Prentice Hall Colonial Williamsburg The Idea of America,Modern Era Edition © 2011

C O R R E L A T E D T O

West Virginia Evaluation Criteria for Eleventh Grade Social Studies Content Standards

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PUBLISHER: Pearson Education, Inc. SUBJECT: Social Studies SPECIFIC GRADE: 11 COURSE: United States History TITLE: Colonial Williamsburg – The Idea of America, Modern Era Edition COPYRIGHT DATE: 2011 SE ISBN: 0132536501 TE ISBN:

GENERIC EVALUATION CRITERIA

Group III – Social Studies 2011-2016

Eleventh Grade: Twentieth / Twenty-First Centuries Studies

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

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GENERAL EVALUATION CRITERIA

Group III – Social Studies 2011-2016

Eleventh Grade: Twentieth / Twenty-First Centuries Studies

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the

21st Century which includes opportunities for students to develop

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

A. Learning Skills

Complex Historical Analysis & Inquiry-based Learning: Land of Opportunity: More Freedom, More Equality, 1-6 (debate on immigration). Women’s Rights, Appeal to Women, 1-6 (discussion), Voices of Reform, 1-5. Roosevelt’s New Deal: Background. 1-28, Nation Will Endure, 1-5, Alphabet Soup, 1-4, New Deal Face to Face, 1-4, New Deal in Perspective, 1-3. Holocaust & Genocide, all.

1. Thinking and Problem-Solving Skills/Social Studies

Content • is presented in a way that deepens student understanding

through meaningful and challenging inquiry-based learning that builds on prior knowledge and promotes social science connections (e.g., the importance of geography in historical events, the importance of economics in geography, the importance of past history in civic decision making);

• engages in complex historical analysis that promotes the development of mental perspectives, thoughtful well-framed questions and thoughtful judgment applicable to students’ own lives and future situations; and

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Vietnam War, Voices of Vietnam 1-18, Hawks & Doves, 1-14. Nixon’s America, Background. 1-25. America’s Changing Economy, Interview for Dream Job, 1-5 (past/present economy); Changing Presidency, Exercising Political Power, 1-10. Mythic America (all); Going to War (all).

• promotes local and global connections past and present in real-world, authentic relationships that encourage the consideration of human choice and natural catastrophic events on historic outcomes.

Many Examples include the following: Primary Sources & Orig. communication Examples: New Deal Face to Face, 1-4, New Deal in Perspective, 1-3. Going to War, US at War, 1-16 (primary sources to create letter & speech to Congress). Writing Skills & Comprehension: See Reading: Genres; Other Examples: Roosevelt’s New Deal, New Deal Face to Fact, 1-4 Create Multimedia Products Growing Cities & Consumer Culture, Consuming Culture, 1-9. American Protest Tradition, Protest Poster, 1-5. Afghanistan & Iraq, Challenging Terrorism 1-9 (digital presentation)

2. Information and Communication Skills/Social Studies

Multiple strategies including those recognized in Literacy 2.0 provide students with the opportunity to:

• locate existing social studies content information, especially primary source documents to interpret meaning and then create original communication;

• develop comprehension, academic vocabulary, and writing skills in the context of social studies content; and

• create multi-media products to address a variety of issues and present the information, conclusions, predictions and viable solutions to various audiences.

Collaborative: Land of Opportunity, More Freedom, More Equality 1-6 (Debate groups); Roosevelt’s New Deal, Alphabet Soup, 1-4 (oral presentation); Civil Rights Movement, People Behind

3. Personal and Workplace Productivity Skills

Provide opportunities: • for self-directed inquiry • to work collaboratively; • and to practice time-management and project management

skills in problem based learning situations.

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Movement, 1-7. American Protest Tradition, 1-11 (group summary); US & Middle East, Islam 1-4 (research). Self-Directed: Women’s Rights, Create a Digital Collage1-4 (using primary sources); WWII, All War’s a Stage, 1-5, (Use Maps to Make Chronology); WWII, Monuments & Memory, 1-5) (design, text, plaque, speech); Environment- alism, How Do they Stack Up? 1-4. Party Politics, Stumping for Party 1-5. Revolutions in Technology, Some Advice, 1-5.

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B. 21st Century Tools

Interactive Tools: Growing Cities & Consumer Culture: Growing, Growing, 1-8 (simulation, p. 4) , Change begins at Home, 1-11(simulations). WWI: Neutrality to Engagement, Video (p. 4) (Integrate Video and primary sources to make decisions), War in Europe & Home, 1-7 (Interactive Timelines); Women’s Rights, Appeal to Women, 1-6 (Video), Voices of Reform, 1-5 (Virtual Interviews); 1920s: Race, Culture & 1920s (art); Suburbia, Times They Are a-Changing, Questioning American Dream, 1-6 (literature); Holocaust & Genocide, What Should US Do? (testimony to recommend action) 1-3; WWII, All War’s a Stage, 1-5, (Use Maps to Make Chronology); Invasion 1-8 (Simulation), WWII, Monuments & Memory, 1-5) (design, text, plaque, speech); Cold War, Heats Up, 1-4 (recommend action); Civil Rights Movement, Equality & Law, 1-5 (analyze achievements). Kennedy & Communist Threat, Made for Space, 3, (Interactive Game); US & Middle East, Ongoing Conflicts Parts 1, 1-3, 2, 1-3 (advisory chart). Environmentalism, S-O-S 1-12; America’s Changing Economy, Interview for Dream Job, 1-5 (Videos, Data Tables);

1. Thinking and Reasoning and Problem Solving Skills

Provide opportunities to: • use problem-solving tools including interactive web-based

tools (such as spreadsheets, decision support, data collection processes and tools, design tools, simulations, maps, graphic organizers and books).

• integrate technology tools seamlessly to solve real world problems, make decisions and justify those decisions;

• engage in inquiry-based learning experiences that encourage students to seek and/or create innovative outcomes to both historic and current issues and to recommend or take action regarding these issues;

• include cross-curricular resources from the arts and sciences to initiate innovative solutions to problems and issues.

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Mythic America, Reel History 1-6 (Video, Film). Going to War, Make Case for Deployment 1-9 (letter, speech to Congress) War & Technology, In War & Peace, 1-4 (Internet Research, informed choices). Women’s Rights, Women’s Rights Digital Collage, 1-4 (Primary Sources, downloadable graphics, make informed choices). Afghanistan & Iraq, Challenging Terrorism 1-9 (digital presentation) No global collaboration

2. Information and Communication Skills

Provide scenarios which require students to use current technologies to

• create and share new information using multi-media materials such as downloadable web-based content, audio books, word processing, e-mail, groupware, presentation, web development, internet search tools, wikis, blogs and other interactive electronic tools as they become available;

• make informed choices; • interact with outside resources through opportunities for local

and global collaboration in a variety of safe venues.

Tools for Every Book include Resources Index for Enrichment and Research Packets, Biographical Resource, Dictionary, Time Line. Interactive Videos “Ask a Historian” appear in Background. & activities in many books (produced by Colonial Williamsburg). Samples: Variety of Multimedia tools: WWI: Aftermath of Great War, 1-3 (Resource Index packets w primary sources & maps); Cold War, Somebody Watching You, 1-6 (create timeline), Story of Cold War, 1-5 (create movie trailer); Vietnam War, Hawks & Doves (interactive graph); America’s Changing Economy, Interview for Dream Job, 1-5 (Videos, Data Tables); Party Politics, Donkey vs. Elephant

3. Personal and Workplace Productivity Skills

Provide opportunities in which students • conduct research, validate sources and report ethically on

findings; • use a variety of multimedia tools to work collaboratively to

acquire information; • identify, evaluate and apply appropriate technology tools for a

variety of purposes relating to acquisition of social studies content knowledge.

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(Interactive graphs); Mythic America 1-6 (construct collage)

C. Scientifically Based Research Strategies For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

ALL BACKGROUND IN ALL BOOKS: EXAMPLE: WWI: Aftermath of Great War, 1-3 (Resource Index packets w primary sources & maps); American Protest Tradition, Background. 1-26, (history of protest). Environmentalism, Background. 1-27. America’s Changing Economy, Background. 1-22. Changing Presidency, Background. 1-26. Revolution in Technology, Background. 1-26. Change for Better? 2-12. Going to War, Background. 1-27.

1. link prior knowledge to new information to construct their own viable

mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics.

Immigration: Land of Opportunity, Streets of Gold, 18; More Freedom, More Equality, 1-6; Human Rights: Holocaust & Genocide, all; WWII; Background. 1-25; Civil Rights Movement, all. Civil Rights Movement at Xroads, Bkg. 1-21, Conflicting Strategies, 1-5, Black Power & Civil Rights, 1-11. Colonialism: Vietnam War, Background. 1-30, Ethical Dilemmas, 1-10. Environment: Environmentalism, Background. 1-27, Save Earth, 1-14, Conserve or Restore 1-4, S-O-S, 1-12. Going to War, Background. & activities.

2. investigate issues that are interconnected (e.g., colonialism,

poverty, human rights, environment, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. .

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I: Most Books have students defend POV thru Discussion, debate, & Real World Connections

r Samples: Aftermath of Great War, 1-3 (develop & defend POV); Land of Opportunity, Streets of Gold, 18; More Freedom, More Equality, 1-6 (Debate); Great Depression, How Did People cope, 1-9 (Discussion) Kennedy & Communist Threat, Dangerous Time, 1-10 (Discussion). Nixon’s America, Nixon’s Footprints on Presidency, 1-9 (Discussion); Environmentalism, Conserve or Restore? 1-4 (Debate); America’s changing Economy, Work, Workers & Wealth, 1-8 (Discuss). Revolutions in Technology, Change for Better? (Discuss), Going to War, Just War? 1-6 (debate).

3. develop and defend various points of view through discussion,

debate, reasoning, and proof; and be involved in investigations that enable students to make real world connections to the material.

ALL ACTIVITIES 4. follow oral and written directions.

Primary Sources Used in All Books in Background. & Activities. Examples; 1920s: Images that Divide or Unite, 1-8 (photos); Race, Culture, & 1920s (Great Migration of African Americans, Harlem Renaissance primary sources); Great Depression, Dust Bowl, 1-15 (maps, statistics, primary sources); WWII, What Should US Do? 1-3; Aggression & Response, 1-5. Cold War, Somebody Watching You, 2 (Video primary

5. discover, read, analyze and interpret primary source documents

and synthesize the information so as to draw conclusions, gain a deeper understanding of the information and connect to current issues.

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source), Story of Cold War, 1-5 (Chronology); Vietnam War, Voices of Vietnam 1-18, Ethical Dilemmas 1-10. Great Society & Counterculture, Words of JFK 1-10 (Primary Sources); US & Middle East, US Policy in Middle East, 1-3 (synthesize & draw conclusions). Great Depression, Why Was It Great? Cause-Effect Chart, 1-4. Growing Cities, Can’t Fight City Hall 1-12. Cold War, What Caused Cold War? 1-6;

6. detect cause and effect relationships.

America’s Changing Economy, Background. 1-22 (conjecture & facts about supply-side economics); Party Politics, Background. 6-26, Revolutions in Technology, Background 2-7, 11-16.

7. distinguish between facts and conjecture and to know when each may

be of value to research.

Great Debate, Assessing Today’s News (used throughout book to read newspapers to analyze current updates on issues. Land of Opportunity., Immigration by Numbers, 1-7 (maps, chart of statistics). Great Depression, Dust Bowl, 1-15 (maps, statistics, primary sources); WWII, All War’s a Stage, 1-5, (Use Maps to Make Chronology); America’s Changing Economy, Work, Workers & Wealth, Interactive Graph 2,Interview for Dream Job, 1-5 (videos, data tables).; Mythic America, Reel History 1-6 (Video & Film).

8. use maps, graphs, globes, media, and technology sources to acquire

and apply new information.

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WWII, All War’s a Stage, 1-5, (Use Maps to Make Chronology); Cold War, Somebody Watching You (create time line), Story of Cold War, 1-5 (Chronology); Nixon’s America, Once Upon a Scandal 1-5 (interactive chronol.);

9. sequence time, events, social, economic and political influences on a

society in chronological order.

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D. Life Skills For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

American Protest Tradition, all. Free & Equal, Nixon’s America, Nixon’s Footprints on Presidency 1-9 (Discuss citizen influence on govt. ethics); Environmentalism, S-O-S, 1-12 (monitor & influence policy). Changing Presidency, Balance of Power, 7-12 (public opinion on power, form opinion).

1. develop a deeper understanding of Civic Literacy (civic engagement,

e.g., volunteerism, voting, running for office, influencing and monitoring policy) and to develop civic dispositions.

America’s Changing Economy, Background. 1-22, Work, Workers & Wealth, 1-8, Interview for Dream Job 1-5. Party Politics, Background. 1-28,

2. practice Financial Literacy skills, (personal finance,

entrepreneurship, business finance, and local, national and global economics).

WWII, all. Vietnam War, all. Nixon’s America, Between. Rock & Hard Place 1-5; US & Middle East, Ongoing Conflicts, part 1, 1-3, part 2, 1-3, US Policy in Middle East, 1-3.

3. develop Global Awareness (global competency in research, communication, presentation, action).

E. Instructional Resources

For student mastery of content standards and objectives, the instructional materials will All Books and Activities meet this standard. Each book relates to a value tension (e.g. law vs. ethics) in American history. Samples: US & Middle East, Background. 1-25 and all activities, including Islam, 1-4. Revolutions in Technology Background 1-26 (ethical implications in tech & medicine),

1. provide a variety of engaging lessons, activities and projects that are

organized according to WV content standards or other increments and that encourage students to investigate and acquire a deeper understanding of the major social studies concepts, through relevant and real-world connections; and provide teacher support to properly integrate these resources.

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Change for Better? 1-12. Samples: Cold War, Heats UP, 1-4 (analyze crises); Kennedy & Communist Threat, Cuba & Cold War, 1-8 (analyze President’s decisions); Vietnam War, Ethical Dilemmas 1-10. Nixon’s America, Between. Rock & Hard Place 1-5. US & Middle East, Ongoing Conflicts, part 1, 1-3, part 2, 1-3, US Policy in Middle East, 1-3. Changing Presidency, Balance of Power, 7-12 (form opinion). Revolution in Technology, Wonderful World 1-5.

2. consistently integrate open-ended tasks that engage students and

invite them to speculate, hypothesize, and determine appropriate action strategies.

Each book begins with guiding questions and quote and Background. and activities ask essential questions relating to American values Quizzes at End of Many Activities Examples: Party Politics, Background. 1-28, Changing Presidency, Exercising Political Power, 1-10, Campaign Promises 1-14. Mythic America, Background. 1-21, American Mythic Ideals 1-13, Myths & Heroes 1-6, Mythic Heroes 1-6.

3. provide teachers with guiding questions and essential questions to aid

student development of social awareness and a deeper understanding of civic, economic, geographic and historic principles.

Resource Packets in Resource Index for Every Book

Example: Environmentalism, S-O-S, 1-12 (use resource packets to analyze issues)

4. include additional resources that are web-based or in a format that

can be downloaded to a digital reader and /or a laptop.

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Tools include Skills Tutorials for intervention and enrichment for every book.

5. include supplemental materials for intervention and enrichment that

provide extensive and varied opportunities to differentiate individual needs and scaffold the work for skill-building and understanding.

Great Debate, Assessing Today’s News 1-15. Use newspapers to update current issues. Teacher led.

6. provide a resource for students to access daily for updates of global

information in real time (e.g., new anthropological discoveries, breaking news, historic discoveries that render the information in the textbook outdated and incorrect).

Abundant Audio & Visual Tools for Every Book Example: Mythic America, Reel History 1-6 Watch Video.

7. offer a wide variety of appropriate multimedia materials, especially

those associated with Web2.0 and Literacy 2.0.

F. Assessment

To ensure a balanced assessment the instructional materials will Multiple Choice Questions in Assessment in Each Book

1. provide assessment formats commensurate with WV assessment

programs (e.g., WESTEST2, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, Acuity, ACT and SAT).

Most writing accompanied by rubrics.

Rubrics and DBQs: rubrics for multimedia presentation: Growing Cities & Consumer Culture, Consuming Culture, 1-9. Rubrics for writing: WWII, Games, 1-4, WWII, Monuments & Memory, 1-5) (design, text, plaque, speech); Cold War, Story of Cold War, 1-5. Environmentalism, How Do they Stack Up? 1-4 (multimedia presentation rubric); Revolutions in Technology, 1-5 (writing rubric), Mythic America, Myths & Heroes 1-6, Reel History 1-6 (Watch Video).

2. provide opportunities for both formative and summative assessment

based on rubrics, document based questions (DBQs), performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

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All books have tools and organizers (charts, Venn diagrams) or rubrics for activities. Examples: WWII, Games, 1-4, (rubrics); Environmentalism, conserve or Restore? 1-4, (self-assessment rubric for debates) How Do they Stack Up? 1-4 (multimedia presentation rubric).

3. integrate student self-assessment for and of learning by providing

standards-based differentiated rubrics, tools and organizers that are linked to clearly identified learning targets and goals.

G. 21ST CENTURY FORMAT

Link to Publisher’s Server Don’t know about storage

devices

1. The instructional resource includes an electronic file of the student edition provided on an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a link on the publisher’s server, both of which are accessible by a net book or similar device that is internet-enabled and can open standard file formats.

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SPECIFIC EVALUATION CRITERIA

Group III – Social Studies 2011-2016

Eleventh Grade: Twentieth / Twenty-First Centuries Studies

In the eleventh grade social studies course students examine the historical evolution and global interaction of states, nations and nation-states from geographic, political and economic perspectives from 1900 through present day. Students engage in critical thinking and problem-solving skills, using maps, spreadsheets, charts, graphs, primary source documents and text and other data from a variety of credible sources to synthesize historical information, predict events and anticipate outcomes. Students recognize the economic interdependency of the United States with other countries of the world. Students examine the factors that influence changing political relationships between the United States and its world neighbors. The impact of world events on the individual citizen and the reciprocal impact of an individual citizen’s actions on world events will be emphasized. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Standard 1: CitizenshipCitizenship education prepares students to be informed, active and effective citizens who accept their responsibilities, understand their privileges and rights and participate actively in society and government. To be successful participants in society, students must understand how to build social capital (a network of social relationships) that encourages reciprocity and trust, two characteristics of civic virtue and good citizenship. Students must be able to research issues, form reasoned opinions, support their positions and engage in the political process. Students exercise tolerance and empathy, respect the rights of others, and share a concern for the common good while acting responsibly with the interests of the larger community in mind. Students must learn and practice intellectual and participatory skills essential for an involved citizenry. To develop these skills, the curriculum must extend beyond the school to include experiences in the workplace and service in the community. Standard 2: Civics/Government Civics directly addresses citizenship education in the context of political systems. Students develop global awareness and study the foundations of various world governments and the strategies they employ to achieve their goals. With respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers and the rule of law. The students learn the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States. Students recognize the need for authority, government and the rights and responsibilities of citizens. Standard 3: Economics Economics analyzes the production, allocation, distribution and use of resources. The economic principles include an understanding of scarcity and choice,

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productivity, markets and prices, supply and demand, competition, role of government, international trade factors and consumer decisions in a global economy. Understanding economic principles, whole economies and the interactions between different types of economies helps students comprehend the exchange of information, capital and products across the globe. Learners investigate economic principles and their application to historical situations. Learners will work cooperatively and individually to analyze how basic economic principles affect their daily lives. Students become financially responsible by examining the consequences of and practicing personal financial decision-making. Standard 4: Geography Geography in the 21st Century encompasses physical and human systems and the interactions between them on local and global scales. People interact with the natural world in culturally distinct ways to produce unique places, which change over time. The 21st Century technologies and perspectives of geography provide students with an understanding of the world, and the ability to evaluate information in spatial terms. The geography standard stresses the world of the 21st Century and the role of the U.S. in the global community. Students use geographic perspectives and technology to interpret culture, environment and the connection between them. Students collaborate with one another and work individually using geographic skills and tools to ask geographic questions, acquire the necessary information, organize and analyze the information and answer those geographic questions. Students examine the varying ways in which people interact with their environments and appreciate the diversity and similarities of cultures and places created by those interactions. Study follows the themes of the six essential elements. Standard 5: History History organizes events and phenomena in terms of when they occurred and examines where, how and why they took place. Students study how individuals and societies have changed and interacted over time. They gather historical data, examine, analyze and interpret this data, and present their results in a clear, critical manner. They organize events through chronologies and evaluate cause-and-effect relationships among them. Students analyze how individuals, groups and nations have shaped cultural heritages. Students study origins and evolutions of culture hearths, settlements, civilizations, states, nations, nation-states, governments and economic developments. Through history, students understand the identity and origins of their families, communities, state and nation. Through history, students recognize the influence of world events on the development of the United States and they evaluate the influence of the United States on the world. Understanding the past helps students prepare for the events of the 21st Century. Standard 6: Reading (SS.S.06) Skillful content reading strategies are essential tools that provide students with the skills needed to fully understand social studies concepts. Students learn to apply the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness. In so doing, students learn to recognize main ideas and supporting details, to locate basic facts (e.g. names, dates, events), to follow sequence of events, to identify cause and effect, and to draw conclusions. Students learn skills necessary to write and edit organized texts insuring that they understand information and communicate it clearly.

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For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

A. Citizenship

Women’s Rights, Background. 1-26, On the Road to Equal Rights, 1-6;Civil Rights Movement, Background. 1-26, National Movement, 1-6, Equality & Law, 1-5, People Behind Movement, 1-7; American Protest Tradition, Bkg. 1-26. Free & Equal, Background. 1-25, Equal Rights for All 1-12,

1. demonstrate ways citizens can work cooperatively to resolve personal, local, regional, and world conflicts peacefully.

Women’s Rights, Background. 1-26, On the Road to Equal Rights, 1-6, Voices of Reform, 1-5. 1920s, Background.15-19 (restrictions on immigration); Great Depression, Background. 8-14 (Bonus Army). Civil Rights Movement, Equality & Law, 1-5, Dream Realized, 1-4. American Protest Tradition, Bkg. 1-26. Protest in America, 1-7, Courage of Conviction, 1-11; Free & Equal, Background. 1-25, Equal Rights for All 1-12, Environmentalism, S-O-S 1-12 (citizens, NGOs, businesses). Changing Presidency, Balance of Power, 7-12 (war).

2. analyze and evaluate the influence of citizen action on public policy and law making.

Free & Equal, Background. 1-25, Equal Rights for All 1-12, Party Politics, Donkey vs. Elephant 1-8.

3. analyze the changing nature of civic responsibility.

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US & Middle East, Ongoing Conflicts Parts 1, 1-3 & 2, 1-3 (access oil). Environmentalism, Save Earth 1-4, S-O-S 1-12;

4. develop positions and formulate actions on the problems of today and predict challenges of the future (e.g., terrorism, religious conflict, weapons of mass destruction, population growth).

Party Politics, Stumping for Party 1-5 (research speeches); Changing Presidency, Campaign Promises 1-14 (primary sources).

5. evaluate historical and contemporary political communication using such criteria as logical validity, factual accuracy and emotional appeal.

Not included 6. participate in a project of volunteer service.

Free & Equal, Background. 1-25, Equal Rights for All 1-12, Party Politics, Donkey vs. Elephant 1-8.

7. research and explain the importance of the personal and political responsibilities, privileges and rights of citizens.

American Protest Tradition, Bkg. 18-26. Protest in America, 1-7, Protest & American Democracy, Thoreau primary source. Courage of Conviction, 1-11. Civil Rights Movement, Background. 1-26, National Movement, 1-6. Civil Rights Movement at Xroads, Conflicting Strategies 1-5. Vietnam War, Background. 21-23, Hawks & Doves, 5-6. Ethical Dilemmas, 5, 10. Nixon’s America, Background. 16,

8. explain the concept of civil disobedience, provide examples and evaluate its use.

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B. Civics

Women’s Rights, Background. 1-26,, all Exercises. American Protest Movement, Background. 4 (1st amend.),

1. explain the reasons for amendments ratified since 1900 and analyze their effects on American society.

WWI: Background. 1-22; Neutrality to Engagement, 1-7; New Deal: Background. 1-28; WWII, Background. 1-25, (Isolationism to Intervention), Wake Sleeping Giant, 1-16, Truman’s Inheritance, 1-10; Vietnam War, Background. 1-13, 24-30. Great Society & Counterculture, Background. 1-27, A Decade on Fire, 1-8, Words of JFK 1-10, Tracking Great Society 1-13. Nixon’s America, Background. 1-25, Ford 23-24; Nixon’s Footprints on Presidency 1-9, Between. Rock & Hard Place 1-5, Once Upon Scandal 1-5, Nixon in Balance 1-4. US & Middle East, Background. 1-28, US & Middle East (activity) 1-7. America’s Changing Economy, Background. 11-15. Party Politics, Background. 1-28, Pin Plank on Party 1-5. Changing Presidency, Background. 16-26, Balance of Power, 7-12 (form opinion).

2. explain the role of the president in the formation of national and foreign policy.

Reagan & End Cold War, What’s a President to Do? 1-5. Changing Presidency, Background. 1-26 (sep. of powers 2-7, unlimited

3. critique the interaction of the three branches of the federal government in an increasingly complex society.

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executive power 16-26), Exercising Political Power, 1-10 (video, chart). Going to War, Background. 8, 19-26. Party Politics Background. 1-28, Pin Plank on Party, 1-5, Donkey vs. Elephant 1-8, Stumping for Party 1-5.

4. analyze the election process and the role of political parties and special interest groups.

Gilded Age, Agrarian Revolt, Populist Party, 7; Progressive Era, Background. 8, 16, 23-28.

5. evaluate the formation, role and impact of third parties in the United States.

Totalitarian: Cold War, Background. 1-26; Reagan & End Cold War, Background. 1-24, Soviet Union 2-21 (Berlin Wall 15-19), competing Ideologies 1-8, Collapse of Soviet Union 1-10. Constitutional: Cold War, Background. 14-20, (McCarthyism); Nixon’s America, Background. Watergate 18-23; Going to War, Background. 1-27, US At War, 1-16.

6. examine historical and current conflicts and crises and compare resolutions within the framework of constitutional and totalitarian systems of government.

Supreme Court, Background. 1-29 7. analyze judicial review and outline the procedure used to render decisions.

New Deal: Background. 1-28; Great Society & Counterculture, Background. 1-27, America’s Changing Economy, Background. 11-15. Party Politics, Background. 26-28 (Reagan vs. Carter), Party Politics, Background. 1-28, Donkey vs. Elephant 1-8.

8. analyze the changing nature of federalism and the growth of national government.

Afghanistan & Iraq, Background. 11 (NATO), Foreign Affair 10-12, Challenging Terrorism 6.

9. critique the purposes and performance of international governmental and non-governmental organizations.

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C. Economics

Growing Cities & Consumer Culture, Background. 1-26. Growing, Growing, 1-8, Change Begins at Home, 1-11. Great Society, Tracking Great Society, 11. Environmentalism, Background. 1-27, Save Earth 1-14, Conserve or Restore 1-4. Revolutions in Technology, Background. 2-7, Change for Better? Ask Historian 2, Wonderful World 5-6.

1. Evaluate the lifestyle changes brought on by industrialization, technology and transportation (e.g., debate industrialization vs. maintaining natural environment and the implications for tourism, mass production and mass consumption).

Great Society & Counterculture, Tracking Great Society 1-13; Reagan & End Cold War, Competing Ideologies, Developed & Developing Nations 4,

2. classify developed countries (MDC) and developing countries (LDC), evaluate their economies, and compare/contrast the provision of services made available to their citizens, (e.g., health care, education, military).

America’s Changing Economy, Background. 11-15. Work, Workers, & Wealth, 1-8, American Dream 1-4,

3. explain monetary policy and its effect on society.

Not included. 4. illustrate the business cycle and apply the information to explain how different political systems formulate economic policy.

America’s Changing Economy, Background. 11-15.

5. analyze the causes and consequences of the United States’ national debt and its effect on the world economic system.

Not included. 6. correlate Gross Domestic Product and per capita income calculations of the United States to the economies of different nations.

America’s Changing Economy, Background. 7-15, 17-21, Work, Workers, & Wealth, 1-8, American Dream 1-4,

7. analyze how basic economic systems deal with supply/demand, investment/capital, savings, and labor/management relations and assess or measure their impact on national and international economic interdependence.

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America’s Changing Economy, Work, Workers, & Wealth; 1-8, Party Politics, Background. 17-22 (Calif Prop 13),

8. predict the outcomes of changes in all types of taxation (e.g., property, income, sales).

D. Geography

Timeline in each book at end. Growing Cities, Can’t Fight City Hall 1-12 (cartoons to charts); Somebody Watching You, 1-6 (create timeline) Nixon’s America, Once Upon Scandal 1-5 (Chronology);

1. interpret and transform primary data and various forms of information into maps, graphs, charts, cartoons and timelines.

The Great Depression, Background. 15-22. (Dust Bowl, refugees); US & Middle East, Background. 1-28;

2. analyze the significance of the physical and human geographic characteristics and location of places where events occurred in each period of study. (e.g., Why did an event occur where it did? Could the same event have occurred in another place or location?) and explain their analysis.

The Great Depression, Background. 15-22. (Dust Bowl, refugees); US & Middle East, Background. 1-28; Environmentalism, Background. 1-27. Party Politics, Background. 6-16. Revolutions in Technology, Change for Better? 4, 7-10.

3. correlate the importance of geographic factors with social, political, economic and technological change (e.g., point out how West Virginia’s geography has influenced laws that impact business, including tourism, as well as the quality of life in the state).

Growing Cities, Consumer Culture, Background. 3, 16-26; Land of Opportunity, Immigration by the Numbers, 1-7 (pop. distrib.); Suburbia, Background, 1-13, 21-23. Environmentalism, Background. 1-27.

4. identify United States settlement patterns after 1900 and draw conclusions about causes and effects.

The Great Depression, Background. 1-6, 15-22. Environmentalism, Background. 1-27. Save Earth, 1-14, Conserve or

5. analyze and assess the impact of human decision-making and technology on the environment.

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Restore 1-4, S-O-S 1-12.

The Great Depression, Background. 15-22. (Dust Bowl, refugees).

6. assess the impact of anticipated annual climate change (e.g., monsoon, flooding).

The Great Depression, Background. 15-22. (Dust Bowl, refugees).

7. assess the impact of unpredictable environmental changes (e.g., earthquakes, El Nino, drought, flooding).

US & Middle East, Background. 1-28, US & Middle East, (activity) 1-7;

8. examine and assess the role that geographic factors/features play in the development of political, economic and social conditions and/or climates

Nixon’s America, Between Rock & Hard Place 1-5 (oil Embargo 1973); US & Middle East, Background. 1-28, US & Middle East, (activity) 1-7, Race for Oil, 1-4.

9. relate the importance, availability and accessibility of renewable and nonrenewable resources to international conflicts and cooperation since 1900 (e.g., discuss how United States dependence on Middle Eastern oil resulted in geo-political consequences).

1920s: Background. African Amer & Jazz, 10-13; Images that Divide or Unite, Jazz, 6; Great Society & Counterculture, the 60s 1-4. Mythic America, Background. 1-21 (Western films & books), American Mythic Ideals 1-13, Reel History 1-6 (films).

10. explain how language, art, music and other cultural elements can facilitate global understanding.

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E. History

Industrialization: Rise of Organized Labor, Background. 1-5; 18-28; Labor’s Causes, Labor’s Effects, 1-9. The Progressive Era, Background. 1-8; 16-28. Revolutions in Technology, 2-9. Immigration: Progressive Era, Background. 6-8; 9-15 (settlement houses); The Land of Opportunity., Background. 1-31. Streets of Gold, 1-8; Success Stories, 1-4; Tracking Great Society 10. Urbanization: Growing Cities & Consumer Culture, Background. 1-26, Growing, Growing 1-8; Education: 1920s, Background. 21. Health Care: Tech. of War, Seeking Security & Liberty, 7 (Battlefield Med); Tracking Great Society 6-7; Epidemics/Pandemic: Revolutions in Technology, Background. 11-16, 24. Change for Better? 8-10, Wonderful World 1-6.

1. analyze and explain the response of leaders of the United States and the world to the following developments:

• industrialization • urbanization • immigration • education • health care • epidemics/pandemic

No Info on Open door Policy or Good Neighbor Policy: Lend-Lease: WWII, Background. 1-25, (Isolationism to Intervention),

2. assess the impact of United States foreign policy on different world regions (e.g., Open Door Policy, Good Neighbor Policy, Lend-Lease).

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Wake Sleeping Giant, 1-16 Lend-Lease, 12;

Immigration Policies: Contributions of Immigrants: Land of Opportunity. Streets of Gold, 1-8, Success Stories, 1-4, More Freedom, More Equality 1-6. Wavering Welcome, 1-4. 1920s, Background.15-19 (restrictions); Tracking Great Society 10.

3. critique United States immigration policies and assess the contributions of immigrant groups and individuals.

WWI: Background. 1-22; Neutrality to Engagement, 1-7, War in Europe & Home, 1-7, Aftermath of Great War, 1-3. War & Technology, Background. 1-25, Great Depression, Background. 1-27, Countdown to Black Tues. 1-5. America Goes to War; WWII (all); Suburbia, American Century, 1-4. Cold War, Background. 1-26, Korean Conflict, Background. 6-13; Cold War: Kennedy & Communist Threat, Background. 1-18, Dangerous Time, 1-10, Cuba & Cold War 1-8. Reagan & End Cold War, Background. 1-24, Collapse of Soviet Union, 1-10, New World Order 1-3. Vietnam: Vietnam War: Background 1-30, Voices of Vietnam 1-18, Nixon’s America, Background 14-16; Gulf War: Afghanistan

4. analyze and explain the political, social and economic causes and consequences of American involvement in these major conflicts and challenges of the 20th and 21st Century:

• World War I • Great Depression • World War II • Cold War • Korean Conflict • Vietnam • Operation Desert Storm/ Gulf War • Operation Enduring Freedom/Afghanistan military crisis • Operation Iraqi Freedom/War in Iraq

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& Iraq, Background. Iraq 5-6, Afghan. 13-21, Foreign Affair 1-12. Challenging Terrorism, 1-9, Afghanistan 5, Wagering on War 1-10. Going to War, Just War? 1-6 (Mexico, WWI, Bosnia). New Deal: Background. 1-28 (goals, impact), Nation will Endure, 1-5, Alphabet Soup (programs) 1-4, New Deal: Face to Face, 1-4, New Deal in Perspective 1-3 (analyze success or not)

5. summarize the major goals and analyze the impact of the New Deal.

Covered in many books, including Suburbia, Civil Rights Movement, Civil Rights Movement at Xroads. Great Society & Counterculture, Free & Equal, America’s Changing Economy, Reagan & End of Cold War, Changing Presidency, Revolutions in Technology,

6. explain and assess the economic, social and political transformation of the United States since World War II.

Korean Conflict, Background. 6-13; Cold War, Background & activities, esp. Heats Up, 1-4; Kennedy & Communist Threat, Background. 1-18, Dangerous Time 1-10, Cuba & Cold War 1-8. Vietnam War: Background 1-30, Voices of Vietnam 1-18, Nixon’s America, Background. 1-25, Between Rock & Hard Place 1-5. US & Middle East, Background. 1-28, US & Middle East, (activity) 1-7, Race for Oil 1-4. Reagan & End Cold War, Background. 1-

7. analyze and explain United States and world foreign policy since World War II.

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24, Collapse of Soviet Union 1-10, What’s a President to Do? 1-5, New World Order 1-3. Afghanistan & Iraq, Background, 1-25. Foreign Affair, 1-12 (US as international peacekeeper 10-12). Afghanistan & Iraq, Background. 1-25, Foreign Affair 4-7, 10-12, Challenging Terrorism 1-9. The Rise of Organized Labor, all. Progressive Era, Reforming America, 1-5, Progressive Successes, 1-5. American Protest Tradition, Background. Protest in America, 1-7, Protest & American Democracy (Primary Sources), America’s Changing Economy, Background. 11-15, Work, Workers, & Wealth, 1-8, American Dream 1-4,

8. trace the development of the world labor movement, describe its political, social and economic effects, and explain its effect on the U.S. labor movement and the demands for labor reform legislation

Holocaust & Genocide, all; Great Society & Counterculture, Background, 14-21; Free & Equal, Background. 1-25, Equal Rights for All 1-12, A Living Museum of Equal Rights 1-5. Afghanistan & Iraq, Background. 7-12 (genocide)

9. examine concerns, issues and conflicts categorized as universal human rights (e.g., Holocaust, diversity, tolerance, genocide).

Vietnam War: Background 1-30, Voices of Vietnam 1-18.

10. compare and contrast worldwide de-colonization and independence movements in the twentieth century (e.g., Israel, India, Indo-China, third world countries), and explain how emerging nations influence world events.

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Civil Rights Movement, Background & All Activities; Civil rights at Xroads, Background & all activities. Leaders: Voices of Movement in both books. Free & Equal, Background. 1-25, Equal Rights for All 1-12 (videos of leaders), A Living Museum of Equal Rights 1-5.

11. research, compare and contrast the progress of civil rights in the United States with civil rights in other regions of the world and conclude what the contributions were of significant civil rights leaders.

Cold War, Background, 3-13; Kennedy & Communist Threat, Background. 1-18, Dangerous Time 1-10, Cuba & Cold War 1-8. Nixon’s America, Background. 2-7 (Red Scare), 8-13 (Détente); Reagan & End Cold War, Background. 1-24, Competing Ideologies 1-8, Collapse of Soviet Union 1-10, New World Order, 1-3.

12. research the origins and rise of Communism, connect its implications to the nuclear age and Cold War, and then describe its current status worldwide, including the breakup of the Soviet Union.

US & Middle East, Background. 1-28, US & Middle East, (activity) 1-7. Afghanistan & Iraq, Background. 5-6, 8-9, 13-21, Foreign Affair, 2 (Video), 10-12, Challenging Terrorism, 1-9. Going to War, Just War? (Mexican War, WWI, Bosnia)

13. examine and analyze the causes and consequences of regional conflicts (e.g., Middle East, Latin America, Africa, Europe),assess their influence on the rise of terrorism/extremist groups, and anticipate the future effects of the conflicts and the extremist groups.

Kennedy & Communist Threat, Made for Space, 1-4. Revolutions in Technology, Background 1-26 (medicine 11-16, 24, computers 17-26), Change for Better? 2-10, Wonderful World 1-6.

14. describe the effect of technology and its impact in creating a global community (e.g., computers, space exploration, medicine).

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Stereotyping: 1920s: Klan, 15-19; America Goes to War, Background. 12-31(women, minorities), Suspect Civilians, 1-12 (internment of Japanese-Americans, altruism); Conformity: Suburbia, Background. 8-14. Holocaust & Genocide-all; Civil Rights Movement, Barriers to Equality, 1-5, National Movement, 1-6. Civil Rights Movement at Xroads, Voices of Movement, 1-5; Free & Equal, Background 1-25.

15. compare and evaluate the impact of stereotyping, conformity, acts of altruism and other behaviors on individuals and groups.

War & Technology, Background. 1-25 (weapons, atomic energy), Seeking Security & Liberty, 1-13 (Revol. To Present), Horses to Helicopters, 1-8, In War & Peace, 1-4, Kennedy & Communist Threat, Made for Space, 1-4. Revolutions in Technology, Background 1-26, Change for Better? 1-12, Wonderful World, 1-6.

16. evaluate the role of technology in communications, transportation, information processing, weapons development and other areas as it contributes to or helps resolve conflicts.

Holocaust & Genocide, Question of Ethics, 1-5, Triumph of Evil, 1-6, Ethical Dilemma 1-5 (Holocaust; other genocides). WWII, Wake Sleeping Giant, 1-16 (Isolationism to Intervention), Cold War, Heats Up, 1-4 (analyze responses); Kennedy & Communist Threat, Background. 1-18, Dangerous Time 1-10; Nixon’s America, Nixon’s Footprints on

17. evaluate, take and defend positions on foreign policy issues in light of American national interests, values and principles.

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Presidency, 1-9, Between. Rock & Hard Place (ethics), Once Upon Scandal, 1-5 (ethics), Nixon in Balance, 1-4 (ethics). US & Middle East, Ongoing Conflicts, Part 1, 1-3, Part 2, 1-3. Reagan & End Cold War, What’s a President to Do? 1-5 (research and present policy recommendations); Afghanistan & Iraq, Background. 1-25, Foreign Affair, 2 (Video), 10-12. Going to War, Background. 1-27, US at War, 1-16, Just War? 1-6, Make Case for Deployment 1-9. WWII, Wake Sleeping Giant, 7-11. (all 3), Cold War, Background. 3-5; Reagan & End Cold War, Background. 1-24, Competing Ideologies 1-8.

18. compare and contrast Fascism, Nazism and Communism.

Women’s Rights, Background. 1-26,, Appeal to Women, 1-6 (Video), Civil Rights Movement, Background. 1-26, Dream Realized? 1-4, People Behind Movement, 1-7. American Protest Tradition, Protest In America, Protest & American Democracy, 1-11, Courage of Conviction, 1-11; Free & Equal, Background. 1-25, Equal Rights for All 1-12.

19. analyze the goals and actions of reformers and reform movements (e.g., social, economic, political).

See Reading, Genres for Persuasive Writing in Full: Progressive Era, Letter to Editor, 1-9 ; Roosevelt’s New

20. develop skills in discussion, debate and persuasive writing by evaluating different assessments of the causes, costs and benefits of major events in the twentieth century.

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Deal: Nation Will Endure, 1-5 (Debate), Face to Face, 1-4 (Persuasive Writing); WWII, Truman’s Inheritance, 1-10 (debate on atomic bomb); Great Society & Counterculture, Tracking the Great Society 1-13 (persuasive speech); Nixon’s America, Between. Rock & Hard Place (editorial). Revolutions in Technology, Some Advice 1-5 (recommendation for R&D). Going to War, Make Case for Deployment 1-9. Appear in all books. Timeline every book. Example activity: Contemporary America: Cold War, Somebody Watching You, 1-6 (create timeline); Civil Rights Movement, Background.1-26 (photos, timelines), A National Movement, 1-6, (video), Equality & Law, (primary sources). Vietnam War, Voices of Vietnam 1-18 (Video p. 3, Maps, Graph p. 17, primary sources 6-16). America’s Changing Economy, Interview for Dream Job, 1-5 (Videos, Data Tables); Changing Presidency, Balance of Power 7-10 (charts)

21. interpret facts about contemporary America from various charts, graphs, maps, pictures, models, timelines and other primary sources.

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F. Reading

ALL BOOKS & ACTIVITIES ask comprehension questions. Many activities require writing. Backgrounds include background knowledge & vocabulary. Vocabulary & Language section in each book includes practice exercises. TOOLS include dictionary.

1. use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.

ALL BOOKS & ACTIVITIES, particularly in Background. Example: US& Middle East, Background. 1-28, U.S & Mid East, 1-7, Islam, 1-4.

2. recognize main ideas and supporting details to locate basic facts (e.g., names, dates, events).

Progressive Era: Defining the Progressive Era, 2-15. Women’s Rights, Voices of Reform, 1-5. Holocaust & Genocide, Interviewing Survivor of Genocide, 1-4. Civil Rights Movement, Barriers to Equality, 1-5, National Movement, 1-6, Dream Realized, 1-7. American Protest Tradition, Background. 1-26, Courage of Conviction, 1-11. Great Society & Counterculture, Decade on Fire 1-8, the 60s, 1-4. Free & Equal, Background. 14-20, Equal Rights for All, 1-12; America’s Changing Economy, Background. 11-15, 17-21.

3. distinguish relationships among people, ideas, and events.

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ALL BOOKS & ACTIVITIES Examples: Growing Cities, Can’t Fight City Hall 1-12; Kennedy & Communist Threat, Background. 1-18, Dangerous Time, 1-10. Reagan & End Cold War, Collapse of Soviet Union 1-10. Changing Presidency, Campaign Promises, 1-14.

4. recognize cause-effect relationships in content passages.

WWI: War in Europe & Home, 1-7 (Time Lines); Women’s Rights, Road to Equal Rights 1-6 (Chronology); WWII, All War’s a Stage, 1-5, (Use Maps to Make Chronology)

5. outline sequences of events.

Civil Rights Movement, Equality & Law, 1-5 (summarize), Dream Realized, 1-4. American Protest Tradition, Protest & American Democracy, 1-11. Civil Rights at Xroads, Black Power & Civil Rights, 1-11 (summarize); Free & Equal, Living Museum of Equal Rights 1-5 (summarize); Environmental- ism, Save Earth, 1-14. America’s Changing Economy, American Dream, 1-4 (summarize); Changing Presidency, Campaign Promises 4-10 (infer, summarize). Mythic America, Background. 1-21, Myths & Heroes 1-6 (both infer main ideas & purposes of national myths)

6. summarize events and ideas. Infer main ideas or purpose of content.

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Progressive Era, Letter to Editor, 1-9 (pros and cons of reform); Land of Opportunity., More Freedom, More Equality 1-6 (immigration); Suburbia, Questioning American Dream, 1-6. Civil Rights Movement, Equality & Law, 1-5, Dream Realized, 1-4. Kennedy & Communist Threat, Cuba & Cold War, 1-8. Civil Rights at Xroads, Background, 1-21, Conflicting Strategies 1-5. Free & Equal, Equal Rights for All 1-12. Nixon’s America, Between. Rock & Hard Place 1-5 (analyze decisions); US & Middle East, Ongoing Conflicts, Part 1, 1-3, Part 2, 1-3 (compare & contrast).

7. draw generalizations and conclusions about people and events.

Genres: Progressive Era, Letter to Editor, 1-9 ; Reform’s Limits: Triangle Fire, Annotations on Primary Sources, 1-13; Tech of War, Policy Advisor, Write Memo, 1-4. 1920s: Extra! Extra! 1-4 Persuasive Editorial; Media in Roaring 20s, 1-6 Radio or Print Ad; Roosevelt’s New Deal, New Deal Face to Fact, 1-4, Write editorial from another POV. Suburbia, Times A-Changing, 1-6, Diary entry. Holocaust & Genocide, Interviewing Survivor of Genocide, 1-4; WWII, Games, Persuasive Letter 1-4; WWII,

7. write and edit organized texts of various genres to insure that information is clearly understood.

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Truman’s Inheritance, 1-10, Position Paper; Cold War, Heats Up, 1-4, Executive Summary; Story of Cold War, Movie Trailer; Civil Rights Movement, People Behind Movement, 1-7, Essay, Dream Realized, 1-4 , Editorial. American Protest Tradition, Courage of Conviction, 1-11, Bio-Drama, Protest Poster, 1-5, Digital Collage and Writing. Kennedy & Communist Threat, Made for Space, Magazine Ad. Civil Rights at Xroads, Voices of Movement, News Report. Great Society & Counterculture, Tracking Great Society (speech), the 60s, 1-4. (magazine article); Free & Equal, Living Museum 1-5 (Digital Collage and Exhibit Card for Museum). Nixon’s America, Between. Rock & Hard Place (editorial). US & Middle East, Ongoing Conflicts, Part 1, 1-3, Part 2, 1-3 (compare & contrast essay). Environmentalism, S-O-S, 1-12, (news broadcast, report), How Do they Stack Up? (script for multimedia presentation). America’s Changing Economy, American Dream 1-4 (opinion statements); Commercial Break 1-4 (commercial). Reagan & End Cold War, New World Order 1-5 (news report for TV/radio). Changing

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Presidency, Balance of Power, 11-12 (position statement). Document This, 1-3 (proposal for documentary film). Revolution in Technology, Some Advice 1-5, (recommendation to fund innovation). Mythic America, Mythic Heroes, 1-6 (make collage, chart). Going to War, Make Case for Deployment, 1-9 (Letter to Congress, Speech to Senate).