prentice hall history of our world © 2005, early ages...

Prentice Hall History of Our World © 2005, Early Ages Edition Correlated to:

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

(Grade 8)

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

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 8

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

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Benchmark 3 Grade 8 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region.

SE: M4–M5: MapMaster Skills Handbook: Understanding Globes; M6–M7: MapMaster Skills Handbook: Map Projections; M8–M9: MapMaster Skills Handbook: How to Use a Map; M10: MapMaster Skills Handbook: Political Maps; M11: MapMaster Skills Handbook: Physical Maps; M12: MapMaster Skills Handbook: Special-Purpose Maps: Climate; 31–32: The Geographic Setting/The Location of Mesopotamia; 94–95: Skills for Life: Using Route Maps; 107: India’s Geographic Setting introductory paragraph; 112: Focus On: Mohenjo-Daro

Content Standard: Understand and use spatial concepts of geography. • Understand fundamental geography vocabulary

such as concepts of distance, latitude, longitude, interdependence, accessibility, and connections.

SE: M4–M5: MapMaster Skills Handbook: Understanding Globes; M6–M7: MapMaster Skills Handbook: Map Projections; M8–M9: Map Master Skills Handbook: How to Use a Map

TR: 9: Using Latitude and Longitude; All-In-One Teaching Resources: MapMaster Skills Handbook: 14: Great Circles and Straight Lines; 15: Maps with Accurate Shapes: Conformal Maps; 16: Maps with Accurate Areas: Equal-Area Maps; 17: Maps with Accurate Directions; 19: Using the Compass Rose; 23: Comparing Maps of Different Scales; 24: Maps with Accurate Distances; 44: Using the Map Key

Eligible Content: • Use maps, charts, and graphs to understand

patterns of movement over time and space.

SE: M14–M15: MapMaster Skills Handbook: Human Migration; 5: Early Migration of Modern Humans map and MapMaster Skills Activity; 29: The Fertile Crescent, The Fertile Crescent Today, maps and MapMaster Skills Activity; 77: Egyptian Empire, About 1450 B.C. map and MapMaster Skills Activity; 299: Istanbul Past and Present

Prentice Hall History of our World © 2005, Early Ages Edition Correlated to:

Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content, (Grade 8)




(Continued) • Use maps, charts, and graphs to understand

patterns of movement over time and space.

(Continued) SE: 110: A New Culture Arises/Aryan Culture

Spreads; 157: The Silk Road map and MapMaster Skills Activity; 272: Invasions of the Roman Empire to A.D. 476; 313: Bantu Migrations map and MapMaster Skills Activity; 453: Ocean Trade Beyond Europe

GRADE-LEVEL MAP: • Analyze the characteristics, distribution, and

migration of population, in the context of U.S. History.

• Use maps, charts and graphs to understand patterns of movement (migrations, trade) over time (noting patterns or change and/or continuity) and space (where groups migrated to and from, and why they left one place and moved to another, in the U.S.).

Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.

SE: 62: The Fertile Crescent: Place Location map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 224: The Glory of Ancient Greece: Place Location map and MapMaster Skills Activity; 278: The Glory of the Roman Empire: Place Location map and MapMaster Skills Activity; 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity

• Read, interpret, and understand how to construct

geographic representations to analyze information, understand spatial relationships and compare places.






Eligible Content: • Use maps, charts, graphs, and photographs to

analyze spatial distributions and patterns.

SE: 15: The Spread of Agriculture map and MapMaster Skills Activity; 71: Geography and Civilization photo and caption; 125: Major World Religions; 169: Greece’s Coastline photo and caption; 107: India: Monsoons map and MapMaster Skills Activity; 204–205: Focus On: Agora of Athens; 251: The Glory of the Roman Empire map and MapMaster Skills Activity; 293: Bedouins Today photo and caption; 301: The Spread of Islam map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity

GRADE-LEVEL MAP: • Develop maps of human migration and settlement

patterns at different times in U.S. History and compare to the present in terms of: population, settlement, climate, and language usage.

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

SE: 31–32: The Geographic Setting/The Location of Mesopotamia; 69: The Course of the Nile; 83: The Great Pyramid; 173: Temple of Artemis; 72: Links Across Time/Saving Monuments and photo; 108: Barriers and Pathways; 138: Yellow River/Huang River/photo and caption; 183: The Oracles/photo and caption; 186–187: The Acropolis photo and caption; 404: Focus On: Gothic Cathedral

• Locate and identify on maps and globes the

regions of the world and their prominent physical features.

SE: 26: The World: Place Location map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity






Eligible Content: • Identify the location of major mountain ranges,

deserts, rivers, cultural regions and countries in the world.


GRADE-LEVEL MAP: • Map and locate all states of the United States,

major cities, mountain ranges, and river systems of the United States.

• Locate and map the major climate regions in the United States and describe the characteristics of each climate type.


• Know the location of major mountain ranges

(Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied.







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

SE: M16–M17: MapMaster Skills Handbook; 14–17: The Beginning of Farming and The Spread of Agriculture map and MapMaster Skills Activity; 31–32; The Geographic Setting and Mesopotamia map and MapMaster Skills Activity; 107: India’s Geographic Setting introductory paragraph and Links to Science; 69–71: The Course of the Nile River; 36–37: Focus On: Farming in Mesopotamia; 71: photo and caption; 137–138: The Geography of Ancient China; 204–205: Focus On: The Agora of Athens; 400–401: Focus On: A Medieval Manor

• Identify and compare physical and human

characteristics of major regions and significant places in the world.

SE: M16–M17: MapMaster Skills Handbook; 14–17: The Beginning of Farming and The Spread of Agriculture map and MapMaster Skills Activity; 31–32; The Geographic Setting and Mesopotamia map and MapMaster Skills Activity; 107: India’s Geographic Setting introductory paragraph and Links to Science; 69–71: The Course of the Nile River; 36–37: Focus On: Farming in Mesopotamia; 71: photo and caption; 137–138: The Geography of Ancient China; 204–205: Focus On: The Agora of Athens; 400–401: Focus On: A Medieval Manor

Eligible Content: • Locate and identify population centers and

geographic reasons for their locations.

• Identify, locate, and compare the cultural characteristics of places and regions.

SE: 35: Honoring the Gods; 72–73: The Growth of Communities and Trade Along the Nile; 84–85: The Pharaohs’ Tombs/The Building Process; 91: Writing in Ancient Egypt/Writing Materials; 159: Greece’s Geographic Setting; 244: Architecture and Technology including Links to Science; 293: The Arabian Peninsula; 319: Kingdoms of the Savanna/Ghana, a Kingdom Built on Trade; 345: The Culture of the Mayas/A Farming Culture; 375: A Country of Islands

• Recognize relationships between the physical and

cultural characteristics of a place or region.

SE: 35: Honoring the Gods; 72–73: The Growth of Communities and Trade Along the Nile; 84–85: The Pharaohs’ Tombs/The Building Process; 91: Writing in Ancient Egypt/Writing Materials






(Continued) • Recognize relationships between the physical and

cultural characteristics of a place or region.

(Continued) SE: 159: Greece’s Geographic Setting; 244:

Architecture and Technology including Links to Science; 293: The Arabian Peninsula; 319: Kingdoms of the Savanna/Ghana, a Kingdom Built on Trade; 345: The Culture of the Mayas/A Farming Culture; 375: A Country of Islands

GRADE-LEVEL MAP: • Name and describe process that build up the land

and processes that erode it (e.g., close to rivers and/or coastlines, rich natural environment, climate conducive to agriculture, trade centers).

SE: 32: Rivers of Life and Death; 36–37: Focus On: Farming in Mesopotamia; 70: The Gifts of the Nile; 107–108: India’s Geographic Setting; 137–138: The Geography of Ancient China; 340: Lasting Achievements

• Identify, locate, and compare religious symbols,

architectural landmarks, types of housing, ethnic and racial characteristics of people, level of technological achievement.

SE: 72: Abu Simbel photo and Links Across Time; 83: The Great Pyramid; 129: Buddhist monument photo; 84: Sphinx photo and caption; 109–110: Life in Mohenjo-Daro and photo; 112–113: Focus On: Mohenjo-Daro; 150: The Qin Dynasty/Strengthening the Empire and photo of the Great Wall; 173: Temple of Artemis; 186–187: The Acropolis photo and caption; 404: Gothic cathedral

• Identify, locate, and compare clothing, recreation,

myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use).

Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. 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). Content Standard: Understand the distribution and movement of people, ideas, and products.

SE: 39: Babylonian and Assyrian Empires map and MapMaster Skills Activity; 73: A Highway for Trade/Routes Through Nubia; 498: The Triangular Trade; 435: Renaissance Thought and Literature Spreads; 157–158: The Silk Road; 123: Buddhism Spreads to Other Countries; 220–221: Greek Culture map and MapMaster Skills Activity; 110–111: A New Culture Arises/Aryan Culture Spreads; 69–71: The Course of the Nile River; 137–138: The Geography of Ancient China






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

(Continued) SE: 169: Greece’s Geographic Setting; 36–37: Focus

On: Farming in Mesopotamia; 97: Valuable Resources; 105: Ancient India map and MapMaster Skills Activity; 157–158: The Silk Road/Connecting Roads/A Route for Goods; 229: Rome’s Geography and Early Settlement/Geographical Advantages

• Identify and understand worldwide patterns of

population distribution, migration, and cultural diffusion and interactions.

SE: 39: Babylonian and Assyrian Empires map and MapMaster Skills Activity; 73: A Highway for Trade/Routes Through Nubia; 498: The Triangular Trade; 435: Renaissance Thought and Literature Spreads; 157–158: The Silk Road; 123: Buddhism Spreads to Other Countries; 220–221: Greek Culture map and MapMaster Skills Activity; 110–111: A New Culture Arises/Aryan Culture Spreads; 69–71: The Course of the Nile River; 137–138: The Geography of Ancient China; 169: Greece’s Geographic Setting; 36–37: Focus On: Farming in Mesopotamia; 97: Valuable Resources; 105: Ancient India map and MapMaster Skills Activity; 157–158: The Silk Road/Connecting Roads/A Route for Goods; 229: Rome’s Geography and Early Settlement/Geographical Advantages

Eligible Content: • Identify patterns of population distribution and

infer causes.

• Recognize and identify patterns of migration streams in U.S. history.

• Understand how migration streams affect the spread of cultural traits.

GRADE-LEVEL MAP: • Know examples of migration and cultural

diffusion in United States history.

• Using data from population pyramids and other visual representations (graphs, charts, narratives) and infer causes.






• Understand cause and effect, directionality, form of transportation, religion, language, political systems, order of arrival (relationship of 19th century native populations to newcomers in the United States). Analyze migrations from Europe and Africa to colonies in North America, westward migration to Oregon in the 19th century.

SE: 485: Spain and Portugal Colonize Central and South America and Spanish and Portuguese Claims in Central and South America: 1500s map and MapMaster Skills Activity; 486: Citizen Heroes; 489: European Countries Seek Colonies in North America; 498: The Triangular Trade

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

SE: 21: Advantages for Settled Life and World Population Growth Chart and Chart Skills; 212–213: The Peloponnesian War; 407: Life in Towns and Cities introductory paragraph; 408: Overcrowding and Disease

• Identify economic, cultural, and environmental

factors that affect population, and predict how the population would change as a result.

Eligible Content: • Identify and give examples of economic, cultural,

and environmental factors that influence population.

• Predict the affect of a given economic, cultural, or environmental change on a population.

GRADE-LEVEL MAP:

• Understand how war, natural resources, recreation and entertainment, employment opportunities, climate, physical features can lead to population increase, population decrease, and population shifts.

Common Curriculum Goal: Understand how people and the environment are interrelated. Content Standard: Understand how humans affect the physical environment.

SE: 36–37: Focus On: Farming in Mesopotamia; 20: introduction; M16–M17: MapMaster Skills Handbook; 14 –17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens






• Understand how human modification of the physical environment in a place affects both that place and other places.

Eligible Content: • Understand how the process of urbanization

affects the physical environ-ment of a place, the cultural characteristics of a place, and the physical and human characteristics of the surrounding region.

• Understand how clearing vegetation affects the physical environment of a place and other places.

GRADE-LEVEL MAP: • How the process of urbanization affects the

physical environment of a place (disruption of existing vegetation and wildlife habitats, redirection of water flow), the cultural characteristics of a place (greater diversity and proximity of goods and services), and the physical and human characteristics of the surrounding region (relocation of wildlife, growth of suburbs).

Common Curriculum Goal: Understand how people and the environment are interrelated. Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities.


• Understand how changes in a physical

environment affect human activity.







Eligible Content: • Understand how changes in the physical

environment can increase or diminish capacity to support human activity.

SE: 36–37: Focus On: Farming in Mesopotamia; 20: introduction; M16–M17: MapMaster Skills Handbook; 14–17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens

• Understand how climatic events or climate

change affect human activity. Predict how changes in an ecosystem (not caused by human activity) might influence human activity.

GRADE-LEVEL MAP: • Develop maps showing the distribution of natural

resources, such as forests, water sources, wildlife in the United States at the beginning of the 19th century, and give examples of how people exploited these resources as the country became more industrialized and people moved westward.

• Identify ways people modified the physical environment as the United States developed, and the types of problems that came as a result.

• Explain the importance of the major mountain ranges and the major river systems in the development of the United States in the 19th century.

• Use information technology, such as geographic information systems and remotely sensed images to gather information on ways people have changed the physical environment of the United States in the 19th century.

• Understand that human and non-human changes can affect human activity. (Drought floods, global warming, volcanic eruption, drought, forest fires caused by lightning, recreation, urbanization, employment opportunities.)

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






GRADE-LEVEL MAP: Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies. GRADE-LEVEL MAP: • Identify ways people modified the physical

environment as the United States developed, and the types of problems that came as a result.

HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. Benchmark 3 Grade 8 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships. Content Standard: Understand, represent, and interpret chronological relationships in history.

SE: 10–11: Skills for Life: Using Timelines; 76: Major Time Periods in Ancient Egypt and Timeline Skills; 172: Beginnings of Ancient Greek Culture, 3000 B.C.–750 B.C.; 210: Classical Greece; 232: The Rise of Ancient Rome, 509 B.C.–27 B.C.; 271: The Roman Empire, A.D. 180–476 and Timeline Skills; 279: Test-Taking Tips; 300: Taking Notes activity; 321: West African Kingdoms and Timeline Skills; 361: Test-Taking Tips

• Represent and interpret data and chronological

relationships from history, using timelines and narratives.

SE: 10–11: Skills for Life: Using Timelines; 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity

TE: 40: Differentiated Instruction/For Advanced Readers; 296: Differentiated Instruction/For Advanced Readers; 368: Differentiated Instruction/For Advanced Readers

TECH: All-In-One Teaching Resources: Skills for Life: 25; Social Studies Skills Tutor CD-ROM: Sequencing; HOW Transparencies: B20






Eligible Content: • Identify and create chronologies of events.

SE: 10–11: Skills for Life: Using Timelines; 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity

TE: 40: Differentiated Instruction/For Advanced Readers; 296: Differentiated Instruction/For Advanced Readers; 368: Differentiated Instruction/For Advanced Readers

TECH: All-In-One Teaching Resources: Skills for Life: 25; Social Studies Skills Tutor CD-ROM: Sequencing; HOW Transparencies: B20

• Compare and contrast historical interpretations.

GRADE-LEVEL MAP: • Develop and interpret United States history time

lines from the period of U.S. history studied, designating appropriate intervals of time and recording events according to the chronological order in which they occurred.

• Identify similarities and differences in historical interpretations based on the experiences of different gender, racial or cultural groups. Issues and events are limited to those included in the U.S. history benchmark and eligible content for Benchmark III.

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

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

SE: 108: Target Reading Skill: Identifying Causes and Effects; 123: Comprehension and Critical Thinking: #1(c); 222: Comprehension and Critical Thinking #1 (b); 276: Comprehension and Critical Thinking #2 (a) (b); 278: Comprehension and Critical Thinking #8 (b) (c); 369: Target Reading Skill: Identify Causes and Effects; 399: Comprehension and Critical Thinking #1 (b); 420: Comprehension and Critical Thinking #1 (b); 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b)

• Distinguish between cause and effect

relationships and events that happen or occur concurrently or sequentially.






GRADE-LEVEL MAP: • Understands ways patterns, chronology,

sequencing (including cause and effect), and the identification of historical periods are influenced by frames of reference.

• Recognize how forces from different spheres of life (political, economic, and social) can cause or shape an event. Events will be limited to those included in the U.S. History benchmark and eligible content for Benchmark III. For example, the forced relocation of Indians in the 19th century was shaped by economic forces (the desire of white settlers for land), political forces (treaties and military actions) and social forces (attitudes about native peoples).

Common Curriculum Goal: Understand, recognize and interpret change and continuity over time. Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time.

SE: 276: Writing activity; 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 47: Comprehension and Critical Thinking #2 (c) and Chart Skills; 102: Comprehension and Critical Thinking #12 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Comprehension and Critical Thinking #2 (b); 153: Comprehension and Critical Thinking #3 (b); 160: Comprehension and Critical Thinking #3 (b); 190: Comprehension and Critical Thinking #12 (a), (b), (c); 213: Comprehension and Critical Thinking #3 (a), (b)

• Identify and give examples of chronological

patterns and recognize them in related events over time.

SE: 276: Writing activity; 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 47: Comprehension and Critical Thinking #2 (c) and Chart Skills; 102: Comprehension and Critical Thinking #12 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Comprehension and Critical Thinking #2 (b); 153: Comprehension and Critical Thinking #3 (b); 160: Comprehension and Critical Thinking #3 (b); 190: Comprehension and Critical Thinking #12 (a), (b), (c); 213: Comprehension and Critical Thinking #3 (a), (b)






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,

SE: 24: Comprehension and Critical Thinking #3 (a), (b); 85: Comprehension and Critical Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Writing Activity; 209: Target Reading Skill: Identify Contrasts; 246: Comprehension and Critical Thinking #2 (a), (b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 349: Writing Activity; 369: Target Reading Skill: Identify Causes and Effects

2) Time, Continuity, and Change,

SE: 76: Major Time Periods in Ancient Egypt and

Timeline Skills; 100: Comprehension and Critical Thinking #3 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 141: Comprehension and Critical Thinking #2 (b); 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 276: Comprehension and Critical Thinking #2 (a), (b); 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity; 399: Comprehension and Critical Thinking #1 (b)

3) People, Places, and Environments,

SE: M5: MapMaster: Understanding Globes: Practice

Your Geography Skills; M7: MapMaster: Map Projections: Practice Your Geography Skills; M9: MapMaster: How to Use a Map: Practice Your Geography Skills; 31: Mesopotamia map and MapMaster Skills Activity; 37: Assessment; 67: Ancient Egypt and Nubia map and MapMaster Skills Activity; 175: Comprehension and Critical Thinking #1 (a), (b); 301: The Spread of Islam map and MapMaster Skills Activity; 366: Tang and Song Empires map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity

4) Individual Development and Identity,

SE: 9: Comprehension and Critical Thinking #1 (d)

and Writing Activity; 35: Comprehension and Critical Thinking #3 (d); 93: Comprehension and Critical Thinking #1 (a), (b); 118: Comprehension and Critical Thinking #2 (a), (b); 130: Writing Activity; 141: Comprehension and Critical Thinking #3 (a), (b); 188: Comprehension and Critical Thinking #3 (a), (b)






(Continued) 4) Individual Development and Identity,

(Continued) SE: 248: Comprehension and Critical Thinking #8 (a),

(b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions

5) Individuals, Groups, and Institutions,

SE: 24: Comprehension and Critical Thinking #3 (b);

47: Comprehension and Critical Thinking #1 (a), (b), (c); 132: Comprehension and Critical Thinking #11 (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #2 (b), (c); 297: Comprehension and Critical Thinking #2 (b), (c); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions; 408: Comprehension and Critical Thinking #1 (a), (b)

6) Power, Authority, and Governance,

SE: 26: Comprehension and Critical Thinking #10 (a),

(b), (c); 79: Comprehension and Critical Thinking #1 (a), (b); 151: The Rise and Fall of Chinese Dynasties diagram and Diagram Skills; 153: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 175: Democracy in Greece/Reading Check; 190: Comprehension and Critical Thinking #12 (a), (b), (c); 278: Comprehension and Critical Thinking #5 (a), (b), (c); 297: Comprehension and Critical Thinking #2 (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #4 (a), (b)

7) Production, Distribution, and Consumption,


(b); 73: Comprehension and Critical Thinking #2 (a), (b), (c); 100: Comprehension and Critical Thinking #2 (a), (b); 153: Comprehension and Critical Thinking #2 (a); 304: Comprehension and Critical Thinking #2 (a), (b), (c); 317: Assessment/Conclude; 379: Comprehension and Critical Thinking #3 (a), (b); 399: Comprehension and Critical Thinking #3 (a), (b); 408: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #12 (a), (b)

8) Science, Technology, and Society


(b); 24: Writing Activity; 37: Assessment; 93: Comprehension and Critical Thinking #3 (a), (b); 160: Comprehension and Critical Thinking #3 (a), (b)






(Continued) 8) Science, Technology, and Society

(Continued) SE: 222: Comprehension and Critical Thinking #2 (c);

244: Architecture and Technology/Reading Check; 304: Comprehension and Critical Thinking #3 (a), (b); 341: Writing Activity; 404: Analyzing Images

9) Global Connections,

SE: 19: Assessment; 100: Comprehension and Critical

Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (a), (b); 123: Comprehension and Critical Thinking #2 (b), (c); 162: Comprehension and Critical Thinking #13 (a), (b), (c); 304: Comprehension and Critical Thinking #1 (a), (b); 388: Comprehension and Critical Thinking #4 (c); 413: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity

10) Civic Ideals and Practices.

SE: 45: Hammurabi’s Code chart and Chart Skills; 47:

Comprehension and Critical Thinking #1 (a), (b), (c); 130: Writing Activity; 148: Comprehension and Critical Thinking #3 (a), (b); 175: Democracy in Greece/Reading Check; 235: Comprehension and Critical Thinking #3 (b) and Writing Activity; 237: Assessment; 253: Roman Citizens/Reading Check; 271: From Good Rule to Bad/Reading Check; 420: Comprehension and Critical Thinking #2 (a), (b)

• 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,

SE: 17: Comprehension and Critical Thinking #2 (a), (b) and Writing Activity; 24: Writing Activity; 37: Assessment/Draw Conclusions; 47: Comprehension and Critical Thinking #2 (a), (b), (c); 93: Comprehension and Critical Thinking #2 (b) and 3 (b); 111: Comprehension and Critical Thinking #3 (b); 222: Comprehension and Critical Thinking #2 (a), (b); 246: Comprehension and Critical Thinking #2 (a), (b); 413: The Results of the Crusades/Reading Check; 437: Comprehension and Critical Thinking #1 (a), (b) and #2 (b)

2) Human Interaction with the Environment,

SE: 15: The Spread of Agriculture map and

MapMaster Skills Activity; 17: Comprehension and Critical Thinking #2 (a) and Writing Activity; 35: Comprehension and Critical Thinking #1 (a), (b); 36: Assessment; 98: The Kingdoms of Nubia: Resources map and MapMaster Skills Activity






(Continued) 2) Human Interaction with the Environment,

(Continued) SE: 111: Comprehension and Critical Thinking #1 (a),

(b) and #2 (a), (b); 152: Qin and Han Empires map and MapMaster Skills Activity; 311: Africa: Natural Vegetation map and MapMaster Skills Activity; 341: Comprehension and Critical Thinking #1 (a), (b), (c); 431: Europe in 1500 map and MapMaster Skills Activity

3) Values, Beliefs, Political Ideas, and Institutions,

SE: 45: Hammurabi’s Code Chart Skills; 85: Comprehension and Critical Thinking #1 (a), (b); 132: Comprehension and Critical Thinking #10 (a), (b), (c) and #11 (a), (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b) and 3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 235: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 297: Comprehension and Critical Thinking #2 (b), (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #2 (a), (b); 443: Comprehension and Critical Thinking #1 (a), (b)

4) Conflict and Cooperation,

SE: 19: Assessment/Describe; 111: Comprehension

and Critical Thinking #3 (b); 153: Comprehension and Critical Thinking #1 (a); 224: Comprehension and Critical Thinking #11 (a), (b), (c) and #12 (a), (b); 276: Comprehension and Critical Thinking #4 (a), (b); 304: Comprehension and Critical Thinking #1 (a); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 420: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #15 (a), (b); 448: Writing Activity

5) Comparative History of Major Developments,

SE: M15: MapMaster Skills Handbook: Practice Your Geography Skills; 17: Comprehension and Critical Thinking # 26 (a), (b), (c); 35: Comprehension and Critical Thinking #1 (a), (b); 100: Comprehension and Critical Thinking #1 (a), (b) and #3 (a); 123: Buddhism Spreads to Other Countries/Reading Check/Comprehension and Critical Thinking #2 (c); 202: Comprehension and Critical Thinking #3 (a), (b) and 258: Comprehension and Critical Thinking #48 (a), (b); 306: Comprehension and Critical Thinking #12 (a); 379: #2 (a), (b) and 399: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity






6) Patterns of Social and Political Interaction.

SE: 102: Comprehension and Critical Thinking #9 (b); 148: Comprehension and Critical Thinking #2 (a), (b) and #3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #3 (a), (b); 248: Comprehension and Critical Thinking #8 (a), (b); 258: Comprehension and Critical Thinking #1 (a), (b); 304: Writing Activity; 399: Comprehension and Critical Thinking #2 (a), (b); 408: Comprehension and Critical Thinking #1 (a), (b); 448: Target Reading Skill

• 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.

• Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena.

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

SE: 464–465: Recognizing Author’s Bias; 476: Skills Practice; 422: Writing Activity: Science

TE: 218: Skills for Life Mini Lesson/Recognizing Bias and Propaganda

TR: All-In-One Teaching Resources, Unit 5, Skills for Life: 107

TECH: Social Studies Skills Tutor CD-ROM: Recognizing Author’s Bias

• Evaluate data within the context it was created,

testing its reliability, credibility, and bias.

SE: 464–465: Recognizing Author’s Bias; 476: Skills Practice; 422: Writing Activity: Science; 324–325: Skills for Life: Using Reliable Information; 332: Skills Practice









GRADE-LEVEL MAP: • Evaluate sources of information for a purpose (for

example, relevance, reliability, accuracy, objectivity).





• Know ways to develop and support a point of

view based on a historical event.

• Recognize historical perspective by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.

Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural). Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events.





GRADE-LEVEL MAP: See grade-level maps for Civics, Economics, Geography, for linking strategies. Benchmark 3 Grade 8 WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history. • Understand the political, economic, and cultural

impact, and lasting influence of early civilizations on world development.






Eligible Content: • Understand the major characteristics and

historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, Greece, Identify and give examples of the political, economic, and social characteristics of the Roman Republic and Empire and how they are reflected in the law, government, economy and society of the United States.

SE: 44–45: Hammurabi’s Code including chart; 46–47: How Writing Was Invented including chart; 91: Writing in Ancient Egypt/Writing Materials; 93: Mathematics/Medicine; 117: The Teachings of Hinduism; 120–121: The Buddha and His Teachings; 175: Democracy in Greece; 231: Romans Form a Republic/The Roman Senate; 236: Focus On: The Roman Senate; 246: Roman Law

• Understand the importance of the rise of Islam

and its interaction with Europe.

SE: 294–295: The Prophet Muhammad; 295–297: Muslim Belief; 295: The Five Pillars of Islam chart and Chart Skills; 301–302: The Spread of Islam; 301: The Spread of Islam map and MapMaster Skills Activity; 302–303: The Golden Age/The Age of the Caliphs/Mathematics and Science; 409: Introduction to Section 3; 410: Causes of the Crusades/The Rise of the Turks; 412: A Series of Crusades

TECH: Color Transparency HOW, Set 2: Spread of Islam

• Understand the development of the empires and

kingdoms of sub-Saharan Africa, Imperial China, and feudal Japan.

SE: 319–321: Kingdoms of the Savanna; 316–317: Focus On: Tombouctou; 150: The Qin Dynasty; 151: Unifying Economy and Culture; 152–153: The Han Dynasty; 157–158: The Silk Road; 365–366: The Tang Dynasty; 367–369: The Song Dynasty; 377: Feudalism in Japan; 378–379: Japan and the Outside World/The Tokugawas Unify Japan

• Understand the major developments and societal

impact of feudalism, the church, and the rise of cities in the European Middle Ages.

SE: 397: Feudalism: A Kind of Government; 397–398: The Manor System; 398–399: Peasants and Serfs; 403 and 405: The Church in the Middle Ages; 406–407: Trade Revives and Towns Grow; 404: Gothic Cathedral; 406: Trade Centers in Europe map and MapMaster Skills Activity; 408: Medieval Culture

TR: All-In-One Teaching Resources: 32: Lords and Vassals

TECH: World Studies Video Program: Feudal Life in the Middle Ages

• Understand the characteristics and impact of

Renaissance thinking, art, and learning.

SE: 431: The Renaissance Begins in Italy; 432–433: Renaissance Art and Literature; 435: Renaissance Thought and Literature Spreads; 436: Literature of the Northern Renaissance






(Continued) • Understand the characteristics and impact of

Renaissance thinking, art, and learning.

(Continued) SE: 437: Art of the Northern Renaissance; 438–

439: Focus On: Renaissance Printing TECH: Discovery Channel School Video Program:

Leonardo da Vinci: A Renaissance Man

GRADE-LEVEL MAP: • Understand how the Agricultural Revolution

contributed to and accompanied the Industrial Revolution: need for more efficient farming to support urban populations led to consolidation of land, which pushed small farmers into cities where they became factory workers; steel and mass production made possible improved farm machinery.

SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Benchmark 3 Grade 8 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood. Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society.

• Clarify key aspects of an event, issue, or problem through inquiry and research.

GRADE-LEVEL MAP:

• Distinguish between issues of primary or secondary importance.

Common Curriculum Goal: Acquire and organize materials from primary and secondary sources. Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions.

TE: 36: Differentiated Instruction/For Gifted and Talented; 77: Differentiated Instruction/For Advanced Readers; 98: Differentiated Instruction/For Advanced Readers; 129: Differentiated Instruction/For Advanced Readers; 151: Differentiated Instruction/For Gifted and Talented; 274: Differentiated Instruction/For Advanced Readers; 342: Differentiated Instruction/For Gifted and Talented/For Advanced Readers; 366: Differentiated Instruction/For Gifted and Talented






(Continued) Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions.

(Continued) TE: 342: Differentiated Instruction/For Gifted and

Talented; 439: Differentiated Instruction/For Advanced Readers

• Gather, interpret, use, and document information

from multiple sources, distinguishing facts from opinions and recognizing points of view.

TE: 36: Differentiated Instruction/For Gifted and Talented; 77: Differentiated Instruction/For Advanced Readers; 98: Differentiated Instruction/For Advanced Readers; 129: Differentiated Instruction/For Advanced Readers; 151: Differentiated Instruction/For Gifted and Talented; 274: Differentiated Instruction/For Advanced Readers; 342: Differentiated Instruction/For Gifted and Talented/For Advanced Readers; 366: Differentiated Instruction/For Gifted and Talented; 342: Differentiated Instruction/For Gifted and Talented; 439: Differentiated Instruction/For Advanced Readers

GRADE-LEVEL MAP: • Identify and interpret primary and secondary

source documents to increase understanding.

SE: 214–215: Skills for Life: Analyzing Primary Resources; 224: Skills Practice

TE: 369: Skills for Life/Analyzing Primary Sources

TR: All-In-One Teaching Resources: Analyzing Primary Resources: 60

TECH: Social Studies Skills Tutor CD-ROM: Analyzing Primary Resources, Levels 1 and 2

Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them. Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. • Examine a controversial event, issue, or problem

from more than one perspective.

GRADE-LEVEL MAP: • Practice interpreting ideas and events from

different historical perspectives.

Common Curriculum Goal: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

SE: 35: Comprehension and Critical Thinking #1; 62: Comprehension and Critical Thinking #16; 118: Comprehension and Critical Thinking #2; 235: Comprehension and Critical Thinking #3; 349: Comprehension and Critical Thinking #2; 401: Assessment






(Continued) Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

(Continued) SE: 450: Comprehension and Critical Thinking #9;

461: Comprehension and Critical Thinking #2; 498: Comprehension and Critical Thinking #3; 556: Comprehension and Critical Thinking #2

• Examine the various characteristics, causes, and

effects of an event, issue, or problem.

SE: 35: Comprehension and Critical Thinking #1; 62: Comprehension and Critical Thinking #16; 118: Comprehension and Critical Thinking #2; 235: Comprehension and Critical Thinking #3; 349: Comprehension and Critical Thinking #2; 401: Assessment; 450: Comprehension and Critical Thinking #9; 461: Comprehension and Critical Thinking #2; 498: Comprehension and Critical Thinking #3; 556: Comprehension and Critical Thinking #2

GRADE-LEVEL MAP: • Practice determining cause and effect

relationships.

SE: 108: Target Reading Skill: Identifying Causes and Effects; 123: Comprehension and Critical Thinking: #1(c); 222: Comprehension and Critical Thinking #1 (b); 276: Comprehension and Critical Thinking #2 (a) (b); 278: Comprehension and Critical Thinking #8 (b) (c); 369: Target Reading Skill: Identify Causes and Effects; 399: Comprehension and Critical Thinking #1 (b); 420: Comprehension and Critical Thinking #1 (b); 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b)

Common Curriculum Goal: Select a course of action to resolve an issue. Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.

TE: 378: Skills for Life: Problem-Solving

• Consider two or more outcomes, responses, or solutions, identify their strengths and weaknesses, then conclude and justify which is the best.


GRADE-LEVEL MAP: • Create criteria for measuring solutions or

alternatives. Measure possible solutions or alternatives using set criteria.


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