MICHIGAN MIDDLE SCHOOL SOCIAL STUDIES
MICHIGAN MIDDLE SCHOOL SOCIAL STUDIES
STRANDS I & III
CORRELATED TO
AGS UNITED STATES HISTORY, WORLD HISTORY
UNITED STATES GOVERNMENT
[pic]
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|STRAND I. HISTORICAL PERSPECTIVE | |
| | |
|CONTENT STANDARD 1: | |
|All students will sequence chronologically the following eras of American history and key events within | |
|these eras in order to examine relationships and to explain cause and effect: The Meeting of Three Worlds | |
|(beginnings to 1620); Colonization and Settlement (1585-1763); Revolution and the New Nation (1754-1815); | |
|Expansion and Reform (1801-1861); and Civil War and Reconstruction (1850-1877); The Development of the | |
|Industrial United States (1870-1900); The Emergence of Modern America (1890-1930); The Great Depression | |
|and World War II (1929-1945); Post War United States (1945-1970); and Contemporary United States | |
|(1968-present). (Time and Chronology). |The Meeting of Three Worlds (beginnings to 1620): Pp. 10-47 |
| |Colonization and Settlement (1585-1763): Pp. 52-89 |
|BENCHMARKS: |Revolution and the New Nation (1754-1815): Pp. 94-191 |
|1. Construct and interpret time lines of people and events from the history of Michigan and the United |Expansion and Reform (1801-1861): Pp. 196-265 |
|States through the era of reconstruction. |Civil War and Reconstruction (1850-1877): Pp. 270-341. |
| | |
| |Time lines: Pp. 12, 34, 50, 54, 76, 96, 114, 136, 156, 178, 198, 216, 232, 252, 272, |
| |286, 300, 324. |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|2. Describe the major factors that characterize the following eras in United States history: The Meeting |The Meeting of Three Worlds (beginnings to 1620): Pp. 10-47 |
|of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New | |
|Nation (1754-1815), Expansion and Reform (1801-1861), and Civil War and Reconstruction (1850-77). |Colonization and Settlement (1585-1763): Pp. 52-89 |
| | |
| |Revolution and the New Nation (1754-1815): Pp. 94-191 |
| | |
| |Expansion and Reform (1801-1861): Pp. 196-265 |
| | |
| |Civil War and Reconstruction (1850-77): Pp. 270-341 |
| | |
|3. Distinguish among the past, the present and the future. |Throughout both textbooks: |
| |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|4. Select a contemporary condition in Africa, Asia, Canada, Europe and Latin America and trace some of the|Contemporary conditions: Local resources. |
|major historical origins of each. |Historical points included in AGS WORLD HISTORY: |
| |Africa: Pp. 87, 93, 116, 128, 133, 177, 244, 263, 267-69, 362, 401, 424, 427-31, 440,|
| |443-45, 449, 576-81, 703-10, 727, 732-33, 774, 779 |
| |Asia: Pp. 244, 267-69, 285, 288-91, 294-97, 301, 313, 317, 362, 445, 572-75, 578, |
| |739-41, 774, 779 |
| |Canada: Pp. 233, 424, 444, 752, 769, 777 |
| |Europe: Pp. 220-37, 241-42, 244, 250, 259, 268-69, 281, 298, 301, 308, 313, 322-43, |
| |350, 352, 369, 387, 397-98, 401, 405, 415-17, 421, 432-34, 440-45, 463, 494, 497, |
| |517, 520-21, 526, 532-38, 541, 548, 555, 558-60, 565, 570, 573, 578, 591-94, 597, |
| |601-03, 607, 633, 641, 644, 665, 674, 677, 693, 746-50, 755 |
| |Latin America: Pp. 445, 539-43, 555, 570, 644, 751-52, 755, 774, 779 |
| | |
|CONTENT STANDARD 2: |AGS UNITED STATES HISTORY: The United States as a nation during the eras prior to |
|All students will understand narratives about major eras of American and world history by identifying the |Reconstruction: (Pp. 10-321) Specifically see Biographies listed on P. xi, Source |
|people involved, describing the setting, and sequencing the events. (Comprehending the Past) |Readings listed on p. xiii, Media in History: P. xiv, Writing on Your Own About |
| |History: P. xvi, History in Your Life: Consumer Science: Pp. 56, 274, Fine Arts: Pp. |
|BENCHMARKS: |22, 109, 219, Health: P. 165, Industrial technology: Pp. 125, Literature: Pp. 209, |
|1. Use narratives and graphic data to describe the settings of significant events that shaped the |257, Math: P. 149, Science: Pp. 82, 244, Technology: Pp. 179, 289. |
|development of Michigan as a state and the United States as a nation during the eras prior to | |
|Reconstruction. | |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|2. Identify and explain how individuals in history demonstrated good character and personal virtue. |AGS UNITED STATES HISTORY: Pp. 40, 64-65, 67, 80, 103, 122, 151, 173, 204, 227, 245, |
| |254, 280, 288, 303 and throughout textbook. |
| |AGS WORLD HISTORY: Pp. 39, 71, 108, 125, 156, 184, 194, 245, 298, 328, 356, 384, 415,|
| |445, 464, 484, 508, 541, 561, 593, 640, 663, 682, 707, 741, 768 and throughout |
| |textbook. |
| | |
|3. Select conditions in various parts of the world and describe how they have been shaped by events from |Choose local current events materials to research using AGS UNITED STATES HISTORY and|
|the past. |AGS WORLD HISTORY for past events research. |
| | |
|4. Use historical biographies to explain how events from the past affected the lives of individuals and |AGS UNITED STATES HISTORY: Pp. 40, 64-65, 67, 80, 103, 122, 151, 173, 204, 227, 245, |
|how some individuals influenced the course of history. |254, 280, 288, 303 and throughout textbook. |
| |AGS WORLD HISTORY: Pp. 39, 71, 108, 125, 156, 184, 194, 245, 298, 328, 356, 384, 415,|
| |445, 464, 484, 508, 541, 561, 593, 640, 663, 682, 707, 741, 768 and throughout |
| |textbook. |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
|CONTENT STANDARD 3: | |
|All students will reconstruct the past by comparing interpretations written by others from a variety of | |
|perspectives and creating narratives from evidence. (Analyzing and interpreting the Past) | |
| |AGS UNITED STATES HISTORY: |
|BENCHMARKS: |Primary Records: Source readings: Pp. 30, 46, 72, 88, 110, 132, 152, 174, 190, 212, |
|1. Use primary and secondary records to analyze significant events that shaped the development of Michigan|228, 248, 264, 282, 296, 320. |
|as a state and the United States as a nation prior to the end of the era of Reconstruction. |Secondary Records: Pp. 1-321. |
|2. Analyze interpretations of major events selected from African, Asian, Canadian, European and Latin |AGS WORLD HISTORY: |
|American history to reveal the perspectives of the authors. Show that historical knowledge is tentative |Africa: Pp. 87, 93, 116, 128, 133, 177, 244, 263, 267-69, 362, 401, 424, 427-31, 440,|
|and subject to change by describing interpretations of the past that has been revised when new information|443-45, 449, 576-81, 703-10, 727, 732-33, 774, 779 |
|was uncovered. |Asia: Pp. 244, 267-69, 285, 288-91, 294-97, 301, 313, 317, 362, 445, 572-75, 578, |
| |739-41, 774, 779 |
| |Canada: Pp. 233, 424, 444, 752, 769, 777 |
| |Europe: Pp. 220-37, 241-42, 244, 250, 259, 268-69, 281, 298, 301, 308, 313, 322-43, |
| |350, 352, 369, 387, 397-98, 401, 405, 415-17, 421, 432-34, 440-45, 463, 494, 497, |
| |517, 520-21, 526, 532-38, 541, 548, 555, 558-60, 565, 570, 573, 578, 591-94, 597, |
| |601-03, 607, 633, 641, 644, 665, 674, 677, 693, 746-50, 755 |
| |Latin America: Pp. 445, 539-43, 555, 570, 644, 751-52, 755, 774, 779 |
|3. Show that historical knowledge is tentative and subject to change by describing interpretations of the | |
|past that has been revised when new information was uncovered. | |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|4. Compose narratives of the history of Michigan and of the United States prior to the era of |AGS UNITED STATES HISTORY: |
|Reconstruction. |‘Writing About History’ prior to the era of Reconstruction: Pp. 28, 44, 63, 77, 102,|
| |126, 150, 172, 188, 201, 222, 247, 259, 281, 291, 306, 331 |
| | |
|CONTENT STANDARD 4: | |
|All students will evaluate key decisions made at critical turning points in history by assessing their | |
|implications and long-term consequences. (Judging Decisions from the Past) | |
| | |
|BENCHMARKS: | |
|1. Identify major decisions in the history of Michigan and the United States history prior to the end of | |
|the era of Reconstruction, analyze contemporary factors contributing to the decisions and consider |AGS UNITED STATES HISTORY: |
|alternative courses of action. |Pp. 113-4, 136-53, 178-91, 216-29, 232-49, 252-65, 272-83, 286-97, 300-21 |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |AGS WORLD HISTORY |
| | |
|2. Identify major decisions in the history of Africa, Asia, Canada, Europe and Latin America, analyze |AGS WORLD HISTORY: |
|contemporary factors contributing to the decisions and consider alternative courses of action. |Africa: Pp. 87, 93, 116, 128, 133, 177, 244, 263, 267-69, 362, 401, 424, 427-31, 440,|
| |443-45, 449, 576-81, 703-10, 727, 732-33, 774, 779 |
| |Asia: Pp. 244, 267-69, 285, 288-91, 294-97, 301, 313, 317, 362, 445, 572-75, 578, |
| |739-41, 774, 779 |
| |Canada: Pp. 233, 424, 444, 752, 769, 777 |
| |Europe: Pp. 220-37, 241-42, 244, 250, 259, 268-69, 281, 298, 301, 308, 313, 322-43, |
| |350, 352, 369, 387, 397-98, 401, 405, 415-17, 421, 432-34, 440-45, 463, 494, 497, |
| |517, 520-21, 526, 532-38, 541, 548, 555, 558-60, 565, 570, 573, 578, 591-94, 597, |
| |601-03, 607, 633, 641, 644, 665, 674, 677, 693, 746-50, 755 |
| |Latin America: Pp. 445, 539-43, 555, 570, 644, 751-52, 755, 774, 779 |
| | |
|3. Identify the responses of individuals to historic violations of human dignity involving discrimination,|AGS UNITED STATES HISTORY: Pp. 145, 168, 174, 201-06, 213, 219-21, 246-47, 358, |
|persecution and crimes against humanity. |261-62, 265, 273-80, 283, 289-94, 301-02, 318, 327, 356-63, 388-91, 404, 480, 485, |
| |518-24, 535, 571-74, 580-81 |
| |AGS WORLD HISTORY: Pp. 80-81, 89, 93, 99, 102, 107, 111, 120, 126, 151, 175, 424, |
| |438-42, 449, 516-18, 529, 539, 544, 580, 585, 677, 692-93 |
| | |
|4. Select historic decisions and evaluate them in light of core democratic values and resulting costs and |AGS UNITED STATES HISTORY: Pp. 168, 290-91, 296-97, 390-91, 436, 502-03, 509, 557-58,|
|benefits as viewed from a variety of perspectives. |560-61, |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
| | |
|STRAND III. CIVIC PERSPECTIVE | |
| | |
|CONTENT STANDARD 1: | |
|All students will identify the purposes of national, state, and local governments in the United States, describe how citizens | |
|organize government to accomplish their purposes, and assess their effectiveness. (Purposes of Government) | |
| | |
|BENCHMARKS: | |
|1. Describe how the federal government in the United States serves the purposes set forth in the Preamble to the Constitution. | |
| |Pp. 40-41, 59, 63-75, 79-95, 135-47 |
| | |
|2. Distinguish between representative democracy in the United States and other forms of government. |Federal: Pp. 29-31, 40-41, 59, 63, 75 |
| |Local: Pp. 179-91 |
| |World: Pp. 251-75 |
| | |
|3. Explain how the rule of law protects individual rights and serves the common good. |Pp. 1-192 |
| | |
|4. Explain the importance of limited government to protect political and economic freedom. |Pp. 29-31, 35, 156-57 |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
| | |
|CONTENT STANDARD 2: | |
|All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of | |
|Independence, the Constitution, and other foundational documents of the United States. (Ideals of American Democracy) | |
| | |
|BENCHMARKS: | |
|1. Identify the essential ideas expressed in the Declaration of Independence and the origins of those ideas, and explain how they | |
|set the foundation for civic life, politics and government in the United States. |Pp. 14-17, 21-35, 279-86 |
| | |
|2. Describe provisions of the U.S. Constitution which delegate to government the powers necessary to fulfill the purposes for which |Pp. 11, 21, 29-33, 35, 39-59, 75, 287-319 |
|it was established. | |
| | |
|3. Explain means for limiting the powers of government established by the U.S. Constitution. |Pp. 29, 35, 156 |
| | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
| | |
|CONTENT STANDARD 3: |Civil: Pp. 47, 52-55, 170-75, 216-17 |
|All students will describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a |Criminal: Pp. 6-7, 47, 51, 59, 67, 162, 170-71, 175 |
|free society. (Democracy in Action) | |
| | |
|BENCHMARKS: | |
|1. Distinguish between civil and criminal procedure. | |
| | |
|2. Identify disparities between American ideals and realities and propose ways to reduce them. |Throughout textbook. |
| | |
|CONTENT STANDARD 4: | |
|All students will explain how American governmental institutions, at the local, state, and federal levels, provide for the | |
|limitation and sharing of power and how the nation’s political system provides for the exercise of power. (American Government and | |
|politics) | |
| | |
|BENCHMARKS: | |
|1. Evaluate information and arguments from various sources in order to evaluate candidates for public office. |Local current events activity. |
| | |
|2. Explain how the Constitution is maintained as the supreme law of the land. |Pp. 39-57, 63-75, 79-95, 135-47 |
| | |
|CONTENT STANDARD 5: | |
| | |
| | |
|BENCHMARKS: | |
|1. Describe means used by the United States to resolve international conflicts. |Pp. 245-75 |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- importance of social studies pdf
- importance of social studies education
- social studies is important why
- why does social studies matter
- social studies ged practice test
- heritage social studies zimbabwe
- why social studies is important
- free online social studies lessons
- high school social studies teacher
- high school social studies worksheets
- high school social studies workbooks
- high school social studies jobs