McDougal Littell W WORLDORLD HISTHISTORORYY entire program deals with this topic: ... 993),...

correlated to the

Washington State Essential Academic Learning

Requirements for Social Studies

McDougal Littell

WWORLDORLDHISTHISTORORYY

PATTERNS OF INTERACTION

I History

1. The student examines and understands major ideas, eras, themes, developments,turning points, chronology, and cause-and-effect relationships in U.S., world, andWashington State history

Components1.1 understand historical time, chronology, and causation

Benchmark 3group events and individuals by broadly defined historical eras and use time lines toexplain patterns of historical succession of related events

See the Skillbuilder Handbook feature Following Chronological Order on p. 991.See also pp. xxxiv, 2–3, 8–9, 11 (Spotlight On), 79 (Focus on Time Lines), 106–107,131, 176, 223, 228–229, 302, 320–321, 360, 386–387, 431, 502–503, 508–509,548–549, 628–629, 738–739, 757, 791 (Focus on Time Lines), 812, 850–851, 861,888, 919, 964–965. See also Visual Summary sections in Chapter Assessments onpp. 168, 188, 282, 458, 624, 680, 846, 880, 906. See also Interpreting a Time Lineactivities in Chapter Assessments on pp. 23, 53, 103, 137, 169, 189, 207, 225, 249,283, 313, 337, 363, 383, 413, 439, 459, 479, 505, 541, 569, 599, 625, 655, 681, 711,735, 765, 817, 847, 881, 907, 937, 963.

measure time by millennia and calculate calendar time BC and AD

pp. xxxiv, 169 (Interpreting a Time Line), 283 (Interpreting a Time Line; Focus onInterpreting Charts), 459 (Interpreting a Time Line)

World’s History: Patterns of Interaction ©1999 correlated toWashington State Academic Learning Requirement for Social Studies

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I History—continued

work forward from an initiating event to its outcome recognizing cause and effect,multiple causation, or the accidental as factors in history

See the Skillbuilder Handbook feature Analyzing Causes/Recognizing Effects (p.995). See also charts on pp. 160, 215, 640, 772. See also Connect to Historyquestions in features on pp. 41, 95, 245, 437, 677, 696, 799. See also labeledcause/effect questions in Section Assessments on pp. 152, 180, 198, 202, 237, 278,291, 311, 351, 406, 427, 530, 583, 623, 719, 784, 806, 845, 930, 950. See also VisualSummary sections in Chapter Assessments on pp. 438, 540, 568, 598, 654, 710,764, 816. See also questions in Chapter Assessments on pp. 23 (Effects of Trade),79 (Effects of Migration), 313 (Developments and Change), 363 (Interpreting aTime Line), 541 (Interpreting a Time Line), 569 (Interpreting a Time Line), 599(Effects of Revolution), 625 (Nationalism), 655 (Technological Advances), 711(Economic Effects), 735 (Interpreting a Time Line), 791 (Focus on Time Lines), 817(The Stock Market Crash), 847 (Interpreting a Time Line), 881 (Interpreting aTime Line), 963 (Changing Lives).

Components1.2 analyze the historical development of events, people, places, and patterns of life

in U.S., world, and Washington State history

Benchmark 3identify and analyze major issues, movements, people, and events in U.S. history from1870 to the present with particular emphasis on growth and conflict, for example,industrialization, the civil rights movement, and the information age

pp. 643–645, 650–652, 660–662, 669–672, 673–679, 708–709, 726–727, 729–730,754–757, 797–800, 803–805, 806, 827–830, 835–841, 855–860, 868–870, 878–879,941–944, 945–950, 952–956, 957–961, 966–969

analyze the historical development of civilizations drawn from different continents withregard to turning points, ideas, people, places, and patterns of life

The entire program deals with this topic: see the Table of Contents on pp. viii–xvi,especially noting the recurring Patterns of Change sections. Other recurringfeatures also are of special note: Daily Life (see pp. xix and xx), DifferentPerspectives (see p. xix), Something in Common Across Cultures (see p. xix),Connect to Today (see p. xxi), History Makers (see p. xxii).


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analyze the historical development of Washington State history and governmentincluding the Washington State Constitution

The opportunity to introduce this objective can be found on the folloing pages:pp. 143 (chart), 553, 565–567, 669–670

Components1.3 examine the influence of culture on U.S., world, and Washington State history

Benchmark 3examine and discuss historical contributions to U.S. society of various individuals andgroups from different cultural, racial, and linguistic backgrounds

pp. 211–215, 391–394, 448 (chart), 487–488, 490–494, 495–499, 500, 501, 668,669–672, 954–956, 957–961

2. The student applies the methods of social science investigation to investigate, compareand contrast interpretations of historical events.

Components2.1 investigate and research

Benchmark 3determine components of a historical problem

See the Skillbuilder Handbook features Identifying Problems and Solutions (p.993), Formulating Historical Questions (p. 999), Evaluating Decisions and Coursesof Action (p. 1003). See also Interact with History features on pp. 6, 26, 56, 82,110, 140, 172, 192, 210, 232, 268, 286, 316, 340, 366, 390, 416, 442, 462, 482, 512,544, 572, 602, 632, 658, 684, 714, 742, 768, 820, 854, 884, 910. See also pp. 76(Identifying Problems), 187 (Identifying Problems), 335 (Evaluating Decisions), 361(Identifying Problems), 436 (Evaluating Decisions), 447 (Evaluating Decisions), 473(Making Decisions), 494 (Analyzing Themes), 539 (Evaluating Decisions), 652(Identifying Problems), 728 (Connect to History), 830 (Evaluating Decisions;Analyzing Themes), 841 (Analyzing Themes), 865 (Identifying Problems), 920(Identifying Problems), 956 (Identifying Problems).


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investigate a topic using electronic technology, library resources, and human resourcesfrom the community

See the Skillbuilder Handbook features Primary and Secondary Sources (p. 1008);Visual, Audio, Multimedia Sources (p. 1009); Using the Internet (p. 1014). See alsoInternet Connection notes at the beginning of each chapter, such as on pp. 4, 24,54, 80. See also research activities under Connect to Today headings on pp. 23, 41,44, 53, 70, 77, 79, 103, 123, 137, 163, 169, 185, 189, 196, 207, 214, 245, 249, 265,283, 293, 313, 329, 337, 347, 363, 383, 405, 413, 420, 437, 439, 456, 459, 465, 479,489, 501, 505, 525, 534, 541, 557, 569, 581, 597, 599, 622, 625, 653, 655, 661, 677,696, 711, 735, 752, 765, 791, 799, 817, 847, 881, 891, 904, 907, 937, 951, 963.

Components2.2 analyze historical information

Benchmark 3organize and record information

See the Skillbuilder Handbook features Following Chronological Order (p. 991);Clarifying/Summarizing (p. 992); Primary and Secondary Sources (p. 1008);Visual, Audio, Multimedia Sources (p. 1009). See also Taking Notes activities inSection Assessments throughout, such as pp. 11, 16, 21. See also Critical Thinkingquestions in Chapter Assessments in which students use charts and diagrams toorganize and record, such as pp. 23 (question 2), 53 (question 1), 79 (question 2),103 (question 2). See also p. 79 (Focus on Time Lines) and Theme Activities on pp.16, 39, 101, 281, 370, 381, 477, 592.


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separate fact from conjecture; discern bias; separate relevant from irrelevantinformation in persuasive materials; distinguish verifiable information

See the Skillbuilder Handbook features Distinguishing Fact from Opinion (p. 997),Analyzing Issues (p. 1001), Analyzing Assumptions and Biases (p. 1002), Formingand Supporting Opinions (p. 1004). See also Different Perspectives features on pp.77, 163, 347, 437, 489, 557, 597, 653, 696, 951. See also pp. 71 (EvaluatingSources), 87 (Recognizing Bias), 207 (Analyzing Primary Sources), 283 (AnalyzingPrimary Sources), 363 (Focus on Art), 488 (Recognizing Bias), 505 (AnalyzingPrimary Sources), 625 (Focus on Political Cartoons), 646 (Recognizing Bias), 672(Distinguishing Fact from Opinion), 681 (Focus on Political Cartoons), 765(Analyzing Primary Sources), 779 (History Through Art), 937 (Focus on PoliticalCartoons).


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Components2.3 synthesize information and reflect on findings

Benchmark 3evaluate information and develop a statement of the significance of the findings; defendown analysis

See the Skillbuilder Handbook features Forming and Supporting Opinions (p.1004), Making Inferences (p. 1005), Drawing Conclusions (p. 1006), Synthesizing(p. 1007). See also Analyzing Primary Sources questions in Chapter Assessments onpp. 53, 103, 137, 189, 207, 249, 283, 337, 439, 505, 599, 625. See also otherrelevant questions in Section and Chapter Assessments, such as pp. 11 (AnalyzingThemes), 21 (Making Inferences), 39 (Drawing Conclusions), 45 (DrawingConclusions), 51 (Analyzing; Analyzing Themes), 61 (Forming Opinions), 66(Making Inferences), 71 (Analyzing Themes), 79 (Solomon’s Kingdom), 91 (Formingand Supporting Opinions), 103 (Impact of Empires; Evaluating Rulers), 114(Drawing Conclusions), 125 (Forming and Supporting Opinions), 145 (FormingOpinions), 162 (Drawing Conclusions), 167 (Drawing Conclusions), 189 (EvaluatingSuccess), 247 (Evaluating), 283 (Living Under the Mongols), 307 (DrawingConclusions), 326 (Evaluating), 331 (Forming Opinions; Analyzing Themes), 346(Forming and Supporting Opinions), 377 (Analyzing Themes), 411 (ThemeActivity), 468 (Making Inferences), 505 (The Tools of Conquest; A Historic Voyage),517 (Drawing Conclusions), 523 (Supporting Opinions), 535 (Supporting Opinions),539 (Evaluating Decisions), 541 (Improving the Economy), 588 (Forming anOpinion), 608 (Forming and Supporting Opinions; Analyzing Themes), 655(Industrial Revolution Brings Change), 672 (Distinguishing Fact from Opinion), 723(Forming an Opinion; Analyzing Themes), 763 (Forming Opinions), 800 (Formingan Opinion), 815 (Drawing Conclusions), 841 (Analyzing Themes), 937 (Lessons ofDemocracy).

3. The student understands the origin and impact of ideas and technologicaldevelopments on history and social change


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Components3.1 explain the origin and impact of an idea on society

Benchmark 3examine how ideas have conflicted with each other such as democracy vs. communism,individual freedom vs. the common good, and Catholicism vs. Protestantism

pp. xxx–xxxi, 115–118, 153–157, 272–273, 333–335, 341–346, 356–357, 428–432,433–436, 474–477, 536–539, 546–547, 551–556, 563–565, 573–576, 577–583,603–608, 609–612, 613–618, 619–623, 647–652, 659–663, 664–668, 670–672, 678,679, 685–689, 690–695, 697–700, 701–705, 706–709, 715–719, 729–733, 743–746,769–774, 775–780, 781–784, 785–789, 795–798, 807–810, 811–815, 855–860,862–865, 866–870, 871–875, 876–879, 885–889, 892–895, 896–900, 901–905,911–915, 916–920, 921–925, 926–930, 931–935, 953–955, 964–969. See alsoDifferent Perspectives features on pp. 347, 437, 557, 597, 696.

Components3.2 analyze how historical conditions shape ideas and how ideas change over time

Benchmark 3compare the meaning of ideas in different places and cultures, for example, ideasabout spirituality, progress, and governance

See Different Perspectives features on pp. 77, 163, 347, 437, 489, 557, 597, 653,696, 951. See also Something in Common Across Cultures features on pp. 40–41,524–525, 676–677, 758–759, 890–891. See also History Through Art features on pp.13, 86, 122, 218–219, 247, 276, 325, 343, 376, 397, 420, 560, 575, 622, 692, 731,779, 814, 934. See also pp. xxx–xxxi, 21, 26, 29–30, 31–32, 35–37, 45, 48–49, 50,58–59, 60–61, 62–66, 67–68, 72–75, 94, 96, 97–99, 110, 114, 115–118, 120–121,124–125, 134–135, 140, 142–143, 147–148, 149–150, 151, 165, 167, 173, 174,177–178, 181, 183–184, 200–201, 216–217, 233–237, 244–246, 249 (Living History),250–265, 272–273, 283 (Living History), 287–288, 304, 307, 311, 313 (LivingHistory), 318–319, 320–321, 323–324, 332–335, 337 (Living History), 341–346, 347,350–351, 353–354, 356–357, 363 (Living History), 383 (Living History), 393–394,396–398, 401, 402, 403, 407–411, 417–422, 423–426, 428–432, 433–436, 437, 439(Connect to Today), 463–464, 474, 475, 476–477, 513–514, 516–517, 518–520,532–535, 536–539, 545–550, 551–556, 557, 558–562, 563–567, 573–576, 577–583,603–608, 609–612, 613–618, 619–623, 647–652, 659–663, 664–668, 670–672, 679,685–687, 690–691, 705, 718–719, 721–722, 730–733, 743–744, 760, 769–774,775–778, 781–784, 785–789, 795–798, 807, 808–810, 811, 843–844, 864–865, 885,896, 910, 911–912, 954–955, 957–961, 964–969.


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Components3.3 understand how ideas and technological developments influence people,

resources, and culture

Benchmark 3analyze and evaluate how technological developments have changed people’s ideasabout the natural world such as relationship to the land, family life, and naturalresources

See Science and Technology features on pp. 329, 728, 861. See also pp. xxx–xxxi, 9,12–16, 17–21, 28, 51, 88–89, 184–186, 195–197, 213–215, 289–290, 327–329, 348,395–396, 426–427, 464, 472–473, 545–550, 638–642, 643–646, 647–652, 653, 658,673–679, 687, 798–800, 840, 841, 941–944, 945–946, 949–950, 957–961, 964–969.

evaluate the consequences of ideas and technological developments on the human andnatural world, for example, atomic energy, penicillin, and irrigation

See Science and Technology features on pp. 44, 245, 465, 728, 752, 861. See alsoSomething in Common Across Cultures features on pp. 292–293, 404–405. See alsopp. xxx–xxxi, 9, 12–16, 17–21, 28, 31, 38–39, 47–48, 51, 59, 88–89, 133–134,165–167, 178–179, 184–186, 195–197, 198, 203 (chart), 213–215, 222–223, 244,289–290, 296–297, 327–329, 348, 375, 391–392, 395–396, 426–427, 453, 464,472–473, 545–550, 623, 633–637, 638–642, 643–646, 647–652, 653, 658, 673–679,687, 699, 798–800, 824, 840, 841, 859–860, 931, 941–944, 945–946, 949–950, 953,957–961, 964–969.


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II Geography

1. The student uses maps, charts, and other geographic tools to understand the spatialarrangement of people, places, resources, and environments on Earth’s surface.

Components1.1 use and construct maps, charts, and other resources

Benchmark 3produce graphs that explain problems and may be used to construct solutions, forexample, transportation networks within regions, literacy rates per states, or thevariation in population density in relation to resources and land use

See the Skillbuilder Handbook features Interpreting Charts (p. 1012), InterpretingGraphs (p. 1013). See also graphs, questions, and activities on pp. 14, 242, 250–251, 317, 459, 472, 486, 497, 523, 574, 591, 604, 636, 641, 655, 660, 667, 671, 688,699, 752, 755, 765, 777, 789, 803, 805, 858, 869, 895, 904, 907, 913, 927, 946, 963.

Components1.2 recognize spatial patterns on Earth’s surface and understand the processes that

create these patterns

Benchmark 3explain why various places in different parts of the world have particular physical andhuman characteristics such as the effects of climate and tectonic processes, orsettlement and migration patterns

pp. xxx, xxxii–xxxiii, 14–16, 17–21, 27–29, 33–35, 42–45, 46–48, 53 (Focus onGeography), 57, 87, 92 (text and feature), 111–112, 165–167, 193–198, 201,203–205, 211–215, 216, 220, 221–223, 233–234, 242, 294–295, 303, 308–309, 310,317, 348, 349–350, 391–392, 395–396, 399 (text and chart), 402–403, 408–409, 417,500, 501, 633–637, 638–642, 643–646, 667–668, 672 (text and feature), 726–727,728, 949–950, 951, 955–956, 963 (Focus on Graphs), 964, 969

evaluate how physical and human processes that change the physical features of theearth can affect public policy debate, for example, how river damming influences thedebate about electric power generation

pp. 638–642, 643–646, 647–652, 653, 728, 949–950, 951, 969


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II Geography—continued

2. The student understands the complex physical and human characteristics of places andregions.

Components2.1 describe the natural characteristics of places and regions

Benchmark 3describe and interpret the physical processes that shape places and regions such asforces from within the Earth, climate, and erosional processes

pp. xxxii–xxxiii, 14–15, 27–28, 33–34, 42–43, 45, 46, 53 (Focus on Geography), 77,87, 92 (text and feature), 111–112, 187, 193–195, 216, 221, 233, 294, 303, 308–309,310

Components2.2 describe the patterns humans make on places and regions

Benchmark 3analyze how social, cultural, and economic influences shape the physical features ofplaces and regions, for example, farming, urbanization, trade and commerce, humanmigration, and transportation

pp. xxx, xxxii–xxxiii, 14–16, 17–21, 28, 29, 43–45, 47–48, 57, 95, 165–167,195–197, 201, 203–205, 211–215, 220, 222–223, 233–234, 242, 317, 348, 349–350,391–392, 395–396, 399 (text and chart), 402–403, 408–409, 417, 500, 501, 633–637,638–642, 643–646, 667–668, 672 (text and feature), 726–727, 728, 949–950, 951,955–956, 963 (Focus on Graphs), 964, 969


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Components2.3 identify the characteristics that define the Pacific Northwest and the Pacific Rim

as regions

Benchmark 3analyze how cultural and physical features define a place locally and in other parts ofthe world, for example, Native American names, weather patterns, landforms,political alliances, and ring of fire

pp. xxxii–xxxiii, xxxv, 4–5, 24–25, 27–29, 31–32, 33–36, 42–45, 46–48, 53 (Focuson Geography), 54–55, 80–81, 85–87, 89–90, 92–94, 99–101, 108–109, 111–112,128–131, 137 (Focus on Geography), 138–139, 144–145, 148–150, 156 (map),170–171, 173–176, 181–183, 190–191, 193–195, 197–198, 199–200, 208–209,216–219, 221–223, 225 (Focus on Geography), 230–231, 240–241, 266–267,276–278, 284–285, 294, 297–298, 303, 308–311, 314–315, 320–321, 333–335,338–339, 364–365, 371–377, 388–389, 392 (map), 395–396, 400–403, 407–410,414–415, 440–441, 443–447, 449–450, 451–452, 460–461, 480–481, 485–487,490–493, 510–511, 527 (map), 533 (map), 542–543, 565 (map), 570–571, 586–588,596 (map), 600–601, 608 (map), 615 (map), 617 (map), 630–631, 656–657, 666(map), 669 (map), 671 (map), 682–683, 687–688, 697, 702 (map), 711 (Focus onGeography), 712–713, 718 (map), 725 (map), 740–741, 744–745, 748, 762 (map),766–767, 784 (map), 789 (map), 792–793, 813 (map), 818–819, 822 (map), 828(map), 836 (map), 852–853, 857 (map), 859, 882–883, 893 (map), 898 (map), 903(map), 908–909, 927 (map), 929 (map), 947–948, 949 (Global Impact), 975, 977,979, 981, 983, 984.

3. The student observes and analyzes the interaction between people, the environment,and culture.

Components3.1 identify and examine people’s interaction with and impact on the environment

Benchmark 3analyze and evaluate the possible benefits and consequences of people’s use of theenvironment, for example, recreational use of national parks

pp. xxx, xxxii, 14–16, 17–21, 28, 33, 45, 47–48, 57, 167, 195, 196, 201, 203 (chart),204, 213–215, 222–223, 348, 391, 396, 399 (text and chart), 402–403, 408–409,633–634, 638–642, 726–727, 728, 949–950, 951, 964, 969


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analyze how environmental knowledge and responsible action can affect species’survival

pp. 949–950, 969

Components3.2 analyze how the environment and environmental changes affect people

Benchmark 3detect and interpret how changes in the physical environment enhance or diminish itscapacity to support human activity

pp. xxx, xxxii, 14–16, 17–21, 27–28, 33–34, 43, 45, 46, 47, 57, 167, 187, 195, 201,203 (chart), 204, 207 (Connect to Today), 213–215, 222–223, 348, 391, 396, 399(text and chart), 402–403, 408–409, 633–634, 638–642, 667–668, 949–950, 951,956, 969

analyze how technological innovation may both solve environmental problems andcreate new ones

pp. xxx, xxxii, 14–16, 17–21, 28, 47, 167, 201, 213–215, 222–223, 348, 396, 399(text and chart), 402–403, 408–409, 633–634, 638–642, 726–727, 728, 949–950,951, 969

Components3.3 examine cultural characteristics, transmission, diffusion, and interaction

Benchmark 3evaluate how the numerous subcultures that comprise a national culture interact andexamine the consequences of their interaction

pp. xxxi, 189 (Connect to Today), 530 (Connect to Today), 609–612, 613–618,659–663, 664–668, 670–672, 695, 705, 745–746, 769, 778, 785–787, 810, 831–834,837–838, 843 (Connect to Today), 874–875, 885–887, 888, 889, 894, 895, 897–898,899–900, 901–902, 905, 916–920, 926–930, 953–956, 960–961


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analyze how people’s responses to public issues such as equity issues, gender, or fishingrights are shaped by cultural influences

pp. xxxi, 652, 659–663, 664–668, 670–672, 798, 918–920, 953–955, 960–961, 968

examine how communications technologies can bridge or impact cultures

pp. xxxi, 18–19, 31, 38, 49, 69, 113, 114, 141, 178 (Connect to Today), 218, 220,243–244, 289, 304, 310, 319, 426–427, 623, 673, 674–675, 676–677, 800, 938–939,942–943, 957–961, 969


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III Civics

1. The student understands and can explain the core values and principles of the U.S.democracy as set forth in foundational documents, including the Declaration ofIndependence and the Constitution.

Components1.1 understand and interpret the major ideas of foundational documents

Benchmark 3explain key concepts of the Declaration of Independence and the Constitution andevaluate their impact on the contemporary U.S. political system

pp. 143 (chart), 539 (Connect to Today), 553, 554 (chart), 563–567, 577, 651,660–662, 670–672, 911–912, 954–955

analyze how specific rights guaranteed by the Constitution can be modified as theConstitution remains open to change and interpretation

pp. 539 (Connect to Today), 554 (chart), 566 (chart), 567, 660–662, 671–672, 911,954–955

Components1.2 examine key ideals of U.S. democracy

Benchmark 3examine the origins and continuing influence of key ideals to U.S. democracy such asindividual human dignity, liberty, justice, equality, and rule of law

pp. 110, 115, 116, 117–118, 120–121, 142–143, 167, 353–354, 361, 536–539,551–556, 563–567, 574–576, 577, 595–596, 597, 606, 651–652, 659–662, 670–672,775, 910, 911–912, 954–955

analyze why democratic ideals demand that people work together to reduce thedisparity between ideals and realities

pp. 551–556, 565–567, 577, 651–652, 659–662, 670–672, 910, 911–912, 954–955


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III Civics—continued

Components1.3 examine representative government and citizen participation

Benchmark 3examine and evaluate how citizens influence and use governmental institutions andprocesses to solve problems, for example, through community service, voting,collective action, or lobbying

pp. 116, 117–118, 120–121, 142–143, 565–567, 651–652, 659–662, 910, 911–912,954–955

2. The student analyzes the purposes and organization of governments and laws.

Components2.1 understand and explain the organization of U.S. government

Benchmark 3examine and explain the constitutional principles that establish and limit federal, state,and local governments

pp. 565–567, 670–672, 917

identify problems and solutions related to the distribution of power between thelegislative, executive, and judicial branches of government

pp. 143 (chart), 539 (Connect to Today), 541 (Connect to Today), 553, 554 (chart),565–567


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Components2.2 understand the function and effect of law

Benchmark 3describe the purposes of government and how its powers are acquired, used, andjustified

pp. xxx, 18, 19 (chart), 26, 29, 31–32, 35, 47, 50, 94, 96, 97–101, 110, 115–118,120–121, 140, 142–143, 146–148, 149–150, 159–160, 167, 173, 181, 183–184, 189(Living History), 269–270, 288, 304, 305–307, 311, 318, 319, 320–321, 323–324,332–333, 353–354, 355, 368–369, 374–375, 379–380, 395–396, 402, 407–411,431–432, 445–447, 452, 474–475, 516–517, 519–520, 529–530, 531–532, 533–535,536–539, 551–556, 561–562, 563–567, 573–576, 577–583, 584–586, 593–596, 597,604, 606, 609–612, 613–618, 651–652, 659–663, 664–665, 666, 667–668, 670–672,690–693, 717–719, 721–722, 724–725, 730–733, 760, 769–774, 775–780, 781, 788,801–802, 805–806, 807, 809–810, 811, 858, 864–865, 910, 911–915, 917–920,921–925

Components2.3 compare and contrast democracies with other forms of government

Benchmark 3compare U.S. democracy to other forms of government and identify representativepolitical leaders from selected historical and contemporary settings

See pp. 117–118, 120–121, 142–143, 150–151 (chart), 167, 269–270, 320–321,352–355, 445–447, 536–539, 551–556, 563–567, 573–576, 577–583, 605–608,659–663, 670–672, 721–722, 729–733, 775–776, 858, 910, 911–915, 917, 920,954–955. See also History Makers features on pp. 32, 35, 76, 83, 98, 121, 129, 147,148, 157, 159, 174, 181, 200, 271, 277, 280, 288, 295, 300, 345, 373, 407, 431, 432,449, 452, 471, 485, 513, 520, 529, 532, 562, 564, 575, 584, 593, 616, 618, 660, 671,695, 709, 717, 726, 744, 760, 774, 775, 781, 786, 788, 807, 808, 812, 824, 864, 868,872, 877, 886, 894, 897, 902, 920, 921, 923, 926, 932, 955


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analyze and explain how citizens can influence governments, for example, voting,lobbying, protest, or revolution

pp. 116, 117–118, 120–121, 142–143, 536–539, 541 (Living History), 563–567, 569(Living History), 573–576, 577–583, 595, 597, 599 (Living History), 603–608,609–611, 625 (Living History), 651–652, 659–663, 664–665, 666, 667–668, 670–672,693–694, 703–705, 717–719, 730–733, 768, 769–773, 781–784, 785–787, 788, 791(Connect to Today), 807–809, 862–863, 868–869, 872, 873, 874, 876–877, 881(Connect to Today), 885–887, 893, 894, 895, 896–900, 905, 910, 911–912, 914(Spotlight On), 917–920, 921–925, 928, 930, 932–933, 954–955, 967

3. The student understands the purposes and organization of international relationshipsand how U.S. foreign policy is made.

Components3.1 understand how the world is organized politically and how nations interact

Benchmark 3analyze the relationships and tensions between national sovereignty and internationalissues, in such matters as territory, economic development, nuclear and otherweapons, use of natural resources, and human rights concerns

pp. 945–950, 951, 952–956, 960–961, 966–969

evaluate how U.S. interests are maintained through international agreements, treaties,and alliances and describe U.S. foreign policy now and in the past

pp. 169 (Connect to Today), 586–587, 669, 708–709, 718, 720–721, 725–727,729–730, 754–755, 760–763, 814, 826, 827–830, 835–837, 838–841, 844–845,855–856, 857–860, 862–863, 866–867, 868–870, 871–875, 878–879, 892–893, 903,922, 931–932, 935, 941–942, 947–948, 949 (text and feature), 952–953


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Components3.2 recognize factors and roles that affect the development of foreign policy

Benchmark 3explain conditions and motivations that affect the development of foreign policy suchas historical tensions, balance of power, and economic development

pp. 169 (Connect to Today), 593–594, 595–596, 618, 646, 684, 685–687, 690–691,696, 743–744, 760–763, 814, 855–860, 871, 922, 947–948, 949 (text and feature),952–953, 961

evaluate U.S. foreign policy decisions and how U.S. foreign policy affects other nations

pp. 169 (Connect to Today), 669, 708–709, 718, 720–721, 725–727, 729–730,754–755, 760–763, 814, 826, 827–830, 835–837, 838–841, 844–845, 855–856,857–860, 862–863, 866–867, 868–870, 871–875, 878–879, 892–893, 931–932, 935,949 (text and feature)

select, apply, and defend criteria for evaluating the conduct of a particularinternational organization

See the Skillbuilder Handbook feature Evaluating Decisions and Courses of Action(p. 1003). See also pp. 761–763, 802–803, 811–812, 817 (The League of Nations),843 (Connect to Today), 855–856, 859, 866–867, 901–902, 919 (InternationalBoycott), 929, 947–948, 949 (text and feature), 952 (text and feature), 954 (text andfeature), 955.


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4. The student understands the rights and responsibilities of citizenship and theprinciples of democratic civic involvement.

Components4.1 understand individual rights and their accompanying responsibilities

Benchmark 3analyze how individual rights can be balanced with the common good, for example,freedom of press, or economic/environmental balance

pp. 551–556, 565–567, 619–620, 647–652, 910, 911–912, 949–950, 951, 954–955,961

analyze why democracy requires citizens to deliberate on public problems andparticipate in collective decision-making

pp. 117–118, 120–121, 142–143, 565–567, 651–652, 659–662, 910, 911–915,916–920, 921–925, 930, 954–955

Components4.2 identify and demonstrate rights of U.S. citizenship

Benchmark 3engage in oral and written civic discourse to analyze pressing controversial issues andevaluate different solutions

See the Skillbuilder Handbook features Identifying Problems and Solutions (p.993), Analyzing Issues (p. 1001), Evaluating Decisions and Courses of Action (p.1003), Forming and Supporting Opinions (p. 1004), Drawing Conclusions (p. 1006).See also pp. 479 (Connect to Today), 875 (Analyzing Themes), 881 (Connect toToday), 905 (Analyzing Issues), 920 (Identifying Problems), 935 (SupportingOpinions), 937 (Connect to Today), 944 (Forming and Supporting Opinions), 951(Connect to History), 963 (International Cooperation).

evaluate campaign and voting activities and explain the importance of votingknowledgeably

The opportunity to introduce this objective can be found on the following pages:pp. 910, 911–912


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Components4.3 explain how citizen participation influences public policy

Benchmark 3evaluate the positive and negative consequences of public opinion and the media onpublic policy development

pp. 814, 815 (Analyzing Themes), 826, 837–838, 869–870, 905, 919 (text andfeature), 925 (Spotlight On), 957

investigate career of interest in the field of public service

The opportunity to introduce this objective can be found on the follwing pages:937 (Democratic Leadership). See also various History Makers features, such asthose on pp. 894, 920, 923, 955.


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IV Economics

1. The student understands basic economic concepts and analyzes the effect of economicsystems on individuals, groups, and society.

Components1.1 comprehend key economic concepts and economic systems

Benchmark 3explain how the scarcity of resources (human, capital, technological, natural) requiresthe development of economic systems to make decisions about how goods and servicesare to be produced and distributed

pp. xxxi, 325, 348–349, 500–503, 634, 647–650, 776–777, 805–806, 928, 946,948–949

analyze the importance of supply and demand within a market economy and suchterms as shortage, surplus, black market, durables, luxuries, necessities, market price,price controls, and price supports

pp. 366, 371–372, 463, 502, 515, 633–634, 647–648, 755, 774, 803–806, 837, 928,932

compare and contrast major advantages and disadvantages of a capitalist system withthose of a socialist or communist system

pp. 500–503, 647–650, 770, 773, 774, 776–777, 805–806, 864–865, 867, 870 (textand feature), 881 (Living History), 922, 923, 924, 928, 930, 931, 932, 937 (LivingHistory)

Components1.2 observe major forms of business and related careers

Benchmark 3compare and contrast major advantages and disadvantages of the three major forms ofbusiness (proprietorships, partnerships, corporations)

pp. 502, 636, 644–645, 947


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IV Economics—continued

analyze costs and benefits of career choices in different organizational settings such asself-employment, large corporations, government agencies, and non-profits

The opportunity to introduce this objective can be found on the following pages:636, 644–645, 945–950

Components1.3 understand the monetary system of the U.S. and how individuals’ economic

choices involve costs and consequences

Benchmark 3examine the monetary system of the U.S. and the role banks play in it

The opportunity to introduce this objective can be found on the following pages:803–804

identify and compare major ways money can be invested, for example, stocks, bonds,mutual funds, or bank accounts

pp. 502, 644–645, 803–804


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Components1.4 examine how government policies influence the economy

Benchmark 3analyze how different governments influence their economies, for example, pricecontrols, price supports, and fiscal and monetary policies

pp. 20, 29, 100, 117–118, 158, 183, 185, 186–187, 301, 371–372, 408–409, 452,469, 470, 471, 517, 520, 528, 563–564, 585, 611–612, 646, 647–651, 672, 698–700,701–703, 706–707, 721–722, 723, 730–731, 755–756, 770, 773, 774, 775–777, 788,802, 804–806, 808, 809, 811, 837, 864–865, 867, 897, 912–914, 916, 922, 923, 924,925, 928, 930, 931, 932, 933, 946, 947–949

examine why taxation is needed and the civic duties of taxpayers

pp. 117–118, 149, 158, 183, 186, 353, 452, 470, 515, 528, 536–537, 539, 563–564,565–566, 573–575, 585, 802, 805–806, 924

Components1.5 examine the importance of international trade

Benchmark 3explain the interrelationships between Washington State’s economy and other economicregions such as the Pacific Rim, NAFTA, the European Union, or APECtest

pp. 914, 946–948, 961, 963 (Living History)


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