prentice hall the american nation, beginnings through … hall the american nation, beginnings...

Prentice Hall The American Nation, Beginnings Through 1877 © 2005

Correlated to: New Mexico Social Studies Content Standards and Benchmarks

(Grades 6-8)

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

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

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

New Mexico Strands • History (New Mexico, United States, and World) • Geography • Government and Civics • Economics

STRAND: HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 5-8 Benchmark I-A—New Mexico: Explore and explain how people and events have influenced the development of New Mexico up to the present day. Performance Standards Grade 6 1. Describe the relationships among ancient

civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures, and religious systems) and their connection to the early development of New Mexico.

SE/TE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49; Trade Networks of Africa and Asia, 50–54; Tradition and Change in Europe, 55–63; Review and Assessment, 64–65

TE: 34A–34D TR: See related Unit Exercises: Chapter 2; Color

Transparencies, Chapter Tests; Historical Outline Map Book

TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site, and The Video Collection.

Grade 7 1. Compare and contrast the contributions of the civilizations of the Western Hemisphere (e.g., Aztecs, Mayas,

Toltecs, Mound Builders) with the early civilizations of the Eastern Hemisphere (e.g., Sumerians, Babylonians, Hebrews, Egyptians) and their impact upon societies, to include:

• effect on world economies and trade

SE/TE: The First Civilizations of the Americas, 36–

41; Native American Cultures, 42–49; Trade Networks of Africa and Asia, 50–54

Prentice Hall The American Nation, Beginnings Through 1877 © 2005 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks, (Grades 6-8)




(Continued) • effect on world economies and trade

(Continued) SE/TE: Review and Assessment, 64–65 TE: 34A–34D TR: See related Unit Exercises: Chapter 2; Chapter

Tests; Historical Outline Map Book TECH: ExamView® Test Bank CD-ROM, Interactive

Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site, and The Video Collection.

• roles of people, class structures, language

SE/TE: The First Civilizations of the Americas, 36–

41; Native American Cultures, 42–49; Review and Assessment, 64–65

TE: 34A–34D TR: See related Unit Exercises: Chapter 2; Chapter



• religious traditions and forms of government

SE/TE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49; Review and Assessment, 64–65




• cultural and scientific contributions (e.g.,

advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars).










2. Describe the characteristics of other indigenous peoples that had an affect upon New Mexico’s development (e.g., pueblo farmers, great plains horse culture, nomadic bands, noting their development of tools, trading routes, adaptation to environments, social structure, domestication of plants, and animals).





3. Explain the significance of trails and trade routes

within the region (e.g., Spanish Trail, Camino Real, Santa Fe Trail).

SE/TE: California and the Southwest, 391–393; Review and Assessment, 404–405; The Cattle Kingdom, 552–555

TE: 378A–378D TR: Unit Exercises: Chapter 13; Color


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Companion Web Site, and The Video Collection.

4. Describe how important individuals, groups, and

events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Oñate, Don Diego deVargas, Pueblo Revolt, Popé, 1837 Revolt, 1848 Rebellion, Treaty of Guadalupe Hildago, William Becknell and the Santa Fe Trail, Buffalo Soldiers, Lincoln County War, Navajo Long Walk, Theodore Roosevelt and the Rough Riders, Robert Goddard, J. Robert Oppenhiemer, Smokey Bear, Dennis Chavez, Manuel Lujan, Manhattan Project, Harrison Schmitt, Albuquerque International Balloon Fiesta).

SE/TE: Don Juan de Oñate, 77, 392; Treaty of Guadalupe Hildago, 396–397; William Becknell and the Santa Fe Trail, 392; Theodore Roosevelt and the Rough Riders, 548, 550

TR: Unit Exercises; Color Transparencies, Chapter Tests; Historical Outline Map Book


5. Explain how New Mexicans have adapted to their physical environments to meet their needs over time (e.g., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources).

SE/TE: California and the Southwest, 391–393; Review and Assessment, 404–405; New Mexico, 616, 620–621, 628









6. Explain the impact of New Mexico on the development of the American West up to the present, to include:

• availability of land (e.g., individuals, governments, railroads, tribal)





• government land grants/treaties


TR: Unit Exercises: Chapter 13; Color Transparencies, Chapter Tests; Historical Outline Map Book


• transportation (e.g., wagons, railroads,

automobile)

SE/TE: California and the Southwest, 391–393; Review and Assessment, 404–405; New Mexico, 616, 620–621, 628. See also railroads page 544 and wagon trains pages 383–384.




• identification and use of natural and human

resources










• population growth and economic patterns



• cultural interactions among indigenous and

arriving populations and the resulting changes.

SE/TE: California and the Southwest, 391–393; Review and Assessment, 404–405




Grade 8 1. Compare and contrast the settlement patterns of

the American Southwest with other regions of the United States.

SE/TE: The Republic of Texas, 385–390; California and the Southwest, 391–393; Review and Assessment, 404–405



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Companion Web Site, and The Video Collection.

2. Analyze New Mexico’s role and impact on the

outcome of the Civil War (e.g., strategic geographic location, significance of the Battle of Glorieta Pass, trade routes to California, native allegiances).

SE/TE: For related information see Union Victories in the West page 494.

TR: See related Unit Exercises; Chapter Tests; Historical Outline Map Book


3. Explain the role New Mexico played in the United

States participation in the Spanish American War

SE/TE: See War with Spain page 550. TECH: ExamView® Test Bank CD-ROM, Interactive

Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Companion Web Site, and The Video Collection.






5-8 Benchmark I-B United States: Analyze and interpret major eras, events, and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history. Performance Standards Grade 6 1. Explain and describe the origins, obstacles, and impact of the Age of Exploration, to include:

• improvements in technology ( e.g., the clock, sextant, work of Prince Henry the Navigator)

SE/TE: New Trade Routes, 58–59, The Renaissance Expands Horizons, 59–60

TR: See related Unit Exercises: Chapter 2; Color Transparencies, Chapter Tests; Historical Outline Map Book


• voyages of Columbus to the New World and

the later searches for the Northwest passage

SE/TE: An Era of Exploration, 68–72; Spain Builds an Empire, 74–80; Search for a Northwest Passage, 81–82; Review and Assessment, 98–99

TR: See related Unit Exercises; Color Transparencies, Chapter Tests; Historical Outline Map Book


• introduction of disease and the resulting

population decline, especially among indigenous peoples

SE/TE: A Global Cultural Exchange, 71–72; Spain Builds an Empire, 74–80








• exchanges of technology, ideas, agricultural products and practices.

SE/TE: A Global Cultural Exchange, 71–72; Review and Assessment, 98–99



Grade 7 1. Analyze United States political policies on

expansion of the United States into the Southwest (e.g., Mexican Cession, Gadsden Purchase, broken treaties, Long Walk of the Navajos).

SE/TE: Westward Expansion, 378–379; Oregon Country, 380–384; The Republic of Texas, 385–390; California and the Southwest, 391–393; The Mexican War, 394–397; Americans Rush West, 398–403; Review and Assessment, 403–405



Grade 8 1. Describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:

• attempts to regulate colonial trade through passage of Tea Act, Stamp Act, and Intolerable Acts

SE/TE: Turmoil Over Taxation, 146–153; From Protest to Revolution, 155–160; Review and Assessment, 162–163



• colonists’ reaction to British policy (e.g.,

boycotts, the Sons of Liberty, petitions, appeals to Parliament)

SE/TE: Turmoil Over Taxation, 146–153; From Protest to Revolution, 155–160; Review and Assessment, 162–163






(Continued) • colonists’ reaction to British policy (e.g.,

boycotts, the Sons of Liberty, petitions, appeals to Parliament)

(Continued) TR: See related Unit Exercises: Chapter 5; Color



• the ideas expressed in the Declaration of

Independence, including the Preamble. SE/TE: The Colonies Declare Independence, 173–

180; Text of the Declaration of Independence, 177–180

TE: 166A–166D TR: See related Unit Exercises: Chapter 6; Color

Transparencies, Chapter Tests TECH: ExamView® Test Bank CD-ROM, Interactive

Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Companion Web Site

2. Describe the aspirations, ideals, and events that

served as the foundation for the creation of a new national government, to include:

• Articles of Confederation, the Constitution, and the success of each in implementing the ideals of the Declaration of Independence

SE/TE: A Loose Confederation, 200–205; The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; Ratification and the Bill of Rights, 215–219; Review and Assessment, 220–221; Constitution of the United States, 222–245

TR: See related Unit Exercises: Chapter 7; Color Transparencies, Chapter Tests

TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Companion Web Site

• major debates of the Constitutional

Convention and their resolution ( e.g., The Federalist Papers)

SE/TE: The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; 215-219; Review and Assessment, 220–221








• contributions and roles of major individuals in the writing and ratification of the Constitution ( e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay)

SE/TE: The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; Ratification and the Bill of Rights, 215–219; Review and Assessment, 220– TR: See related Unit Exercises: Chapter 7; Color Transparencies, Chapter Tests


• struggles over ratification of the Constitution

and the creation of the Bill of Rights. SE/TE: Ratification and the Bill of Rights, 215–219;

Review and Assessment, 220–221 TR: See related Unit Exercises: Chapter 7; Color


Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Companion Web Site

3. Describe and explain the actions taken to build one

nation from thirteen states, to include:

• precedents established by George Washington (e.g., Cabinet, two-term presidency)

SE/TE: Washington Takes Office, 278–282; Review and Assessment, 296–297



• Alexander Hamilton’s financial plan ( e.g., the

National Bank, payment of debts) SE/TE: Reducing the Nation’s Debt, 280–281; Plans

to Build the Economy, 281; Review and Assessment, 296–297



• creation of political parties (Democratic

Republicans and the Federalists).

SE/TE: Development of Political Parties, 289–290; The Federalist Party Splits, 292; Review and Assessment, 296–297






(Continued) • creation of political parties (Democratic

Republicans and the Federalists).




4. Describe the successes and failures of the reforms

during the Age of Jackson, to include:

• extension of franchise to all white men SE/TE: Growing Spirit of Equality, 360–361 TR: See related Unit Exercises: Chapter 12;

Chapter Tests; Historical Outline Map Book TECH: ExamView® Test Bank CD-ROM, Interactive

Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Interactive Constitution CD-ROM, Companion Web Site, and The Video Collection.

• Indian Removal, The Trail of Tears, The Long

Walk SE/TE: Tragedy for Native Americans, 371–373;

Review and Assessment, 376–377 TE: 358A–358B TR: See related Unit Exercises: Chapter 12; Color



• abolition movement ( e.g., Quakers, Harriet

Tubman, Underground Railroad). SE/TE: Opposing Slavery, 439–443; Review and

Assessment, 452–453 TE: 432A–432B TR: Unit Exercises: Chapter 15; Color


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Social Studies Companion Web Site, and The Video Collection.

5. Describe, explain, and analyze the aims and impact

of Western Expansion and the settlement of the United States, to include:






• American belief in Manifest Destiny and how it led to the Mexican War and its consequences

SE/TE: Manifest Destiny, 392–393; The Mexican War, 394–397; Review and Assessment, 404–405



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site, and The Video Collection.

• compare African American and Native

American slavery SE/TE: Native American Slavery, 79, 106, 115;

African American Slavery, 91, 115–118, 127, 422–427, 460–462, 463–467, 468–472

TR: See related Unit Exercises TECH: ExamView® Test Bank CD-ROM, Interactive


• westward migration of peoples ( e.g., Oregon,

California, Mormons, and Southwest) SE/TE: Westward Expansion, 378–379; Oregon

Country, 380–384; The Republic of Texas, 385–390; California and the Southwest, 391–393; Americans Rush West, 398–403; Review and Assessment, 404–405

TE: 378A–378B TR: Unit Exercises: Chapter 13; Color


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Companion Web Site

• origins and early history of the Women’s

Movement. SE/TE: A Call for Women’s Rights, 444–447; Review

and Assessment, 452–454 TE: 432A–432B TR: See related Unit Exercises: Chapter 15;

Chapter Tests; Historical Outline Map Book TECH: ExamView® Test Bank CD-ROM, Interactive







6. Explain how sectionalism led to the Civil War, to include:

• different economies that developed in the North, South, and West

SE/TE: Industry in the North, 408–411; Cotton Kingdom in the South, 418–421; Review and Assessment, 430–431

TE: 406A–406B TR: See related Unit Exercises; Chapter Tests TECH: ExamView® Test Bank CD-ROM, Interactive


• addition of new states to the Union and the

balance of power in the United States Senate (Missouri and 1850 Compromises)

SE/TE: Slavery Divides the Nation, 458–459; Slavery in the Territories, 460–462; The Compromise of 1850, 463–467; The Crisis Deepens, 468–472; The Republican Party Emerges, 473–477; A Nation Divides, 478–481; Review and Assessment, 482–483




• extension of slavery into the territories ( e.g.,

Dred Scott Decision, Kansas-Nebraska Act, Frederick Douglass, John Brown)

SE/TE: Opposing Slavery, 439–443; Slavery Divides the Nation, 458–459; Slavery in the Territories, 460–462; The Compromise of 1850, 463–467; The Crisis Deepens, 468–472; The Republican Party Emerges, 473–477; A Nation Divides, 478–481; Review and Assessment, 482–483




• presidential election of 1860, Lincoln’s

victory, and the South’s secession.

SE/TE: A Nation Divides, 478–481; Review and Assessment, 482–483

TE: 458A–458B






(Continued) • presidential election of 1860, Lincoln’s

victory, and the South’s secession.

(Continued) TR: Unit Exercises: Chapter 16; Color



7. Explain the course and consequences of the Civil War and how it divided people in the United States, to

include:

• contributions and significance of key figures (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, William Tecumseh Sherman, Ulysses S. Grant)

SE/TE: The Civil War, 484–485; The Conflict Takes Shape, 486–489; No Easy Victory, 490–495; A Promise of Freedom, 496–499; Hardships of War, 500–504; The War Ends, 505–511; Review and Assessment, 512–513




• major turning points in the Civil War,

including Gettysburg

SE/TE: The Civil War, 484–485; The Conflict Takes Shape, 486–489; No Easy Victory, 490–495; A Promise of Freedom, 496–499; Hardships of War, 500–504; The War Ends, 505–511; Review and Assessment, 512–513




• unique nature of the Civil War (e.g., impact of

Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property)

SE/TE: Hardships of War, 500–504; The War Ends, 505–511; Review and Assessment, 512–513








(Continued) • unique nature of the Civil War (e.g., impact of

Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property)

(Continued) TECH: ExamView® Test Bank CD-ROM, Interactive


• role of African Americans

SE/TE: African American Contributions, 498–499;

Review and Assessment, 512–513 TE: 484A–484B TR: Unit Exercises: Chapter 17; Color



• purpose and effect of the Emancipation

Proclamation.

SE/TE: A Promise of Freedom, 496–499; Review and Assessment, 512–513




8. Analyze the character and lasting consequences of Reconstruction, to include:

• Reconstruction plans

SE/TE: Reconstruction and the Changing South, 514–515; Early Steps to Reunion, 516–519; Radical Reconstruction, 521–525; The South Under Reconstruction, 526–529; The End of Reconstruction, 530–533; Review and Assessment, 534–535




• impact of Lincoln’s assassination and the

impeachment of Andrew Johnson

SE/TE: Lincoln Is Assassinated, 518–519; The New President, 519; Impeachment and a New President, 523–524






(Continued) • impact of Lincoln’s assassination and the

impeachment of Andrew Johnson




• attempts to protect the rights and enhance the

opportunities for freemen by the 13th, 14th, and 15th Amendments to the United States Constitution

SE/TE: The New President, 519; Radical Reconstruction, 521–524



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Companion Web Site, and The Video Collection.

• post-Civil War segregation policies and their

resulting impact on racial issues in the United States.

SE/TE: Black Codes Anger Congress, 521–522; The South Under Reconstruction, 526–529



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM






5-8 Benchmark I-C World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration. Performance Standards Grade 6 1. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and

explain the importance of their contributions to later civilizations, to include:

• significance of river valleys • early irrigation and its impact on agriculture • forms of government ( e.g., the theocracies in

Egypt, dynasties in China) • effect on world economies and trade • key historical figures • religious traditions, cultural, and scientific

contributions ( e.g., writing systems, calendars, building of monuments such as the pyramids).

2. Describe and analyze the geographic, political, economic, religious, and social structures of early civilizations of India, to include:

• location and description of the river systems

and other topographical features that supported the rise of this civilization

• significance of the Aryan invasions • structure and function of the caste system • important aesthetic and intellectual traditions

(e.g., Sanskrit literature, medicine, metallurgy, mathematics including Hindu-Arabic numerals and the number zero

3. Describe and analyze the geographic, political, economic, religious, and social structures of the early civilizations in China, to include:

• location and description of the origins of

Chinese civilization in the Huang-He Valley, Shang dynasty

• geographical features of China that made governance and movement of ideas and goods difficult and served to isolate the country

• life of Confucius and the fundamental teachings of Confucianism and Taoism

• rule by dynasties (e.g., Shang, Qin, Han, Tang, and Ming)

• historical influence of China on other parts of the world ( e.g., tea, paper, wood block printing, compass, gunpowder).






4. Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs).

SE/TE: Prentice Hall’s The American Nation explores the history of our country from exploration to our current political climate. For related information see: Jewish and Christian Traditions pages 55–56 and the Muslim World pages 50–51

5. Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek,

Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations, to include:

• influence of Mediterranean geography on the

development and expansion of the civilizations

• development of concepts of government and citizenship ( e.g., democracy, republics, codification of laws, Code of Hammurabi)

• scientific and cultural advancements ( e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy)

• contributions and roles of key figures, ( e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus).

6. Compare and contrast the political and economic events and the social and geographic characteristics of Medieval European life and its enduring impacts on later civilizations, to include:

• creation and expansion of the Byzantine

empire

SE/TE: For related information see Greek and Roman Traditions pages 56–57.

• reasons for the fall of the Roman Empire

SE/TE: For related information see Greek and Roman

Traditions pages 56–57.

• new forms of government, feudalism, and the beginning of limited government with the Magna Carta

SE/TE: Magna Carta, 90, 123, 124, 213 TR: Unit Exercises; Color Transparencies, Chapter


Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM

• role of the Roman Catholic Church and its

monasteries; causes, course, and effects of the Crusades

SE/TE: For related information see The Middle Ages pages 58–59.

• impact of the Black Plague SE/TE: For related information see The Middle Ages pages 58–59.






• contributions and roles of key figures ( e.g., Charlemagne, Joan of Arc, Marco Polo).

SE/TE: For related information see The Renaissance Expands Horizons pages 59–60.

Grade 7

1. Compare and contrast the influence of Spain on the Western Hemisphere from colonization to the present.

SE/TE: The Spanish Cross the Pacific, 70–71; Spain Builds an Empire, 74–80; War with Spain, 550



Grade 8

1. Describe and explain the significance of the Line of Demarcation on the colonization of the New World.

SE/TE: For related information see Spain Builds an Empire pages 74–80 and Colonizing North America pages 81–86.



2. Compare and contrast the influence of European countries (e.g., England, France, Holland) on the development of colonies in the New World.

SE/TE: Colonizing North America, 81–86; Review and Assessment, 98–99



3. Describe and explain the impact the American Revolution on France and the French Revolution.

SE/TE: France and the American Revolution, 183–184; French Revolution, 284–285








5-8 Benchmark I-D—Skills: Research historical events and people from a variety of perspectives. Performance Standards Grade 6 1. Organize information by sequencing, categorizing,

identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions.

SE/TE: Skills for Life, 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556; Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535, 568–569


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Analyzing Primary Sources CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

2. Identify different points of view about an issue or

topic.

SE/TE: Skills for Life: Identifying Points of View, 172; Recognizing Points of View, 98, 141, 172, 197, 286, 292, 318, 331, 465, 474, 528; Supporting Point of View, 72, 153, 220, 257, 267, 270, 282, 290, 305, 319, 361, 364, 376, 377, 389, 393, 476, 482, 510, 524, 534



3. Use a decision-making process to identify a

situation that requires a solution; gather information, identify options, predict consequences, and take action to implement that solution.

SE/TE: Skills for Life: Making Decisions, 443; Making Decisions, 28, 32, 86, 105, 122, 170, 184, 268, 310, 443, 453, 466, 489, 491, 529



Grade 7 1. Analyze and evaluate information by developing

and applying criteria for selecting appropriate information and use it to answer critical questions.

SE/TE: Skills for Life, 10, 61, 73, 124, 161, 172, 219, 258, 295, 315, 347, 369, 390, 427, 443, 477, 511, 520, 556, 595, 611, 644, 667, 697, 723






(Continued) 1. Analyze and evaluate information by developing

and applying criteria for selecting appropriate information and use it to answer critical questions.

(Continued) SE/TE: 764, 795, 815, 855, 899; 33, 63, 99, 133, 163,

197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 513, 535



2. Demonstrate the ability to examine history from

the perspectives of the participants.

SE/TE: Setting the Scene, 4, 11, 20, 26, 36, 42, 50, 55, 68, 74, 81, 87, 93, 102, 108, 113, 120, 125, 140, 146, 155, 168, 173, 181, 186, 191, 200, 206, 211, 215, 248, 252, 259, 262, 265, 278, 284, 287, 291, 294, 302, 306, 312, 316, 320, 330, 337, 342, 348, 360, 365, 370, 380, 385, 391, 394, 398, 408, 413, 418, 422, 434, 439, 444, 448, 460, 463, 468, 473, 476, 478, 486, 490, 496, 500, 505, 516, 521, 526, 530; Add Skills for Life: 172, 556, 855; Chapter Review and Assessment: 197, 569, 869



3. Use the problem-solving process to identify a

problem; gather information, list and consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution using technology to present findings.

SE/TE: Skills for Life: Solving Problems, 520; Solving Problems, 25, 54, 204, 374, 481, 520, 535



Grade 8

1. Understand and apply the problem-solving skills for historical research, to include:

• use of primary and secondary sources

SE/TE: Skills for Life: Analyzing Primary Sources, 219; Evaluating Written Sources, 556; Primary Source, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 176, 214, 219, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523; History Through Literature, 64–64, 164–165, 298–299, 430–431






(Continued) • use of primary and secondary sources




• sequencing

SE/TE: Sequencing, 73, 404. See Timelines pages 2–4, 34–35, 66–67, 100–101, 138–139, 166–167, 198–199, 246–247, 276–277, 300–301, 328–329, 358–359, 378–379, 406–407, 432–433, 458–459, 484–485, 514–515.



• posing questions to be answered by historical

inquiry

SE/TE: Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535; Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251, 257, 264, 268, 282, 286, 290, 305, 310, 314, 319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533



• collecting, interpreting, and applying

information

SE/TE: Review and Assessment, 32–33, 62–63, 98–99, 132–133, 162–163, 196–197, 220–221, 270–271, 296–297, 326–327, 352–353, 376–377, 404–405, 428–429, 452–453, 482–483, 512–513, 534–535; Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251






(Continued) • collecting, interpreting, and applying

information

(Continued) SE/TE: 257, 264, 268, 282, 286, 290, 305, 310, 314,

319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533



• gathering and validating materials that present

a variety of perspectives.

SE/TE: Skills for Life: Analyzing Primary Sources, 219; Primary Source, 22, 52, 56, 70, 94, 110, 119, 126, 143, 175, 176, 214, 219, 293, 319, 339, 346, 373, 392, 419, 451, 466, 475, 497, 523; History Through Literature, 64–64, 164–165, 298–299, 430–431, 536–537



STRAND: GEOGRAPHY Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 5-8 Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues. Performance Standards Grade 6 1. Identify the location of places using latitude and

longitude.

SE/TE: Maps: Location, 8, 12, 16, 33, 37, 44, 51, 59, 76, 77, 82, 90, 103, 111, 115, 142, 144, 170, 182, 188, 192, 201, 203, 308, 317, 323, 340, 349, 363, 381, 386, 395, 400, 405, 410, 469, 479, 491, 507, 509







(Continued) 1. Identify the location of places using latitude and

longitude.


Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

2. Draw complex and accurate maps from memory

and interpret them to answer questions about the location of physical features.

SE/TE: For related information see Create a Map on pages 86, 99, and 197.

Grade 7 1. Describe ways that mental maps reflect attitudes

about places.

SE/TE: For related information see Skills for Life: Reviewing Map Skills page 10 and Create a Map on pages 86, 99, and 197.

2. Describe factors affecting location of human

activities, including land use patterns in urban, suburban, and rural areas.

SE/TE: Canals, 340–341; Road Systems, 337, 338–339; Urbanization, 335, 420, 421, 423


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

Grade 8 1. Describe patterns and processes of migration and

diffusion.

SE/TE: Colonizing North America, 81–91; The Thirteen Colonies, 100–133; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Resettlement of Native Americans, 371, 372, 373, 374, 376; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491








2. Provide a historic overview of patterns of population expansion into the West by the many diverse groups of people (e.g., Native Americans, European Americans, and others) to include movement into the Southwest along established settlement, trade, and rail routes.

SE/TE: Colonizing North America, 81–91; The Thirteen Colonies, 100–133; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Resettlement of Native Americans, 371, 372, 373, 374, 376; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491



5-8 Benchmark II-B: Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change. Performance Standards Grade 6 1. Explain how places change due to human activity. SE/TE: Settling the Western Frontier, 205; Westward

Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Homestead Act, 543



2. Explain how places and regions serve as cultural

symbols and explore the influences and effects of regional symbols.

SE/TE: For related information see: Lands and Climates of the United States, 11–19; Maps: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479








3. Identify a region by its formal, functional, or perceived characteristics.




Grade 7 1. Select and explore a region by its distinguishing

characteristics. SE/TE: For related information see: Lands and

Climates of the United States, 11–19; Maps: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479



2. Describe the role of technology in shaping the

characteristics of places. SE/TE: Connecting with Science and Technology:

How a Textile Mill Worked, 336; The Telegraph, 412; Scientific Discoveries and Technological Innovations, 26–27, 35, 131, 198, 333–334, 335, 408–409, 413–414, 418–420, 421, 422–426, 428, 492; Railroads, 409, 410, 411, 487, 540, 543, 544



3. Explain how and why regions change using global

examples.



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM






(Continued) 3. Explain how and why regions change using global

examples.

(Continued) SE/TE: For related information see: Lands and

Climates of the United States, 11–19; Maps: Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479



4. Describe geographically based pathways of inter-

regional interaction (e.g., Camino Real’s role in establishing a major trade and communication route in the New World, the significance of waterways).

SE/TE: Transportation Systems: Steam Transport, 339–340; The Canal Boom, 340–341; Automobiles, 553; Computers, 565; Railroads, 406, 410, 411, 487; Space Program, 541, 566; Wagon Trains, 380, 383, 384, 399



Grade 8 1. Describe how individual and cultural

characteristics affect perceptions of locales and regions.

SE/TE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49; The Thirteen English Colonies, 100–117; North and South, 406–431



2. Describe political, population, and economic

regions that result from patterns of human activity, using New Mexico as an example.









5-8 Benchmark II-C: Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes. Performance Standards Grade 6 1. Compare and contrast the influences of man-made

and natural environments upon ancient civilizations.

SE/TE: The First Civilizations of the Americas, 36–41; Native American Cultures, 42–49



Grade 7 1. Explain how differing perceptions of places,

people, and resources have affected events and conditions in the past.

SE/TE: Thinking Geographically, 4–9; Lands and Climates of the United States, 11–19; Connecting With Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506



2. Interpret and analyze geographic information

obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, symbolic representations [e.g., graphs, charts, diagrams, tables], personal documents, and interviews).

SE/TE: Thinking Geographically, 4–9; Lands and Climates of the United States, 11–19; Connecting With Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506; Maps: Critical Thinking, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515








3. Recognize geographic questions and understand how to plan and execute an inquiry to answer them.

SE/TE: Thinking Geographically, 4–9; Lands and Climates of the United States, 11–19; Connecting With Geography, 49, 205, 311, 495; Geography and History, 43, 193, 281, 350, 506; Maps: Critical Thinking, 3, 8, 10, 12, 16, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 199, 201, 203, 247, 277, 301, 308, 311, 317, 323, 329, 340, 349, 359, 363, 379, 381, 386, 390, 395, 400, 405, 407, 410, 433, 459, 469, 479, 485, 491, 495, 507, 509, 515



4. Explain a contemporary issue using geographic

knowledge, tools, and perspectives.




Grade 8 1. Explain and evaluate how changing perceptions of

place and the natural environment have affected human behavior









5-8 Benchmark II-D: Explain how physical processes shape the Earth’s surface patterns and biosystems. Performance Standards Grade 6 1. Describe how physical processes shape the

environmental patterns of air, land, water, plants and animals.




Grade 7 1. Explain how physical processes influence the

formation and location of resources.




2. Use data to interpret changing patterns of air, land,

water, plants, and animals. SE/TE: Thinking Geographically, 4–9; Lands and

Climates of the United States, 11–19 TR: See related Unit Exercises; Color








3. Explain how ecosystems influence settlements and societies.

SE/TE: Settling the Western Frontier, 205; Sodbusting on the Plains, 567; Dust Bowl, 765–767; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Homestead Act, 543



Grade 8 1. Explain how human activities and physical

processes influence change in ecosystems.

SE/TE: 79, 115-117337-339, 419, 533, 547, 549-551564, 567, 745, 758, 889-890

5-8 Benchmark II-E: Understand how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. Performance Standards Grade 6 1. Explain how human migration impacted places,

societies, and civilizations.

SE/TE: Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491; Colonizing North America, 81–91; The Thirteen Colonies, 100–133; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Homestead Act, 543; Resettlement of Native Americans, 371, 372, 373, 374, 376



2. Describe, locate, and compare different settlement

patterns throughout the world.

SE/TE: Settling the Western Frontier, 205; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Homestead Act, 543







(Continued) 2. Describe, locate, and compare different settlement

patterns throughout the world.



3. Explain how cultures create a cultural landscape,

locally and throughout the world, and how these landscapes change over time.

SE/TE: For related information: Life in the Colonies, 125–33; American Art and Literature, 448–451. See also Connecting with Culture pages 190, 283, 438, and 467.



Grade 7 1. Analyze New Mexico settlement patterns and their

impact on current issues.

SE/TE: New Mexico Territory, 391–392; Review and Assessment, 404–405; Thinking Geographically, 4–10; Lands and Climates of the United States, 11–19



2. Describe and analyze how the study of geography

is used to improve our quality of life, including urban and environmental planning

SE/TE: Thinking Geographically, 4–10; Lands and Climates of the United States, 11–19; Urbanization, 335, 420, 421, 423



3. Explain the accessibility to the New Mexico

territory via the Santa Fe Trail and the railroad, conflicts with indigenous peoples, and the resulting development of New Mexico.

SE/TE: New Mexico Territory, 391–392; Review and Assessment, 404–405







(Continued) 3. Explain the accessibility to the New Mexico

territory via the Santa Fe Trail and the railroad, conflicts with indigenous peoples, and the resulting development of New Mexico.



Grade 8 1. Explain and describe how movement of people

impacted and shaped western settlement of the United States (e.g., growth of towns and cities, affect upon native populations, railroads, livestock).

SE/TE: Colonizing North America, 81–91; The Thirteen Colonies, 100–133; Westward Migration, 337–341, 394–397, 398–402, 403, 404–405; Northwest Territory, 203, 205; Oregon Country, 380–384; Homestead Act, 543; Resettlement of Native Americans, 371, 372, 373, 374, 376; Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491



5-8 Benchmark II-F: Understand the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution, and relative importance of resources. Performance Standards Grade 6 1. Describe how human modifications to physical

environments and use of resources in one place often lead to changes in other places.

SE/TE: Canals, 340–341; Road Systems, 337, 338–339; Geography and History, 43, 193, 281, 350, 506



Grade 7 1. Describe and evaluate the use and distribution of

resources and their impact on countries throughout the world.

SE/TE: The Environment, 566 TR: See related Unit Exercises; Color







(Continued) 1. Describe and evaluate the use and distribution of

resources and their impact on countries throughout the world.



2. Describe how environmental events (e.g.,

hurricanes, tornados, floods) affect human activities and resources.




Grade 8 1. Describe the differing viewpoints that individuals

and groups have with respect to the use of resources.




STRAND: CIVICS AND GOVERNMENT Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. 5-8 Benchmark III-A: Understand the structure, functions, and powers of government (local, state, tribal and national). Performance Standards Grade 6 1. Describe the concept of democracy as developed

by the Greeks, and compare the evolution of democracies throughout the world.

SE/TE: Democracy, 56–57, 353, 360, 361, 434–435 TR: See related Unit Exercises; Color



2. Describe the concept of republic as developed by

the Romans and compare to other republican governments.

SE/TE: Greek and Roman Traditions, 56–57; The Lessons of Rome’s Republic, 211–212

TR: See related Unit Exercises; Color Transparencies, Chapter Tests






(Continued) 2. Describe the concept of republic as developed by

the Romans and compare to other republican governments.



Grade 7 1. Explain the structure and functions of New Mexico’s state government as expressed in the New Mexico

Constitution, to include:

• roles and methods of initiative, referendum, and recall processes

SE/TE: For related information see: Progressive Era pages 547–550

TR: Unit Exercises, Color Transparencies, Chapter Tests


• function of multiple executive offices

SE/TE: For related information see State and Local

Governments pages 262–264. TR: Unit Exercises: Chapter 8; Color



• election process ( e.g., primaries and general

elections)

SE/TE: Rights and Responsibilities of Citizenship, 265–268; Review and Assessment, 270–271; Elections, 230, 290, 294, 360, 361, 362, 363, 368, 374, 393, 416, 462, 473, 474, 478 479, 508, 509, 523, 524

TR: Unit Exercises: Chapter 8; Color Transparencies, Chapter Tests







• criminal justice system ( e.g., juvenile justice). SE/TE: The Judicial Branch, 256–257; Review and Assessment, 270–271



2. Explain the roles and relationships of different levels of the legislative process, to include:

• structure of New Mexico legislative districts (e.g., number of districts, students’ legislative district, representatives and senators of the students’ district).

SE/TE: For related information see State and Local Governments pages 262–264.



• the structure of the New Mexico Legislature

and leaders of the Legislature during the current session ( e.g., bicameral, House of Representatives and Senate, Speaker of the House of Representatives, Senate Pro Tem).




3. Compare the structure and functions of the

New Mexico Legislature with that of the state’s tribal governments (e.g., Pueblo Indian Council; Navajo, Apache, and Hopi nations).




Grade 8

1. Explain the structure and functions of the national government as expressed in the United States Constitution, and explain the powers granted to the three branches of government and those reserved to the people, states, and tribes, to include:

• the federal system dividing sovereignty between the states and the federal government, and their supporting bureaucracies

SE/TE: Federalism, 215–216, 251, 252–257, 303–305, 307







(Continued) • the federal system dividing sovereignty

between the states and the federal government, and their supporting bureaucracies



• the sovereignty of Native American tribes in

relation to state and federal governments (and government to government relationships)

SE/TE: For related information see Native Americans page 372 and 543.



• Bill of Rights, amendments to Constitution

SE/TE: The Bill of Rights, 215–219; The Constitution

of the United States of America, 223–245 TR: See related Unit Exercises; Color



• the primacy of individual liberty

SE/TE: Rights and Responsibilities of Citizenship, 265–268; Review and Assessment, 270–271



• Constitution is designed to secure our liberty

by both empowering and limiting central government

SE/TE: Ideas Behind the Constitution, 211–214; Constitution of the United States, 222–245; Government, Citizenship, and the Constitution 246–247; Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–258; Changing the Constitution, 259–261; State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269








(Continued) • Constitution is designed to secure our liberty

by both empowering and limiting central government

(Continued) TECH: Exploring Primary Sources CD-ROM,

Interactive Constitution CD-ROM, Companion Web Site

• struggles over the creation of the Bill of

Rights and its ratification

SE/TE: The Bill of Rights, 215–219; The Constitution of the United States of America, 223–245



• separation of powers through the development

of differing branches

SE/TE: Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–258



• John Marshall’s role in judicial review,

including Marbury v. Madison.

SE/TE: Strengthening the Supreme Court, 304–305; Review and Assessment, 326–327




2. Identify and describe a citizen's fundamental constitutional rights, to include:

• freedom of religion, expression, assembly, and press

SE/TE: Adding a Bill of Rights, 217–218; Goals and Principles of the Constitution, 248–251; Rights and Responsibilities of Citizenship, 265–268








• right to a fair trial




• equal protection and due process.




3. Describe the contributions of Native Americans in providing a model that was utilized in forming the United States government (Iroquois Nation).

SE/TE: Iroquois Confederacy, 47–48, 64–65, 72 TR: See related Unit Exercises; Color



4. Explain and describe how water rights and energy issues cross state and national boundaries.

SE/TE: State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271; Connecting to Today: California’s Water Wars, 401








5-8 Benchmark III-B: Explain the significance of symbols, icons, songs, traditions, and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity. Performance Standards Grade 6 1. Describe the significance of leadership in democratic societies and provide examples of local, national, and

international leadership, to include:

• qualities of leadership

SE/TE: For related information see American Profile pages 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, and 527.



• names and contributions New Mexico leaders

SE/TE: For related information see American Profile

pages 719, 796 TR: See related Unit Exercises; Color



• names and contributions of national leaders.

SE/TE: For related information see American Profile

pages 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, and 527.



Grade 7

1. Explain the concept of diversity and its significance within the political and social unity of New Mexico.

SE/TE: California and the Southwest, 391–393; Review and Assessment, 404–405; New Mexico, 617, 620, 621, 628






(Continued) 1. Explain the concept of diversity and its

significance within the political and social unity of New Mexico.

(Continued) TE: 378A–378D TR: Unit Exercises: Chapter 13; Color



2. Describe ways in which different groups maintain

their cultural heritage.

SE/TE: African Americans, 60, 91, 125, 186–188, 257, 259, 350, 402, 416, 417, 421, 423–424, 430–431, 437, 440, 471–472, 517–518, 520, 528, 521, 522–524, 528; Chinese Immigrants, 398, 402; Mexican Americans, 397, 401; Native Americans, 36–41, 42–47, 63, 72, 83–86, 89, 97, 106, 107, 110, 114–115, 141, 143–144, 301, 317, 322, 372, 382, 383, 384, 401–402



3. Explain how New Mexico’s state legislature and

other state legislatures identify symbols representative of a state.

SE/TE: State and Local Governments, 262–264; The Fifty States, 616; State Flags, 617



4. Identify official and unofficial public symbols of various cultures and describe how they are or are not exemplary of enduring elements of those cultures.

SE/TE: State and Local Governments, 262–264; The Fifty States, 616; State Flags, 617



Grade 8

1. Explain how the development of symbols, songs, traditions, and concepts of leadership reflect American beliefs and principles.

SE/TE: State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269






(Continued) 1. Explain how the development of symbols, songs,

traditions, and concepts of leadership reflect American beliefs and principles.

(Continued) SE/TE: The Fifty States, 616; State Flags, 617 TR: See related Unit Exercises; Color



2. Explain the importance of point of view and its

relationship to freedom of speech and press.




5-8 Benchmark III-C: Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government. Performance Standards Grade 6 1. Explain how Greek and Roman societies expanded

and advanced the role of citizen.

SE/TE: Greek and Roman Traditions, 56–57; The Lessons of Rome’s Republic, 211–212



2. Identify historical origins of democratic forms of

government (e.g., early civilizations, Native American governments).

SE/TE: Magna Carta, 90, 123, 124, 213; Mayflower Compact, 94–95, 213; House of Burgesses, 92, 213; Iroquois Confederacy, 47–48, 64–65, 72; Greek and Roman Traditions, 56–57; Ideas Behind the Constitution, 211–214








Grade 7 1. Compare and contrast New Mexico’s entry into

the United States with that of the original thirteen colonies.

SE/TE: New Mexico Territory, 391–392 TR: See related Unit Exercises; Color



2. Understand the structure and function of New

Mexico government as created by the New Mexico Constitution and how it supports local, tribal, and federal governments.

SE/TE: State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271



Grade 8 1. Describe political philosophies and concepts of government that became the foundation for the American

Revolution and the United States government, to include:

• ideas of the nature of government and rights of the individuals expressed in the Declaration of Independence with its roots in English philosophers ( e.g., John Locke)

SE/TE: The Colonies Declare Independence, 173–176; The Declaration of Independence, 177–180; Review and Assessment, 196–197



• concept of limited government and the rule of

law established in the Magna Carta and the English Bill of Rights

SE/TE: Magna Carta, 90, 123, 124, 213; English Bill of Rights, 123



• social covenant established in the Mayflower

Compact

SE/TE: Mayflower Compact, 94–95, 213 TR: See related Unit Exercises; Color

Transparencies, Chapter Tests TECH: ExamView® Test Bank CD-ROM






(Continued) • social covenant established in the Mayflower

Compact

(Continued) TECH: Interactive Textbook CD-ROM,

TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Interactive Constitution CD-ROM, Companion Web Site

• characteristics of representative governments

SE/TE: Democracy, 56–57, 353, 360, 361, 434–435;

Parliament, 106, 107, 211, 235, 251 TR: See related Unit Exercises; Color



• anti-Federalist and Federalist arguments

towards the new Constitution, including those expressed in The Federalist Papers

SE/TE: Ratification and the Bill of Rights, 215–219; Review and Assessment, 220–221



• concepts of federalism, democracy,

bicameralism, separation of powers, and checks and balances.

SE/TE: The Constitutional Convention, 206–210; Ideas Behind the Constitution, 211–214; Ratification and the Bill of Rights, 215–219; Review and Assessment, 220–221; Constitution of the United States, 222–245; Government, Citizenship, and the Constitution 246–247; Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–258; Changing the Constitution, 259–261; State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271

TR: See related Unit Exercises: Chapters 7 & 8; Color Transparencies, Chapter Tests


2. Explain the concept and practice of separation of

powers among the Congress, the president, and the Supreme Court.

SE/TE: Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–258






(Continued) 2. Explain the concept and practice of separation of

powers among the Congress, the president, and the Supreme Court.




3. Understand the fundamental principles of

American constitutional democracy, including how the government derives its power from the people.

SE/TE: Government, Citizenship, and the Constitution 246–247; Goals and Principles of the Constitution, 248–251; How the Federal Government Works, 252–258; Changing the Constitution, 259–261; State and Local Governments, 262–264; Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271



5-8 Benchmark III-D: Explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes, and countries. Performance Standards Grade 6 1. Understand that the nature of citizenship varies

among societies.




Grade 7 1. Explain the obligations and responsibilities of

citizenship (e.g., the obligations of upholding the Constitution, obeying the law, paying taxes, jury duty).

SE/TE: 211-213; Rights and Responsibilities of Citizenship, 265–269; Review and Assessment, 270–271








(Continued) 1. Explain the obligations and responsibilities of

citizenship (e.g., the obligations of upholding the Constitution, obeying the law, paying taxes, jury duty).

(Continued) TECH: Exploring Primary Sources CD-ROM,

Interactive Constitution CD-ROM, Companion Web Site

2. Explain the roles of citizens in political decision-making (e.g., voting, petitioning public officials, analyzing issues).




Grade 8 1. Explain basic law-making processes and how the

design of the United States Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., elections, political parties, interest groups).




2. Understand the multiplicity and complexity of

human rights issues.

SE/TE: Connecting to Today: Democracy in Action, 106; Parks for the People, 264; Stopping the Violence, 470; Involuntary Servitude, 519








STRAND: ECONOMICS Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

5-8 Benchmark IV-A: Explain and describe how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating. Performance Standards Grade 6 1. Explain and predict how people respond to

economic and intrinsic incentives.

SE/TE: For related information see Economics and Other Social Sciences pages 26–31.


TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

Grade 7 1. Explain how economic and intrinsic incentives

influence how individuals, households, businesses, governments, and societies allocate and use their scarce resources.




2. Explain why cooperation can yield higher benefits.

SE/TE: Labor Unions, 414, 415, 545, 561; A Global Economy, 565–566



Grade 8 1. Explain and provide examples of economic goals






2. Analyze the full costs and benefits of alternative uses of resources that will lead to productive use of resources today and in the future.

SE/TE: A Global Economy, 565–566 TR: See related Unit Exercises; Color


Textbook CD-ROM, TeacherEXPRESS™ CD-ROM, Exploring Primary Sources CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

3. Explain that tension between individuals, groups,

and/or countries is often based upon differential access to resources.




5-8 Benchmark IV-B: Explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services. Performance Standards Grade 6 1. Describe the characteristics of traditional,

command, market, and mixed economic systems.

SE/TE: Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; Fur Trade, 85–86; A Global Economy, 565–566



2. Explain how different economic systems affect the

allocation of resources.

SE/TE: Mercantilism, 120–121; Free Enterprise System, 581–582; Capitalism, 331; Trade, 43; Fur Trade, 85–86; A Global Economy, 565–566








3. Understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs).

SE/TE: For related information see: Business and Labor pages 544–545.

TR: Unit Exercises; Color Transparencies, Chapter Tests


Grade 7 1. Identify governmental activities that affect local,

state, tribal, and national economies.

SE/TE: Tariffs, 281, 296, 344, 345, 346, 370, 371; Taxation, 146, 148–153, 179, 201, 226, 227, 229, 241, 280, 282, 532; State and Local Governments, 262–264; Review and Assessment, 270–271



2. Analyze the impact of taxing and spending

decisions upon individuals, organizations, businesses, and various government entities.

SE/TE: Tariffs, 281, 296, 344, 345, 346, 370, 371; Taxation, 146, 148–153, 179, 201, 226, 227, 229, 241, 280, 282, 532; State and Local Governments, 262–264; Review and Assessment, 270–271



3. Explain the relationship of New Mexico with tribal

governments regarding compact issues (e.g., taxes, gambling revenue, rights of way).

SE/TE: For related information see New Mexico pages 616, 617, 620, 621, 628 and Housing on Indian Reservations page 543.

Grade 8 1. Describe the relationships among supply, demand,

and price and their roles in the United States market system.



TECH: ExamView® Test Bank CD-ROM, Interactive Textbook CD-ROM






(Continued) 1. Describe the relationships among supply, demand,

and price and their roles in the United States market system.

(Continued) TECH: TeacherEXPRESS™ CD-ROM, Exploring

Primary Sources CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

2. Identify how fundamental characteristics of the

United States’ economic system influence economic decision making (e.g., private property, profits, competition) at local, state, tribal, and national levels.

SE/TE: For related information see: Business and Labor pages 544–545; A Global Economy, 565–566; Tariffs, 281, 296, 344, 345, 346, 370, 371



3. Explain changing economic activities in the United

States and New Mexico and the role of technology in those changes.




4. Identify situations in which price and value diverge.




5. Describe the use of money over time (e.g., college funds beginning in elementary years, saving accounts, 401Ks).









5-8 Benchmark IV-C: Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world.

Performance Standards

Grade 6

1. Compare and contrast the trade patterns of early civilizations.

SE/TE: Trade Networks of Africa and Asia, 50–54; Review and Assessment, 64–65




2. Analyze the impact of the Neolithic agricultural

revolution on mankind and the impact of technological changes in the Bronze Age and the Iron Age.

SE/TE: For related information see The First Civilization of the Americas pages 36–41 and Native American Cultures pages 42–49.

Grade 7 1. Explain how specialization leads to

interdependence and describe ways most Americans depend on people in other households, communities, and nations for some of the goods they consume.

SE/TE: For related information see: Business and Labor pages 544–545. A Global Economy, 565–566



2. Understand the interdependencies between the

economies of New Mexico, the United States, and the world.




3. Understand the factors that currently limit New

Mexico from becoming an urban state, including the availability and allocation of water, and the extent to which New Mexico relies upon traditional economic forms ( e.g., the acequia systems, localized agricultural markets).

SE/TE: For related information see the Lands and Climates of the United States pages 11–19 and Economics and Other Social Sciences pages 26–31.


TECH: ExamView® Test Bank CD-ROM






(Continued) 3. Understand the factors that currently limit New

Mexico from becoming an urban state, including the availability and allocation of water, and the extent to which New Mexico relies upon traditional economic forms ( e.g., the acequia systems, localized agricultural markets).

(Continued) TECH: Interactive Textbook CD-ROM,

TeacherEXPRESS™ CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site

4. Describe the relationship between New Mexico, tribal, and United States economic systems.

SE/TE: For related information see Economics and Other Social Sciences pages 26–31 and Changes and Challenges pages 565–566.

5. Compare and contrast New Mexico commerce

with that of other states’ commerce.

SE/TE: For related information see Economics and Other Social Sciences pages 26–31 and Changes and Challenges pages 565–566.

Grade 8 1. Understand why various sections of the early

United States developed different patterns of economic activity and explore why and to what extent those differences remain today.

SE/TE: The New England Colonies, 102–107; The Middle Colonies, 108–112; The Southern Colonies, 113–119; The Industrial Revolution, 330–336; Industry in the North, 408–412; Cotton Kingdom in the South, 418–421



2. Understand how various economic forces resulted

in the Industrial Revolution in the 19th century.

SE/TE: For related information see: Business and Labor pages 544–545. A Global Economy, 565–566



3. Explain how economic interdependence between

countries around the world can improve the standard of living.









4. Explain the rise of the credit system and how the use of credit involves the use of someone else’s money at a certain interest rate, and explore the social impact of credit, pro and con.

SE/TE: For related information see A Global Economy, 565–566; 720



5. Explain the exchange rate as the price of a nation’s

currency.




6. Describe the role of technology in economic

development, historically and in the contemporary world.

SE/TE: Connecting with Science and Technology: How a Textile Mill Worked, 336; The Telegraph, 412; Scientific Discoveries and Technological Innovations, 26–27, 35, 131, 198, 333–334, 335, 408–409, 413–414, 418–420, 421, 422–426, 428, 492



7. Describe how “cost benefits” are determined by

individuals, groups, societies, and nations in capitalist systems.

SE/TE: The Industrial Revolution, 330–335; Industry in the North, 408–412; Cotton Kingdom in the South, 418–420. For related information see: Business and Labor pages 544–545.



Reference: http://164.64.166.11/cilt/downloads/standards/stand_ss.pdf

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