prentice hall america: pathways to the present, modern

Prentice Hall America: Pathways to the Present, Modern American History Edition © 2005

Correlated to: Oregon Grade Level Map of Common Curriculum Goals,

Content Standards and Eligible Content (Grade 9)

SE = Student Edition TE = Teacher 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. 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/TE: 42–44: The Road to Independence/Issues Leading to the Revolution; 45–46: The Road to Independence/Revolutionary Ideas; 50–53: Declaration of Independence; 57–59: The Constitution of the United States/The Constitutional Convention; 59–61: The Constitution of the United States/Government Structure Under the Constitution

Additional references can be found on the following pages: 57–59, 61–62

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



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.



Prentice Hall America: Pathways to the Present, Modern American History Edition © 2005 Correlated to:

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




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

SE/TE: 42–44: The Road to Independence/Issues Leading to the Revolution; 45–46: The Road to Independence/Revolutionary Ideas; 50–53: Declaration of Independence; 57–59: The Constitution of the United States/The Constitutional Convention; 59–61: The Constitution of the United States/Government Structure Under the Constitution; 568-574; The Rise of Dictators; 885 Tiananmen Square


• 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/TE: 42–44: The Road to Independence/Issues Leading to the Revolution; 45–46: The Road to Independence/Revolutionary Ideas; 50–53: Declaration of Independence; 57–59: The Constitution of the United States/The Constitutional Convention; 59–61: The Constitution of the United States/Government Structure Under the Constitution; 568-574; The Rise of Dictators; 885 Tiananmen Square


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

SE/TE: 59–61: The Constitution of the United States/Government Structure Under the Constitution; 65–88: The Constitution of the United States

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

SE/TE: 59–61: The Constitution of the United States/Government Structure Under the Constitution; 65–88: The Constitution of the United States

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

SE/TE: 59–61: The Constitution of the United States/Government Structure Under the Constitution; 65–88: The Constitution of the United States/United States Constitution; 673: Government/Checks and Balances

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

SE/TE: 59–61: The Constitution of the United States/Government Structure Under the Constitution; 65–88: The Constitution of the United States/United States Constitution; 673: Government/Checks and Balances






GRADE-LEVEL MAP: • Understand how laws are developed to provide

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

SE/TE: 59–61: The Constitution of the United States/Government Structure Under the Constitution; 471: Government/How Laws Are Challenged

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

SE/TE: 80-82 The Bill of Rights; 405: Focus on Citizenship/Women in Law Practice; 615: Focus on Citizenship/New Mexico National Guard; 658: Focus on Citizenship/Declaration of Conscience; 703: Focus on Citizenship/Dr. Hector Garcia; 806: Focus on Citizenship/The Twenty-Sixth Amendment

Additional references can be found on the following pages: 28, 44, 215, 273, 299

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

SE/TE: 80-82 The Bill of Rights; 405: Focus on Citizenship/Women in Law Practice; 615: Focus on Citizenship/New Mexico National Guard; 658: Focus on Citizenship/Declaration of Conscience; 703: Focus on Citizenship/Dr. Hector Garcia; 806: Focus on Citizenship/The Twenty-Sixth Amendment


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).

SE/TE: 405: Focus on Citizenship/Women in Law Practice; 615: Focus on Citizenship/New Mexico National Guard; 658: Focus on Citizenship/Declaration of Conscience; 703: Focus on Citizenship/Dr. Hector Garcia; 806: Focus on Citizenship/The Twenty-Sixth Amendment







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/TE: 129: Religion and Reform/The Antislavery Movement; 131–133: Religion and Reform/Women’s Changing Role; 389–395: The Progressive Reform Era/Progressive Legislation; 657–661: The Cold War/The Continuing Cold War; 777–780: An Era of Activism/The Counterculture


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

SE/TE: 129: Religion and Reform/The Antislavery Movement; 131–133: Religion and Reform/Women’s Changing Role; 389–395: The Progressive Reform Era/Progressive Legislation; 657–661: The Cold War/The Continuing Cold War; 777–780: An Era of Activism/The Counterculture


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

political parties have influenced policy and decisions in world events.

SE/TE: 91: Liberty vs. Order/Political Parties; 696–729: A Period of Turmoil and Change/The Civil Rights Movement






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/TE: 647–648: The Cold War Heats Up/NATO; 915: Trade and the Global Economy/NAFTA; 915: Trade and the Global Economy/GATT and WTO; 637: Origins of the Cold War/The United Nations; 438–439: Global Peacemaker/The Peace Treaty

Additional references can be found on the following pages: 599, 653, 905, 907

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

SE/TE: 647–648: The Cold War Heats Up/NATO; 915: Trade and the Global Economy/NAFTA; 915: Trade and the Global Economy/GATT and WTO; 637: Origins of the Cold War/The United Nations; 438–439: Global Peacemaker/The Peace Treaty


GRADE-LEVEL MAP: • Explain how world organizations and

governments have interacted. SE/TE: 647–648: The Cold War Heats Up/NATO;

915: Trade and the Global Economy/NAFTA; 915: Trade and the Global Economy/GATT and WTO; 637: Origins of the Cold War/The United Nations; 438–439: Global Peacemaker/The Peace Treaty


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

SE/TE: 6: The European World/The Early Middles Ages; 222–223: American Pathways/Government; 247–248: The Great Strikes/Gulf Between Rich and Poor


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








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

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

SE/TE: 6: The European World/The Early Middles Ages; 222–223: American Pathways/Government; 247–248: The Great Strikes/Gulf Between Rich and Poor; 568-574; The Rise of Dictators; 885 Tiananmen Square


• 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/TE: 647–648: The Cold War Heats Up/NATO; 915: Trade and the Global Economy/NAFTA; 915: Trade and the Global Economy/GATT and WTO; 915 The European Union; 637: Origins of the Cold War/The United Nations; 438–439: Global Peacemaker/The Peace Treaty


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



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

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

SE/TE: 261–267: Looking to the West/Conflict with Native Americans; 412–413: The United States on the Brink of Change/The World War I era; 790–819: A Period of Turmoil and Change/The Vietnam War

Additional references can be found on the following pages: 566–591, 592–631, 634–663, 901–909

• 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/TE: 207: Government/Civil Rights; 262: Government/Acquiring Indian Lands; 424: Focus on Citizenship/The Price of Pacifism; 426: Focus on Citizenship/Conscientious Objectors;

658: Focus on Citizenship/Declaration of Conscience






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/TE: 501: Economics/Florida Land Boom Ends; 226–235: The Expansion of American Industry/A Technological Revolution; 237–242: The Expansion of American Industry/The Growth of Big Business; 243–246The Expansion of American Industry/Industrialization and Workers

Content Standard: Understand the economic concept of scarcity.


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

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


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

SE/TE: 227: Economics/Buying Stock; 242: Economics/The Panic of 1893; 278: Economics/Monetary Policy; 550: Economics/Deficit and Debt; 915: Economics/Tariffs

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

SE/TE: 227: Economics/Buying Stock; 242: Economics/The Panic of 1893; 278: Economics/Monetary Policy; 550: Economics/Deficit and Debt; 915: Economics/Tariffs






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/TE: 226–235: The Expansion of American Industry/A Technological Revolution; 237–242: The Expansion of American Industry/The Growth of Big Business; 243–246The Expansion of American Industry/Industrialization and Workers; 508–512: Crash and Depression/The Stock Market Crash; 536–544: The New Deal/Forging a New Deal

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


Content Standard: Understand the concept of supply and demand.


Additional references can be found on the following pages: 874–875, 878–879, 895, 908–909

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


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

SE/TE: 247–248: The Great Strikes/Gulf Between Rich and Poor; 920–921: American Pathways/Economics






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?


• 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?)


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

SE/TE: 874–875: The Reagan Revolution/Recession and Recovery; 878–879: Reagan’s Second Term/An Evolving Economy; 880: Reagan’s Hands Off Style/The S & L Scandal; 895: Politics in Recent Years/Economic Reform; 908–909: The United States in a New World/Trade and the Global Economy

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

SE/TE: 874–875: The Reagan Revolution/Recession and Recovery; 878–879: Reagan’s Second Term/An Evolving Economy; 880: Reagan’s Hands Off Style/The S & L Scandal; 895: Politics in Recent Years/Economic Reform; 908–909: The United States in a New World/Trade and the Global Economy

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/TE: 915: Economics/Tariffs; 372–375: Becoming a World Power/Debating America’s New Role; 644: The Cold War Heats Up/The Marshall Plan; 908–909: The United States in a New World/Trade and the Global Economy






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

SE/TE: 908–909: The United States in a New World/Trade and the Global Economy

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

SE/TE: 372–375: Becoming a World Power/Debating America’s New Role; 644: The Cold War Heats Up/The Marshall Plan; 908–909: The United States in a New World/Trade and the Global Economy

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

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

SE/TE: 908–909: The United States in a New World/Trade and the Global Economy; 915: Trade and the Global Economy/NAFTA; 915: Trade and the Global Economy/GATT and WTO

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

SE/TE: 278: Populism/The Money Issue; 278–279: Populism/The Gold Bug; 279: Populism/Silverettes; 537: The First Hundred Days/Stabilizing Financial Institutions

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

SE/TE: 278: Populism/The Money Issue; 278–279: Populism/The Gold Bug; 279: Populism/Silverettes; 537: The First Hundred Days/Stabilizing Financial Institutions

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

SE/TE: For related information see: 278: Economics/Monetary Policy; 509: Economics/Business Cycle; 550: Economics/Deficit and Debt

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.

SE/TE: For related information see: 278: Economics/Monetary Policy; 509: Economics/Business Cycle; 550: Economics/Deficit and Debt






GRADE-LEVEL MAP: GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Grade 9 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region.

SE/TE: 217: Skills for Life/Using Maps to Show Change Over Time; 236: Skills for Life/Using Cross-Sectional Maps; 869: Skills for Life/Analyzing Trends in Electoral College Maps


Content Standard: Understand and use spatial concepts of geography.



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

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

SE/TE: 957: Illustrated Databank/United States Physical Features

• 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/TE: 217: Skills for Life/Using Maps to Show Change Over Time; 236: Skills for Life/Using Cross-Sectional Maps; 869: Skills for Life/Analyzing Trends in Electoral College Maps; 914: GIS image


• 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.








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

SE/TE: 217: Skills for Life/Using Maps to Show Change Over Time; 236: Skills for Life/Using Cross-Sectional Maps; 869: Skills for Life/Analyzing Trends in Electoral College Maps; 914: GIS image


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



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/TE: 378: Geography in History/Building the Panama Canal; 504: Geography in History/Taking to the Highway; 690: Geography in History/The Rise of the Suburbs; 788: Geography in History/The Environmental Movement; 890: Geography in History/The Rise of the Sunbelt


• 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/TE: 217: Skills for Life/Using Maps to Show Change Over Time; 236: Skills for Life/Using Cross-Sectional Maps; 788: Geography in History/The Environmental Movement; 890: Geography in History/The Rise of the Sunbelt

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


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







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/TE: 440: Europe After World War I; 593: Map/Hitler’s Europe; 606: Map/D-Day Invasion; 641: Map/Cold War Divisions; 646: Map/Divided Germany and Berlin

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/TE: 258–260: Looking to the West/Moving West; 268–276: Looking to the West/Mining, Ranching, and Farming; 286: Geography in History/Settling the Great Plains; 514: Geography/Weather in the Dust Bowl; 783: Geography/The Everglades

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

SE/TE: 258–260: Looking to the West/Moving West; 268–276: Looking to the West/Mining, Ranching, and Farming; 286: Geography in History/Settling the Great Plains; 514: Geography/Weather in the Dust Bowl; 783: Geography/The Everglades

GRADE-LEVEL MAP: • Know and apply the subcategories of physical and

cultural characteristics when describing any given place.


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

SE/TE: 258–260: Looking to the West/Moving West; 268–276: Looking to the West/Mining, Ranching, and Farming; 297–303: Politics, Immigration, and Urban Life/People on the Move; 304–309: Politics, Immigration, and Urban Life/The Challenge of the Cites; 352–356: Becoming a World Power/The Pressure to Expand

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/TE: 297–303: Politics, Immigration, and Urban Life/People on the Move; 304–309: Politics, Immigration, and Urban Life/The Challenge of the Cites; 540: Geography/Florida's Overseas Highway

Additional references can be found on the following pages: 36, 258–260, 286, 690, 890






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.



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



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



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

SE/TE: 258–260: Looking to the West/Moving West; 286: Geography in History/Settling the Great Plains; 297–303: Politics, Immigration, and Urban Life/People on the Move; 690: Geography in History/The Rise of the Suburbs; 890: Geography in History/The Rise of the Sunbelt






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/TE: 258–260: Looking to the West/Moving West; 286: Geography in History/Settling the Great Plains; 297–303: Politics, Immigration, and Urban Life/People on the Move; 690: Geography in History/The Rise of the Suburbs; 890: Geography in History/The Rise of the Sunbelt

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

SE/TE: 772: Geography/Florida's Overseas Highway 1015: Geography/The Everglades; 1013–1016: The Environmental and Consumer Movements/Protecting the Environment; 1016: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 1020–1021: Geography in History/The Environmental Movement

Content Standard: Understand how humans affect the physical environment.

SE/TE: 498–506: Looking to the West/Mining, Ranching, and Farming; 584–588: Becoming a World Power/The Pressure to Expand; 604–607: Becoming a World Power/Debating America’s New Role; 610: Geography in History/Building the Panama Canal; 746: Geography/Weather in the Dust Bowl

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

SE/TE: 540: Geography/Florida's Overseas Highway 783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 788: Geography in History/The Environmental Movement

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

SE/TE: 498–506: Looking to the West/Mining, Ranching, and Farming; 584–588: Becoming a World Power/The Pressure to Expand; 604–607: Becoming a World Power/Debating America’s New Role; 610: Geography in History/Building the Panama Canal; 746: Geography/Weather in the Dust Bowl






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.


• 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/TE: 540: Geography/Florida's Overseas Highway 783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 514: Geography/Weather in the Dust Bowl

• 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/TE: 540: Geography/Florida's Overseas Highway 783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 514: Geography/Weather in the Dust Bowl; 914: GIS image

• Examine ways that people in different parts of the

world have adapted to the physical environment. SE/TE: 540: Geography/Florida's Overseas Highway

783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 514: Geography/Weather in the Dust Bowl

• 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/TE: 540: Geography/Florida's Overseas Highway783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 788: Geography in History/The Environmental Movement






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/TE: 540: Geography/Florida's Overseas Highway783: Geography/The Everglades; 781–784: The Environmental and Consumer Movements/Protecting the Environment; 784: The Environmental and Consumer Movements/Balancing Jobs and the Environment; 788: Geography in History/The Environmental Movement

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


GRADE-LEVEL MAP: HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. Grade 9 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships.

SE/TE: 217: Skills for Life/Using Maps to Show Change Over Time;643: Skills for Life/Recognizing Cause and Effect; 797: Skills for Life/Sequencing

Additional references can be found on the following pages: 380–381, 412–413, 414, 467, 819

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








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.



• Interpret maps and time lines depicting major events in World History during the period studied.



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

SE/TE: 643: Skills for Life/Recognizing Cause and Effect; 54: Target Reading Skill/Cause and Effect Chart; 106: Target Reading Skill/Cause and Effect Chart; 116: Target Reading Skill/Cause and Effect Chart; 352: Target Reading Skill/Cause and Effect Chart


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

SE/TE: 643: Skills for Life/Recognizing Cause and Effect; 54: Target Reading Skill/Cause and Effect Chart; 106: Target Reading Skill/Cause and Effect Chart; 116: Target Reading Skill/Cause and Effect Chart; 352: Target Reading Skill/Cause and Effect Chart


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

associated with the period of history studied. SE/TE: 643: Skills for Life/Recognizing Cause and

Effect; 54: Target Reading Skill/Cause and Effect Chart; 106: Target Reading Skill/Cause and Effect Chart; 116: Target Reading Skill/Cause and Effect Chart; 352: Target Reading Skill/Cause and Effect Chart







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

SE/TE: 182: Fast Forward to Today/Photography and War; 339: Fast Forward to Today/Shopping at Home; 383: Fast Forward to Today/Reform in Modern Times; 557: Fast Forward to Today/Social Security; 702: Fast Forward to Today/The Boycott


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



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/TE: 424: Focus on Culture/The Rise of Pacifism; 740: Focus on Culture/Camelot; 698: Focus on Daily Life/Black Markets; 550: Focus on Economics/Deficit and Debt; 495: Focus on Geography/The Dixie Highway


• 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/TE: 224–225: American Pathways/Government; 410–411: American Pathways/History; 476–477: American Pathways/Culture; 732–733: American Pathways/Citizenship

Additional references can be found on the following pages: 664–665, 788, 839, 897, 920–921






• 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/TE: 380–409: The United States on the Brink of Change/The Progressive Era; 698–703: The Civil Rights Movement; Demands for Civil Rights; 764–769: An Era of Activism/The Women’s Movement; 771–776: An Era of Activism/Ethnic Minorities Seek Equality; 777–780: An Era of Activism/The Counterculture

Additional references can be found on the following pages: 237–242, 332–336, 372–375, 414–419, 585–589

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



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

SE/TE: 354: Comparing Historians Viewpoints/The Motivation Behind American Imperialism; 483: Comparing Historians Viewpoints/The Sacco and Vanzetti Verdict; 639: Comparing Historians Viewpoints/The Origins of the Cold War; 749: Comparing Historians Viewpoints/The Great Society

Additional references can be found on the following pages: 848, 879, 883

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








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/TE: 101: Review and Assessment/Analyzing Primary Sources; 147: Skills for Life/Using the Internet for Research; 177: Skills for Life/Summarizing from Multiple Sources; 250: Comparing Primary Sources/Labor Unions; 326: Skills for Life/Analyzing Political Cartoons


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

SE/TE: 424: Focus on Culture/The Rise of Pacifism; 972: Focus on Culture/Camelot; 698: Focus on Daily Life/Black Markets; 550: Focus on Economics/Deficit and Debt; 725: Focus on Geography/The Dixie Highway


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



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

Geography, for linking strategies. SE/TE: 236: Skills for Life/Using Cross-Sectional

Maps; 365: Skills for Life/Using a Time Zone Map; 869: Skills for Life/Analyzing Trends in Electoral College Maps







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

SE/TE: 371: World Events/Wilson’s Mission; 435: World Events/The House of Windsor; 611: World Events/Rescue in Denmark; 653: World Events/The Long March; 772: World Events/The Cuban Revolution


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/TE: 226–235: The Expansion of American Industry/A Technological Revolution; 237–242: The Expansion of American Industry/The Growth of Big Business; 243–246: The Expansion of American Industry/Industrialization and Workers; 247–253: The Expansion of American Industry/The Great Strikes, 254–255: The Expansion of American Industry/Review and Assessment

Additional references can be found on the following pages: 224–225

• 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/TE: 352–356: Becoming a World Power/The Pressure to Expand; 357–364: Becoming a World Power/The Spanish-American War; 366–371: Becoming a World Power/A New Foreign Policy; 372–375: Becoming a World Power/Debating America’s New Role; 376–377: Becoming a World Power/Review and Assessment

Additional references can be found on the following pages: 350–351






• 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/TE: 581–582: Japan Builds an Empire/Growing Military Power; 582–583: Japan Builds an Empire/The Manchurian Incident; 584–586: Japan Builds an Empire/War Against China; 586: Japan Builds an Empire/Looking Beyond China

• 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/TE: 648: Communist Advances/China Falls to the Communists

• 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/TE: 424: Moving Toward War/Revolution in Russia

• 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/TE: 370–371: Foreign Policy After Roosevelt/Wilson and the Mexican Revolution






• 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/TE: 415 The Road to War/Causes of World War I; 418–419: The Road to War/The American Response; 421: The United States Declares War/German Submarine Warfare; 423–424: The United States Declares War/Moving Toward War; 425: Americans on the European Front/Preparing for War

• 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/TE: 425–431: The World War I Era/Americans on the European Front; 432–436: The World War I Era/Americans on the Home Front

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

SE/TE: 376–377: Becoming a World Power/Review and Assessment; 532–533: Crash and Depression/Review and Assessment; 662–663: The Cold War/Review and Assessment; 728–729: The Civil Rights Movement/Review and Assessment; 860: My Brush with History/A Cold War Test

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

SE/TE: 224–255: Expansion/The Expansion of American Industry; 542: American Biographies/Eleanor Roosevelt; 744: Notable Presidents/Lyndon Baines Johnson; 790–819: A Period of Turmoil and Change/The Vietnam War; 897: World Events/Terrorism in the United States

GRADE-LEVEL MAP: Grade 9 STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon.

SE/TE: 108: Texas and Oregon/The Oregon Country; 257: Map/Statehoods in the West: 392: State Reforms/More Powers to Voters; 964: Profile of the Fifty States/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. SE/TE: 108: Texas and Oregon/The Oregon Country;

257: Map/Statehoods in the West: 392: State Reforms/More Powers to Voters; 964: Profile of the Fifty States/Oregon

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/TE: 283: Skills for Life/Expressing Problems Clearly; 854: Skills for Life/Making Decisions; 848: Skills for Life/Granting Pardons; 897: World Events/Terrorism and the United States; 911: Culture/Understanding the New Census Data







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



GRADE-LEVEL MAP: • Prioritize the importance of different current

events and defend the ranking. SE/TE: 283: Skills for Life/Expressing Problems

Clearly; 854: Skills for Life/Making Decisions; 848: Skills for Life/Granting Pardons; 897: World Events/Terrorism and the United States; 911: Culture/Understanding the New Census Data


• Identify problems of concern from current events. SE/TE: 283: Skills for Life/Expressing Problems Clearly; 854: Skills for Life/Making Decisions; 848: Skills for Life/Granting Pardons; 897: World Events/Terrorism and the United States; 911: Culture/Understanding the New Census Data


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

SE/TE: 177: Skills for Life/Summarizing from Multiple Sources; 250: Comparing Primary Sources/Labor Unions; 326: Skills for Life/Analyzing Political Cartoons


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

SE/TE: 388: Skills for Life/Drawing and Testing Conclusions; 490: Skills for Life/Evaluating Advertisements; 687: Skills for Life/Assessing the Validity of Sources; 767: Comparing Primary Sources/Working Mothers






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

source documents to increase understanding. SE/TE: 177: Skills for Life/Summarizing from

Multiple Sources; 250: Comparing Primary Sources/Labor Unions; 326: Skills for Life/Analyzing Political Cartoons


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

SE/TE: 354: Comparing Historians’ Viewpoints/The Motivation Behind American Imperialism; 639: Comparing Historians’ Viewpoints/The Origins of the Cold War; 770: Skills for Life/Recognizing Bias; 910–917: Entering a New Era/Americans in the New Millennium

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

SE/TE: 354: Comparing Historians’ Viewpoints/The Motivation Behind American Imperialism; 639: Comparing Historians’ Viewpoints/The Origins of the Cold War; 770: Skills for Life/Recognizing Bias; 910–917: Entering a New Era/Americans in the New Millennium

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

different historical perspectives. SE/TE: 424: Focus on Citizenship/The Price of

Pacifism; 552: Skills for Life/Distinguishing Fact From Opinion; 770: Skills for Life/Recognizing Bias; 897: World Events/Terrorism in the United States; 910–917: Entering a New Era/Americans in the New Millennium

Common Curriculum Goal: Identify and analyze an issue.








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/TE: 643: Skills for Life/Recognizing Cause and

Effect; 54: Target Reading Skill/Cause and Effect Chart; 106: Target Reading Skill/Cause and Effect Chart; 116: Target Reading Skill/Cause and Effect Chart; 352: Target Reading Skill/Cause and Effect Chart


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



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

SE/TE: 283: Skills for Life/Expressing Problems Clearly; 388: Skills for Life/Drawing and Testing Conclusions; 519: Skills for Life/Drawing Inferences; 552: Skills for Life/Distinguishing Fact From Opinion; 900: Skills for Life/Predicting Consequences

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

problem. SE/TE: 283: Skills for Life/Expressing Problems

Clearly; 622: Skills for Life/Making Decisions; 848: Skills for Life/Granting Pardons; 897: World Events/Terrorism and the United States; 911: Culture/Understanding the New Census Data







• Compare solutions to a particular problem. SE/TE: 283: Skills for Life/Expressing Problems Clearly; 622: Skills for Life/Making Decisions; 848: Skills for Life/Granting Pardons; 897: World Events/Terrorism and the United States; 911: Culture/Understanding the New Census Data


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