OR World Cultures Global Mosaic 2004 Grade...

Prentice Hall World Cultures: A Global Mosaic © 2004 Correlated to:

Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content

(Grade 10)

SE = Student Edition 1

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 10 CIM

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

CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens.

SE: 18: types of government today; 111-12: Building governments; 645: Greek ideas about government; 647: Roman Republic; 735: Communist system of government

CIM: Grade 10 Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution.

SE: 18: types of government today

Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government.

This standard is met in other Prentice Hall programs.

• Understand the purpose of laws and government, provisions to limit power, and the ability to meet changing needs as essential ideas of the Constitution.


Eligible Content: • Understand the “supremacy clause” of the U.S.

Constitution as a means of resolving conflicts between state and federal law. Understand the concept of judicial review as a means of resolving conflict over the interpretation of the Constitution and the actions of government.


• Understand how to amend the U.S. Constitution and the Oregon Constitution including how amendments may be introduced, what is required for passage, and how the process accommodates changing needs and the preservation of values and principles.


GRADE-LEVEL MAP: • Understand the Supremacy clause, and how it

resolved conflicts.



Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content; (Grade 10)




• Understand the concept of Judicial Review. Judicial review refers to the power of the courts to declare laws and actions of local, state, or national governments as invalid if they violate the Constitution. A Supreme Court decision on the meaning of the Constitution can be changed only if the Court itself changes its views or if an amendment to the Constitution is passed.


• Understand how to amend the Constitution of the United States and the Constitution of Oregon. Introduced: U.S. Constitution: two-thirds vote of House and Senate or two-thirds vote of state legislatures to call a convention. Oregon Constitution: introduced in legislature, referred to the voters or initiated by voters. This requires a petition signed by registered voters. Passage: U.S. Constitution: ratification by three-fourths of the states. Oregon Constitution: majority vote of the people. How process accommodates changing needs and the preservation of values and principles: Federal constitutional amendment process is demanding so that changes will not be made lightly; however, amendments have been made over time to accommodate changing needs.


• Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law.


• Explain the part of Article IV, Section 4, of the United States Constitution, which says, “The United States shall guarantee to every State in the Union a republican form of Government . . .”


• Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government (republicanism) or representative democracy, and popular sovereignty; provide examples of these principles in the governments of the United States and the state of Oregon.







• The “supremacy clause” establishes the Constitution, laws passed by Congress and treaties as supreme when in conflict with state laws. Subsequent amendments to the Bill of Rights reinforced the supremacy of federal law. Constitution is limited by Amendment 10 ensuring that powers not expressly granted to government rests with the people.


Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.


Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S.


• Understand the interrelationship between local, state, and federal government.


Eligible Content: • Understand the primary function the federal, state,

and local levels of government and how the actions of one influence the workings of the others. Understand how federalism creates shared and reserved powers at each level of government.


GRADE-LEVEL MAP: • Understand the function of local, state, and

national government and how the actions of one influence the workings of another.


• The differences in jurisdiction and in the matters that are handled between the levels of government. What happens in cases of overlapping jurisdiction.


• Explain how and why powers are distributed between local, state, and national governments; shared power, such as the power to tax, borrow money, regulate voting; functions primarily exercised by state governments, such as education, law enforcement, highways; and distribution of power reflects the value of local decision-making and local control.







Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared.


Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches.


• Understand how the branches of government have powers and limitations.


Eligible Content: • Understand how laws are developed and applied

to provide order, set limits, protect basic rights, and promote the common good. Understand the process by which laws are developed at the federal level, and key differences between how laws are developed at the federal level and in Oregon.


• Identify and understand the powers and limits to power of the Presidency.


GRADE-LEVEL MAP: • Understand that laws are the mechanism through

which policy is expressed and debated, disputes resolved, and government limited.


• The process by which laws are developed at the federal level [introduction of a bill, committee review process, approval of House and Senate, and presidential review –approval, veto] key differences between how laws are developed at the federal level and in Oregon [referendum: legislature may choose to present passed legislation to voters for popular approval before adoption; initiative petition: voters may initiate legislation and place directly on the ballot for popular approval and adoption].Executive Powers: Commander in Chief, head of the Executive Branch, conducts foreign policy, appoints ambassadors and judges, grants pardons, sees that laws are executed. Limits: congressional override, limits by courts, limits by public opinion.


Common Curriculum Goal: Understand personal and political rights of citizens in the United States.







Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States.


• Understand the role of the courts and of the law in protecting the rights of U.S. citizens.


Eligible Content: • Understand how the Bill of Rights offers

protection of individual rights and how rights are limited for the benefit of the common good. Understand the role of due process in the protection of individuals. Understand how the rights of citizens have been augmented by case law decisions.


GRADE-LEVEL MAP: • Understand how the rights of citizens have been

augmented by case law decisions.


• How the Bill of Rights [first 10 amendments to the U.S. Constitution] offers protection of individual rights [provisions of the Bill of Rights], and how rights are limited for the benefit of the common good.


• The role of due process in the protection of individuals [habeas corpus, presumption of innocence, trial by jury, right to counsel, right against self incrimination, protection against double jeopardy, and right of appeal].“Miranda Rights”: Right to an attorney in state trials, right to an attorney at the time of arrest, the right to be informed of rights, end of “separate but equal”.


• Understand how the rights of citizens have been augmented by case law decisions, judicial activism and restraint.


Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).







Content Standard: Understand the participatory obligations of U.S. citizens.


• Understand the civic responsibilities of U.S. citizens and how they are met.


Eligible Content: • Identify the responsibilities of citizens in the

United States and understand what an individual can do to meet these responsibilities.


GRADE-LEVEL MAP: • Identify the responsibilities of citizens in the

United States and what they can do to meet these responsibilities in a national sense.


• Civic responsibilities of American citizen [obedience of law, being informed about public issues, monitoring the adherence of government leaders and institutions to constitutional provisions and limitations, paying taxes, registering to vote and casting educated votes, serving as a juror, and performing public service].


Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.

SE: 470-473: Revolution in Haiti/ Liberty for South America/ Mexico's Struggle for Freedom/ Independence for Brazil; 719-722: Revolt and Repression, Limited Reform/ Revolutionary Movements/ Bloody Sunday/ Revolution of 1905; 730-731: From Protest to Revolution; 745-748: The New Russia Emerges; 756-758: Upheavals in the Soviet bloc/ Poland's Path to Democracy/ Other Victories for Democracy

Content Standard: Understand how individuals, groups, and international organizations influence government.

SE: 42-43: International and Regional Organizations; 470-473: Revolution in Haiti/ Liberty for South America/ Mexico's Struggle for Freedom/ Independence for Brazil; 719-722: Revolt and Repression/ Limited Reform/ Revolutionary Movements/ Bloody Sunday/ Revolution of 1905; 730-731: From Protest to Revolution; 745-748: The New Russia Emerges; 756-758: Upheavals in the Soviet bloc/ Poland's Path to Democracy/ Other Victories for Democracy






• Understand how government policies and decisions have been influenced and changed by individuals, groups, and international organizations.

SE: 42-43: International and Regional Organizations; 470-473: Revolution in Haiti/ Liberty for South America/ Mexico's Struggle for Freedom/ Independence for Brazil; 719-722: Revolt and Repression/ Limited Reform/ Revolutionary Movements/ Bloody Sunday/ Revolution of 1905; 730-731: From Protest to Revolution; 745-748: The New Russia Emerges; 756-758: Upheavals in the Soviet bloc/ Poland's Path to Democracy/ Other Victories for Democracy

Eligible Content: • Understand how U.S. political parties have

influenced government policy and decisions. Understand the causes, course, and impact of the civil rights/equal rights movements.


• Understand the Constitutional changes that resulted from major events in the 20th century.


GRADE-LEVEL MAP: • Understand how U.S. individuals, groups and

political parties have influenced policy and decisions in national events.


• The origins and major characteristics of American political parties [why political parties first developed –people had different views about government; why new parties develop –a belief that neither of the two major parties is meeting a certain need. Third parties are formed to remedy this situation. How parties provide opportunities for citizen participation (working on campaigns, working in and up the party’s organization—precinct, ward, country, district, state, and national levels). Opportunities for participation in the political process—voting, joining political parties and interest groups, communicating with public officials, influencing lawmaking through initiative petitions, and civil disobedience (carries risks).







• Understand how government policy was influenced by the concepts of judicial review, activism, and restraint: Jim Crow laws, Plessy v. Ferguson, Brown v. Board of Education, Civil Rights Act 1964, ERA Amendment, Disabilities Act, Title IX, Vietnam War: 26th Amendment, Suffrage Movement: 19th Amendment, Prohibition and its repeal; Marbury v. Madison; Roe v. Wade; Scott v. Sanford; Weeks v. U.S.


• Understand how government policy is influenced by PACs and other lobbying and interest groups.


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

SE: 508-510: Latin America and the United States Cold War Politics/Containing Castro/Calming Trend/Puerto Rico: A Special Case; 277-299: War in Southeast Asia/American Involvement/ A Slow Return to Peace; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances; 696-697: Regional and Global Issues/European Security; 42-43: Growing Interdependence/International and Regional Organizations; 134, 366, 682

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

SE: 508-510: Latin America and the United States Cold War Politics/Containing Castro/Calming Trend/Puerto Rico: A Special Case; 277-299: War in Southeast Asia/American Involvement/ A Slow Return to Peace; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances

• Understand the purposes and functions of major

international organizations and the role of the United States in them.

SE: 42-43: International and Regional Organizations; 513: Regional Cooperation

Eligible Content: • Understand and give examples of how

international organizations influence policies or decisions. Understand the purposes and functions of the United Nations, and the role of the United States in the United Nations.

SE: 42-43: Growing Interdependence/International and Regional Organizations; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances; 682: Europe in Two World Wars/World War II/Effects of the War; 366: China and the World/China and the West Influence in the Developing World/Isolation Ends






• Understand the purpose and function of international humanitarian agencies and special interest advocacy groups, and how the United States interacts with people in other nations through these organizations.

SE: 614-615: Regional and Global Issues/Two Wars in the Persian Gulf; 134: Regional and Global Issues/International Ties/The cold War and After; 696-697: Regional and Global Issues/European Security

GRADE-LEVEL MAP: • Explain the role of world organizations and

agencies in affecting policy in the United States and in the world.

SE: 42-43: Growing Interdependence/International and Regional Organizations; 758: Revolution in Eastern Europe/Other Victories for Democracy/Progress

• NATO, UN, League of Nations.

SE: 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances; 696-697: Regional and Global Issues/European Security; 678: Europe in Two World Wars/World War I/Peace Settlements

• The purposes [to serve as an agency to deal

peacefully with disputes between nations] and functions of the United Nations, [forum for discussion and recommendations for solutions to problems; Secretary General serves as Executive], and the role of the United States in the United Nations [permanent member of the Security Council; UN headquarters are in New York City].

SE: 682: Europe in Two World Wars/World War II/Effects of the War; 366: China and the World/China and the West/Influence in the Developing World/Isolation Ends; 42-43: Growing Interdependence/International and Regional Organizations; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances

• The purpose and function of international humanitarian agencies and special interest advocacy groups [these voluntary associations, which exist independently of government, provide economic and social services to people in need or advocate for national governments to take action collectively to solve an international problem], and how the United States interacts with people in other nations through these organizations [the American people voluntarily support these organizations with their labor and contributions].

SE: 614-615: Regional and Global Issues/Two Wars in the Persian Gulf; 696-697: Regional and Global Issues/European Security






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

SE: 735-737: A Totalitarian State/Communist System of Government/A Dishonorable Agreement/Life Under Siege; 755-758: Revolution in Eastern Europe/Soviet Domination of Eastern Europe/Upheavals in the Soviet Bloc/Poland’s Path to Democracy/Other Victories for Democracy; 351-354: The People’s Republic of China/A Communist Victory/Creating a New Order/Mao’s Leadership/New Directions

(Continued)

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

(Continued) SE: 351-354: The People’s Republic of China/A

Communist Victory/Creating a New Order/Mao’s Leadership/New Directions; 111-112: Steps Toward Development/Building Governments; 596-597: Changing Economic and Social Patterns/Economic Goals and Growth; 483-484, 497-498, 688-689

Content Standard: Understand that there are different ways for governments to be organized and to hold power. • Understand how various forms of government

function in different situations.

SE: 86-87: Patterns of Life/Patterns of Government; 735-737: A Totalitarian State/Communist System of Government/A Dishonorable Agreement/Life Under Siege; 596-597: Changing Economic and Social Patterns/Economic Goals and Growth; 688-689: Political Directions/European Democracies

Eligible Content: • Compare and contrast how various forms of

government function in similar and different situations.

SE: 596-597: Changing Economic and Social Patterns/Economic Goals and Growth; 688-689: Political Directions/European Democracies

GRADE-LEVEL MAP: • Explain the functions of governments of various

countries and compare and contrast them with the government of the United States.

SE: 533-535: Canada Today/A Parliamentary Democracy

• Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy.

SE: 17-18: The Meaning of Culture/Forms of Governments; 645: Heritage of Greece and Rome/Greek Ideas About Government; 102: Effects of European Rule/New Political and Economic Systems; 475: The New Republics/Power Struggles/Oligarchies; 664-667: Growth of Modern Nations/Age of Absolute Monarchs/A Limited Monarchy in England






• Compare and contrast the way totalitarian governments and democratic governments function in times of: war, economic trouble, and civil disobedience.

SE: 755-758: Revolution in Eastern Europe/Soviet Domination of Eastern Europe/Upheavals in the Soviet Bloc/Poland’s Path to Democracy/Other Victories for Democracy; 483-484: Political and Economic Development/Dictators and Democracy; 351-354: The People’s Republic of China/A Communist Victory/Creating a New Order/Mao’s Leadership/New Directions

(Continued) • Compare and contrast the way totalitarian

governments and democratic governments function in times of: war, economic trouble, and civil disobedience.

(Continued) SE: 735-737: A Totalitarian State/Communist System

of Government/A Dishonorable Agreement/Life Under Siege

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

SE: 103: Effects of European Rule/French Colonial Rule/Power; 225: Regional and Global Issues/Chinese Rule in Tibet; 276: War in Southeast Asia/The French in Indochina; 383: The Two Koreas/Effects of War; 467: Patterns of Life/Country Life

GRADE-LEVEL MAP: • Analyze the nature of war and conflicts, their

resolution, and their affects on society (Example: the WWI, WWII, Korea, and Vietnam).Point out specific situations where human or cultural factors are involved in global conflict situations and identify different viewpoints in the conflict; create scenarios under which these cultural factors would no longer trigger conflict.

SE: 275-280: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia/Escape from the Killing Fields/Effects of the War; 382-386: The Two Koreas/War in Korea/South Korea Today/North Korea Today/Outlook for the Future; 615-620: The Arab-Israeli Conflict/The Founding of Israel/Continued Conflict/Building a Nation/The Struggle to Achieve Peace/The Return of Violence; 675-682: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators/World War II; 750-755: Russia’s Foreign Policy/The Expanding Soviet Union/The Soviet Union and the United States/The Soviet Union and the Developing World/Russia and the World Today/The Smaller Republics

• Knows why people may agree on values or

principles in the abstract but disagree when they are applied to specific issues such as the right to life and capital punishment.






ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy.

SE: 18: Economic Systems

CIM: Grade 10 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity).

SE: 554-555: Clash Over the Euphrates/Adapting to Scarcity

Content Standard: Understand the economic concept of scarcity.


• Understand how specialization and competition

influence the allocation of resources.


Eligible Content: • Understand how specialization increases

efficiency, potential output, and consumer well being, but may have negative side effects.


GRADE-LEVEL MAP: • Understand the rise of economic specialization.

SE: 102-103: New economic patterns/money economy;

112-115: Economic Systems/Economic Choices and Challenges; 284-285: Developing Industry

• Understands economic specialization and how

specialization generally affects costs, amount of goods and services produced, and interdependence.

SE: 102-103: New economic patterns/money economy; 112-115: Economic Systems/Economic Choices and Challenges; 284-285: Developing Industry

• Specialization increases efficiency, potential output, and consumer well being, (when nations specialize in what they can produce more efficiently, and then trade with each other, both nations may be advantaged), but may have negative side effects. Historically, these have included decline of the artisan, increasing alienation of worker from the product, and a reliance on technology that replaces labor as it makes that labor more productive. Among nations overspecialization leads to a loss of diversity, which makes living standards in such nations vulnerable to sudden shifts in world prices.


Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.

SE: 285: The Green Revolution/Unforeseen effects; 499: Economic challenges; 501-502: Difficult choices: Environment






Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits.

SE: 499: Economic challenges; 501-502: Difficult choices: Environment

• Understand a cost-benefit analysis of economic choices.

SE: 499: Economic challenges; 501-502: Difficult choices: Environment

Eligible Content: • Compare and contrast the allocation of goods and

services in market and command economies.

SE: 18: Market economy/command economy; 113: mixed economies

• Understand how people make decisions by

analyzing economic conditions and changes.


GRADE-LEVEL MAP: • Knows examples from United States history that

demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.


• Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and trade-offs.


• Explain how people make decisions by analyzing economic conditions and changes. Explain how government responds to problems in the economy (rapid inflation or rising unemployment) with fiscal and /or monetary policies.

SE: 499: Economic challenges; 501: Economic diversity/Brazil's "miracle"

Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.

SE: 284: Singapore's economic success; 499: Economic challenges

Content Standard: Understand the concept of supply and demand.


• Understand how consumer demand and market price directly impact one another.

SE: 38: World Economic Patterns

Eligible Content:






• Understand that competition among seller’s leads to lower prices and impacts production.

SE: 484: Challenges to economic development

• Understand that competition among buyers increases prices and allocates goods and services only to those who can afford them.


GRADE-LEVEL MAP: • Define aggregate supply and demand and

distinguish from market supply and demand, gross domestic product (GDP), economic growth, unemployment, and inflation.


• Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy.

SE: 494-495: Economic development SE: 38: World Economic Patterns

• Demonstrate how supply and demand determines equilibrium price and quantity in the product, resource, and financial markets.


• Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets.


• Know that an increase in the price of a product encourages people to look for lower-price substitutes. This causes the quantity demanded of the higher price item to decrease and tends to increase price and quantity demanded for the substitute.


Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy.

SE: 18: The Meaning of Culture/Economic Systems; 384-385: The Two Koreas/South Korea Today/North Korea Today; 45: Growing Independence/Issues of Global Concern/The Global Economy; 283-284: Economic Development/Economic Choice; 112-114: Steps Towards Development/Economic Systems; 102-103, 536-537, 596-597

Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy.






• Evaluate different economic systems, comparing advantages and disadvantages of each.

SE: 18: The Meaning of Culture/Economic Systems; 384-385: The Two Koreas/South Korea Today/North Korea Today; 283-284: Economic Development/Economic Choice; 112-114: Steps Towards Development/Economic Systems; 536-537: Canada Today/A Growing Economy; 102-103

Eligible Content: • Use cost-benefit analysis to compare and contrast

economic systems.


GRADE-LEVEL MAP: • Use a cost-benefit analysis model to compare and

contrast economic systems.


• Explain the costs and benefits of capitalist, socialist, command economies.

SE: 384-385: The Two Koreas/South Korea Today/North Korea Today; 283-284: Economic Development/Economic Choice; 112-114: Steps Towards Development/Economic Systems; 536-537: Canada Today/A Growing Economy; 596-597: Changing Events and Social Patterns/Economic Goals and Growths

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

SE: 38-39: World Economic Patterns/Goals of Modernization; 612-614: Regional and Global Issues/he Power of OPEC; 512-514: Regional and Global Issues/Regional Cooperation/Ties with the World/Global Issues; 210-211: Economic Development/Economic Goals/Industrial Growth; 384-385: The Two Koreas/South Korea Today/North Korea Today; 419-420

Content Standard: Understand the role of government and institutions in an economy.

SE: 499: Economic challenges; 501: Economic diversity/Brazil's "miracle"

• Understand how government can affect the

national economy through policy.

SE: 102-103: New Political and Economic Systems; 112-115: Economic Systems/Economic Choices and Challenges; 284-285: Developing Industry/Changes in Agriculture; 499: Economic challenges; 501: Economic diversity/Brazil's "miracle"

• Understand how government can affect

international trade through tariffs, quotas and trade agreements.

SE: 38-39: World Economic Patterns/Goals of Modernization; 495: Mexico/Economic Development/Free Trade; 612-614: Regional and Global Issues/The Power of OPEC






Eligible Content: • Understand how government responds to

problems in the economy (rapid inflation or rising unemployment) with fiscal and/or monetary policies.

SE: 210-211: Economic Development/Economic Goals/Industrial Growth; 384-385: The Two Koreas/South Korea Today/North Korea Today

• Identify and give examples of ways that the U.S. government can affect the economy through legislation or policy decisions.


• Identify tariffs, quotas, and trade agreements and understand the consequences of their use on the economy.

SE: 419-420: Japan and the World/Japan and the Global Economy

GRADE-LEVEL MAP: • Explain the interrelated roles of households,

businesses, and government in the economy.Analyze how the government uses taxing and spending decisions (fiscal policy) to promote price stability, full employment, and economic growth.


• Articulate how a change in monetary or fiscal policy can impact a student’s purchasing decision.


• Explain how the government responds to problems in the economy (rapid inflation or rising unemployment) with fiscal and/or monetary policies. Describe ways that the U.S. government can affect the economy through legislation or policy decisions. Government responds to problems in the economy (rapid inflation or rising unemployment) by fiscal and monetary policies. Congress creates a fiscal policy, raising or lowering spending and taxation, choosing the appropriate response to meet the crisis (inflation or unemployment). The Federal Reserve creates monetary policy by 1) influencing the supply of money to the nation’s banks and directly impacting the demand for loans by the public, 2) altering interest rates (i.e., cost of money), 3) raising or lowering interest rates can directly affect consumer and business spending, and can correct problems like rising inflation or unemployment.







Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States.

SE: 45: Growing Independence/Issues of Global Concern/The Global Economy; 495: Mexico/Economic Development/Free Trade; 510-511: Latin America and the United States/Puerto Rico: A Special Case/Economic Development; 38-39: The Developing World/World Economic Patterns/Goals of Modernization; 612-614: Regional and Global Issues/The Power of OPEC; 415-418, 512-514

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

SE: 494: Free trade; 507-509: "Yankee Imperialist" or Good Neighbor?/Cold War Politics/containing Castro/Changing Trends

• Understand the purposes and functions of major

international economic organizations and the role of the United States in them.

SE: 495: Mexico/Economic Development/Free Trade/; 612-614: Regional and Global Issues/The Power of OPEC

Eligible Content: • Understand the purpose and function of

international economic agencies and groups and how the United States interacts with people in other nations through these groups.

SE: 495: Mexico/Economic Development/Free Trade/; 612-614: Regional and Global Issues/The Power of OPEC

GRADE-LEVEL MAP: • Trace the development of U.S. economic

influence throughout the world.

SE: 510-511: Latin America and the United States/Puerto Rico: A Special Case/Economic Development; 38-39: The Developing World/World Economic Patterns/Goals of Modernization; 612-614: Regional and Global Issues/The Power of OPEC; 512-514: Regional and Global Issues/Regional Cooperation/Ties with the World/Global Issues; 415-418: Economic Growth/The Economic Miracle/Indus Development/Reasons for Success

• Examine the influence of individuals, businesses,

labor, and other segments of the economy on United States foreign policy.

SE: 507: Investments and intervention

Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

SE: 33: A money economy

Content Standard: Understand the purpose and functions of money in the economy.

SE: 33: A money economy






• Understand how money makes saving and borrowing easier.


Eligible Content: • Understand how money functions in the banking

system and as part of fiscal policy.


GRADE-LEVEL MAP: • Understand how the supply of money has an

effect on the total economy (for example, the Great Depression).


Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance.


Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.


• Understand the potential risks and returns of various investment opportunities, including entrepreneurship, in a market economy.


Eligible Content: • Identify and give examples of potential incentives

and disincentives of entrepreneurship.


• Identify and give examples of potential risks and returns of economic decisions under various economic conditions.


• Understand the risks and benefits to the use of credit.


GRADE-LEVEL MAP: • Identify potential incentives (the possibility of

making a profit, opportunity to create new products or improving existing ones) and disincentives (the possibility of losing money) of entrepreneurship.







• Identify potential risks and returns of economic decisions under various economic conditions (e.g., the decision to invest in stocks, bonds, real estate or bank deposits), considering examples/case studies from history studied.


GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.

SE: maps: 6, 267, 506, 681, 732

CIM: Grade 10 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region.

SE: 3-7: Exploring the World Around Us/Movement/Region

Content Standard: Understand and use spatial concepts of geography.

SE: 8-13: Understanding the Physical World/Tools of Geographers/Special Purpose Maps/Major Landforms/Climate Zones

• Understand and use geographic information using

a variety of scales, patterns of distribution, and arrangement.

SE: 8-13: Understanding the Physical World/Tools of Geographers/Special Purpose Maps/Maps and Culture/Major Landforms/Climate Zones

Eligible Content: • Understand the advantages and disadvantages of

using various geographic representations to depict and solve geographic problems.


GRADE-LEVEL MAP: • Explain that maps contain spatial elements of

point, line, area, and volume, Which can be represented in a range of technology from simple sketch map to GIS.


• Give examples of how maps are often used to convey biased information, so that critical analysis of map sources is essential.

SE: 10: Understanding the Physical World/Maps and Culture

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

SE: 39: The Developing World/Map Study/Developing Nations; 65: Climate and Diversity/Map Study/Africa: Climate Regions; 238: Skill Lesson 5/Reading a Graph: Average Rainfall in Calcutta; 687: Political Directions/Map Study/Cold War in Europe; 766: Skill Lesson 15/Reading An Organizational Chart: The European Union; 181, 459, 560






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

SE: all maps, including: 62, 115, 229, 407, 530

• Interpret and evaluate information using complex geographic representations.


Eligible Content: • Use a variety of geographic representations to

analyze information and draw conclusions about geographic issues.


GRADE-LEVEL MAP: • Ask geographic questions and obtain answers

from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

SE: 429: Skill Lesson 10/Synthesizing Information: The Japanese Economy

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







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

SE: 39: The Developing World/Map Study/Developing Nations; 277: War in Southeast Asia/Map Study/War in Southeast Asia; 612: Regional and Global Issues/Map Study/Oil and Gas Resources; 617: The Arab-Israeli Conflict/Map Study/Arab-Israeli Conflict; 681: Europe in Two World Wars/Map Study/World War II in Europe and North Africa; 383, 506

Content Standard: Locate major physical and human features of the Earth.

SE: maps: 29, 110, 251, 309, 493

• Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.


Eligible Content: • Locate, identify and explain changes in countries

over time.

SE: maps: 188, 194, 572617, 648

• Locate and identify places and regions most prominent in contemporary events in Oregon, the United States, and the world.


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

SE: 61: The Shape of the Land/The Great Rift Valley; 313: Skill Lesson 8/Reading a Thematic Map/Religions of Southeast Asia

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

SE: maps 29, 338, 444, 493, 506






• Analyze changes in the physical and human characteristics of places and regions, and the effects of technology, migration, and urbanization on them.

SE: 20: Causes of Cultural Change; 118-120: Effects of urbanization; 214: technology and change; 230-231: The World of Cities/Building a Better Life; 286: Urbanization; 385: Social change

Eligible Content: • Apply geographic tools to identify change in a

place over time, and to infer reasons for the change.


GRADE-LEVEL MAP: • Use geographic tools (maps, aerial photographs,

satellite-produced images), to make and identify change in a place over time, and to infer reasons for the change (for example, pollution drought, war).


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

SE: 586-588: Imperialism and Nationalism/Conflict Over Palestine; 586: Imperialism and Nationalism/Map Study/European Influence After World War I; 615-621: The Arab-Israeli Conflict/The Founding of Israel/Continued Conflict/Building a Nation/The Struggle to Achieve Peace/The Return of Violence

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

SE: 117-120: Changing Patterns of Life/Growth of Cities/A Long Trek to Work/Effects of Urbanization; 486-488: Changing Patterns of Life/Move to the Cities/Rural Life

Content Standard: Understand the distribution and movement of people, ideas, and products.

SE: 6-7: Movement; 20: Diffusion; 462-463: The Columbian Exchange

• Understand how worldwide transportation and

communication patterns have affected the flow and interactions of people, ideas, and products.

SE: 20-21: Tradition and change; 46: Satellites Link the World; 103: Material improvements

Eligible Content: • Understand how transportation and

communication systems of the present compare to those of the past, and how this changes perceptions of space and time.

SE: 46: Satellites Link the World; 103: Material improvements






• Understand how communication and transportation technologies contribute to trade and cultural convergence.

SE: 46: Satellites Link the World

GRADE-LEVEL MAP: • Identify major patterns of human migration, both

past and present. SE: 100: Age of European Imperialism/Struggle for

South Africa; 117-120: Changing Patterns of Life/Growth of Cities/A Long Trek to Work/Effects of Urbanization; 486-488: Changing Patterns of Life/Move to the Cities/Rural Life

• Identify spatial patterns in the movement of

people, goods, and ideas throughout history.

SE: 117-120: Changing Patterns of Life/Growth of Cities/A Long Trek to Work/Effects of Urbanization; 462-463: The Columbian Exchange

• Understand the relationships between changing

transportation technologies and increasing urbanization.

SE: 117-120: Changing Patterns ofLife/Growth of Cities/A Long Trek to Work/Effects of Urbanization

• Evaluate the impact of human migration on

physical and human systems.

SE: 117-120: Changing Patterns of Life/Growth of Cities/A Long Trek to Work/Effects of Urbanization

• Identify patterns of economic activity in terms of

primary (growing and extracting), secondary (manufacturing), and tertiary (distributing and services) activities. Understand how transportation and communication systems of the present compare to those of the past in terms of factors such as quality, efficiency, and speed, and how this changes perceptions of space and time and has led to more global interdependence.

SE: 6-7: Movement; 46: Satellites Link the World

• Understand how communication and transportation technologies contribute to trade (amount, direction, speed) and cultural convergence (for example, influence of large corporations all over the world). An increase in cultural convergence contributes to a corresponding decrease in cultural uniqueness.

SE: 6-7 Movement; 36: Westernization; 119-120: Westernization






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

SE: 40: The Developing World/Graph Skills/Distribution of World Population by Region 1960-2010; 115-116: Steps Towards Development/The Population Explosion; 597-599: Changing Economic and Social Patterns/The Population Challenge/Urban Growth; 229-230: Looking to the Future/Crisis in Numbers/The World of Cities; 97-102: Age of European Imperialism/Europeans Explore Africa/European Motives/The Scramble for Colonies/African Resistance/Struggle for South Africa; 392, 446-447, 524

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

SE: 40-41: Population explosion; 125: Population Growth; 214: Improved health care; 229-230: Crisis in Numbers; 290: Economic development; 493: People; 597: the Population Challenge

• Analyze and evaluate the impact of economic,

cultural or environmental factors that result in changes to population of cities, countries, or regions.

SE: 116: Steps Towards Development/Graph Skills/The Population of Africa; 597-599: Changing Economic and Social Patterns/The Population Challenge/Urban Growth; 229-230: Looking to the Future/Crisis in Numbers/The World of Cities; 97-102: Age of European Imperialism/Europeans Explore Africa/European Motives/The Scramble for Colonies/African Resistance/Struggle for South Africa; 392: A World Apart/Crowded in Tokyo; 524

Eligible content: • Evaluate the consequences of economic, cultural,

or environmental changes on a given population.

SE: 116: Steps Towards Development/Graph Skills/The Population of Africa; 597-599: Changing Economic and Social Patterns/The Population Challenge/Urban Growth; 229-230: Looking to the Future/Crisis in Numbers/The World of Cities; 392: A World Apart/Crowded in Tokyo

GRADE-LEVEL MAP: • Assess the consequences of population growth or

decline in various parts of the United States. Determine whether the local community is growing or shrinking, and develop long-range plans based on present trends.






• Understand how different methods of extracting (in forestry and mining) and using resources (consumption v. “reduce, reuse, and recycle”) affect the environment.

SE: 597-598: Changing Economic and Social Patterns/Developing Agriculture; 211-213: Economic Development/Progress in Agriculture

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

SE: 365: China and the World/Map Study/China: Land Use and Resources; 554: The Land and the People/Clash Over the Euphrates; 597: Changing Economic and Social Patterns/Developing Agriculture; 698: Regional and Global Issues/Environmental Issues; 711: Geographic Setting/Can Siberia Be Saved; 613

Content Standard: Understand how humans affect the physical environment.

SE: 4-5: Interaction Between People and the Environment; 40-42: Problems of Development; 44-45: The environment; 117-120: Growth of Cities/A Long Trek to Work/Effects of Urbanization; 169: Irrigation; 211: Progress in Agriculture; 284-286: Developing Industry/Changes in Agriculture/Urbanization; 448: Maya Cities; 514: Environmental Issues; 596-597: New water supplies/Improved farming methods; 693: Building "Chunnel"

• Understand human modifications of the physical

environment and analyze their global impacts and consequences for human activity.

SE: 554: The Land and the People/Clash Over the Euphrates; 698: Regional and Global Issues/Environmental Issues; 711: Geographic Setting/Can Siberia Be Saved; 213: Economic Development/Graph Skills/The Green Revolution in India

Eligible Content: • Distinguish between renewable resources and

non-renewable resources and the global consequences of mismanagement.

• Identify and understand different methods of extracting and using resources and analyze and compare the affect on the environment.

SE: 365: China and the World/Map Study/China: Land Use and Resources; 597: Changing Economic and Social Patterns/Developing Agriculture; 213: Economic Development/Graph Skills/The Green Revolution in India






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

SE: 613: Regional and Global Issues/Fresh Water from Salty Seas; 554: The Land and the People/Clash Over the Euphrates; 698: Regional and Global Issues/Environmental Issues; 711: Geographic Setting/Can Siberia Be Saved; 211-213: Economic Development/Progress in Agriculture; 365, 597

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

SE: 526-527: Energy resources

• Identify and give examples of changes in a physical environment, and evaluate their impact on human activity in the environment.

SE: 613: Regional and Global Issues/Fresh Water from Salty Seas; 554: The Land and the People/Clash Over the Euphrates; 711: Geographic Setting/Can Siberia Be Saved

Eligible Content: • Identify and give examples of changes in human

activity due to changes in the physical environment, and analyze the impact on both.

SE: 698: Regional and Global Issues/Environmental Issues; 213: Economic Development/Graph Skills/The Green Revolution in India

GRADE-LEVEL MAP: • Identify environmental issues that affect the

Americas. Examine contrasting perspectives on these problems, and explain how human-induced changes in the physical environment in one place cause changes in another place.

SE: 493: Mexico/Map Study/Mexico: Land Use and Resources

• Distinguish among renewable resources (resources that can be regenerated if used carefully; for example, fish and timber), non-renewable resources (finite resources that cannot be replaced once they are used; petroleum, minerals), flow resources (resources that are neither renewable nor nonrenewable, but must be used as, when and where they occur or they are lost; for example, running water, wind, sunlight) and the global consequences of mismanagement (water shortages, pollution, desertification).

SE: 67: Desertification; 526-527: Energy resources

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

SE: 614-615: Regional and Global Issues/Two Wars in the Persian Gulf






GRADE-LEVEL MAP: • Assess how people’s perceptions of their

relationship to natural phenomena have changed over time, and analyze how these changing perceptions are reflected in human activity and land use.

SE: 91: Traditional beliefs; 120: Rural patterns

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

SE: 252: The Shape of the Land/Natural Resources

GRADE-LEVEL MAP: • Analyze examples of changes in the physical

environment that have reduced the capacity of the environment to support human activity.

SE: 252: The Shape of the Land/Natural Resources

• Evaluate how and why the ability of the earth to feed its people has changed over time.

SE: 211-213: Progress in Agriculture; 285-286: changes in Agriculture

• Analyze world patterns of resource distribution

and utilization, and explain the consequences of use of renewable and non-renewable resources.

SE: 526-527: Energy resources; 785: types of Energy Used for Electricity/Percentage of Total World Energy Used

• Develop possible solutions to scenarios of

environmental change brought on by human activity.

SE: 232: write a paragraph about the environment; 657: Identifying Alternatives

• Develop policies that are designed to guide the use and management of Earth’s resources and that reflect multiple points of view.

SE: 232: write a paragraph about the environment; 657: Identifying Alternatives

HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments.

The standard is met in other Prentice Hall programs.

CIM: Grade 10 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships.

SE: 150: Skill Lesson 3/Reading a Timeline: Events from Modern African History; 105: Chapter 4 Review/Applying Your Skills/Understanding Sequence; 263: Chapter 11 Review/Applying Your Skills/Constructing a Timeline; 319: Unit 4 Review/Learning by Doing/Creating a Timeline; 634: Unit 7 Review/Take it to the NET/Creating a Timeline; 281, 56-57, 436-437, 548-549, 636-637






Content Standard: Understand, represent, and interpret chronological relationships in history.

SE: Time lines: 1, 56, 158, 246, 320, 436, 548, 636/Constructing a Time Line: 131, 199, 263, 281, 627; 105: Understanding Sequence; 150: Reading a Time Line

• Reconstruct, interpret, and represent the

chronology of significant events, developments, and narratives from history.

SE: 150: Skill Lesson 3/Reading a Timeline: Events from Modern African History; 56-57: Unit 2/Africa; 158-159: Unit 3/South Asia: Indian, Pakistan, Bangladesh; 246-247: Unit 4/Southeast Asia, Australia, and Oceania; 320-321: Unit 5/East Asia: China, Korea, Japan; 1, 436-437, 548-549, 636-637

Eligible Content: • Reconstruct the chronological order of significant

events related to historical developments.


• Interpret the relationship of events occurring over

time.


• Interpret timelines, charts and graphs illustrating

chronological relationships.


GRADE-LEVEL MAP: • Trace the approximate chronology and territorial

range of human communities, and analyze the processes that lead to their development, for the period of history studied.

SE: 27-32: Patterns of Early Civilizations/Stone Age People/The 1st Civilizations; 71-73: Early Civilizations of Africa/Tracking the Evidence/Records on Stone/Nile Valley Civilization; 170-171: Early Civilizations of India/Indus Valley Civilization/Unsolved Puzzles/Decline of the Indus Valley Civilizations






(Continued) • Trace the approximate chronology and territorial

range of human communities, and analyze the processes that lead to their development, for the period of history studied.

(Continued) SE: 447-454: Early Civilizations/The First

Americans/Maya Cities/Maya Achievements/The Aztec Empire/The Inca Empire/The Great Empires Fall/Resistance and Survival; 556-560: Early Civilizations/Sumerian Civilization/Warfare and Trade Spread Culture/Cultural Diffusion; 249-257, 393-397, 713-716

• Construct a time line of the main events on the

origin and development of civilizations/countries/world political organizations.

SE: 105: Chapter 4 Review/Applying Your Skills/Understanding Sequence; 263: Chapter 11 Review/Applying Your Skills/ Constructing a Timeline; 281: Chapter 12 Review/Applying Your Skills/Constructing a Timeline; 319: Unit 4 Review/Learning by Doing/Creating a Timeline; 634: Unit 7 Review/Take it to the NET/Creating a Timeline

• For the period of history studied, interpret maps

and time lines depicting major events in U.S. History.

• Interpret the relationship of events occurring over time (cause and effect relationships, coincidental relationships—accidental and remarkable occurrences of events at the same time, suggesting but lacking a casual relationship, unrelated events). Events will be limited to those included in the U.S. History and World History benchmarks and eligible content for CIM.

SE: 32: Patterns of Early Civilization/Section Review; 181: Religious Traditions/Map Study/Buddhism and Hinduism; 628: Skill Lesson 13/Understanding Causes and Effects: The Arab Israeli Conflict; 434: Unit 5 Review: Applying Your Skills/Understanding Causes and Effects

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


Content Standard: Identify and analyze cause and effect relationships in history.

• Compare and contrast institutions and ideas in history, noting cause and effect relationships.







GRADE-LEVEL MAP: • Explain causes, events, and consequences of wars

associated with the period of history studied.

SE: 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas: A Divided Land/War in Korea/South Korea Today/North Korea Today; 484-485: Political and Economic Development/Economic Growth; 615-615: Regional and Global Issues/Two Wars in the Persian Gulf; 725-726: Growth of Nations in Eastern Europe/Struggles in the Balkans/The Impact of Two World Wars; 226, 509, 593, 677-682, 758-759

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

SE: 19-22: How Cultures Change/Causes of Cultural Change/Diffusion/Tradition and Change; 42: The Developing World/Cultural Change

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

• Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century.

SE: 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas: A Divided Land/War in Korea/South Korea Today/North Korea Today; 484-485: Political and Economic Development/Economic Growth; 615-615: Regional and Global Issues/Two Wars in the Persian Gulf; 725-726: Growth of Nations in Eastern Europe/Struggles in the Balkans/The Impact of Two World Wars; 226, 509, 593, 677-682, 758-759

GRADE-LEVEL MAP: • Consider and use the Ten Themes presented in

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

SE: 13-18: The Meaning of Culture/Elements of Culture/Social Organizations/Customs and Traditions/Language Arts and Literature/Religion/Forms of Government/Economic Systems; 19-22: How Cultures Change/Causes of Cultural Change/Diffusion/Tradition and Change; 389-392: A World Apart/A Chain of Islands/Landforms and Climate/Limited Mineral Resources/People of Japan






(Continued) • Consider and use the Ten Themes presented in

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

(Continued) SE: 733-738: A Totalitarian State/Stalin in

Power/Communist System of Government/A Dishonorable Agreement/Life Under Siege/Victory and Aftermath/Stalin’s Successors/The Soviet Economy; 613: Regional and Global Issues/Science and Technology/Fresh Water from Salty Sea; 242-243: Global Connections/Champions of Non-Violence; 534, 350-354, 209-213, 644-650

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

SE: 20: How Cultures Change/Diffusion; 4-5: Exploring the World Around Us/Interaction Between People and the Environment; 362: Changing Patterns of Life/Tradition and Change/Chinese Marriage Customs; 139-142: The Republic of South Africa/A Policy of Forced Segregation/Struggle Against Apartheid/Steps Toward Change; 629: Skill Lesson 14/Comparing Points of View: Economic Sanctions Against Iraq

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

SE: 677-682: Europe in Two World Wars/The Road to War/World War I/Rise of Dictators/World War II; 122-123: How Cultures Change/Understanding Other Cultures; 18: The Meaning of Culture/Economic Systems; 581-583: Patterns of Life/Family Ties/Patterns of Government//Economic Organizations/Lives of Women/Inheritance and Descent/The Age-Grade System; 672-674: The Industrial Revolution/Changing Patterns of Life/Evils of Child Labor/Demands for Reform; 85-89, 139-142, 216, 277-279, 499-500

• Consider patterns of change and continuity in

history in relationship to contemporary events, issues, problems, and phenomena.

SE: 139-142: The Republic of South Africa/A Policy of Forced Segregation/Struggle Against Apartheid/Steps Toward Change; 614-615: Two Wars in the Persian Gulf; 52: Global Connections/A Culture of Cultures; 205-208: Political Challenges/India’s Government/Dividing and Unifying Forces/India’s Leaders; 749: Tradition and Change/Religious Revival






Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.

SE: 151: Skill Lesson 4/Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 629: Skill Lesson 14/Comparing Points of View/Economic Sanctions Against Iraq; 767: Skill Lesson 16/Identifying Cultural Bias: An Englishman Looks at Russian People

Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.

SE: 151: Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 312: Using a Primary Source: Life Under the Khmer Rouge; 629: Comparing Points of View: Economic Sanctions Against Iraq; 767: Identifying Cultural Bias; Analyzing Primary Sources: 55, 157, 245, 319, 435, 547, 635, 773

• Understand how contemporary perspectives affect

historical interpretation.

SE: 151: Skill Lesson 4/Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 629: Skill Lesson 14/Comparing Points of View/Economic Sanctions Against Iraq; 767: Skill Lesson 16/Identifying Cultural Bias: An Englishman Looks at Russian People

GRADE-LEVEL MAP: • Locate and analyze primary and secondary sources

presenting differing perspectives on events and issues of the past and future in context to topics of study.

SE: 55: Unit 1 Review/Learning by Doing/Giving a Talk; 157: Unit 2 Review/Take It to the NET/Creating a Database; 435: Unit 5 Review/Take It to the NET/Preparing an Oral Report on Taiwan; 635: Unit 7 Review/Take It to the NET/Connecting to Today/Learning About the Haji; 773: Unit 8 Review/Creating an Illustrated Biography

Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural).

SE: 244: Unit 3 Review/Thinking Critically/Relating Past and Present; 429: Skill Lesson 10/Synthesizing Information: The Japanese Economy; 594: Political Directions/Tradition and Change/A Pilgrimage to Mecca; 770: Global Connections/Theater in Europe and America; 628: Skill Lesson 13/Understanding Cause and Effect: The Arab-Israeli Conflict

Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.

SE: 151: Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 312: Using a Primary Source: Life Under the Khmer Rouge; 629: Comparing Points of View: Economic Sanctions Against Iraq; 767: Identifying Cultural Bias; Analyzing Primary Sources: 55, 157, 245, 319, 435, 547, 635, 773






GRADE-LEVEL MAP: See grade-level maps for Civics, Economics, Geography, for linking strategies. CIM: Grade 10 WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history.

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators; 679-682: Europe in Two World Wars/World War II; 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas/A Divided Land/War in Korea/South Korea Today/North Korea Today/Outlook for the Future; 614-615: Regional and Global Issues/Two Wars in the Persian Gulf/; 97-102, 139-142, 193-198, 670-675, 733-738

• Understand the causes, characteristics, lasting

influence, and impact of political, economic, and social developments in world history.

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators; 679-682: Europe in Two World Wars/World War II; 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas/A Divided Land/War in Korea/South Korea Today/North Korea Today/Outlook for the Future; 614-615: Regional and Global Issues/Two Wars in the Persian Gulf/; 97-102, 139-142, 193-198, 670-675, 733-738

Eligible Content: • Understand how innovations in industry and

transportation created the factory system, which led to the Industrial Revolution and transformed capitalism.

SE: 670-675: The Industrial Revolution/Beginnings of the Industrial Revolution/The Industrial Revolution Spreads/Changing Patterns of Life/Evils of Child Labor/Demands for Reform/New Ideas About Society; 358: Economic Development/Building Industry; 33-35: Shaping the Industrial World/Emergence of Europe/The Industrial Revolution

• Understand how the Agricultural Revolution

contributed to and accompanied the Industrial Revolution.

SE: 27-28: Patterns of Early Civilizations/Stone Age People; 33-35: Shaping the Industrial World/Emergence of Europe/The Industrial Revolution






• Understand the concepts of imperialism and nationalism.

SE: 35-37: Shaping the Industrial World/Imperialism and Nationalism; 106-108: Winning Independence/African Nationalism; 271-273: A New Political Map/Growing Nationalism/The Road to Independence/Challenges for the New Nations; 676-677: Europe in Two World Wars/Growth of Nationalism

• Understand how European colonizers interacted

with indigenous populations of Africa, India and Southeast Asia, and how the native populations responded.

SE: 97-102: Age of European Imperialism/Europeans Explore Africa/European Motives/The Scramble for Colonies/African Resistance/Struggle for South Africa; 193-198: India Under British Rule/Mughal Emperors and European Traders/East India Company Rule/British Rule/Effects of British Rule/Indian Nationalism; 583-586: Imperialism and Nationalism/Challenges to Ottoman Power/Republic of Turkey/Rise of Modern Egypt/Struggles for Iran

• Understand the major consequences of

imperialism in Asia and Africa at the turn of the century.

SE: 102-104: Effects of European Rule/New Politics and Economic Systems/Material Improvements/Currents of Change; 200-204: Freedom—and Partition/Growing Unrest/Mohandes Ghandi/Moving Toward Independence/The Subcontinent Divided; 586-588: Imperialism and Nationalism/Struggle for Iran/Arab Nationalism/Conflict Over Palestine

• Understand Japanese expansion overseas and the

consequences for Japan and Asia during the 20th century.

SE: 401-408: Japan Becomes a World Power/A Visit to the “Western Barbarians”/Government Under the Meiji/Economic Modernization/Social Changes/Japanese Expansion in Asia/Growth of Extreme Nationalism/The War in the Pacific

• Understand the impact of the Chinese Revolution

of 1911, and the cause of China’s Communist Revolution in 1949.

SE: 343-348: Roots of Revolution/A Position of Strength/European Imperialism/Unrest and Revolution/Struggles of the Republic/Nationalists and Communists; 351-354: The People’s Republic of China/Creating a New Order/Mao’s Leadership/New Directions

• Identify and understand the causes and

consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world.

SE: 729-733:The Russian Revolution/The Strains of War/From Protest to Revolution/The Bosheviks in Power

• Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917.

SE: 492-496: Mexico/Geography and People/Achieving Stability/Economic Development






• Identify and understand the causes of WWI and the reasons why the United States entered this war.

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators

• Understand the character of the war on the

western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war.

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators

• Understand how the terms of the Versailles Treaty and the social and economic challenges of the postwar decade set the stage for World War II.

SE: 725-726: Growth of Nations/The Impact of Two World Wars/Eastern Europe; 679-682: Europe in Two World Wars/World War II

• Understand how the United States and other

nations responded to aggression in Europe and Asia during the first half of the 20th century.

SE: 271-272: A New Political Map/Growing Nationalism/The Road to Independence; 201-204: Freedom and Partition/Moving Towards Independence/The Subcontinent Divided; 586-588: Imperialism and Nationalism/Arab Nationalism/Conflict Over Palestine; 484-485: Political and Economic Development/Economic Growth; 750-751: Russia’s Foreign Policy/The Expanding Soviet Union; 679-682: Europe in Two World Wars/World War II

• Understand isolationism and the military and

economic mobilization of the United States prior to and during World War II, and its impact on American society.


• Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war.

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators; 679-682: Europe in Two World Wars/World War II

• Understand the systemic campaign of terror and

persecution in Nazi Germany.

SE: 678-682: Europe in Two World Wars/Rise of Dictators/World War II; 689-690: Political Directions/Germany Reunited/The “Nasty Girl”

• Understand the response of the world community

to the Nazis and to the Holocaust.


• Identify and understand the causes and

consequences of the resistance movement in India.

SE: 201-204: Freedom and Partition/Moving Towards Independence/The Subcontinent Divided; 242: Global Connections/Champions of Nonviolence

• Understand the division of Europe after WWII

leading to the Cold War.

SE: 685-688: Political Directions/The Two Germanies/Cold War Policies/European Democracies






• Understand the impact of the Cold War on individuals, groups and nations.

SE: 685-688: Political Directions/The Two Germanies/Cold War Policies/European Democracies; 134-136: Regional and Global Issues/The Cold War and After; 225-226: Regional and Global Issues/India and the World; 617-618: The Arab-Israeli Conflict/Continued Conflict

• Understand the causes and impact of the Korean

and Vietnam Wars.

SE: 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas/A Divided Land/War in Korea/South Korea Today/North Korea Today/Outlook for the Future

GRADE-LEVEL MAP: • Understand how the terms of the Versailles

Treaty and the social and economic challenges of the postwar decade set the stage for World War II: treaty redraws boundaries of Europe; European allies reject Wilson’s Fourteen Points, U.S. rejects the League of Nations; treaty wounds German national pride; war reparations hurt the German economy; postwar conditions led to the emergence of Nazi party in Germany (emotional appeal of Adolf Hitler) and Italian fascism; Japanese military takeover of the Japanese government.

SE: 725-726: Growth of Nations/The Impact of Two World Wars/Eastern Europe; 679-682: Europe in Two World Wars/World War II

• Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century: initial response; policy of appeasement, U.S. isolationism, response of the League of Nations to Italy’s attack on Ethiopia; European nations declared war on Germany and its allies in 1939 following the invasion of Poland, the U.S. stops all shipment of steel and oil to Japan following the Japanese invasion of Indochina; U.S. declares war on Japan following Japanese attack on U.S. naval base at Pearl Harbor on December 7, 1941.

SE: 271-272: A New Political Map/Growing Nationalism/The Road to Independence; 201-204: Freedom and Partition/Moving Towards Independence/The Subcontinent Divided; 586-588: Imperialism and Nationalism/Arab Nationalism/Conflict Over Palestine; 484-485: Political and Economic Development/Economic Growth; 750-751: Russia’s Foreign Policy/The Expanding Soviet Union; 679-682: Europe in Two World Wars/World War II






• Understand isolationism and the military and economic mobilization of the United States prior to and during World War II, and its impact on American society: consumer industries converted to military production and production capacity soared (Kaiser shipyards, farm production); Great Depression ends; rationing of goods required, restrictions on labor strikes, and impact on American society (internment of Japanese Americans, more African Americans move north and west (racial tensions), women worked in war plants and shipyards).

• Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war: German blitzkrieg; multiple fronts, pushing north from Africa, east from Normandy and west from the Soviet Union; alliances of major powers: Germany, Italy, Japan (Axis Powers), Great Britain, France, the USSR, United States (Allied Powers); and the Pacific (island hopping), and the role of inventions and new technology on the course of the war (airplanes, atomic bombs—including Truman’s justification for their use, nylon radar).

SE: 675-678: Europe in Two World Wars/Growth of Nationalism/The Road to War/World War I/Rise of Dictators; 679-682: Europe in Two World Wars/World War II

• Understand the systemic campaign of terror and persecution in Nazi Germany: denial of civil and human rights, use of ghettos, deportations and concentration camps (Jews, political prisoners, gypsies, and others), “Final Solution,” near annihilation of European Jewry.


• Understand the response of the world community to the Nazis and to the Holocaust: curbs on immigration, limited outcry, noteworthy incidents of sanctuary (Denmark), individual acts of heroism, and organized resistance efforts.


• Identify and understand the causes and consequences of the resistance movement in India: nationalism as a cause; India’s movement for independence (Gandhi) and the principle of non-violence.

SE: 201-204: Freedom and Partition/Moving Towards Independence/The Subcontinent Divided; 242: Global Connections/Champions of Nonviolence

• Understand the division of Europe after WWII leading to the Cold War.

SE: 685-688: Political Directions/The Two Germanies/Cold War Policies/European Democracies






• Understand the impact of the Cold War on individuals, groups and nations.

SE: 685-688: Political Directions/The Two Germanies/Cold War Policies/European Democracies; 134-136: Regional and Global Issues/The Cold War and After; 225-226: Regional and Global Issues/India and the World; 617-618: The Arab-Israeli Conflict/Continued Conflict

• Understand the causes and impact of the Korean

and Vietnam Wars.

SE: 277-279: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia; 382-386: The Two Koreas/A Divided Land/War in Korea/South Korea Today/North Korea Today/Outlook for the Future

CIM: Grade 10 U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history.


Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history.


• Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history after 1900.

Eligible Content: • Identify and understand the effects of 19th

century reform movements on American life In the early 20th century.


• Understand the concerns, successes and limitations of Progressivism.


• Understand how new inventions, new methods of production and new sources of power transformed work, production, and labor in the early 20th century.


• Understand the changes in society and culture in the early 20th century.







• Understand the causes of the Great Depression and the effect of the Great Depression on the American family.


• Understand how the Franklin D. Roosevelt administration and the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life.


• Understand the changes that created the economic boom after World War II.


GRADE-LEVEL MAP: • Identify and understand the effects of 19th century

reform movements on American life In the early 20th century.


• Understand the concerns, successes and limitations of Progressivism: concerns—social reform, political corruption at the state and local level, economic advantages of trusts and monopolies, social conditions of the urban poor (role of the “muckrakers”). Successes—changes in forms of city government, voting reforms (initiative, referendum, recall, the popular election of senators and women’s suffrage), income tax, Prohibition, protection of workers and consumers; business regulation, child labor laws, conservation of natural resources, legacy of continued reform. Limitations—national agenda did not include issues of institutional racism and segregation (Jim Crow laws), immigration restrictions, government policies toward Native Americans, increasing gap between wealthy and impoverished.


• Understand how new inventions, new methods of production and new sources of power transformed work, production, and labor in the early 20th century: automobile, radio, moving assembly line, electricity as major power source.


• Understand the changes in society and culture in the early 20th century: more businesses go public, millions of small investors put money in the stock market, margin buying, farming crisis, northern migration, increased urbanization, rise of the Klan, Harlem Renaissance, role of women.







• Understand the causes of the Great Depression and the effect of the Great Depression on the American family: causes—industrial overproduction, stagnation of workers’ wages, large inequities in income, failure in the farm sector, Hoover’s federal economic policies, impact of global depression, collapse of the stock market in 1929, bank failures. Effect—lack of food, homelessness, migration effect of prolonged unemployment on families; community and organizational responses to the conditions of the Depression (Bonus Army, solidification of the labor union movement).


• Understand the impact of the Franklin D. Roosevelt administration and how the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life:


o FDR pushed through massive legislative agenda for relief, recovery and reform; ·


o The role of government was expanded and organized labor won new rights; and


o The New Deal left a legacy of programs still in existence today (FDIC, FICA).


• Understand the changes that created the economic boom after World War II.


CIM: Grade 10 STATE & LOCALHISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon.

Content Standard: Understand and interpret events, issues, and developments in Oregon history.


• Understand the causes, characteristics and impact of political, economic and social developments in Oregon state history.

Eligible Content:

• Identify and understand significant events, developments, groups and people in the history of Oregon after 1900.






• Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon after 1900.


• Consider and analyze different interpretations of key events and/or issues in history from the perspective of Oregon.

GRADE-LEVEL MAP: • Identify significant connections between Oregon

and the period of history studied.

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

and lasting influence of political, economic, and social developments in local history.

GRADE-LEVEL MAP: • Make appropriate connections between the local

community and events in the period of history studied.

SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. CIM: Grade 10 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood.

SE: 55: Unit 1 Review/Take It to the NET/Connecting to Today/Reporting on Tradition and Change; 157: Unit 2 Review/Take It to the NET/Creating a Database; 319: Unit 4 Review/Take It to the NET/Learning About ASEAN; 435: Unit 5 Review/Take It to the NET/Preparing an Oral Report on Taiwan; 547: Unit 6 Review/Take It to the NET/Examining Latin America’s Cities; 635, 773






Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. • Define, research, and explain an event, issue,

problem, or phenomenon and its significance to society.

SE: 55: Unit 1 Review/Take It to the NET/Connecting to Today/Reporting on Tradition and Change; 157: Unit 2 Review/Take It to the NET/Creating a Database; 319: Unit 4 Review/Take It to the NET/Learning About ASEAN; 435: Unit 5 Review/Take It to the NET/Preparing an Oral Report on Taiwan; 547: Unit 6 Review/Take It to the NET/Examining Latin America’s Cities; 635, 773

GRADE-LEVEL MAP: • Formulate questions to direct investigation.

• Identify problems from historical narratives, fables, and myths.

SE: 541: Skill Lesson 12/Analyzing a Poem: The Life of an Argentinean Cowboy; 239: Skill Lesson 6/Analyzing Fiction: Learning About Indian Culture; 312: Skill Lesson 7/Using a Primary Source/Life Under the Khmer Rouge; 50-51: World Literature/The All-American Slurp; 237: Chapter 10 Review/Applying Your Skills/Analyzing a Poem; 543, 153-154, 240-241, 430-431

Common Curriculum Goal: Acquire and organize materials from primary and secondary sources.

SE: 767: Skill Lesson 16/Identifying Cultural Bias: An Englishman Looks at the Russian People; 151: Skill Lesson 4: Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 629: Skill Lesson 14/Comparing Points of View: Economic Sanctions Against Iraq; 131: Chapter 5 Review/Applying Your Skills/Ranking; 427: Chapter 19 Review/Applying Your Skills/Ranking

Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. • Gather, analyze, use, and document information

from various sources, distinguishing facts, opinions inferences, biases, stereotypes, and persuasive appeals.

SE: 767: Skill Lesson 16/Identifying Cultural Bias: An Englishman Looks at the Russian People; 151: Skill Lesson 4: Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 629: Skill Lesson 14/Comparing Points of View: Economic Sanctions Against Iraq; 49: Skill Lesson 2/Making Generalizations: The Quality of Life

• Understand what it means to be a critical

consumer of information.







GRADE-LEVEL MAP: • Identify sources of historical, geographic,

economic, and civics information.Evaluate information in terms of its relevance to a particular topic.

SE: 105: Chapter 4 Review/Applying Your Skills/Understanding Sequence; 131: Chapter 5 Review/Applying Your Skills/Ranking; 427: Chapter 19 Review/Applying Your Skills/Ranking; 521: Chapter 23 Review/Applying Your Skills/Ranking; 237: Chapter 10 Review/Applying Your Skills/Analyzing a Poem

Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them.

SE: 156: Unit 2 Review/Thinking Critically/ Comparing; 199: Chapter 8 Review/Applying Your Skills/Using Visual Evidence; 244: Unit 3 Review/Thinking Critically/Relating Past and Present; 546: Unit 6 Review/Thinking Critically/Comparing; 567: Chapter 25 Review/Thinking Critically/Linking Past and Present; 479, 434, 539, 743

Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. • Analyze an event, issue, problem, or phenomenon

from varied or opposed perspectives or points of view.

SE: 105: Chapter 4 Review/Thinking Critically/Defending a Position; 311: Chapter 14 Review/Applying Your Skills/Recognizing Points of View; 319: Unit 4 Review/Learning by Doing/Holding a Debate; 609: Chapter 27 Review/Applying Your Skills/Comparing Points of View; 629: Skill Lesson 14/Comparing Points of View: Economic Sanctions Against Iraq; 131, 297, 387, 521, 567

GRADE-LEVEL MAP: • Identify points of view from historical narrative,

legends, and myths.

SE: 541: Skill Lesson 12/Analyzing a Poem: The Life of an Argentinean Cowboy; 239: Skill Lesson 6/Analyzing Fiction: Learning About Indian Culture; 312: Skill Lesson 7/Using a Primary Source/Life Under the Khmer Rouge; 314-315: World Literature/Thoughts of Hanoi; 540: Skill Lesson 11/Analyzing a Political Cartoon: A View from Developing Nations; 50, 153-154, 237, 240-241, 430-431






• Identify “sides” (points of view) in terms of current events issues.

SE: 105: Chapter 4 Review/Thinking Critically/Defending a Position; 311: Chapter 14 Review/Applying Your Skills/Recognizing Points of View; 319: Unit 4 Review/Learning by Doing/Holding a Debate; 609: Chapter 27 Review/Applying Your Skills/Comparing Points of View; 629: Skill Lesson 14/Comparing Points of View: Economic Sanctions Against Iraq; 131, 297, 387, 521, 567

Common Curriculum Goal: Identify and analyze an issue.

SE: 628: Skill Lesson 13/Understanding Causes and Effects: The Arab-Israeli Conflict; 175: Chapter 7 Review/Thinking Critically/Understanding Causes and Effects; 427: Chapter 19 Review/ Thinking Critically/Understanding Causes and Effects; 455: Chapter 20 Review/Thinking Critically/Understanding Causes and Effects; 727: Chapter 32 Review/Thinking Critically/Understanding Causes and Effects

Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. • Analyze an event, issue, problem, or

phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects.

SE: 628: Skill Lesson 13/Understanding Causes and Effects: The Arab-Israeli Conflict; 175: Chapter 7 Review/Thinking Critically/Understanding Causes and Effects; 427: Chapter 19 Review/ Thinking Critically/Understanding Causes and Effects; 455: Chapter 20 Review/Thinking Critically/Understanding Causes and Effects; 727: Chapter 32 Review/Thinking Critically/Understanding Causes and Effects; 77, 156, 281, 387, 409

GRADE-LEVEL MAP: • Identify causes of events, problems, and issues.

SE: 97-100: Age of European Imperialism/Europeans

Explore Africa/European Motives/The Scramble for Colonies; 382-383: The Two Koreas/A Divided Land; 612-614: Regional and Global Issues/The Power of OPEC; 615-617: The Arab-Israeli Conflict/The Founding of Israel; 675-676: Europe in Two World Wars






• Identify effects of events, problems, and issues.

SE: 102-104: Effects of European Rule/New Political and Economic Systems/Material Improvements/Currents of Change; 383-386: War in Korea/South Korea Today/North Korea Today/Outlook for the Future; 614-615: Regional and Global Issues/Two Wars in the Persian Gulf; 619-621: Regional and Global Issues/The Struggle to Achieve Peace/The Return to Violence; 678-679: Europe in Two World Wars/Rise of Dictators

Common Curriculum Goal: Select a course of action to resolve an issue.

SE: 319: Unit 4 Review/Learning by Doing/Holding a Debate; 373: Chapter 16 Review/Thinking Critically/Solving Problems; 657: Chapter 29 Review/Thinking Critically/Identifying Alternatives; 546: Unit 6 Review/Thinking Critically/Forecasting; 634: Unit 7 Review/Thinking Critically/Making Global Connections

Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion. • Propose, compare, and judge multiple responses,

alternatives, or solutions, then reach a defensible, supported conclusion.


GRADE-LEVEL MAP: • Identify possible solutions for a particular

problem.


• Compare solutions to a particular problem.

SE: 319: Unit 4 Review/Learning by Doing/Holding a Debate; 657: Chapter 29 Review/Thinking Critically/Identifying Alternatives; 634: Unit 7 Review/Thinking Critically/Making Global Connections

OR World Cultures Global Mosaic 2004 Grade...

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