today and tomorrow - glencoe.com

Teacher Wraparound Edition

Glencoe

Today and Tomorrow

Roger LeRoy Miller, Ph.D.

With Features From

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Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place

Columbus, Ohio 43240–4027

Teacher Wraparound EditionISBN 13: 978-0-07-875037-3

ISBN 10: 0-07-875037-7

Printed in the United States of America

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Image Credits: KY9 (tl) Stockbyte, (cl) Stockbyte, (bl) Rob and Ann Simpson/Visuals Unlimited, (cr) Wolfgang Kaehler/CORBIS, (br) Gary W. Carter/CORBIS

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Core Content Student and Teacher Edition Pages

Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

Government & Civics

The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including the fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is crucial to full participation in society and is a central purpose of the social studies.

Formations of Governments

SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evalu-ate how effective they have been in establishing order, pro-viding security and accomplishing common goals. DOK 3

SE: 31-38, 46-48, 49, 101-104, 153, 248-253, 319, 429-433, 434, 451-452, 457-460, 462-465, 502, 503-506, 507, 508-511TWE: 41, 103, 253, 318, 431, 433, 445, 465, 505, 511, 513

TWE: 318, 505

TWE: 431 TWE: 103, 511, 513

TWE: 41, 253, 433, 445, 465

SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2

SE: 40-44, 46-48, 434 SE: 40-44, 46-48, 434

* SS-HS-1.1.3 Students will evaluate how the U.S. govern-ment’s response to contemporary issues and societal prob-lems (e.g. education, welfare system, health insurance, childcare, crime) reflects the needs, wants, and demands of its citizens (e.g., individuals, political action committees, spe-cial interest groups, political parties).

SE: 50, 412-417, 422, 426-427, 431, 432, 434, 436, 451-455, 457-460, 462-465TWE: 422D, 425, 431, 432, 433, 438, 465

SE: 431, 434TWE: 432

TWE: 422, 431, 438

SE: 422TWE: 422D, 425, 433, 465

Constitutional Principles

SS-HS-1.2.1 Students will analyze how powers of govern-ment are distributed and shared among levels and branches and evaluate how this distribution of powers protects the “common good” (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3

SE: 437-438TWE: 436

TWE: 436

SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and bal-ances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individ-ual rights and promote the “common good.” DOK 3

SE: 43 SE: 43

Rights and Responsibilities

SS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2

TWE: 49 TWE: 49

SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the “common good” (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2

TWE: 49 TWE: 49

SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership posi-tions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3

SE: 48-49 SE: 48-49

*Supporting standard proposed for local instruction

KY3

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Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

Cultures & Societies

Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Elements of Culture

SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SE: 31-38, 40-44, 46-49, 50, 248-253, 254, 429-433, 503-506, 507, 508-509, 518, 521, 527-528, 530, 543-546, 565-569, 570, 571-574TWE: 44, 48, 505, 506, 511, 519, 573, 578

SE: 46-49TWE: 48, 505

TWE: 573, 578

TWE: 44, 506, 511, 519

Social Institutions

* SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social insti-tutions (e.g., family, religion, education, government, econ-omy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

SE: 40-44, 59-64, 72-73, 74, 83-91, 111-115, 117-127, 129-133, 146-152, 155-159, 170-171, 207-209, 213-217, 219-224, 248-253, 254, 263-268, 270-275, 301, 313-319, 321-326, 328-330, 338-339, 384, 429-433, 473-477, 488-489, 494-495, 523-528, 565-569TWE: 42, 61, 74, 90, 143, 149, 252, 253, 325, 422, 431, 433, 475

TWE: 252 TWE: 42, 325, 475

SE: 433TWE: 74, 90, 143, 253, 422, 431,

TWE: 61, 149, 433

Interactions Among Individuals and Groups

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereo-types, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SE: 50, 329, 331-332, 486-488, 507, 529-531, 533, 548-551, 557TWE: 318, 331, 470, 487, 488, 490, 505, 528, 578

TWE: 318, 487, 488

SE: 492TWE: 505, 578

TWE: 490 TWE: 331, 470, 528

SS-HS-2.3.2 Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict res-olution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SE: 328-329, 474-477, 479-482, 488-489, 494-495, 506, 507, 525-528, 537, 543-546, 548-551, 553-557TWE: 312, 331, 332, 471, 475, 477, 489, 491, 496D, 525, 527, 546, 550, 551, 555, 556, 557

SE: 525-527 TWE: 332, 491, 527, 555

SE: 493,TWE: 471, 475, 477, 496D 550, 556

SE: 312,TWE: 312D, 331, 489, 525, 526, 542D 546, 551, 557

Economics

Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

Scarcity

SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

SE: 4-5, 12-16, 31-33, 48, 59-64, 66-70, 83-87, 88-93, 96-99, 100, 111-115, 117-120, 121-127, 129-133, 141-144, 155-159, 160, 164-165, 207-209, 223, 263-268, 270-275, 277-280, 435-439, 440-443, 534-535, 562-563TWE: 170, 173, 179, 190, 195, 197, 204-205

SE: 135, 161TWE: 77, 124, 224, 267, 280

SE: 26, 108, 136-137TWE: 14, 15, 34, 58, 68, 86, 110, 113, 275, 282

SE: 163, 181TWE: 16, 25, 27, 70, 79, 82D, 85, 94, 110D 114, 115, 133, 140, 161, 265, 272

SE: 262TWE: 87, 123, 149, 153, 206, 215, 260, 262D, 281, 422D, 425

KY4

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Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

* SS-HS-3.1.2 Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects.

SE: 435-439, 440TWE: 425, 426, 436, 439

SE: 435, 439TWE: 430

SE: 447TWE: 436, 439

SE: 439TWE: 426, 447

SE: TWE: 422D 425, 426

Economic Systems and Institutions

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SE: 28-29, 31-38, 40-44, 45, 46-49, 72-75, 80-81, 153, 194-199, 207-209, 213-217, 219-224, 258-259, 263-268, 314-319, 321-326, 338-339, 343-348, 350-354, 407-410, 411, 412-417, 429-433, 434, 435-439, 440-443, 448-449, 451-460, 462-465, 466, 497-501, 503-506, 507, 508-511, 517-521, 584-585TWE: 33, 36, 37, 38, 42, 44, 52, 126, 157, 316, 318, 319, 340, 341, 344, 403, 409, 410, 414, 417, 431, 438, 439, 443, 453, 465, 496, 499, 505, 513, 519, 539

SE: 419-420TWE: 37, 52, 126, 505

SE: 52-53, 468, 514, 540TWE: 33, 42, 318, 344, 409, 417, 438, 496

TWE: 36, 44, 74, 316, 341, 403, 410, 414, 431, 443, 453, 513, 539

TWE: 38, 157, 319, 340, 439, 465, 499, 519

* SS-HS-3.2.2 Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships.

SE: 72-75, 88-90, 146-147, 149-152, 207-209, 213-217, 219-224, 321-326, 327, 328-333, 384-385, 389-390, 399-405, 412-417, 429-433, 435-439, 462-465TWE: 210, 222, 331, 383, 403, 405, 414, 431

TWE: 210, 220, 323

TWE: 151, 220, 322

TWE: 221, 222, 383, 403, 414, 431

TWE: 151, 331, 405

SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2

SE: 28-29, 54-55, 66-70, 80-81, 141-144, 146-152, 155-159, 176, 186-190, 243-246, 247, 258-259, 266-267, 282, 289-294, 295, 296-300, 310-311, 316, 338-339, 448-449TWE: 69, 187, 241, 245, 251, 261, 294, 298, 299

SE: 268TWE: 266, 299

SE: 71, 724TWE: 187, 266, 275

TWE: 69, 241, 245, 251

SE: TWE: 261, 266, 288D 294, 298

Markets

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers’ preferences). DOK 2

SE: 114-115, 119, 169-175, 177-185, 186-192, 233-237, 239-246, 297-298, 299-300, 316-319, 356-359TWE: 166, 168, 174, 175, 179, 181, 183, 184, 185, 188, 189, 190, 196, 319, 358

SE: 202TWE: 168, 184, 188, 189

SE: 202TWE: 166, 179, 190

TWE: 174, 175, 181, 183, 185, 319

TWE: 173, 196, 358

* SS-HS-3.3.2 Students will describe how specific financial and non-financial incentives often influence individuals differ-ently (e.g., discounts, sales promotions, trends, personal convictions).

SE: 114-115, 119, 297-298, 299-300TWE: 173, 174, 298

SE: 174-175TWE: 173, 179

TWE: 112, 113, 173, 185

TWE: 113, 173, 185

TWE: 113, 173, 298

* SS-HS-3.3.3 Students will explain how the level of com-petition in a market is largely determined by the number of buyers and sellers.

SE: 194-196, 233-237, 239-246TWE: 234, 243

SE: 246TWE: 234, 235

TWE: 235, 236, 241

TWE: 242, 243, 251

TWE: 243, 251, 257

* SS-HS-3.3.4 Students will explain how laws and govern-ment mandates (e.g., anti-trust legislation, tariff policy, regu-latory policy) have been adopted to maintain competition in the United States and in the global marketplace.

SE: 101-104, 153, 248-253, 486-488TWE: 252, 253, 488

SE: 250, 253TWE: 249

SE: 250-251TWE: 252, 488

SE: 253TWE: 250, 251

TWE: 250, 251, 253

KY5

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Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

Production, Distribution, and Consumption

SS-HS-3.4.1 Students will analyze the changing relation-ships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribu-tion and consumption in the United States or the world. DOK 3

SE: 50, 72-74, 101-103, 153, 197-199, 226, 248-253, 319, 321-326, 327, 328-333, 382-383, 429-433TWE: 103, 105, 252, 253, 432, 442, 470

SE: 255TWE: 252, 432, 442

SE: 333TWE: 330, 331

TWE: 103, 105, 330

SE: TWE: 232D, 253, 470

SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in cap-ital goods and human capital/resources have increased pro-ductivity in the world. DOK 2

SE: 28-29, 48, 254, 280-281, 301, 338-339, 365, 384-385, 389-390, 418, 537, 544-545, 553-557, 565-569, 570, 571-574, 578-579, 584-585TWE: 131, 280, 285, 305, 385, 545, 546, 581

SE: 8, 191, 280

SE: 281, 569TWE: 280

TWE: 280, 285, 385

TWE: 131, 305, 545, 546, 581

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SE: 13, 50, 204-205, 414, 473-477, 479-484, 485, 486-489, 507, 509-510, 525-528, 531-532, 533, 534-535, 537, 545-546, 548-551, 557, 576-579TWE: 48, 204, 205, 470, 472, 481, 488, 489, 492, 516, 527, 528, 551, 560, 578

TWE: 48, 488, 527

SE: TWE: 492, 496D, 560, 578

TWE: 204, 472, 551

TWE: 205, 470, 481, 489, 516, 528

Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

The Use of Geographic Tools

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth’s surface. DOK 3

SE: 519, 520, A6-A13 SE: 519, 520, A6-A13

* SS-HS-4.1.2 Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study and the media bring new geographic information.

SE: A10-A13 SE: A10-A13

* SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, cen-tralization versus dispersion) on which the location and distri-bution of Earth’s human features is based.

SE: A6-A9TWE: A6-A9

Regions

SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2

SE: 475, A6-A9, A12-A13 SE: A6-A9, A12-A13

KY6



Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

Patterns

SS-HS-4.3.1 Students will describe the movement and set-tlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as cli-mate or economic opportunity) and the impacts in the mod-ern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

SE: 557, A12-A13 SE: 557, A12-A13

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased eco-nomic inter dependence at all levels and influenced develop-ment of centers of economic activity. DOK 2

SE: 28-29, 48, 254, 280-281, 301, 338-339, 365, 384-385, 389-390, 418, 537, 544-545, 553-557, 565-569, 570, 571-574, 584-585, 578-579TWE: 131, 280, 285, 305, 385, 545, 546, 581

SE: 8, 191 TWE: 280, 285, 385

TWE: 131, 305, 545, 546, 581

Human-Environment Interaction

* SS-HS-4.4.1 Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.

SE: 254, 301, 304-305, 338-339, 473-477, 488-489, 490, 494-495, 565-569, 578-579TWE: 131, 305, 475, 477, 519

TWE: 475 TWE: 131, 305, 477, 519

SS-HS-4.4.2 Students will explain how human modifica-tions to the physical environment (e.g., deforestation, min-ing), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsuna-mis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the mod-ern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SE: 13, 50 SE: 50 SE: 13

* SS-HS-4.4.3 Students will explain how group and individ-ual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

SE: 13, 50TWE: 10

SE: 50TWE: 10

SE: 13

Historical Perspective

History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

The Factual and Interpretive Nature of History

SS-HS-5.1.1 Students will use a variety of tools (e.g., pri-mary and secondary sources, data, artifacts) to analyze per-ceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SE: 502, 575TWE: 323, 500

SE: 575TWE: 323

TWE: 500

KY7



Depth of Knowledge

Level 1

Depth of Knowledge

Level 2

Depth of Knowledge

Level 3

Depth of Knowledge

Level 4

SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect rela-tionships, tying past to present. DOK 3

SE: 280-281, 321-324, 332-333, 360-363, 364-366, 381-384, 503-506, 507, 508-511, 523-528, 529-532, 533, 571-574TWE: 325, 362

TWE: 325 TWE: 362

The History of the United States

SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans. DOK 2

SE: 223, 224, 250-251, 258-259, 280-281, 321-324, 332-333, 553-557, 571-574TWE: 131, 222, 251, 323, 325, 555, 557

SE: 223 TWE: 325 TWE: 251, 323, 555

TWE: 131, 222, 557

SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urban-ization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage). DOK 3

SE: 280, 571, 573-574SE: 280, 571, 573-574

SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emer-gence of the U.S. as economic and political superpower). DOK 3

SE: 143, 153, 362, 423-425, 460, 526TWE: 362, 459

TWE: 362, 459

TWE: 362

SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3

TWE: 318 TWE: 318

SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts. DOK 3

TWE: 525 TWE: 525

The History of the World

SS-HS-5.3.5 Students will explain the rise of both the United States and the Soviet Union to superpower status fol-lowing World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3

SE: 362, 571, 574TWE: 513

TWE: 513

SS-HS-5.3.6 Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globaliza-tion of the economy) in countries around the world, and give examples of how countries have addressed these challenges. DOK 2

SE: 50, 509, 525-528, 534-537, 544-546, 548-551, 553-557, 571, 574TWE: 510, 513, 519, 527, 545

TWE: 510, 527

TWE: 513, 545

TWE: 519

KY8


Kentucky Facts, Figures, and SymbolsNickname

The “Bluegrass State” is named for the plenti-ful green grasses that grow wild throughout the state. Every spring this green grass produces beautiful bluish-purple buds and turns meadows and fields into seas of blue grass.

Kentucky’s State FlagThe state flag of

Kentucky consists of the state seal surrounded by a wreath of goldenrod, the state flower, and set on a navy blue background.

While the flag was authorized in 1918, it wasn’t until 1928 that the design of the flag was approved. The current colors on the flag did not become official until they were passed into law in 1962.

State Seal & MottoKentucky’s state seal was

greatly inspired by the state’s first governor, Isaac Shelby. Shelby was fond of a song writ-ten in 1768 by John Dickinson called “The Liberty Song.” The state’s motto, “United we stand, divided we fall,” comes from this song and appears on the seal. Also included on the seal is an image of two men shaking hands to symbolize unity. The seal is sur-rounded by a wreath of goldenrod.

State TreeIt wasn’t until 1994 that

Kentucky chose the Tulip Poplar as its state tree. Before that the Kentucky Coffee Tree had been the official state tree. There was much debate over which of the two trees to use as the official one, but in the end the Tulip Poplar was chosen. The Tulip

Poplar is a very fast-growing tree with bright yel-low flowers that bloom every spring. It is also known as the Yellow Poplar and can grow to over 100 feet tall!

State Wild AnimalIn 1968, Kentucky adopted the grey squirrel as

its official state animal. Grey squirrels can be found throughout Kentucky, eating the seeds and nuts from hardwood trees in the winter and corn and fruits in the summer. They have very powerful legs and can jump from tree to tree with ease.

State FlowerGoldenrod grows throughout Kentucky, some-

times reaching as high as 8 feet tall! In 1926, golden-rod was named the official state flower. It gets its name from the small yellow-gold flowers that grow from the plant’s stem. When the goldenrod blooms every summer, bees use pollen from the colorful flowers to make their honey.

State BirdDuring a legislative session in

1926, the cardinal was named Kentucky’s official state bird. Kentucky is one of seven states that have the cardinal as its state bird. It is one of the most beautiful birds in North America and the male cardinal is easily recognizable because of its

bright red coloring.

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KY9

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The table below provides descriptions of the four Depth of Knowledge levels that are used to evaluate the difficulty levels of the standardized test questions. The DOK levels indicated in the Core Content for Social Studies Assessment identify the highest DOK level at which a question for that standard will be developed for the Kentucky Core Content Test. The DOK levels indicated in the test questions identify the level of each particular question.

Webb’s DOK Levels

Recall & Reproduction (DOK 1)

• Identify who, when, what, where, and why• Recall facts, terms, concepts, trends, generalizations and theories• Use a variety of tools• Recognize or identify specific information contained in graphics• Identify specific information in maps, charts, tables, graphs or drawings• Define• Identify cause and effect• Describe (recall, recite or reproduce information)• Identify purposes

Skills & Concepts/Basic Reasoning

(DOK2)

• Describe or explain how or why• Give an example• Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple

causation, significance or impact, relationships, points of view or processes• Compare/contrast people, places, events, purposes, and concepts• Classify, sort items into meaningful categories• Convert information from one form to another

Strategic Thinking/Complex Reasoning

(DOK 3)

• Use concepts to solve problems• Use evidence to justify• Propose and evaluate solutions to problems• Recognize and explain misconceptions• Cite evidence and develop a logical argument for concepts• Reason and draw conclusions• Disseminate among plausible answers• Analyze similarities and differences in issues and problems• Apply concepts to new situations• Make connections across time and place to explain a concept or big idea• Recognize and explain patterns• Make and support decisions• Evaluate effectiveness and impact

Extended Thinking/Reasoning(DOK 4)

• Connect and relate ideas and concepts within the content area or among content areas• Examine and explain alternative perspectives across a variety of sources• Describe and illustrate how common themes and concepts are found across time and place• Make predictions with evidence as support• Develop a logical argument• Plan and develop solutions to problems• Analyze and synthesize information from multiple sources• Complex reasoning with planning, investigating or developing that will most likely require an extended

period of time-must require applying significant conceptual understanding and higher-order thinking• Apply and adapt information to real-world situations• Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress,

Project Citizen)

KY10

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