prentice hall world cultures: a global mosaic © 2004...

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

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

(Grade 9)

SE = Student Edition 1

OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 9

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

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

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

Grade 9 Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution.

SE: 18: types of government today

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

This standard is met in other Prentice Hall programs.

GRADE-LEVEL MAP: • Examine the sources of authority through history,

and explain popular sovereignty or consent of the governed as the source of legitimate authority of government in a representative democracy or democratic republic.

SE: 17-18: Forms of Government; 112: One-party rule; 645: Greek Ideas about Government

• Using both contemporary and historical examples, identify governments in the world that are, are not, examples of constitutional representative democracy.

SE: 17-18: Forms of Government; 112: One-party rule; 645: Greek Ideas about Government; 757-758: Poland's Path to Democracy/Other Victories for Democracy

• Use a variety of sources to compare and contrast

historical and contemporary examples of governments, both those with constitutions but unlimited government, and those with constitutions and limited government.

SE: 17-18: Forms of Government; 112: One-party rule; 533-535: A Parliamentary Democracy/Unity and Diversity; 645: Greek Ideas about Government; 735: Communist System of Government

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


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



Oregon Grade Level Map of Common Curriculum Goals, Content Standards and Eligible Content; (Grade 9)




GRADE-LEVEL MAP: Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared. Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. GRADE-LEVEL MAP: • Understand how laws are developed to provide

order, set limits, protect basic rights, and promote the common good.


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


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


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

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


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

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






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

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

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

political parties have influenced policy and decisions in world events.

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

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

Content Standard: Understand how the United States government relates and interacts with other nations. GRADE-LEVEL MAP: • Explain how world organizations and

governments have interacted.

SE: 42-43: Growing Interdependence/International and Regional Organizations; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances; 682: Europe in Two World Wars/World War II/Effects of the War; 366: China and the World/China and the West Influence in the Developing World/Isolation Ends; 614-615: Regional and Global Issues/Two Wars in the Persian Gulf; 134, 696-697, 758

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

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






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

(Continued) SE: 111-112: Steps Toward Development/Building

Governments; 596-597: Changing Economic and Social Patterns/Economic Goals and Growth; 483-484, 497-498, 688-689

Content Standard: Understand that there are different ways for governments to be organized and to hold power.

SE: 17-18: Forms of Government; 86-87: Patterns of Government

GRADE-LEVEL MAP: • Explain how governments of various countries

are organized and compare and contrast them with the government of the United States.

SE: 86-87: Patterns of Life/Patterns of Government; 735-737: A Totalitarian State/Communist System of Government/A Dishonorable Agreement/Life Under Siege; 533-535: Canada Today/A Parliamentary Democracy; 596-597: Changing Economic and Social Patterns/Economic Goals and Growth; 688-689: Political Directions/European Democracies

• Identify international organizations of global

power and influence (North Atlantic Treaty Organization/ NATO, the United Nations, the European Union, Association of Southeast Asian Nations/ASEAN), and report on the influence and limits to influence that each experiences.

SE: 42-43: Growing Interdependence/International and Regional Organizations; 758: Revolution in Eastern Europe/Other Victories for Democracy/Progress; 678: Europe in Two World Wars/World War I/Peace Settlements; 688: Political Directions/Cold War Policies/The Marshall Plan/Military Alliances; 696-697: Regional and Global Issues/European Security

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

SE: 103: Effects of European Rule/French Colonial Rule/Power; 225: Regional and Global Issues/Chinese Rule in Tibet; 276: War in Southeast Asia/The French in Indochina; 383: The Two Koreas/Effects of War; 467: Patterns of Life/Country Life; 616

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

resolution, and their affects on society (historical and contemporary examples).

SE: 275-280: War in Southeast Asia/Struggle Against France/A Divided Nation/American Involvement/A Slow Return to Peace/Tragedy in Cambodia/Escape from the Killing Fields/Effects of the War; 382-386: The Two Koreas/War in Korea/South Korea Today/North Korea Today/Outlook for the Future; 615-620: The Arab-Israeli Conflict/The Founding of Israel/Continued Conflict/Building a Nation/The Struggle to Achieve Peace/The Return of Violence






(Continued) • Analyze the nature of war and conflicts, their

resolution, and their affects on society (historical and contemporary examples).

(Continued) SE: 675-682: Europe in Two World Wars/Growth of

Nationalism/The Road to War/World War I/Rise of Dictators/World War II; 750-755: Russia’s Foreign Policy/The Expanding Soviet Union/The Soviet Union and the United States/The Soviet Union and the Developing World/Russia and the World Today/The Smaller Republics

• Point out specific situations where human or

cultural factors are involved in global conflict situations and identify different viewpoints in the conflict; create scenarios under which these cultural factors would no longer trigger conflict.

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

ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy. Grade 9 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity).

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

Content Standard: Understand the economic concept of scarcity.

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

GRADE-LEVEL MAP: • Explain how consumers and producers confront

the condition of scarcity, by making choices about goods, services, and time.

SE: 555: Adapting to scarcity

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

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






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

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

GRADE-LEVEL MAP: • Knows examples from world history that

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

SE: 228-229: Nuclear Power in India/ Environmental Issues; 499 Economic Challenges; 554: Clash Over the Euphrates; 692-294: Working Toward Unity

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

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

Content Standard: Understand the concept of supply and demand.


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

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

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

SE: 18-19: Economic Systems; 112-114: Economic Systems; 734-735: A planned economy/Industrial development/Collectivizing agriculture

GRADE-LEVEL MAP: • Compare and contrast how the various economic

systems (traditional, market, command, mixed) answer the questions: What to produce? How to produce it? And for whom to produce?

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






• Analyze the impact of economic decisions in various countries. (What goods and services will be produced? How will they be produced? Who will buy them?)

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

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

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

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

SE: 38-39: World Economic Patterns/Goals of Modernization

GRADE-LEVEL MAP: • Understand that government can affect

international trade through tariffs, quotas, and trade agreements. Tariffs are taxes placed on imports to increase their price in the domestic market. There are two kinds or tariffs—protective tariffs and revenue tariffs. Quotas are used when foreign goods are priced so cheaply that even a high tariff may not protect domestic manufacturers. Trade barriers are meant to protect domestic industries, but often lead to trade retaliation, less trade and higher consumer prices. High tariffs often hurt more than they help. Nations make trade agreements with other countries to selectively reduce tariffs. Trade barriers can also be imposed for political or social reasons (blockades and/or embargoes) to punish or pressure; restrictions to protect health, safety, or the environment.

SE: 38-39: World Economic Patterns/Goals of Modernization; 419-420: Japan and the World/Japan and the Global Economy; 495: Mexico/Economic Development/Free Trade; 612-614: Regional and Global Issues/The Power of OPEC

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

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






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

SE: 45: The global economy; 513: Free trade

GRADE-LEVEL MAP: • Explain how changes in exchange rates of

currencies impact the purchasing power of people in the United States and other countries.

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

SE: 33: A money economy; 103: The money economy

GRADE-LEVEL MAP: Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance.


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


GRADE-LEVEL MAP: GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.

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

Grade 9 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region.

SE: 3-7: Exploring the World Around Us/Movement/Region; 8-13: Understanding the Physical World/Tools of Geographers/Special Purpose Maps/Maps and Culture/Major Landforms/Climate Zones

Content Standard: Understand and use spatial concepts of geography.

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

GRADE-LEVEL MAP: • Read a topographical map to interpret its

symbols. Determine the landforms and human features that represent physical and cultural characteristics.

SE: 10-11: Understanding the Physical World/Special Purpose Maps/Maps and Culture/Major Landforms/Climate Zones; 62: Climate and Diversity/Map Study/Africa: Climate Regions






(Continued) • Read a topographical map to interpret its

symbols. Determine the landforms and human features that represent physical and cultural characteristics.

(Continued) SE: 164: The Shape of the Land/Map Study/South

Asia: Physical; 251: The Shape of the Land/Map Study/Southeast Asia: Physical; 376: Geographic Setting/Map Study/Korea: Physical; 391, 440, 552, 641, 708

• Understand the advantages and disadvantages of

using various geographic representations (maps, including topographic, charges, graphs, globes, photographs, pictures, models, databases, satellite-produced images) to depict and solve geographic problems (e.g., problems related to location movement human-environment interactions).

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

• Demonstrate that, as an attempt to represent the round earth on flat paper, all maps distort, and be able to evaluate the distortion associated with any given projection.

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

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

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

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

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

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

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

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






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

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

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

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

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

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

GRADE-LEVEL MAP: • Locate, identify and explain changes in political

boundaries since 1900 (changes in the map of Europe, Africa and the Middle East after World War I—what was changed and why), divisions of Germany and Berlin and other changes in political boundaries after World War II.

SE: 99: Age of European Imperialism/Map Study/Scramble for Africa, 1880-1914; 267: European Influence/Map Study/Foreign Possessions in Southeast Asia to 1914; 506: Latin America and the United States/Map Study/Foreign Influence in the Caribbean, 1898-1917; 617: The Arab-Israeli Conflict/Map Study/Arab-Israeli Conflict; 681: Europe in Two World Wars/Map Study/World War II in Europe and North Africa; 637, 732, 754

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

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

Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. GRADE-LEVEL MAP: • Know and apply the subcategories of physical and

cultural characteristics when describing any given place.

SE: 391: A World Apart/Map Study/Japan: Physical; 440: The Shape of the Land/Map Study/Latin America: Physical; 524: Geographic Setting/Map Study/Canada: Physical






(Continued) • Know and apply the subcategories of physical and

cultural characteristics when describing any given place.

(Continued) SE: 552: The Land and the People/Map Study/The

Middle East and North Africa: Physical; 640: Geographic Setting/Map Study/Western Europe: Physical; 300, 324, 376, 708, 723

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

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

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

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

Content Standard: Understand the distribution and movement of people, ideas, and products. GRADE-LEVEL MAP: • Evaluate the impact of human migration on

patterns of spatial variations (e.g., settlement patterns during the Industrial Revolution, refugee movements).Explain how technology affects the diffusion of culture (e.g., mass media, transportation networks).Develop maps of human migration and settlement patterns at different times in history, and compare to the present.

SE: 100: Age of European Imperialism/Struggle for South Africa; 117-120: Changing Patterns of Life/Growth of Cities/A Long Trek to Work/Effects of Urbanization; 486-488: Changing Patterns of Life/Move to the Cities/Rural Life

• Hypothesize about the impact of push/pull factors on human migration in selected regions and about the changes in these factors over time.

SE: 117: Growth of Cities; 230: the World of Cities; 491-492: Migration to El Norte

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

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






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

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

GRADE-LEVEL MAP: • Explain the concept of population dynamics, and

through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country.

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

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

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

Content Standard: Understand how humans affect the physical environment.

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

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

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

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

SE: 526-527: Energy resources






GRADE-LEVEL MAP: • Identify human-caused threats to the world’s

environment: atmospheric and surface pollution, deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction. Map the worldwide occurrence of each of these phenomena.

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

• Examine the characteristics of major global environmental changes (Examples: global warming or the decline of certain species of flora and fauna; and assess whether the changes are the result of human action, natural causes, or both).

SE: 613: Regional and Global Issues/Fresh Water from Salty Seas; 554: The Land and the People/Clash Over the Euphrates; 711: Geographic Setting/Can Siberia Be Saved; 698: Regional and Global Issues/Environmental Issues; 213: Economic Development/Graph Skills/The Green Revolution in India; 493: Mexico/Map Study/Mexico: Land Use and Resources

• Identify ways in which occurrences in the natural

environment can be a hazard to humans: earthquakes, volcanic eruptions, tornadoes, flooding, hurricanes, and cyclones, lightening-triggered fires.

SE: 165-168: Climate and Resources/The Monsoons/Flooding and Storms in Bangladesh/Waves as High as the Mountains

• Examine ways that people in different parts of the world have adapted to the physical environment.

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

• Evaluate ways in which technology has expanded

the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters.

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

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

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

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

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

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

The standard is met in other Prentice Hall programs.






Grade 9 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships.

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

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

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

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

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

SE: 27-32: Patterns of Early Civilizations/Stone Age People/The 1st Civilizations; 71-73: Early Civilizations of Africa/Tracking the Evidence/Records on Stone/Nile Valley Civilization; 170-171: Early Civilizations of India/Indus Valley Civilization/Unsolved Puzzles/Decline of the Indus Valley Civilizations; 447-454: Early Civilizations/The First Americans/Maya Cities/Maya Achievements/The Aztec Empire/The Inca Empire/The Great Empires Fall/Resistance and Survival; 556-560: Early Civilizations/Sumerian Civilization/Warfare and Trade Spread Culture/Cultural Diffusion; 249-257, 393-397, 713-716

• Interpret maps and time lines depicting major

events in World History during the period studied.

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

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

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






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

SE: Understanding Causes and Effects: 54, 156, 175, 220, 281, 387, 409, 427, 434, 455, 567, 628, 657, 727

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

associated with the period of history studied.

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

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

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

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

SE: 19-22: How Cultures Change Time lines: 1, 56, 158, 246, 320, 436, 548,

636/Constructing a Time Line: 131, 199, 263, 281, 627; 105: Understanding Sequence; 150: Reading a Time Line; 207: the Untouchables: Turning From the Past; 362: Chinese Marriage Customs; 749: Religious Revival

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

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

SE: 13-18: The Meaning of Culture/Elements of Culture/Social Organizations/Customs and Traditions/Language Arts and Literature/Religion/Forms of Government/Economic Systems; 19-22: How Cultures Change/Causes of Cultural Change/Diffusion/Tradition and Change; 389-392: A World Apart/A Chain of Islands/Landforms and Climate/Limited Mineral Resources/People of Japan; 733-738: A Totalitarian State/Stalin in Power/Communist System of Government/A Dishonorable Agreement/Life Under Siege/Victory and Aftermath/Stalin’s Successors/The Soviet Economy; 613: Regional and Global Issues/Science and Technology/Fresh Water from Salty Sea






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

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

(Continued) SE: 242-243: Global Connections/Champions of Non-

Violence; 534, 350-354, 209-213, 644-650

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

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

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

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

• Consider patterns of change and continuity in

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

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

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

SE: 151: Skill Lesson 4/Recognizing Facts and Opinions: Lifting Sanctions Against South Africa; 629: Skill Lesson 14/Comparing Points of View/Economic Sanctions Against Iraq






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

(Continued) SE: 767: Skill Lesson 16/Identifying Cultural Bias: An

Englishman Looks at Russian People

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

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

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

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

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

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

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

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

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

GRADE-LEVEL MAP: • See grade-level maps for Civics, Economics,

Geography, for linking strategies.






Grade 9 WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history.

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

GRADE-LEVEL MAP: • Understand how innovations in industry and

transportation created the factory system, which led to the Industrial Revolution and transformed capitalism: innovations in industry (steam power, machinery, mass production) and transportation (canals, road, railroads) created the factory system, which led to the Industrial Revolution. How the Industrial Revolution transformed capitalism (emergence of the corporation).

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

• Understand the concepts of imperialism and nationalism: the concept of imperialism (the domination of the political, economic and cultural life of one country or region by another) and nationalism (feelings of national pride and a desire to promote national interests).Understand how European colonizers interacted with indigenous populations of Africa, India and Southeast Asia, and how the native populations responded: concern with profits and securing valuable resources, colonial governments ruled harshly; Africans demanded freedom; Indians rebelled (Sepoy Rebellion), and Chinese rebelled (Boxer Rebellion).Understand the major consequences of imperialism in Asia and Africa at the turn of the century: most of Africa was under foreign rule. Britain controlled India, European nations controlled trade in China, the French controlled southeast Asia; Germany and Italy were among the last to race for colonies; imperialism as one cause of World War I.

SE: 35-37: Shaping the Industrial World/Imperialism and Nationalism; 106-108: Winning Independence/African Nationalism; 271-273: A New Political Map/Growing Nationalism/The Road to Independence/Challenges for the New Nations; 676-677: Europe in Two World Wars/Growth of Nationalism: 97-102: Age of European Imperialism/Europeans Explore Africa/European Motives/The Scramble for Colonies/African Resistance/Struggle for South Africa; 193-198: India Under British Rule/Mughal Emperors and European Traders/East India Company Rule/British Rule/Effects of British Rule/Indian Nationalism; 102-104, 200-204, 583--588






• Understand Japanese expansion overseas and the consequences for Japan and Asia during the 20th century: desire for raw materials; Japanese invasion of Manchuria marks beginning of Japanese aggression that will lead to World War II.

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

• Understand the impact of the Chinese Revolution of 1911, and the cause of China’s Communist Revolution in 1949: overthrow of Manchu Dynasty (end of imperial rule) and establishment of the Chinese Republic under Sun Yat-sen, and the causes of China’s Communist Revolution of 1949: democracy promised but not delivered and failure to solve economic problems contributed to the appeal of the Communist Party; formation of the People’s Republic of China and role of Mao Zedong.

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

• Identify and understand the causes and consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world: the causes and consequences of the Russian Revolution of 1917: The czarist government was weak, corrupt and inefficient during World War I; Russian armies suffering huge defeats; food was scarce; workers were discontented; Russian czars resisted change and reform. Czar overthrown and Communists gain power (role of Lenin), civil war erupts; Lenin dies and Stalin assumes power; life in the Soviet Union under Stalin, and the impact on politics in the United States in the 1920s (the Russian Revolution introduces Communism as a new political structure to the world with a focus on a command economy, abolition of private property and religion, and totalitarian rule. Tensions rise between capitalist and socialist philosophies resulting in America’s first “Red Scare” highlighted by the Palmer Raids and the Sacco-Vanzetti trial).

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

• Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917: most land in hands of wealthy landowners, foreign investment and control, extreme poverty among peasants; American intervention contributes to long-term legacy of resentment and distrust.

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






• Identify and understand the causes of WWI and the reasons why the United States entered this war: militarism, nationalism, imperialism, system of alliance (Central Powers: Germany Austria-Hungary, Ottoman Empire; Allies: Great Britain, France, Italy, Russia); assassination of Archduke Franz Ferdinand by a Serbian nationalist. German submarine warfare, British propaganda, Zimmerman Note.

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

• Understand the character of the war on the western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war: new technology—poison gas, tanks, machine guns, airplanes, submarines.

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

Grade 9 U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history.


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


GRADE-LEVEL MAP: Grade 9 STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon. Content Standard: Understand and interpret events, issues, and developments in Oregon history.


GRADE-LEVEL MAP: • Identify significant connections between Oregon

and the period of history studied.






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


GRADE-LEVEL MAP: Make appropriate connections between the local community and events in the period of history studied. SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences.


Grade 9 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood.

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

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

SE: Connecting to Today: 55,245, 773; 157: Creating a Database; 435: Preparing an Oral Report on Taiwan

GRADE-LEVEL MAP:

• Prioritize the importance of different current events and defend the ranking.

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

• Identify problems of concern from current events.

SE: 773: Connecting to Today

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

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






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

SE: Connecting to Today: 55,245, 773; 157: Creating a Database; 435: Preparing an Oral Report on Taiwan

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

source documents to increase understanding.

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

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

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

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

SE: 151: Recognizing Facts and Opinions; 312: Using a Primary Source; 629: Comparing Points of View

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

different historical perspectives.

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

Common Curriculum Goal: Identify and analyze an issue.

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






Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. GRADE-LEVEL MAP: • Practice determining cause and effect

relationships.

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

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

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

Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion. GRADE-LEVEL MAP: • Identify possible solutions for a particular

problem.

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

• Compare solutions to a particular problem.

SE: 319: Unit 4 Review/Learning by Doing/Holding a

Debate; 657: Chapter 29 Review/Thinking Critically/Identifying Alternatives; 634: Unit 7 Review/Thinking Critically/Making Global Connections

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