prentice hall world studies, western hemisphere © 2005...

Prentice Hall World Studies, Western Hemisphere © 2005 Correlated to:

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

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

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

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

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

Strand: History Content Standard I: Students are able to identify important people and events in order to analyze significant

patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

5–8 Benchmark I-A—New Mexico: Explore and explain how people and events have influenced the

development of New Mexico up to the present day. Performance Standards Grade 6 1. Describe the relationships among ancient

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

Latin America SE/TE: Latin America: Shaped by Its History, 38–39;

Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71

United States and Canada SE/TE: The Arrival of the Europeans, 36–37, 39;

Pueblo Village, 38; Indian Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito

Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes

transparencies, lessons plans, Spanish support, worksheets)

TECH: Interactive Textbook CD-ROM; Passport to the World CD-ROM; Online World Desk Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM


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




Grade 7

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

• effect on world economies and trade Latin America SE/TE: Aztec Empire, 42–43; Trade, 44; The Incas:

People of the Sun, 45–49; European Conquest, 50–56; Review and Assessment, 69–71

United States and Canada SE/TE: The First Americans, 36–37, 39; Pueblo

Village, 38 Latin America SE/TE: Trade, 44, 55 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• roles of people, class structures, language


Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Review and Assessment, 69–71






(Continued) • roles of people, class structures, language

(Continued) United States and Canada SE/TE: The First Americans, 36–37, 39; Pueblo

Village, 38 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• religious traditions and forms of government Latin America

SE/TE: Mayan Civilization, 41; Aztec Empire, 42, 44; The Incas: Government and Religion, 47–48; The Quecha, 49; Review and Assessment, 69–71


Village, 38

(Continued • religious traditions and forms of government

(Continued Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








• cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars).


Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Review and Assessment, 69–71


Village, 38

(Continued) • cultural and scientific contributions (e.g.,

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

(Continued) Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








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






3. Explain the significance of trails and trade routes

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

Opportunities to address this standard may be found on the following pages:


Pueblo Village, 38; Growth and Conflict in the United States, 42–45; The First People, 85; Literature of, 87









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

United States and Canada SE/TE: The Arrival of the Europeans, 37, 39; Pueblo

Village, 38; Indian Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito

Latin America SE/TE: New Spain, 55–56 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



5. Explain how New Mexicans have adapted to their

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

United States and Canada SE/TE: The Arrival of the Europeans, 37–39; Indian

Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; The First People, 85; Literature of, 87; First Nations, 90–91; Sun Belt, 122 VideoLink: Discovery Channel Video: Pueblo Bonito




6. Explain the impact of New Mexico on the

development of the American West up to the present, to include:

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

United States and Canada SE/TE: The Arrival of the Europeans, 37–39; Indian

Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; The First People, 85









• government land grants/treaties United States and Canada SE/TE: Indian Removal Act and Manifest Destiny,

44–45; The First People, 85 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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

automobile) Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: Patterns of Culture, 77–78 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• identification and use of natural and human

resources United States and Canada SE/TE: The Arrival of the Europeans, 37–39; Patterns

of Culture, 77–78; Sun Belt, 122; Data about New Mexico, 3, 97, 105 VideoLink: Discovery Channel Video: Pueblo Bonito




• population growth and economic patterns United States and Canada

SE/TE: The Arrival of the Europeans, 37–39; Indian Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; Sun Belt, 122; Data about New Mexico, 3, 97, 105








(Continued) • population growth and economic patterns

(Continued) TECH: Interactive Textbook CD-ROM; Passport to the World CD-ROM; Online World Desk Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM

• cultural interactions among indigenous and arriving populations and the resulting changes.

United States and Canada SE/TE: The Arrival of the Europeans, 37, 39; Pueblo

Village, 38; Indian Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78; The First People, 85; Literature of, 87 VideoLink: Discovery Channel Video: Pueblo Bonito

Latin America SE/TE: New Spain, 55–56 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 8 1. Compare and contrast the settlement patterns of

the American Southwest with other regions of the United States.

United States and Canada SE/TE: The United States and Canada: Shaped by

History, 34–35; The Arrival of the Europeans, 36–41; Growth and Conflict in the United States, 42–48; A Heritage of Diversity and Exchange, 76–83; The United States: A Nation of Immigrants, 84–88; The West: Using and Preserving Resources, 133–138 VideoLink: Discovery Channel Video: Pueblo Bonito




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

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


United States and Canada SE/TE: Map of Union states, Confederate States, and

Territories, 46; The Civil War, 47–48






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

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




3. Explain the role New Mexico played in the United

States participation in the Spanish American War Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: Spanish-American War, 50, 52 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



5–8 Benchmark I-B United States: Analyze and interpret major eras, events, and individuals from the

periods of exploration and colonization through the Civil War and Reconstruction in United States history.

Performance Standards 1. Explain and describe the origins, obstacles, and

impact of the Age of Exploration, to include:

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

Latin America SE/TE: European Conquest, 50–53; Review and

Assessment, 69–71 United States and Canada SE/TE: The Europeans Arrive, 37 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








• voyages of Columbus to the New World and the later searches for the Northwest passage

Latin America SE/TE: European Conquest, 50–53; Review and

Assessment, 69–71 United States and Canada SE/TE: The Europeans Arrive, 37 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• introduction of disease and the resulting

population decline, especially among indigenous peoples

Latin America SE/TE: Success of the Conquistadors, 52–53

VideoLink: Discovery Channel Video: Pizarro and the Empire of Gold

United States and Canada SE/TE: Opportunities to address this standard may be

found on the following pages: The Arrival of the Europeans, 37, 39; Indian Removal Act and Manifest Destiny, 44–45; The First People, 85 VideoLink: Discovery Channel Video: Pueblo Bonito




• exchanges of technology, ideas, agricultural

products and practices.

Latin America SE/TE: Colonization, 55–56; Review and Assessment,

69–71 United States and Canada SE/TE: Patterns of Culture, 77–78; also see: The

Arrival of the Europeans, 37, 39; Pueblo Village, 38; The First People, 85; Literature of, 87






(Continued) • exchanges of technology, ideas, agricultural

products and practices.

(Continued Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 7 1. Analyze United States political policies on

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

United States and Canada SE/TE: Indian Removal Act and Manifest Destiny,

44–45; Patterns of Culture, 77–78; The First People, 85; Literature of, 87




Grade 8 1. Describe, evaluate, and interpret the economic and

political reasons for the American Revolution, to include:

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

United States and Canada SE/TE: The Break with Britain, 41 VideoLink:

Discovery Channel Video: Paul Revere and the Minutemen









• colonists’ reaction to British policy (e.g., boycotts, the Sons of Liberty, petitions, appeals to Parliament)

United States and Canada SE/TE: The Break with Britain, 41 VideoLink:

Discovery Channel Video: Paul Revere and the Minutemen




• the ideas expressed in the Declaration of

Independence, including the Preamble. United States and Canada SE/TE: Declaration of Independence, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



2. Describe the aspirations, ideals, and events that

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

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

United States and Canada SE/TE: The Constitution and Declaration of

Independence, 41; Standardized Test Prep: The Constitution, 73




• major debates of the Constitutional

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



Independence, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes







(Continued) • major debates of the Constitutional

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

(Continued) TECH: Interactive Textbook CD-ROM; Passport to

the World CD-ROM; Online World Desk Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM

• contributions and roles of major individuals in

the writing and ratification of the Constitution (e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay)







• struggles over ratification of the Constitution

and the creation of the Bill of Rights. Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: The Constitution and Declaration of





3. Describe and explain the actions taken to build one

nation from thirteen states, to include:

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


United States and Canada SE/TE: The Break with Britain, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








• Alexander Hamilton’s financial plan (e.g., the National Bank, payment of debts)


United States and Canada SE/TE: United States: economy and history, 41, 51,

54 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• creation of political parties (Democratic Republicans and the Federalists).


United States and Canada SE/TE: United States: presidents, 42, 44, 47, 48, 51,




4. Describe the successes and failures of the reforms during the Age of Jackson, to include:

• extension of franchise to all white men Opportunities to address this standard may be found on the following pages:

United States and Canada SE/TE: Jackson, 44 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• Indian Removal, The Trail of Tears, The Long Walk


United States and Canada SE/TE: Indian Removal Act, 44 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes







(Continued) • Indian Removal, The Trail of Tears, The Long

Walk

(Continued TECH: Interactive Textbook CD-ROM; Passport to


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

Tubman, Underground Railroad). United States and Canada SE/TE: The Civil War and Reconstruction, 47 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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

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

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



44–45; Patterns of Culture, 77–78 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• compare African American and Native

American slavery United States and Canada SE/TE: The Arrival of the Europeans, 37, 39; Pueblo

Village, 38; Slavery, 40; Indian Removal Act and Manifest Destiny, 44–45; The Civil War and Reconstruction, 46–48; Patterns of Culture, 77–78; The Fight for Civil Rights, 53; The First People, 85; Literature of, 87









• westward migration of peoples (e.g., Oregon, California, Mormons, and Southwest)

United States and Canada SE/TE: A Nation Grows, 43–44; Manifest Destiny,

45; The United States on the Brink of Change, 50; Patterns of Culture, 77–78; The West, 133–136




• origins and early history of the Women’s

Movement. United States and Canada SE/TE: Rights of women, 44, 51, 53; Women in the

Civil War, 48 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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

include:

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

• addition of new states to the Union and the balance of power in the United States Senate (Missouri and 1850 Compromises)

• extension of slavery into the territories (e.g., Dred Scott Decision, Kansas-Nebraska Act, Frederick Douglass, John Brown)

• presidential election of 1860, Lincoln’s victory, and the South’s secession.

United States and Canada SE/TE: The Civil War and Reconstruction, 46–48 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



7. Explain the course and consequences of the Civil

War and how it divided people in the United States, to include:

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

• major turning points in the Civil War, including Gettysburg

United States and Canada SE/TE: The Civil War and Reconstruction, 46–48 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes







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

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



• role of African Americans • purpose and effect of the Emancipation

Proclamation.

United States and Canada SE/TE: Fighting for Their Cause, Emancipation

Proclamation, 47 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



8. Analyze the character and lasting consequences of

Reconstruction, to include:

• Reconstruction plans United States and Canada SE/TE: Reconstruction, 48

• impact of Lincoln’s assassination and the impeachment of Andrew Johnson

• attempts to protect the rights and enhance the opportunities for freemen by the 13th, 14th, and 15th Amendments to the United States Constitution

• post-Civil War segregation policies and their resulting impact on racial issues in the United States.

United States and Canada SE/TE: Lincoln’s assassination, 48; The Fight for

Civil Rights, 53 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



5–8 Benchmark I-C World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration.

Performance Standards

Grade 6

1. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:






• significance of river valleys

• early irrigation and its impact on agriculture

• forms of government (e.g., the theocracies in Egypt, dynasties in China)

• effect on world economies and trade • key historical figures • religious traditions, cultural, and scientific

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

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

• location and description of the river systems and other topographical features that supported the rise of this civilization

• significance of the Aryan invasions • structure and function of the caste system

• important aesthetic and intellectual traditions

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

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

• location and description of the origins of Chinese civilization in the Huang-He Valley, Shang dynasty

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

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






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

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

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

Latin America SE/TE: Christianity, 54, 76; Catholic Church, 85, 100 United States and Canada SE/TE: Missionaries, 39; Religion, 80, 125






(Continued) 4. Describe major religions of the world to include

Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs).

(Continued) Geography SE/TE: Religions, 95, 98, 100, 101, 110 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



5. Compare and contrast the geographic, political,

economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations, to include

• influence of Mediterranean geography on the development and expansion of the civilizations

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

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

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

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

• creation and expansion of the Byzantine empire

• reasons for the fall of the Roman Empire

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






• role of the Roman Catholic Church and its monasteries; causes, course, and effects of the Crusades

• impact of the Black Plague • contributions and roles of key figures (e.g.,

Charlemagne, Joan of Arc, Marco Polo).

Grade 7 1. Compare and contrast the influence of Spain on

the Western Hemisphere from colonization to the present.

United States and Canada SE/TE: Spain: areas of influence, 35, 37, 39;

Louisiana Territory, 43; Spanish–American War, 50, 52




Grade 8 1. Describe and explain the significance of the Line

of Demarcation on the colonization of the New World.


United States and Canada SE/TE: The Arrival of the Europeans, 36–37, 39 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








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

United States and Canada SE/TE: The Arrival of the Europeans, 36–37, 39; The

English Colonists, 40; The Break with Britain, 41; Louisiana Territory, 43; France: areas of influence, 35, 56, 57–58




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


United States and Canada SE/TE: The Break with Britain, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



5–8 Benchmark I-D—Skills: Research historical events and people from a variety of perspectives.


1. Organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions

Latin America SE/TE: Reading and Writing Handbook, RW1–RW5;

Skills for Life, 22–23, 62–63, 80–81, 114–115, 140–141, 186–187; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156






(Continued) 1. Organize information by sequencing, categorizing,

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

Continued) United States and Canada SE/TE: Reading and Writing Handbook, RW1–RW5;

Skills for Life, 16–17, 62–63, 82–83, 124–125, 178–179; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186

Geography SE/TE: Reading and Writing Handbook, RW1–RW5; Skills for Life, 14–15, 48–49, 72–73, 102–103, 126–

127; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134









2. Identify different points of view about an issue or topic.

Latin America SE/TE: Distinguishing Fact and Opinion, 80; Drawing

Inferences and Conclusions, 114; Literature: The Surveyor by Alma Flor Ada, 34; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Standardized Test Prep, 33, 71, 95, 125, 157

United States and Canada SE/TE: Identifying Frame of Reference, 16–17;

Literature, 142–145; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Standardized Test Prep, 33, 73, 95, 141, 187






(Continued) 2. Identify different points of view about an issue or

topic.

(Continued Geography SE/TE: Using Reliable Information, 14; Literature,

88; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Standardized Test Prep, 25, 57, 87, 111, 135




3. Use a decision-making process to identify a

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


Latin America SE/TE: Skills for Life, 22–23, 62–63, 80–81, 114–

115, 140–141, 186–187; also see: Review and Assessment, 32, 70, 94, 124, 156

United States and Canada SE/TE: Skills for Life, 16–17, 62–63, 82–83, 124–

125, 178–179; also see: Review and Assessment, 32, 72, 94, 140, 186






(Continued) 3. Use a decision-making process to identify a

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

(Continued) Geography SE/TE: Skills for Life, 14–15, 48–49, 72–73, 102–

103, 126–127; also see: Review and Assessment, 24, 56, 86, 110, 134




Grade 7 1. Analyze and evaluate information by developing

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


Skills for Life, 22–23, 62–63, 80–81, 114–115, 140–141, 186–187; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156

United States and Canada SE/TE: Reading and Writing Handbook, RW1–RW5;







(Continued) 1. Analyze and evaluate information by developing

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

(Continued) Geography SE/TE: Reading and Writing Handbook, RW1–RW5;





2. Demonstrate the ability to examine history from

the perspectives of the participants. Latin America SE/TE: Distinguishing Fact and Opinion, 80; Drawing

Inferences and Conclusions, 114; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156


Literature, 142–145; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186

SE/TE: Identifying Main Ideas, 58; Drawing Conclusions, 194; Reading and Writing Handbook, RW1–RW5 Target Reading Skills, 8, 32, 68, 106, 136, 166, 208; also see: Review and Assessment, 31, 67, 105, 135, 165, 203, 242

(Continued) 2. Demonstrate the ability to examine history from

the perspectives of the participants.

(Continued)Geography SE/TE: Using Reliable Information, 14; Literature,

88; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134









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


Latin America SE/TE: Skills for Life, 22–23, 62–63, 80–81, 114–

115, 140–141, 186–187; Standardized Test Prep, 33, 71, 95, 125, 157; also: Review and Assessment, 32, 70, 94, 124, 156

(Continued) 3. Use the problem-solving process to identify a

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

(Continued) United States and Canada SE/TE: Skills for Life, 16–17, 62–63, 82–83, 124–

125, 178–179; Standardized Test Prep, 33, 73, 95, 141, 187; also see: Review and Assessment, 32, 72, 94, 140, 186

Geography SE/TE: Skills for Life, 14–15, 48–49, 72–73, 102–

103, 126–127; Standardized Test Prep, 25, 57, 87, 111, 135; also see: Review and Assessment, 24, 56, 86, 110, 134




Grade 8

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

• use of primary and secondary sources Latin America SE/TE: Distinguishing Fact and Opinion, 80; Drawing

Inferences and Conclusions, 114; Reading and Writing Handbook, RW1–RW5;

(Continued) • use of primary and secondary sources

(Continued) Target Reading Skills, 8, 38, 72, 96, 126, 158;also see:

Review and Assessment, 32, 70, 94, 124, 156 United States and Canada SE/TE: Identifying Frame of Reference, 16–17;


Geography SE/TE: Using Reliable Information, 14; Literature,










• sequencing

• posing questions to be answered by historical inquiry


Target Reading Skills, 8, 38, 72, 96, 126, 158; (Continued also see: Review and Assessment, 32, 70, 94, 124, 156


Target Reading Skills, 8, 34, 74, 96, 146; also see: Review and Assessment, 32, 72, 94, 140, 186

Geography SE/TE: Reading and Writing Handbook, RW1–RW5;

Target Reading Skills, 8, 26, 58, 90, 112; also see: Review and Assessment, 24, 56, 86, 110, 134






(Continued) • posing questions to be answered by historical

inquiry

(Continued)Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• collecting, interpreting, and applying

information


Inferences and Conclusions, 114; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Review and Assessment, 32, 70, 94, 124, 156








(Continued)

(Continued) • collecting, interpreting, and applying

information

Geography SE/TE: Using Reliable Information, 14; Literature,



transparencies, lessons plans, Spanish support, TR: All-in-One Teaching Resources (includes



• gathering and validating materials that present a variety of perspectives.


Target Reading Skills, 8, 38, 72, 96, 126, 158; Distinguishing Fact and Opinion, 80; Drawing Inferences and Conclusions, 114; also see: Review and Assessment, 32, 70, 94, 124, 156


Target Reading Skills, 8, 34, 74, 96, 146; Identifying Frame of Reference, 16–17; Literature, 142–145; also see: Review and Assessment, 32, 72, 94, 140, 186






(Continued) • gathering and validating materials that present

a variety of perspectives.

(Continued) Geography SE/TE: Reading and Writing Handbook, RW1–RW5;

Target Reading Skills, 8, 26, 58, 90, 112; Using Reliable Information, 14; Literature, 88; also see: Review and Assessment, 24, 56, 86, 110, 134









Strand: Geography

Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

5–8 Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools,

knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues.


Grade 6

1. Identify the location of places using latitude and

longitude. Geography SE/TE: Latitude, 10, 11–12, 30–32, 41, 42, 171, 172;

Longitude, 18, 29 Latin America SE/TE: Understanding Globes, M4–M5 United States and Canada SE/TE: Understanding Globes, M4–M5 Resources provided for each book in the program: TR: Map Master Teacher’s Companion with

Outline Maps; All-in-One Teaching Resources TECH: Passport to the World CD-ROM; Map Master

Interactive CD-ROM; Online World Desk Reference; Social Studies Skills Tutor CD-ROM, Discovery Channel Video Program

2. Draw complex and accurate maps from memory

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

Geography SE/TE: Mental Maps, 25 United States and Canada SE/TE: Making Mental Maps, 33






(Continued) 2. Draw complex and accurate maps from memory

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

(Continued) Resources provided for each book in the program: TR: Map Master Teacher’s Companion with



Grade 7

1. Describe ways that mental maps reflect attitudes

about places. Geography SE/TE: Mental Maps, 25 United States and Canada SE/TE: Making Mental Maps, 33 Additional opportunities to address this standard may

be found on the following pages: Resources provided for each book in the program: TR: Map Master Teacher’s Companion with



2. Describe factors affecting location of human

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

Geography SE/TE: Earth’s Human Geography, 58–59;

Population, 60–66; Why People Migrate, 67–73; Economic Systems, 74–79; Political Systems, 80–84






(Continued) 2. Describe factors affecting location of human

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

(Continued United States and Canada SE/TE: Resources and Land Use, 25–30; The Arrival

of the Europeans, 36–41; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; The South: The Growth of Industry, 117–125; The Midwest: Leaving the Farm, 126–132; The West: Using and Preserving Resources, 133–138; The Prairie Provinces: Canada’s Breadbasket, 160–165; The Atlantic Provinces: Relying on the Sea, 173–179; The Northern Territories: New Frontiers, 180–184

Resources provided for each book in the program: TR: Map Master Teacher’s Companion with








Grade 8 1. Describe patterns and processes of migration and

diffusion. United States and Canada SE/TE: Human Migration, M1, M14–M15; The

Arrival of the Europeans, 36–41; Growth and Conflict in the United States, 42–45; Moving to the Midwest, 50; The First People, 85; The United States: A Nation of Immigrants, 84–88; The West: Using and Preserving Resources, 133–138; Review and Assessment, 139–140 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush

Additional opportunities to address this standard may be found on the following pages:

Geography SE/TE: Why People Migrate, 67–73 VideoLink:

Discovery Channel Video: Migration Latin America SE/TE: Human Migration, M1, M14–M15, 77, 79, 83;

Migrant Workers, 102 Resources provided for each book in the program: TR: Map Master Teacher’s Companion with



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


History, 34–35; The Arrival of the Europeans, 36–41; Growth and Conflict in the United States, 42–45; Moving to the Midwest, 50; The First People, 85; The United States: A Nation of Immigrants, 84–88; The West: Using and Preserving Resources, 133–138;

(Continued) 2. Provide a historic overview of patterns of

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

(Continued) SE/TE: Review and Assessment, 139–140 VideoLink:

Discovery Channel Video: Pueblo Bonito, Taming the Mississippi, The Gold Rush

Resources provided for each book in the program: TR: Map Master Teacher’s Companion with



5–8 Benchmark II-B: Explain the physical and human characteristics of places and use this knowledge to

define regions, their relationships with other regions, and their patterns of change.







Grade 6

1. Explain how places change due to human activity

Geography SE/TE: Eyewitness Technology, 46, 130; Interacting

with Environment, 13; Describe Population Density, 66; Reasons to Move, 71; Culture has Changed the Landscape, 95; How People Use the Land, 120–127; People’s Effect on the Environment, 128–132; Map Master, 11, 12, 18, 19, 20, 21, 22, 24, 29, 32, 38, 42, 44, 53, 56, 61, 62, 69, 73, 77, 86, 98, 100, 110, 115, 124, 134 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation

Latin America SE/TE: Resources and Land Use, 24–30; Eyewitness

Technology: Aztec Farming, 43; The Panama Canal,






(Continued) 1. Explain how places change due to human activity.

(Continued) SE/TE: 121; Venezuela: Oil Powers the Economy,

188–194; Map Master, M10, M13, M14, M16–M17, 2, 3, 4, 5, 6, 9, 11, 16, 20, 25, 32, 39, 54, 59, 70, 73, 94, 97, 104, 106, 111, 117, 118, 124, 127, 137, 144, 151, 156, 159, 170, 174, 180, 190, 196 VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119; South America: Adapting to a Varied Landscape, 160

United States and Canada SE/TE: Resources and Land Use, 25–30; DK

Eyewitness Technology, 38, 114; The South: The Growth of Industry, 117–125; The West: Using and Preserving Resources, 133–138; Map Master, M10, M13, M14, M16–M17, 2, 3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush

(Continued) 1. Explain how places change due to human activity.


Outline Maps; All-in-One Teaching Resources






2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols.

Geography SE/TE: Earth’s Human Geography, 58–89; Cultures

of the World, 90–111; Earth’s Human Geography, 58–59; Population, 60–66; Why People Migrate, 67–73; Cultures of the World, 90–91; What Is Culture? 92–95; Social Groups, Language, and Religion, 96–103; Cultural Change, 104–108; Review and Activities, 109–110 VideoLink: Discovery Channel Video: What is Culture?


Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71; Cultures of Latin America, 72–73; The Cultures of Mexico and Central America, 74–81; The Cultures of the Caribbean, 82–86; The Cultures of South America, 87–92; Review and Assessment, 93–95






(Continued) 2. Explain how places and regions serve as cultural

symbols and explore the influences and effects of regional symbols.

(Continued) VideoLink: Discovery Channel Video: Pizarro and the

Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137


History, 34-35; The Arrival of the Europeans, 36–41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42–48; The United States on the Brink of Change, 49–54; The History of Canada, 55–63; The United States and Canada Today, 64–70; Cultures of the United States and Canada, 74–75; A Heritage of Diversity and Exchange, 76–83; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; Video: Quebec’s French Culture; Review and Assessment, 93–94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec’s French Culture; Miami’s Little Havana; Cultures of the Atlantic Provinces






(Continued) 2. Explain how places and regions serve as cultural

symbols and explore the influences and effects of regional symbols.

(Continued) Resources provided for each book in the program: TR: All-in-One Teaching Resources(includes



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

perceived characteristics


of the World, 90–111; Earth’s Human Geography, 58–59; Population, 60–66; Why People Migrate, 67–73; Cultures of the World, 90–91; What Is Culture? 92–95; Social Groups, Language, and Religion, 96–103; Cultural Change, 104–108; Review and Activities, 109–110Video Link: Discovery Channel Video: What is Culture?






(Continued) 3. Identify a region by its formal, functional, or

perceived characteristics.

(Continued) Latin America SE/TE: Latin America: Shaped by Its History, 38–39;

Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71; Cultures of Latin America, 72–73; The Cultures of Mexico and Central America, 74–81; The Cultures of the Caribbean, 82–86; The Cultures of South America, 87–92; Review and Assessment, 93–95 VideoLink: Di^pscovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137








(Continued) 3. Identify a region by its formal, functional, or

perceived characteristics.



TECH: Interactive Textbook CD-ROM; Passport to the World CD- ROM; Online World Desk Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM






Grade 7

1. Select and explore a region by its distinguishing characteristics.




Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71; Cultures of Latin America, 72–73; The Cultures of Mexico and Central America, 74–81; The Cultures of the Caribbean, 82–86; The Cultures of South America, 87–92; Review and Assessment, 93–95 VideoLink: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137


History, 34-35; The Arrival of the Europeans, 36–41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42–48; The United States on the Brink of Change, 49–54; The History of Canada, 55–63; The United States and Canada Today, 64–70; Cultures of the United States and Canada, 74–75; A Heritage of Diversity and Exchange, 76–83; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; Video: Quebec’s French Culture; Review and Assessment, 93–94; Video Link: Discovery Channel Video: Pueblo Bonito; Quebec’s French Culture; Miami’s Little Havana; Cultures of the Atlantic Provinces






(Continued) 1. Select and explore a region by its distinguishing

characteristics.

(Continued) SE/TE: The Cultures of Nubia, 98-102; Hinduism in

Ancient India, 116-120; The Beginnings of Buddhism, 121-127; Confucius and His Teachings, 146-150; Religion, Philosophy, and the Arts, 174-180; The Spread of Greek Culture, 196-200; Roman Daily Life, 224-228 VideoLink: Discovery Channel Video: Petra: Secrets of the Red City; Ancient Egypt; Life on the Nile; Daily Life in Ancient Rome






(Continued) 1. Select and explore a region by its distinguishing

characteristics.




2. Describe the role of technology in shaping the characteristics of places.

Geography SE/TE: Eyewitness Technology, 46, 130; Interacting

with Environment, 13; Describe Population Density, 66; Reasons to Move, 71; Culture has Changed the Landscape, 95; How People Use the Land, 120–127; People’s Effect on the Environment, 128–132 VideoLink: Discovery Channel Video: The Natural Resources of an Island Nation


Technology: Aztec Farming, 43; The Panama Canal, 121; Venezuela: Oil Powers the Economy, 188–194 VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119


Eyewitness Technology, 38, 114; The South: The Growth of Industry, 117–125; The West: Using and Preserving Resources, 133–138 VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush






(Continued) 2. Describe the role of technology in shaping the

characteristics of places.




3. Explain how and why regions change using global examples.




Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71; Cultures of Latin America, 72–73; The Cultures of Mexico and Central America, 74–81; The Cultures of the Caribbean, 82–86; The Cultures of South America, 87–92; Review and Assessment, 93–95 Video Link: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137


History, 34-35; The Arrival of the Europeans, 36–41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42–48; The United States on the Brink of Change, 49–54;






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

examples.

(Continued) SE/TE: The History of Canada, 55–63; The United

States and Canada Today, 64–70; Cultures of the United States and Canada, 74–75; A Heritage of Diversity and Exchange, 76–83; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; Video: Quebec’s French Culture; Review and Assessment, 93–94 VideoLink: Discovery Channel Video: Pueblo Bonito; Quebec’s French Culture; Miami’s Little Havana; Cultures of the Atlantic Provinces






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

examples




4. Describe geographically based pathways of inter-regional interaction (e.g., Camino Real’s role in establishing a major trade and communication route in the New World, the significance of waterways).

Geography SE/TE: Why People Migrate, 67–73; Trade, 78–79, 94

VideoLink: Discovery Channel Video: Migration

United States and Canada SE/TE: Human Migration, M1, M14–M15; The

Arrival of the Europeans, 36–41; Trade, 60–71, 171–172; The United States: A Nation of Immigrants, 84–88Video Link: Discovery Channel Video: Taming the Mississippi, The Gold Rush

Latin America SE/TE: Human Migration, M1, M14–M15, 77, 79, 83;

Migrant Workers, 102; Trade, 44, 55, 65






(Continued) 4. Describe geographically based pathways of inter-

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




Grade 8 1. Describe how individual and cultural

characteristics affect perceptions of locales and regions.


of the World, 90–111; Earth’s Human Geography, 58–59; Population, 60–66; Why People Migrate, 67–73; Cultures of the World, 90–91; What Is Culture? 92–95; Social Groups, Language, and Religion, 96–103;

SE/TE: Cultural Change, 104–108; Review and Activities, 109–110Video Link: Discovery Channel Video: What is Culture?


Early Civilizations of Middle America, 40–44; The Incas: People of the Sun, 45–49; European Conquest, 50–56; Independence, 57–63; From Past to Present, 64–68; Review and Assessment, 69–71; Cultures of Latin America, 72–73;

SE/TE: The Cultures of Mexico and Central America, 74–81;The Cultures of the Caribbean, 82–86; The Cultures of South America, 87–92; Review and Assessment, 93–95;Video Link: Discovery Channel Video: Pizarro and the Empire of Gold, 55; Caribbean Music: It's All in the Mix, 85; The Caribbean: Dynamic Lands and Cultures, 128; Baseball and Cuba Go Hand in Glove, 137






(Continued) 1. Describe how individual and cultural

characteristics affect perceptions of locales and regions.

(Continued) United States and Canada SE/TE: The United States and Canada: Shaped by







(Continued 1. Describe how individual and cultural

characteristics affect perceptions of locales and regions


transparencies, lessons plans, Spanish support, worksheets) TECH: Interactive Textbook CD-ROM; Passport to the World CD-ROM; Online World Desk Reference Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM

2. Describe political, population, and economic regions that result from patterns of human activity, using New Mexico as an example.


United States and Canada SE/TE: Sun Belt, 122; Data about New Mexico, 3, 97,

105; also see: The Arrival of the Europeans, 37–39; Indian Removal Act and Manifest Destiny, 44–45; Patterns of Culture, 77–78









5–8 Benchmark II-C: Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes.

Performance Standards Grade 6 1. Compare and contrast the influences of man-made

and natural environments upon ancient civilizations.




Grade 7

1. Explain how differing perceptions of places, people, and resources have affected events and conditions in the past.


Inferences and Conclusions, 114; Literature: The Surveyor by Alma Florida, 34; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 38, 72, 96, 126, 158; also see: Standardized Test Prep, 33, 71, 95, 125, 157


Literature, 142–145; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 34, 74, 96, 146; also see: Standardized Test Prep, 33, 73, 95, 141, 187






(Continued) 1. Explain how differing perceptions of places,

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

(Continued) Geography SE/TE: Using Reliable Information, 14; Literature,

88; Reading and Writing Handbook, RW1–RW5; Target Reading Skills, 8, 26, 58, 90, 112; also see: Standardized Test Prep, 25, 57, 87, 111, 135









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

3. Recognize geographic questions and understand

how to plan and execute an inquiry to answer them.

4. Explain a contemporary issue using geographic

knowledge, tools, and perspectives.

Geography SE/TE: Map Master, 11, 12, 18, 19, 20, 21, 22, 24, 29,

32, 38, 42, 44, 53, 56, 61, 62, 69, 73, 77, 86, 98, 100, 110, 115, 124, 134; Charts, Graphs, and Tables, 48, 49, 56, 65, 70, 107, 118; Diagraphics, 11, 12, 22, 30, 34, 36, 38, 41, 43, 44, 54, 62, 69, 78, 94, 98, 100, 122, 124

Latin America SE/TE: Map Master, M10, M13, M14, M16–M17, 2,

3, 4, 5, 6, 9, 11, 16, 20, 25, 32, 39, 54, 59, 70, 73, 94, 97, 104, 106, 111, 117, 118, 124, 127, 137, 144, 151, 156, 159, 170, 174, 180, 190, 196; Charts, Graphs, and Tables, 5, 18, 28, 46, 55, 66, 77, 95, 104, 111, 118, 125, 137, 144, 149, 151, 157, 168, 170, 174, 180, 189, 190

United States and Canada SE/TE: Map Master, M10, M13, M14, M16–M17, 2,

3, 5, 6, 9, 20, 22, 26, 32, 35, 39, 43, 44, 46, 58, 66, 72, 75, 77, 94, 97, 111, 112, 118, 122, 127, 131, 134, 140, 147, 154, 158, 162, 168, 171, 175, 176, 182, 186; Charts, Graphs, Tables, 19, 29, 52, 86, 90, 112, 118, 125, 127, 128, 134, 137, 141, 153, 154, 158, 162, 168, 175, 182






(Continued) 2. Interpret and analyze geographic information

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

3. Recognize geographic questions and understand

how to plan and execute an inquiry to answer them.

4. Explain a contemporary issue using geographic

knowledge, tools, and perspectives.




Grade 8

1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior



United States and Canada SE/TE: Resources and Land Use, 25–30; The South:

The Growth of Industry, 117–125; The West: Using and Preserving Resources, 133–138; The Midwest: Leaving the Farm, 126–132; The Prairie Provinces: Canada’s Breadbasket, 160–165; The Atlantic Provinces: Relying on the Sea, 173–179






(Continued) 1. Explain and evaluate how changing perceptions of

place and the natural environment have affected human behavior

(Continued) Latin America SE/TE: Human Migration, M14–M15; Aztec Farming,

42, 43; Leaving the Countryside, 77; Country and City Life, 91–92; Mexico: Moving to the City, 102–108; Panama: An Important Crossroads, 116–122; Brazil: Geography Shapes a Nation, 166–172; Peru: An Ancient Land Looks to the Future, 173–178






(Continued) 1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior

(Continued) Resources provided for each book in the program: TECH: Interactive Textbook CD-ROM; Passport to


5–8 Benchmark II-D: Explain how physical processes shape the Earth’s surface patterns and biosystems.


Grade 6

1. Describe how physical processes shape the environmental patterns of air, land, water, plants and animals.

Geography SE/TE: Earth’s Physical Geography, 26–27; Our

Planet, the Earth, 28–32; Land, Air Water, 33–39; Climate and Weather, 40–49; How Climate Affects Vegetation, 50–54

United States and Canada SE/TE: Physical Geography, 8–9; Land and Water,

10–15; Climate and Vegetation, 18–24; Resources and Land Use, 25–30; Review and Assessment, 31–32; Standardized Test Prep, 33

Latin America SE/TE: Skills for Life: Analyzing and Interpreting

Climate Maps, 22; Latin America: Physical Geography, 8–9; Land and Water, 10–14;






(Continued) 1. Describe how physical processes shape the

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

(Continued) SE/TE: Climate and Vegetation, 15–21, 23; Resources

and Land Use, 24–30; Review and Assessment, 31–33




Grade 7

1. Explain how physical processes influence the formation and location of resources.

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

water, plants, and animals.



United States and Canada SE/TE: Physical Geography, 8–9; Land and Water,







(Continued) 1. Explain how physical processes influence the

formation and location of resources. 2. Use data to interpret changing patterns of air, land,

water, plants, and animals.

(Continued Latin America SE/TE: Skills for Life: Analyzing and Interpreting

Climate Maps, 22; Latin America: Physical Geography, 8–9; Land and Water, 10–14; Climate and Vegetation, 15–21, 23; Resources and Land Use, 24–30; Review and Assessment, 31–33




3. Explain how ecosystems influence settlements and societies








(Continued) 3. Explain how ecosystems influence settlements and

societies.

(Continued) United States and Canada SE/TE: Resources and Land Use, 25–30; The Arrival

of the Europeans, 36–41; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; The South: The Growth of Industry, 117–125; The Midwest: Leaving the Farm, 126–132; The West: Using and Preserving Resources, 133–138; The Prairie Provinces: Canada’s Breadbasket, 160–165; The Atlantic Provinces: Relying on the Sea, 173–179; The Northern Territories: New Frontiers, 180–184

Latin America SE/TE: Human Migration, M14–M15; Aztec Farming,

42, 43; Leaving the Countryside, 77; Country and City Life, 91–92; Mexico: Moving to the City, 102–108; Panama: An Important Crossroads, 116–122; Brazil: Geography Shapes a Nation, 166–172; Peru: An Ancient Land Looks to the Future, 173–178








(Continued) 3. Explain how ecosystems influence settlements and

societies.



Grade 8

1. Explain how human activities and physical

processes influence change in ecosystems.

5–8 Benchmark II-E: Understand how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.


Grade 6

1. Explain how human migration impacted places, societies, and civilizations.

Geography SE/TE: Why People Migrate, 67–73 VideoLink:

Discovery Channel Video: Migration Latin America SE/TE: Human Migration, M1, M14–M15, 77, 79, 83;

Migrant Workers, 102 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








2. Describe, locate, and compare different settlement patterns throughout the world.












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

patterns throughout the world.








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

patterns throughout the world.



3. Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time.






History, 34-35; The Arrival of the Europeans, 36–41; Video: Pueblo Bonito; Growth and Conflict in the United States, 42–48; The United States on the Brink of Change, 49–54; The History of Canada, 55–63; The United States and Canada Today, 64–70; Cultures of the United States and Canada, 74–75; A Heritage of Diversity and Exchange, 76–83; The United States: A Nation of Immigrants, 84–88; The Canadian Mosaic, 89–92; Video: Quebec’s French Culture;Review and Assessment, 93–94 VideoLink: Discovery Channel Video: Pueblo Bonito;

SE/TE: Quebec’s French Culture; Miami’s Little Havana; Cultures of the Atlantic Provinces






(Continued) 3. Explain how cultures create a cultural landscape,

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

(Continued)






(Continued) 3. Explain how cultures create a cultural landscape,

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

(Continued)

Grade 7

1. Analyze New Mexico settlement patterns and their impact on current issues.







2. Describe and analyze how the study of geography

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

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






TECH: Interactive Textbook CD-ROM; Passport to the World CD-ROM; Online World Desk Reference; Teacher Express CD-ROM; Social Studies Skills Tutor CD-ROM Ghana: Living on the Forest’s Edge; Ethiopia: Asbeth’s Life; Kenya: Once There Was a Bean

Grade 8






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

United States and Canada SE/TE: A Nation Grows, 43–44; Manifest Destiny,

45; The United States on the Brink of Change, 50; Patterns of Culture, 77–78; The West, 133–136




5–8 Benchmark II-F: Understand the effects of interactions between human and natural systems in terms

of changes in meaning, use, distribution, and relative importance of resources. Performance Standards

Grade 6

1. Describe how human modifications to physical environments and use of resources in one place often lead to changes in other places.

Geography SE/TE: Interacting with Environment, 13; Eyewitness

Technology, 46, 130; Describe Population Density, 66; Reasons to Move, 71; Culture has Changed the Landscape, 95; How People Use the Land, 120–127; People’s Effect on the Environment, 128–132 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation


Technology: Aztec Farming, 43; The Panama Canal, 121; Venezuela: Oil Powers the Economy, 188–194; VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119; South America: Adapting to a Varied Landscape, 160


Eyewitness Technology, 38, 114; The South: The Growth of Industry, 117–125; The West: Using and Preserving Resources, 133–138; VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush






(Continued) 1. Describe how human modifications to physical

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




Grade 7

1. Describe and evaluate the use and distribution of

resources and their impact on countries throughout the world.

Geography SE/TE: Interacting with Environment, 13; Reasons to

Move, 71; How People Use the Land, 120–127; People’s Effect on the Environment, 128–132 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation


Technology: Aztec Farming, 43; The Panama Canal, 121;

(Continued)

1. Describe and evaluate the use and distribution of resources and their impact on countries throughout the world.

(Continued) SE/TE: Venezuela: Oil Powers the Economy, 188–

194; VideoLink: Discovery Channel Video: Guatemala's Coffee Economy, 111; Panama: Deforestation, 119; South America: Adapting to a Varied Landscape, 160






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

hurricanes, tornados, floods) affect human activities and resources








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

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

(Continued) United States and Canada SE/TE: Physical Geography, 8–9; Land and Water,


Latin America SE/TE: Skills for Life: Analyzing and Interpreting

Climate Maps, 22; Latin America: Physical Geography, 8–9; Land and Water, 10–14; Climate and Vegetation, 15–21, 23; Resources and Land Use, 24–30; Review and Assessment, 31–33






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

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




Grade 8

1. Describe the differing viewpoints that individuals and groups have with respect to the use of resources.

Geography SE/TE: Interacting with Environment, 13; Reasons to

Move, 71; How People Use the Land, 120–127; People’s Effect on the Environment, 128–132 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation










(Continued) 1. Describe the differing viewpoints that individuals

and groups have with respect to the use of resources.




Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand

the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

5–8 Benchmark III-A: Understand the structure, functions, and powers of government (local, state, tribal

and national). Performance Standards

Grade 6

1. Describe the concept of democracy as developed by the Greeks, and compare the evolution of democracies throughout the world.

Latin America SE/TE: Independence, 57–63; From Past to Present,

64–68; Haiti: A Democracy in Progress, 142–147; Puerto Rico: An American Commonwealth, 148–155






(Continued) 1. Describe the concept of democracy as developed

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

(Continued)United States and Canada SE/TE: The Constitution and Declaration of

Independence, 41; United States: presidents, 42, 44, 47, 48, 51, 52; The Fight for Civil Rights, 53; Comparing Structures of Government, 154




2. Describe the concept of republic as developed by

the Romans and compare to other republican governments.




Grade 7

1. Explain the structure and functions of New

Mexico’s state government as expressed in the New Mexico Constitution, to include: • roles and methods of initiative, referendum,

and recall processes



52; The Fight for Civil Rights, 53; Structure of Government, 154









• function of multiple executive offices Opportunities to address this standard may be found on the following pages:


52; Structure of Government, 154 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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

elections) Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: United States: presidents, 42, 44, 47, 48, 51,

52; Structure of Government, 154 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• criminal justice system (e.g., juvenile justice). Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: Laws, 48 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



2. Explain the roles and relationships of different

levels of the legislative process, to include:

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


United States and Canada SE/TE: Data about New Mexico, 3, 97, 105; Structure

of U.S. Government, 154






(Continued) • structure of New Mexico legislative districts

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




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


United States and Canada SE/TE: Data about New Mexico, 3, 97, 105; Structure

of U.S. Government, 154 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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


United States and Canada SE/TE: Pueblo Village, 38; The First People, 85; Data

about New Mexico, 3, 97, 105; Structure of U.S. Government, 154




Grade 8

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

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



52; States’ rights, 47, 48; Structure of Government, 154






(Continued) • the federal system dividing sovereignty

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




• the sovereignty of Native American tribes in

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


44–45; Native Americans Today, 85 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• Bill of Rights, amendments to Constitution Opportunities to address this standard may be found on


Independence, 41; The right to vote, 51; The Fight for Civil Rights, 53; Standardized Test Prep: The Constitution, 73; Native Americans Today, 85




• the primacy of individual liberty











(Continued) • the primacy of individual liberty



• Constitution is designed to secure our liberty

by both empowering and limiting central government







• struggles over the creation of the Bill of

Rights and its ratification Opportunities to address this standard may be found on


Independence, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• separation of powers through the development

of differing branches Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: United States: presidents, 42, 44, 47, 48, 51,










• John Marshall’s role in judicial review, including Marbury v. Madison.


United States and Canada SE/TE: The right to vote, 51; The Fight for Civil

Rights, 53 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



2. Identify and describe a citizen's fundamental

constitutional rights, to include:

• freedom of religion, expression, assembly, and press







• right to a fair trial Opportunities to address this standard may be found on











• equal protection and due process. Opportunities to address this standard may be found on the following pages:






3. Describe the contributions of Native Americans in

providing a model that was utilized in forming the United States government (Iroquois Nation).


United States and Canada SE/TE: Iroquois, 64, 77, 94, 156 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



4. Explain and describe how water rights and energy

issues cross state and national boundaries. Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: Environmental Issues, 64–67 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








5–8 Benchmark III-B: Explain the significance of symbols, icons, songs, traditions, and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity.


Grade 6

1. Describe the significance of leadership in

democratic societies and provide examples of local, national, and international leadership, to include:

• qualities of leadership • names and contributions New Mexico leaders • names and contributions of national leaders.





Grade 7

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






2. Describe ways in which different groups maintain

their cultural heritage Geography SE/TE: Earth’s Human Geography, 58–89; Cultures

of the World, 90–111; Earth’s Human Geography, 58–59; Population, 60–66; Why People Migrate, 67–73; Cultures of the World, 90–91; What Is Culture? 92–95; Social Groups, Language, and Religion, 96–103; Cultural Change, 104–108; Review and Activities, 109–110






(Continued) 2. Describe ways in which different groups maintain

their cultural heritage.

(Continued) SE/TE: VideoLink: Discovery Channel Video: What

is Culture? Latin America SE/TE: Latin America: Shaped by Its History, 38–39;









(Continued) 2. Describe ways in which different groups maintain

their cultural heritage.









3. Explain how New Mexico’s state legislature and other state legislatures identify symbols representative of a state.







4. Identify official and unofficial public symbols of

various cultures and describe how they are or are not exemplary of enduring elements of those cultures.

United States and Canada SE/TE: Culture Regions, M1; Migration and culture,

M14–M15; Pueblo Village, 38; Patterns of Culture, 76–81; The First People, 85; Literature of, 87; Literature, 142–145; The Skyscraper, 114; Ontario and Quebec: Bridging Two Cultures, 152–159; British Columbia: Economic and Cultural Changes, 166–172 VideoLink: Discovery Channel Video: Pueblo Bonito, Cultures of the Atlantic Provinces

Latin America SE/TE: Christianity, 54, 76; Catholic Church, 85, 100 Medieval Times to Today SE/TE: Christianity, 13, 14, 22, 27, 53, 54, 104, 105,

119, 133–137, 141; Islam, 15, 18–23, 27–28, 29, 30, 46, 52, 110, 112, 134; Judaism, 22; Hinduism, 109, 110, 112; Incan religion, 65; Buddhism, 105






(Continued) 4. Identify official and unofficial public symbols of

various cultures and describe how they are or are not exemplary of enduring elements of those cultures.

(Continued) Geography SE/TE: Religions, 95, 98, 100, 101, 110 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 8 1. Explain how the development of symbols, songs,

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

United States and Canada SE/TE: Patterns of Culture, 76–81; The First People,

85; Literature of, 87; Literature, 142–145; The Skyscraper, 114




2. Explain the importance of point of view and its

relationship to freedom of speech and press. United States and Canada SE/TE: Identifying frame of reference, 16–17, 32;

Patterns of Culture, 76–81; The First People, 85; Literature of, 87; Literature, 142–145; also see: Reading Informational Texts, xiv–RW1; How to Read Social Studies: Target Reading Skills, M18; Introduction to the United States and Canada: Guiding Questions, 1




5–8 Benchmark III-C: Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.







Grade 6

1. Explain how Greek and Roman societies expanded and advanced the role of citizen.




2. Identify historical origins of democratic forms of

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




Grade 7

1. Compare and contrast New Mexico’s entry into

the United States with that of the original thirteen colonies.


United States and Canada SE/TE: Map of Union states, Confederate States, and

Territories, 46

(Continued) 1. Compare and contrast New Mexico’s entry into

the United States with that of the original thirteen colonies.









2. Understand the structure and function of New Mexico government as created by the New Mexico Constitution and how it supports local, tribal, and federal governments.







Grade 8

1. Describe political philosophies and concepts of

government that became the foundation for the American Revolution and the United States government, to include:

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


United States and Canada SE/TE: The English Colonists, 40; The Constitution

and Declaration of Independence, 41; The right to vote, 51; The Fight for Civil Rights, 53; Standardized Test Prep: The Constitution, 73; Native Americans Today, 85









• concept of limited government and the rule of law established in the Magna Carta and the English Bill of Rights


United States and Canada SE/TE: The English Colonists, 40; The Constitution

and Declaration of Independence, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• social covenant established in the Mayflower

Compact Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: The English Colonists, 40; The Constitution

and Declaration of Independence, 41 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



• characteristics of representative governments Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: Comparing Structures of Government, 154;

also see: United States: presidents, 42, 44, 47, 48, 51, 52; The Fight for Civil Rights, 53; Government of Canada, 60, 153, 181;




• anti-Federalist and Federalist arguments

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



Independence, 41






(Continued) • anti-Federalist and Federalist arguments

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




• concepts of federalism, democracy, bicameralism, separation of powers, and checks and balances.



52; The Fight for Civil Rights, 53; Government of Canada, 60, 153, 181; Comparing Structures of Government, 154




2. Explain the concept and practice of separation of powers among the Congress, the president, and the Supreme Court.







3. Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people.



Independence, 41; United States: presidents, 42, 44, 47, 48, 51, 52; The Fight for Civil Rights, 53; Standardized Test Prep: The Constitution, 73; Native Americans Today, 85; Comparing Structures of Government, 154






(Continued) 3. Understand the fundamental principles of

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




5–8 Benchmark III-D: Explain how individuals have rights and responsibilities as members of social

groups, families, schools, communities, states, tribes, and countries. Performance Standards

Grade 6

1. Understand that the nature of citizenship varies

among societies.



Geography SE/TE: Political Systems, 80–84 Latin America SE/TE: Cuba: Clinging to Communism, 134–141;

Haiti: A Democracy in Progress, 142–147; Puerto Rico: An American Commonwealth, 148–155






1. Understand that the nature of citizenship varies among societies.




Grade 7

1. Explain the obligations and responsibilities of

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







2. Explain the roles of citizens in political decision-

making (e.g., voting, petitioning public officials, analyzing issues).





(Continued)

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



Grade 8






1. Explain basic law-making processes and how the design of the United States Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., elections, political parties, interest groups).







2. Understand the multiplicity and complexity of

human rights issues.

Latin America SE/TE: Independence, 57–63; From Past to Present,

64–68; Haiti: A Democracy in Progress, 142–147; Puerto Rico: An American Commonwealth, 148–155








(Continued) 2. Understand the multiplicity and complexity of

human rights issues.




Strand: Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to

analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

5–8 Benchmark IV-A: Explain and describe how individuals, households, businesses, governments, and

societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating.


Grade 6

1. Explain and predict how people respond to

economic and intrinsic incentives.

Geography SE/TE: Interacting with Environment, 13; How

People Use the Land, 120–127; People’s Effect on the Environment, 128–132 VideoLink: Discovery Channel Video: Migration; The Natural Resources of an Island Nation










(Continued) 1. Explain and predict how people respond to

economic and intrinsic incentives.




Grade 7

1. Explain how economic and intrinsic incentives

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






Eyewitness Technology, 38, 114;

(Continued) 1. Explain how economic and intrinsic incentives

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

(Continued) SE/TE: The South: The Growth of Industry, 117–125;

The West: Using and Preserving Resources, 133–138; VideoLink: Discovery Channel Video: Taming the Mississippi, The Gold Rush









2. Explain why cooperation can yield higher benefits


Geography SE/TE: Trade, 78–79, 94 United States and Canada SE/TE: Trade, 60–71, 171–172 Latin America SE/TE: Trade, 44, 55, 65

(Continued) 2. Explain why cooperation can yield higher benefits.




Grade 8

1. Explain and provide examples of economic goals. United States and Canada SE/TE: United States: Resources and Land Use, 25–

28, 31; Canada: Resources and Land Use, 29–30, 31; Industrial Revolution, 45; Economics, 68–70; Standard of living, 81; The South: The Growth of Industry, 117–125; The West: Using and Preserving Resources, 133–138




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

United States and Canada SE/TE: Environmental Issues, 64–67 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








3. Explain that tension between individuals, groups, and/or countries is often based upon differential access to resources

United States and Canada SE/TE: United States: Resources and Land Use, 25–

28; Canada: Resources and Land Use, 29–30, 31; Environmental Issues, 64–67; Interdependence, 69, 70, 71

(Continued)

3. Explain that tension between individuals, groups, and/or countries is often based upon differential access to resources.




5–8 Benchmark IV-B: Explain how economic systems impact the way individuals, households, businesses,

governments and societies make decisions about resources and the production and distribution of goods and services.


Grade 6 United States and Canada

SE/TE: United States: Resources and Land Use, 25–28, 31; Canada: Resources and Land Use, 29–30, 31; Industrial Revolution, 45; The Great Depression, 51; Economics, 68–70









1. Describe the characteristics of traditional, command, market, and mixed economic systems.


Geography SE/TE: Economic Systems, 74–79 United States and Canada SE/TE: Resources and Land Use, 25–30; The South:

The Growth of Industry, 117–125; The Midwest: Leaving the Farm, 126–132; The West: Using and Preserving Resources, 133–138; The Prairie Provinces: Canada’s Breadbasket, 160–165; The Atlantic Provinces: Relying on the Sea, 173–179; The Northern Territories: New Frontiers, 180–184

(Continued) 1. Describe the characteristics of traditional,

command, market, and mixed economic systems.

(Continued) Latin America SE/TE: Economy, 21, 30, 66, 67–68, 100; Aztec

Farming, 42, 43; Leaving the Countryside, 77; Country and City Life, 91–92; Mexico: Moving to the City, 102–108; Panama: An Important Crossroads, 116–122; Brazil: Geography Shapes a Nation, 166–172









2. Explain how different economic systems affect the allocation of resources.







(Continued) 2. Explain how different economic systems affect the

allocation of resources.

(Continued)Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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










(Continued) 3. Understand the role that “factors of production”

play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs).

(Continued) United States and Canada SE/TE: Resources and Land Use, 25–30; DK





Grade 7

1. Identify governmental activities that affect local, state, tribal, and national economies.


United States and Canada SE/TE: The Great Depression, 51; Environmental

Issues, 64–67; Trade, 69–71

(Continued) 1. Identify governmental activities that affect local,

state, tribal, and national economies.




2. Analyze the impact of taxing and spending

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

United States and Canada SE/TE: Taxes, 41; Tariff, 70; also see: The Great

Depression, 51; Trade, 69–71; Standard of living, 81









3. Explain the relationship of New Mexico with tribal governments regarding compact issues (e.g., taxes, gambling revenue, rights of way).


United States and Canada SE/TE: Native Americans Today, 85 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 8

1. Describe the relationships among supply, demand,

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



28, 31; Industrial Revolution, 45; The Great Depression, 51; Economics, 68–70; Trade, 69–71; Standard of living, 81; The South: The Growth of Industry, 117–125; The Midwest: Leaving the Farm, 126–132; The West: Using and Preserving Resources, 133–138

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

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









2. Identify how fundamental characteristics of the United States’ economic system influence economic decision making (e.g., private property, profits, competition) at local, state, tribal, and national levels.



28, 31; The Great Depression, 51; Economics, 68–70; Standard of living, 81




3. Explain changing economic activities in the United

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


28, 31; Industrial Revolution, 45; Environmental Issues, 64–67; The South: The Growth of Industry, 117–125




4. Identify situations in which price and value

diverge. Opportunities to address this standard may be found on

the following pages: United States and Canada SE/TE: The Great Depression, 51; The South: The

Growth of Industry, 117 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes








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


United States and Canada SE/TE: Standard of living, 81 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



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


Grade 6

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

Latin America SE/TE: Trade, 44, 55 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



2. Analyze the impact of the Neolithic agricultural revolution on mankind and the impact of technological changes in the Bronze Age and the Iron Age.

United States and Canada SE/TE: The First Americans, 36–37 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 7






1. Explain how specialization leads to interdependence and describe ways most Americans depend on people in other households, communities, and nations for some of the goods they consume.

2. Understand the interdependencies between the economies of New Mexico, the United States, and the world.

United States and Canada SE/TE: Interdependence, 69, 70, 71; trade, 171–172 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



3. Understand the factors that currently limit New

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


United States and Canada SE/TE: Sun Belt, 122; Data about New Mexico, 97,




4. Describe the relationship between New Mexico,

tribal, and United States economic systems. 5. Compare and contrast New Mexico commerce

with that of other states’ commerce.


United States and Canada SE/TE: Sun Belt, 122; Data about New Mexico, 97,

105; also see: 26 and The West, 133–138 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



Grade 8

1. Understand why various sections of the early

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

United States and Canada SE/TE: Industrial Revolution, 45; The Great

Depression, 51; The South: The Growth of Industry, 117–125; The Midwest: Leaving the Farm, 126–132; The West: Using and Preserving Resources, 133–138; Video: The Gold Rush






(Continued) 1. Understand why various sections of the early

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




2. Understand how various economic forces resulted

in the Industrial Revolution in the 19th century. United States and Canada SE/TE: Industrial Revolution, 45 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



3. Explain how economic interdependence between

countries around the world can improve the standard of living.

United States and Canada SE/TE: Interdependence, 69, 70, 71; trade, 171–172 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



4. Explain the rise of the credit system and how the

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


United States and Canada SE/TE: The Great Depression, 51; Standard of living,




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

currency. Opportunities to address this standard may be found on

the following pages: Geography SE/TE: Trade, 78–79, 94






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

currency.

(Continued)United States and Canada SE/TE: Trade, 60–71, 171–172 Latin America SE/TE: Trade, 44, 55, 65 Resources provided for each book in the program: TR: All-in-One Teaching Resources (includes



6. Describe the role of technology in economic development, historically and in the contemporary world

Geography United States and Canada SE/TE: DK Eyewitness Technology: Pueblo Village,

38; The Skyscraper, 114; Technology, 27, 29, 65, 121, 126, 128–129, 181; The West: Using and Preserving Resources, 133–138






(Continued) 6. Describe the role of technology in economic

development, historically and in the contemporary world.

(Continued) Latin America SE/TE: Technology, 43, 121; Science, 17, 32, 48, 124;

Mexico: Moving to the City, 102–108; Guatemala: Descendants of an Ancient People, 109–115; Puerto Rico: An American Commonwealth, 148–155; Roads, Bridges, and Aqueducts, 48; Communication, 122; Transportation, 48; Railroad, 65; Panama Canal, 116–122; Colorful Buses in Haiti, 147; Modern Suspension Bridge, 178; Ships, 179




7. Describe how “cost benefits” are determined by

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



28, 31; Industrial Revolution, 45; Environmental Issues, 64–67; The South: The Growth of Industry, 117–125




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

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