial institutions that operate within our economy. Benchmarks 1. Students will identify and compare and contrast

various industries and the occupations related to them.

Western Hemisphere SE/TE: 183, 236-247, 250-253, 257-260, 265-270,

273-276 TR: All in One United States and Canada 236,

240, 248, 264; Western Hemisphere Reading and Vocabulary Study Guide 98-103

TECH: PHSchool Website Activity 250, 265, 270; Transparency B7, 20, USC 54, 55, 57; Audio CD 275; Video The Geography of the United States, The Gold Rush

2. Students will compare and contrast the concepts of

competition and monopoly and predict consequences of each.

Can be developed from: Eastern Hemisphere SE/TE: 74-79 Western Hemisphere SE/TE: 74-79, 183, 188

3. Students will describe various financial institutions and compare and contrast their roles, and explain how those institutions relate to their lives.







Examples 1. Tourist, agricultural, health services, oil

2. Farmers’ market (competition), electric distribution (monopoly)

3. Banks, credit unions, stock market, the Federal Reserve

D. The National Economy (Macro Economics) Standards The student will understand the economic activities of government. Benchmarks 1. Students will explain that the government pays for

the goods and services it provides through taxing and borrowing.

Can be developed from: Western Hemisphere SE/TE: 83, 179, 190, 192

2. Students will explain how the government regulates economic activity to promote the public welfare, encourage competition, and protect against monopolistic abuses.

Western Hemisphere SE/TE: 208 TR: Western Hemisphere Reading and Vocabulary

Study Guide 78-80 TECH: PHSchool Website Activity 208

Examples 1. Education, road, police, income tax (16th

Amendment), payroll tax, city sales tax, property tax, war bonds

2. Pollution control, SEC, Federal Reserve, Anti-Trust, child labor laws






D. The National Economy (Macro Economics) Standards The student will understand the concepts that measure the national economy. Benchmarks 1. Students will define and give examples of basic

economic terms.


179; Eastern Hemisphere Reading and Vocabulary Study Guide 28-30

TECH: PHSchool Website Activity 77, 79; Transparency FG 51;

Western Hemisphere SE/TE: 74-79, 206-208 TR: All in One Foundations of Geography 170,

179; All in One United States and Canada 156; Western Hemisphere Reading and Vocabulary Study Guide 28-30, 78-80

TECH: PHSchool Website Activity 77, 79, 206, 208; Transparency FG 51, USC 50

2. Students will give examples of measurements that

indicate the economic conditions of depression, recession, and expansion.


Examples 1. Unemployment, inflation, interest rates, Gross

Domestic Product (GDP)

2. Unemployment and reduction in output during Great Depression, stagflation of 1970s ECONOMICS






GRADES 4-8 VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and responsibilities Standards The student will recognize the importance of individual action and character in shaping civic life. Benchmarks 1. Students will identify people who have dealt with

challenges and made a positive difference in other people’s lives and explain their contributions.

Western Hemisphere SE/TE: 178-180, 184-186, 188-191, 264 TR: All in One United States and Canada 140,

144, 148, 159, 165-168, 244, 252; Western Hemisphere Reading and Vocabulary Study Guide 66-68

TECH: PHSchool Website Activity 186; Transparency USC 46, 47, 48

Examples 1. George Washington, Benjamin Franklin, Harriet

Tubman, Abraham Lincoln, Martin Luther King, Jr., Chief Joseph of the Nez Perce, Sequoyah, George Washington Carver, Claire Barton, Frederick Douglass, Abigail Adams, Rosa Parks, and other world figures, America’s founders and framers, local and state leaders

A. Civic Values, Skills, Rights and Responsibilities Standards The student will articulate the range of rights and responsibilities in a republic Benchmarks 1. Students will explain protections the Bill of Rights

provides to individuals.


2. Students will explain some of the responsibilities of people living in a democracy.







3. Students will explain that the Minnesota Constitution also protects rights, including additional rights not specifically mentioned by the federal constitution.

Can be developed from: Eastern Hemisphere SE/TE: 83 Western Hemisphere SE/TE: 83, 179

4. Students will describe landmark U.S. Supreme Court decisions concerning rights and responsibilities


Examples 1. First 10 Amendments

2. Respect the rights and property of others, obey rules and laws, be informed, care for your community know your rights, work hard, take care of yourself and family, take responsibility for your actions

3. Freedom of Conscience

4. Plessy V. Ferguson and Brown V. Board of Education

A. Civic Values, Skills, Rights and Responsibilities Standards The student will know how citizenship is established and exercised. Benchmarks 1. Students will explain the meaning of legally

recognized citizenship in the United States, and describe the processes by which an individual may establish U.S. citizenship.

Can be developed from: Western Hemisphere SE/TE: 83, 179, 223-224

2. Students will distinguish between the rights of citizens and non-citizens and describe the use of this distinction throughout U.S. history.

Western Hemisphere SE/TE: 182, 223-224 TR: All in One United States and Canada 174-178

Examples 2. Naturalization Act of 1790, Dred Scott decision,

14th, 15th, 19th, and 26th Amendments, birth, naturalization






A. Civic Values, Skills, Rights and Responsibilities Standards The student will understand the importance of participation in civic life and demonstrate effective civic skills Benchmarks 1. Students will explain the steps necessary to become

an informed voter and an engaged citizen.


2. Students will explain the meaning of civic life and how all members of a community can be engaged.


3. Students will identify and research community problems and recommend solutions.

Can be developed from: Eastern Hemisphere SE/TE: 114-132 Western Hemisphere SE/TE: 114-132, 264-270

4. Students will analyze sources of information for accuracy, bias, and relevance, and distinguish between fact and opinion in order to analyze a public policy issue.

Eastern Hemisphere SE/TE: RW1, 14-15, 584-585, 676-677 TR: All in One Foundations of Geography 72; All

in One Asia and the Pacific 127, 272 TECH: Social Studies Skill Tutor CD-ROM RW1, 15,

585, 677 Western Hemisphere SE/TE: RW1, 14-15 TR: All in One Foundations of Geography 72 TECH: Social Studies Skill Tutor CD-ROM RW1, 15

Examples 1. Recognize issues and candidates, identify stands

taken by candidates on issues, evaluate information for accuracy, bias, and opinion

2. Running for elected office, supporting those running for office, informed voting, serving on school board and city council, organizing a neighborhood watch group, speaking at a public meeting, belonging to a political party, community board, block watch, attending school conferences, immigrant and refugee community building






B. Beliefs and Principles of United States Democracy Students will know the purpose, function and limits of our republic. Benchmarks 1. Students will explain why government is needed

and what would happen if there were no government.


178, 189-190; Eastern Hemisphere Reading and Vocabulary Study Guide 31-33

TECH: Transparency B3, FG 52 Western Hemisphere SE/TE: 80-84 TR: All in One Foundations of Geography 174,

178, 189-190; Western Hemisphere Reading and Vocabulary Study Guide 31-33

TECH: Transparency B3, FG 52

2. Students will explain what “consent of the governed” means and how it is expressed in the preamble to the Constitution.


3. Students will define consent of the governed, liberty, equality, rights, responsibilities, justice, popular sovereignty, and general welfare, democracy, republic, and representative democracy



TECH: Transparency B3, FG 52 Western Hemisphere SE/TE: 80-84, 179, 182 TR: All in One Foundations of Geography 174,

178, 189-190; All in One United States and Canada 172-173; Western Hemisphere Reading and Vocabulary Study Guide 31-33, 66-68


4. Students will understand how governmental power is limited through federalism and a system of checks and balances.


Examples 1. Protect individual rights and promote the general

welfare, provide order, security, predictability






B. Beliefs and Principles of United States Democracy Standards The student will know symbols, songs, traditions, and landmarks/monuments that represent the beliefs and principles of the United States. Benchmarks 1. Students will explain why key national, state, and

local symbols and landmarks and monuments are significant.

Western Hemisphere SE/TE: 170, 234-247, 252-254, 261, 268 TR: All in One United States and Canada 236,


TECH: Transparency USC 54; Video The Geography of the United States

2. Students will know the Pledge of Allegiance, its

history, and why Americans recite it.

Not covered

Examples 1. Mount Rushmore, the Liberty Bell, the Washington

Monument, the Statue of Liberty, “E Pluribus Unum”

B. Beliefs and Principles of United States Democracy Standards The student will demonstrate knowledge and understanding of principles and beliefs upon which our republic is based. Benchmarks 1. Students will explain the fundamental principles of

consent of the governed, limited government, rule of law, democracy, and representative government.



TECH: Transparency B3, FG 52 Western Hemisphere SE/TE: 80-84 TR: All in One Foundations of Geography 174,

178, 189-190; Western Hemisphere Reading and Vocabulary Study Guide 31-33







2. Students will explain the ideals of the American system of government: liberty, justice, equality, “E Pluribus Unum”


Examples 1. The United States Constitution is the highest law of

the land

B. Beliefs and Principles of United States Democracy Standards The student will explain the importance of law in the American Constitutional system. Benchmarks 1. Students will explain how law limits both the

government and the governed, protects individual rights and promotes the general welfare


2. Students will explain that authority for making laws rests with the people, through their elected officials.

Eastern Hemisphere SE/TE: 83 TR: All in One Foundations of Geography 174 TECH: Transparency FG 52 Western Hemisphere SE/TE: 83 TR: All in One Foundations of Geography 174 TECH: Transparency FG 52

3. Students will distinguish and explain the relationships between making, enforcing and interpreting the law.


4. Students will evaluate rules and laws using criteria of good laws.

Not covered

5. Students will distinguish between civil and criminal law, state and federal law.







Examples 4. Fair, reasonable, does what it is supposed to do,

understandable, enforceable, supports a legitimate government goal, protects individual rights and/or promotes the general welfare

C. Roots of the Republic Standards The student will demonstrate knowledge of influential and foundational documents of American constitutional government. Benchmarks 1. Students will explain how the British limited

monarchical power through written documents such as the Magna Carta, which influenced American constitutional government.

Eastern Hemisphere SE/TE: 263-264

2. Students will explain how the Mayflower Compact, Articles of Confederation, and other documents influenced the development of American government.


3. Students will describe the principles expressed in the Declaration of Independence, including inalienable rights and self-evident truths, and how these principles influence the development of United States constitutional government

Western Hemisphere SE/TE: 179 TR: All in One United States and Canada 172-173;


4. Students will describe the principles expressed in

the Preamble to the Constitution and how these principles influence the United States constitutional government


5. Students will describe how the Constitution and Bill of Rights protect individual rights and support the principle of majority rule but also protect the rights of the minority.


Examples 1. The Virginia Declaration of Rights, the Virginia

Statute for Religious Freedom






3. Rights to life, liberty and pursuit of happiness, right to institute new government, consent of the governed, natural rights, Lincoln’s use of the Declaration in the Gettysburg Address

4. We the people, to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty V

D. Governmental Institutions and Processes of the United States Standards The student will know the functions of the United States government and ways in which power is delegated and controlled. Benchmarks 1. Students will describe the three branches of the

U.S. government established by the Constitution, their primary functions, and their relationships.


2. Students will describe separation of powers and checks and balances and analyze historical and contemporary examples of how they are applied among the branches of government.


3. Students will describe the process by which a bill becomes a law.


Examples 1. Articles I, II, III of the Constitution , Amendments

1-10, 13-15






D. Governmental Institutions and Processes of the United States Standards The student will know the functions of Minnesota state and local governments and describe their relationship with the federal government. Benchmarks 1. Students will explain the relationship between the

federal government and state governments and define the concept of federalism.


2. Students will explain the major purposes of Minnesota¹s Constitution as stated in its Preamble.

Can be developed from: Eastern Hemisphere SE/TE: 80-83 Western Hemisphere SE/TE: 80-83, 179, 236-247

3. Students will understand the basic structure and functions of state and local governments.


4. Students will identify the major state offices; the primary duties associated with them, and know the names of major local, state, and federal elected officials and describe how they are chosen.


5. Students will explain the relationship between American Indian People and Nations and Minnesota and the U.S. Government.


Examples 1. Reserved powers, Amendment X to the United

States Constitution, states’ rights






D. Governmental Institutions and Processes of the United States Standards The student will describe the relationships the U.S. has with other nations in the world. Benchmarks 1. Students will define foreign policy and identify

ways in which U.S. foreign policy affects their lives.

Eastern Hemisphere SE/TE: 206, 712, 729, 795, 797-798, 800 TR: All in One Europe and Russia 162; All in One

Asia and the Pacific 424-425; Eastern Hemisphere Reading and Vocabulary Study Guide 75-77

TECH: PHSchool Website Activity 795; Transparency B17, 20, ER 38, AP 72; Passport to the World CD-ROM 712

Western Hemisphere SE/TE: 188-192, 206-208, 436, 464 TR: All in One United States and Canada 148,

156; Western Hemisphere Reading and Vocabulary Study Guide 72-74, 168-170

TECH: PHSchool Website Activity 192; Transparency USC 48, 50

2. Students will describe cases when the U.S.

government has used diplomacy and other foreign policy tools to mediate international disputes.

Eastern Hemisphere SE/TE: 84 TR: Eastern Hemisphere Reading and Vocabulary

Study Guide 31-33 Western Hemisphere SE/TE: 84, 206-208 TR: All in One United States and Canada 156;


TECH: Transparency USC 50

Examples 1. Military policy, trade policy

2. National sovereignty, UN, NATO, EU






D. Governmental Institutions and Processes of the United States Standards The student will understand other government systems in the world. Benchmarks 1. Students will compare governmental structure and

individual rights in the United States to those in other forms of government.


495, 523, 550-553, 559-560, 771 TR: All in One Foundations of Geography 174,

178, 189-190; All in One Europe and Russia 162, 166, 169, 194-196, 266, 274, 277; All in One Africa 290, 338, 407-408; Eastern Hemisphere Reading and Vocabulary Study Guide 31-33, 75-80, 98-100, 104-106, 168-173, 181-186, 188-193, 269-271

TECH: PHSchool Website Activity 293, 294, 489, 495, 560; Transparency FG 52, ER 38, 39, 45, ER Set 1, AF 47, 53; Audio CD 280; Video Germany: The Berlin Wall, South Africa; Apartheid’s Legacy

Western Hemisphere SE/TE: 80-84, 291-292, 463, 467, 471-473, 476-477,

481-482, 513, 522 TR: All in One Foundations of Geography 214;

All in One United States and Canada 287; All in One Latin America 284-285, 289; Western Hemisphere Reading and Vocabulary Study Guide 38-40, 174-176, 184-189

TECH: PHSchool Website Activity 292, 513; Transparency LA 43; Audio CD 473; Video Puerto Rico: Past and Present

Examples 1. Republic, democracy, monarchy, dictatorship,

individual rights, rights to vote, run for office, speech, assembly, religion

Reference: http://education.state.mn.us/content/072571.pdf

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