ILLINOIS STATE SOCIAL SCIENCE GOALS



ILLINOIS STATE SOCIAL SCIENCE GOALS

Early High School/Late High School

United States History ©2001, United States Government ©2001 & World History ©2001

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Illinois State Social Science Goals

High School Level

State Goal 14: Understand political systems, with an emphasis on the United States.

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|A. Understand and explain basic |Early High School |Examples: Chapter 8: Section 2; |Throughout Chapters 4-10 | |

|principles of the United States |14.A.4 Analyze how local, state and national |Chapter 21: Section 3; Chapter 25: | | |

|government. |governments serve the purposes for which they |Section 2; Chapter 30: Section 1 | | |

| |were created. | | | |

| | |Examples: Chapter 14: Section 2; | | |

| |Late High School |Chapter 20: Section 2; Chapter 27: | | |

| |14.A.5 Analyze ways in which federalism |Section 4; Chapter 28: Sections 3, 5 |Chapter 3: Sections 1-6; Chapter 6: | |

| |protects individual rights and promotes the | |Section 3; Chapter 8: Sections 1-3; | |

| |common good and how at times has made it | |Chapter 9: Sections 2, 6, 7; Chapter | |

| |possible for states to protect and deny rights | |12: Sections 1-3 | |

| |for certain groups. | | | |

|B. Understand the structures and |Early High School |Examples: Chapter 26: Section 1; |Chapter 13: Sections 1-7 |Examples: Chapter 24: Sections 3, |

|functions of the political systems of |14.B.4 Compare the political systems of the |Chapter 27: Section 2; Chapter 30: | |4; Chapter 25: Sections 1-4; |

|Illinois, the United States and other |United States to others. |Section2; Chapter 31: Section 1 | |Chapter 28: Sections 4, 5; Chapter |

|nations. | | | |29: Sections 3-6 |

| | |Examples: Chapter 26: Section1; | |Examples: Chapter 24: Sections 3, |

| |Late High School |Chapter 27: Section 2; Chapter 28: | |4; Chapter 25: Sections 1-4; |

| |14.B.5 Analyze similarities and differences |Section 2 |Chapter 13: Sections 1-7 |Chapter 28: Sections 4, 5; Chapter |

| |among world political systems (e.g., democracy,| | |29: Sections 3-6 |

| |socialism, communism) | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|C. Understand election processes and |Early High School | |Chapter 11: Section 7; Chapter 12: | |

|responsibilities of citizens. |14.C.4 Describe the meaning of participatory | |Section 3 | |

| |citizenship (e.g., volunteerism, voting) at all| | | |

| |level of government and society in the United | | | |

| |States. | | | |

| | | | | |

| |Late High School | | | |

| |14.C.5 Analyze the consequences of |Examples: Chapter 11; Section 3; |Chapter 1: Section 4; Chapter 3: | |

| |participation and non-participation in the |Chapter 17: Section 4; Chapter 23: |Section 5; Chapter 11: Section 7; | |

| |electoral process (e.g., women’s suffrage, |Source Reading; Chapter 24: Section 1|Chapter 12: Section 3 See also “Media &| |

| |voter registration, effects of media). | |Government” readings on pp. 4, 87, 146,| |

| | | |190 | |

|D. Understand the roles and influences |Early High School |Examples: Chapter 29: Sections 1-6; |Chapter 1: Section 2, 3; Chapter 7: |Examples: Chapter 28: Sections 1-5,|

|of individuals and interest groups in |14.D.4 Analyze roles and influences of |Source Reading; Chapter 30: Sections |Sections 1-3; Chapter 11: Sections 1-3,|“Spotlight Story”; Chapter 29: |

|the political systems of Illinois, the |individuals, groups and media in shaping |1-3, Source Reading; Chapter 31: |8 See also “Citizens & Government” and |Sections 1-6; Chapter 30: Sections |

|United States and other nations. |current debates on state and national policies.|Sections 1-5, Source Reading |“Media & Government” readings (listed |1-4 |

| | | |on p. ix) | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Examples: Chapter 24: Section 5; |“Citizens & Government” readings |Examples: Chapter 27: Sections 1, |

|D. Understand the roles and influences |14.D.5 Interpret a variety of public policies |Chapter 25: Sections 2, 3; Chapter |(listed on p. ix) |3; Chapter 28: Sections 2-5, |

|of individuals and interest groups in |and issues from the perspectives of different |28: Sections 3, 5; Chapter 30: | |“Spotlight Stories”; Chapter 29: |

|the political systems of Illinois, the |individuals and groups. |Sections 1, 2; Chapter 31: Section 5;| |Sections 1-6, “Source Readings” |

|United States and other nations. | |See also Source Readings throughout | | |

| | |(listed on p. xiii) | | |

|E. Understand United States foreign |Early High School |Examples: Chapter 22: Section 3; |Chapter 13: Section 1 |Examples: Chapter 23: Sections 3, |

|policy as it relates to other nations |14.E.4 Analyze historical trends of United |Chapter 23: Sections 3, 4; Chapter | |4; Chapter 27: Sections 1-4; |

|and international issues. |States foreign policy (e.g., emergence as a |26: Sections 3-4, 6; Chapter 27: | |Chapter 28: Sections 4, 5; Chapter |

| |world leader-military, industrial, financial). |Sections 1-3; Chapter 28: Sections 1,| |29: Section 6; Chapter 30: Section |

| | |2, 4; Chapter 29: Sections 2, 6; | |3 |

| | |Chapter 30: Sections 2; Chapter 31: | | |

| | |Sections 2, 4 | | |

| | | | | |

| | |Examples: Chapter 27: Sections 1-3; | | |

| |Late High School |Chapter 28: Sections 1, 2, 4; | |Chapter 27: Sections 1, 3, 4; |

| |14.E.5 Analyze relationships and tensions among|Chapter 29: Sections 2, 6; Chapter | |Chapter 28: Sections 1, 2, 4, 5; |

| |members of the international community. |30: Section 2; Chapter 31: Sections |Chapter 13: Sections 1-7 |Chapter 29: Sections 2, 4, 5, 6; |

| | |2, 4 | |Chapter 30: Sections 1-4 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|F. Understand the development of United |Early High School |Examples: Chapter 13: Sections 1, 3; |See “Citizens & Government“ and “Media |Examples: Chapter 22: Section 4; |

|States political ideas and traditions |14.F.4a Determine the historical events and |Chapter 17: Sections 1-4; Chapter 21:|& Government“ readings throughout |Chapter 23: Section 4; Chapter 27: |

| |processes that brought about changes in United |Sections 2-4; Chapter 22: Sections 2,|(listed on p. ix) |Sections 1-4 |

| |States political ideas and traditions (e.g., |3; Chapter 23: Section 4; Chapter 26:| | |

| |the New Deal, Civil War) |Section 6; Chapter 28: Section 5 | | |

| | | | | |

| | |Chapter 23: Section 4; Chapter 24: | | |

| |14.F.4b Describe how United States’ political |Sections 1, 4; Chapter 26: Section 6;| | |

| |ideas, practices and technologies have extended|Chapter 27: Section 4; Chapter 28: |Chapter 11: Section 7; Chapter 12: |Chapter 30: Section 3; Unit 9 |

| |rights for Americans in the 20th century (e.g.,|Sections 3, 5, 6; Chapter 31: Section|Section 3 |Skills Lesson: Voting |

| |suffrage, civil rights, motor-voter |5 | | |

| |registration). | | | |

| | |Examples: Chapter 4: Section 3; | | |

| | |Chapter 8: Section 5; Chapter 10: | | |

| |Late High School |Section 1; Chapter 12: Sections 1-3; | | |

| |14.F.5 Interpret how changing geographical, |Chapter 18: Sections 1-4; Chapter | |Chapter 30: Sections 1-4 |

| |economic, technological, and social forces |19 : Sections 1-3 ; Chapter 20: |Chapter 8: Section 3; Chapter 11: | |

| |affect United States political ideas and |Sections 3, 4; Chapter 21: Sections |Sections 1-3, 6, 8; Chapter 12: | |

| |traditions (e.g., freedom, equality and |2-4 |Sections 1, 3 | |

| |justice, individual rights) | | | |

STATE GOAL: Understand economic systems, with an emphasis on the United States.

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|A. Understand how different economic |Early High School | |Chapter 13: Sections 1, 3 |Chapter 27: Section 1; Chapter 28: |

|systems operate in the exchange, |15.A.4a Explain how national economies vary in | | |Section 4; Chapter 29: Sections |

|production, distribution and consumption|the extent that government and private markets | | |1-6; Chapter 30: Section 3 |

|of goods and services. |help allocate goods, services and resources. | | | |

| | | | | |

| |15.A.4b Describe Gross Domestic Product (GDP). | | | |

| | | | | |

| |15.A.4c Analyze the impact of inflation on an | | | |

| |individual and the economy as a whole. | | | |

| | | | |Chapter 25: Section 2 |

| |15.A.4d Explain the affects of unemployment on |Chapter 26: Section 1; Chapter 29: | | |

| |the economy. |Sections 4, 5 | | |

| | | | | |

| | | | |Chapter 26: Section 1 “History in |

| | |Chapter 11: Section 5; Chapter 17: | |Your Life“ |

| | |Section 1; Chapter 25: Section 1; | | |

| | |Chapter 29: Section 4 | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Chapter 19: Sections 1-3; Chapter 25:| |Chapter 27: Section 1; Chapter 29: |

|A. Understand how different economic |15.A.5a Explain the impact of various |Sections 2, 3; Chapter 26: Section 5;| |Sections 1-6; Chapter 30: Section 3|

|systems operate in the exchange, |determinants of economic growth (e.g., |Chapter 27: Section 4; Chapter 30: | | |

|production, distribution and consumption|investments in human/physical capital, research|Section 1 | | |

|of goods and services. |and development, technological change) on the | | | |

| |economy. | | | |

| | | | |Chapter 27: Section 1; Chapter 28: |

| |15.A.5b Analyze the impact of economic growth. |Chapter 19: Sections 1, 2; Chapter | |Section 4; Chapter 29: Sections |

| | |25: Section 2; Chapter 27: Section 4;| |1-6; Chapter 30: Section 3 |

| | |Chapter 30: Section 1 | | |

| | | | | |

| |15.A.5c Analyze the impact of various |Chapter 20: Section 1 | |Chapter 27: Section 1; Chapter 28: |

| |determinants on the levels of GDP (e.g., | | |Section 4; Spotlight Story; Chapter|

| |quantity/quality of natural/capital resources, | | |29: Sections 1-6; Chapter 30; |

| |size/skills of the labor force). | | |Section 3 |

| | | | | |

| |15.A.5d Explain the comparative value of the | | | |

| |Consumer Price Index (e.g., goods and services | | | |

| |in one year with earlier or later periods). | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|B. Understand that scarcity necessitates|Early High School |Chapter 25: Section 1; Chapter 28: | | |

|choices by consumers. |15.B.4a Explain that costs and benefits of |Section 6 (“History in Your Life”) | | |

| |making consumer purchases through differing | | | |

| |means (e.g., credit, cash) | | | |

| | | | | |

| |15.B.4b Analyze the impact of current events |Chapter 26: Section 5; Chapter 29: | | |

| |(e.g., weather/natural disasters, wars) on |Section 4 | |Chapter 30: Section 3 |

| |consumer prices. | | | |

| | | | | |

| |Late High School | | | |

| |15.B.5a Analyze the impact of changes in |Chapter 25: Sections 1-3 | | |

| |non-price determinants (e.g., changes in | | | |

| |consumer income, changes in tastes and | | | |

| |preferences) on consumer demand. | | | |

| | | | | |

| |15.B.5b Analyze how inflation and interest | | | |

| |rates affect consumer purchasing power. | | | |

| | | | | |

| |15.B.5c Analyze elasticity as it applies to |Chapter 26: Section 1; Chapter 29: | | |

| |supply and demand and consumer decision. |Section 4 | |Chapter 25: Section 2; Chapter 26: |

| | | | |Section 1 (“History in Your Life”) |

| | | | | |

| | |Chapter 25: Section 1 | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|C. Understand that scarcity necessitates|Early High School |Chapter 26: Section 5; Chapter 29: | |Chapter 27: Section 1; Chapter 29: |

|choices by consumers. |15.C.4a Analyze the impact of political actions|Sections 4, 5 | |Sections 2-6 |

| |and natural phenomena (e.g., wars, legislation,| | | |

| |natural disaster) on producers and production | | | |

| |decisions. | | | |

| | | | | |

| |15.C.4b Explain the importance of research, | | | |

| |development, invention, technology and | | |Chapter 29: Section 3; Chapter 30: |

| |entrepreneurship to the United States economy. |Chapter 27: Section 4; Chapter 29: | |Section 2 |

| | |Section 5 | | |

| |Late High School | | | |

| |15.C.5a Explain how competition is maintained | | | |

| |in the United States economy and how the level | | | |

| |of competition varies in differing market | | | |

| |structures (e.g., monopoly, oligopoly, |Chapter 19: Section 2; Chapter 22: |Chapter 13: Sections 1, 3-7 | |

| |monopolistic and perfect competition). |Section 4 | | |

| | | | | |

| |15.C.5b Explain how changes in non-price | | | |

| |determinants of supply (e.g., number of | | | |

| |procedures) affect producer decisions. | | | |

| | | | | |

| |15.C.5c Explain how government intervention | | | |

| |with market prices can cause shortages or | | | |

| |surpluses of a good or service (e.g., minimum | | | |

| |wage policies, rent freezes, farm subsidies). | | | |

| | | | | |

| | | |Chapter 6: Section 3 |Chapter 29: Section 4 |

| | |Chapter 29: Section 4; Chapter 31: | | |

| | |Section 5 | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|D. Understand trade as an exchange of |Early High School | |Chapter 13: Sections 1, 3 |Chapter 30: Section 3 |

|goods or services. |15.D.4a Explain the meaning and importance of | | | |

| |“balance of trade” and how trade surpluses and | | | |

| |deficits between nations are determined. | | | |

| | | | | |

| |15.D.4b Describe the relationships between the | | | |

| |availability and price of a nation’s resources | | | |

| |and its comparative advantage in relation to |Chapter 29: Sections 4, 5 | |Examples: Chapter 19: Section 1; |

| |other nations. | | |Chapter 29: Sections 1, 2; Chapter |

| | | | |30: Section 3 |

| |15.D.4c Describe the impact of worker | | | |

| |productivity (output per worker) on business, | | | |

| |the worker and the consumer. | | | |

| | | | |Chapter 28: Section 4; Chapter 29: |

| | |Chapter 21: Section 3 | |Section 4 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Chapter 31: Section 3 | | |

|D. Understand trade as an exchange of |15.D.5a Explain how transaction costs affect | | | |

|goods or services. |decisions to produce or consume. | | | |

| | | | | |

| |15.D.5b Analyze why trade barriers and exchange| | | |

| |rates affect the flow of goods and services |Chapter 7: Section 4; Chapter 26: |Chapter 13: Section 1 |Examples: Chapter 20: Section 5; |

| |among nations. |Section 4; Chapter 31: Section 3 | |Chapter 22: Section 5; Chapter 28: |

| | | | |Section 3; Chapter 29: Section 5 |

| | | | | |

| |15.D.5c Explain how technology has affected | | |Examples: Chapter 19: Sections 2-4;|

| |trade in the areas of transportation, |Chapter 12: Section 2; Chapter 14: | |Chapter 29: Section 3; Chapter 30: |

| |communication, finance and manufacturing. |Section 3; Chapter 18: Section 1; | |Sections 1, 2 See also |

| | |Chapter 19: Section 3; Chapter 20: | |“Communication in History” (listed |

| | |Section 1 | |on p. 15). |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|E. Understand the impact of government |Early High School |Chapter 21: Section 4: Chapter 22: |Chapter 13: Section 1 | |

|policies and decisions on production and|15.E.4a Explain why government may intervene in|Section 6; Chapter 25: Sections 1, 2;| | |

|consumption in the economy. |a market economy. |Chapter 29: Sections 4, 5 | | |

| | | | | |

| | |Chapter 19: Sections 1-3; Chapter 20:| | |

| |15.E.4b Describe social and environmental |Section 1; Chapter 21: Section 3 | | |

| |benefits and consequences of production and | | |Examples: Chapter 19: Sections 1, |

| |consumption. | | |2, 4; Chapter 22: Sections 4, 6; |

| | | | |Chapter 28: Section 4; Chapter 29: |

| | |Chapter 19: Sections 1-3; Chapter 27:| |Section 4 |

| |15.E.4c Analyze the relationship between a |Section 4 | | |

| |country’s science/technology policies and its | | |Examples: Chapter 19: Sections 1, |

| |level and balance of trade. | | |2, 4; Chapter 28: Section 4; |

| | | | |Chapter 29: Section 1; Chapter 30: |

| | | | |Sections 1-3 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Chapter 22: Section 6; Chapter 25: |Chapter 9: Section 3; Chapter 10: |Chapter 20: Section 3; Chapter 24: |

|E. Understand the impact of government |15.E.5a Explain how and why government |Section 3 |Section 2 |Sections 3, 4; Chapter 30; Section |

|policies and decisions on production and|redistributes income in the economy. | | |3 |

|consumption in the economy. | | | | |

| | | | | |

| |15.E.5b Describe how fiscal, monetary and | | | |

| |regulatory policies affect overall levels of |Examples: Chapter 21: Section 4; | | |

| |employment, output and consumption. |Chapter 22: Section 4; Chapter 25: | | |

| | |Sections 2, 3; Chapter 30: Section 1 | | |

| | | | | |

| |15.E.5c Describe key schools of thought (e.g., | | | |

| |classical, Keynesian, monetarist, supply-side) | | | |

| |and explain their impact on government | | | |

| |policies. | | | |

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|A. Apply the skills of historical |Early High School |See questions in Section and Chapter |See questions in Section and Chapter |See questions in Section and |

|analysis and interpretation. |16.A.4a Analyze and report historical events to|Review throughout. See also Skills |Reviews throughout. |Chapter Review throughout. See |

| |determine cause-and-effect relationship. |Lesson, Unit 5 (p. 344) | |also Skills Lesson, Unit 5 (p. 390)|

| | | | | |

| | | | | |

| | |See Critical Thinking questions in | |See Critical Thinking questions in |

| |16.A.4b Compare competing historical |Chapter Reviews throughout. See also| |Chapter Reviews throughout. See |

| |interpretations of an event. |Skills Lesson, Unit 7 (p. 488). | |also Skills Lesson, Unit 7 (p. |

| | | | |584). |

| | |See questions in Section and Chapter | | |

| | |Reviews throughout. See also Skills | |See questions in Section and |

| |Late High School |Lessons throughout (listed on p. | |Chapter Reviews throughout. See |

| |16.A.5a Analyze historical and contemporary |xvii). |See questions in Section and Chapter |also Skills Lessons throughout |

| |developments using methods of historical | |Reviews throughout. |(listed on p. 15). |

| |inquiry (pose questions, collect and analyze | | | |

| |data, make and support inferences with | | | |

| |evidence, report findings). | | | |

| | |See Critical Thinking questions in | |See Critical Thinking questions in |

| |16.A.5b Explain the tentative nature of |Chapter Reviews throughout. | |Chapter Reviews throughout. |

| |historical interpretations. | | | |

| | | |See Critical Thinking questions in | |

| | | |Chapter Reviews throughout. | |

| | | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|B. Understand the development of |Early High School |Examples: Chapter 8: Section 3; |Chapter 1: Sections 2-4; Chapter 2: | |

|significant political events. |16.B.4 (US) Identify political ideas that have |Chapter 11: Section 3; Chapter 22: |Sections 1-4 | |

| |dominated United States historical eras (e.g., |Sections 4-6; Chapter 25: Sections 2,| | |

| |Federalist, Jacksonian, Progressivist, New |3; Chapter 30: Section 1 | | |

| |Deal, New Conservative). | | | |

| | | | | |

| |Late High School |Examples: Chapter 13: Section 1; | | |

| |16.B.5a (US) Describe how modern political |Chapter 21: Sections 2, 4; Chapter | | |

| |positions are affected by differences in |25: Section 3; Chapter 28: Section 4;| | |

| |ideologies and viewpoints that have developed |Chapter 30; Section 1 | | |

| |over time (e.g., political parties’ positions | | | |

| |on government intervention in the economy). | | | |

| | | | | |

| |16.B.5b (US) Analyze how United States | | | |

| |political history has been influenced by the |Examples: Chapter 5: Sections 1-3; | | |

| |nation’s economic, social and environmental |Chapter 10: Sections 1, 2; Chapter | | |

| |history. |11: Section 2; Chapter 14: Section 2;| | |

| | |Chapter 21: Sections 3, 4; Chapter | | |

| | |25: Sections 1-3 |Chapter 1: Sections 4, 5; Chapter 2: | |

| | | |Sections 1-5; Chapter 11: Section 1; | |

| | | |Chapter 12: Section 1 | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Early High School | |Chapter 1: Section |Chapter 13: Sections 2-5; Chapter |

|B. Understand the development of |16.B.4a (W) Identify political ideas that began| | |18: Sections 1-4 |

|significant political events. |during the Renaissance and the Enlightenment | | | |

| |and that persist today (e.g., church/state | | | |

| |relationships). | | | |

| | | | | |

| |16.B.4b (W) Identify political ideas from the | | | |

| |early modern historical era to the present | | |Chapter 24: Section 4; Chapter 25: |

| |which have had worldwide impact (e.g., | |Chapter 1: Sections 1-3 |Sections 2-4; Chapter 26; Sections |

| |nationalism/Sun Yat-Sen, non-violence/Ghandi, | | |1, 2; Chapter 27: Sections 2-4; |

| |independence/Kenyatta). | | |Chapter 28: Sections 1-5; Chapter |

| | | | |29: Sections 2-6 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(cont.) |Late High School | | |Examples: Chapter 20: Section 5; |

|B. Understand the development of |16.B.5a (W) Analyze worldwide consequences of | | |Chapter 21: Sections 1-5; Chapter |

|significant political events. |isolated political events, including the events| | |22: Sections 3, 5, 6; Chapter 23: |

| |triggering the Napoleonic Wars and World Wars I| | |Sections 1, 2, Spotlight Story; |

| |and II. | | |Chapter 24: Sections 2, 3; Chapter |

| | | | |26: Sections 2, 3 |

| | | | | |

| | | | |Examples: Chapter 23: Section 1; |

| | | | |Chapter 24: Sections 1-4; Chapter |

| |16.B.5b (W) Describe how tensions in the modern| | |25: Sections 1-4; Chapter 26: |

| |world are affected by different political | |Chapter 13: Sections 3-7 |Section 1; Chapter 27: Section 3; |

| |ideologies including democracy and | | |Chapter 28: Sections 1-5; Chapter |

| |totalitarianism. | | |29: Sections 3,4 |

| | | | | |

| | | | |Examples: Chapter 20: Sections 1, |

| | | | |2, 5; Chapter 21: Sections 3-5; |

| | | | |Chapter 22: Sections 4-6; Chapter |

| | | | |23: Sections 3, 4; Chapter 25: |

| |16.B.5c (W) Analyze the relationship of an | | |Sections 2, 4; Chapter 26: Sections|

| |issue in world political history to the related| | |1, 2 |

| |aspects of world economic, social and | | | |

| |environmental history. | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|C. Understand the development of |Early High School |Examples: Chapter 4: Sections 1, 2; | |Chapter 17: Sections 2, 4-6; |

|economic systems. |16.C.4a (US) Explain how trade patterns |Chapter 8: Section 2; Chapter 10: | |Chapter 19: Section 4; Chapter 30: |

| |developed between the Americas and the rest of |Section 3; Chapter 31: Section 3 | |Section 3 |

| |the global economy, 1500-1840. | | | |

| | | | | |

| | |Chapter 4: Section 3; Chapter 10: | | |

| |16.C.4b (US) Analyze the impact of westward |Section 1; Chapter 12: Section 2; | | |

| |expansion on the United States economy. |Chapter 18: Sections 1-3 | | |

| | | | | |

| | |Examples: Chapter 24: Section 2; | | |

| |16.C.4c (US) Describe how American economic |Chapter 25: Section 3; Chapter 26: | | |

| |institutions were shaped by industrialists, |Section 5; Chapter 28: Section 5 | |Chapter 19: Sections 2, 4; Chapter |

| |union leaders and groups including Southern | | |27: Section 1 “Then and Now” |

| |migrants, Dust Bowl refugees, agriculture | | | |

| |workers from Mexico and female workers since | | | |

| |1914. | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Chapter 27: Sections 2, 4; Chapter | |Chapter 30: Sections 2, 3 |

|C. Understand the development of |16.C.5a (US) Analyze how and why the role of |28: Section 2; Chapter 29: Section 4,| | |

|economic systems. |the United States in the world economy has |5; Chapter 30: Section 2; Chapter 31:| | |

| |changed since World War II. |Section 3 | | |

| | | | | |

| | | | | |

| |16.C.5b (US) Analyze the relationship between |See Critical Thinking questions in | |Chapter 20: Sections 1, 2; Chapter |

| |an issue in United States economic history and |Chapter Reviews. For example, see | |23: Sections 2, 3; Chapter 26: |

| |the related aspects of political, social and |Critical Thinking questions #2, p. | |Sections 3, 4 |

| |environmental history. |177; #1, p. 231; #2, p. 267; #1, p. | | |

| | |383 | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Early High School | | |Chapters 17: Sections 1-6; Chapter |

|C. Understand the development of |16.C.4a (W) Describe the growing dominance of | | |19: Sections 1-4; Chapter 21: |

|economic systems. |American and European capitalism and their | | |Section 4; Chapter 22: Sections |

| |institutions after 1500. | | |4-6; Chapter 23: Section 4; Chapter|

| | | | |27: Section 1; Chapter 29: Section |

| | | | |5; Chapter 30: Section 3 |

| | | | | |

| | | | |Chapter 21: Section 5, Source |

| |16.C.4b (W) Compare socialism and communism in | | |Reading; Chapter 24: Sections 2-4; |

| |Europe, America, Asia and Africa after 1815 CE.| |Chapter 13: Sections 3-7 |Chapter 25: Sections 2-4; Chapter |

| | | | |26: Section 2; Chapter 27: Sections|

| | | | |3, 4; Chapter 28: Sections 4, 5 |

| | | | | |

| | | | |Examples: Chapter 19: Section 1; |

| | | | |Chapter 21: Section 5, Source |

| |16.C.4c (W) Describe the impact of key | | |Reading; Chapter 24: Section 2, |

| |individuals/ideas from 1500 – present, | | |Spotlight Story |

| |including Adam Smith, Karl Marx and John | | | |

| |Maynard Keynes. | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |16.C.4d (W) Describe how the maturing economies|Chapter 22: Sections 3, 4 | |Chapter 17: Sections 5, 6; Chapter |

|C. Understand the development of |of Western Europe and Japan led to colonialism | | |22: Sections 4-6; Chapter 23: |

|economic systems. |and imperalism. | | |Section 1; Chapter 26: Section 1; |

| | | | |Chapter 28: Section 1 |

| | | | | |

| |Late High School | | |Chapter 19: Sections 1-4; Chapter |

| |16.C.5a (W) Explain how industrial capitalism | | |29: Sections 3-6; Chapter 30: |

| |became the dominant economic model in the | | |Sections 3 |

| |world. | | | |

| | | | | |

| |16.C.5b (W) Describe how historical trends in | | |Examples: Chapter 28: Section 4; |

| |population, urbanization, economic development | | |Chapter 29: Sections 1, 3-6; |

| |and technological advancements have caused | | |Chapter 30: Sections 1, 2, 4 |

| |change in world economic systems. | | | |

| | | | | |

| |16.C.5c (W) Analyze the relationship between an| | | |

| |issue in world economic history and the related| | | |

| |aspects of political, social and environmental | | |Examples: Chapter 17: Sections 1-6;|

| |history. | | |Chapter 19: Sections 1-4; Chapter |

| | | | |25: Section 2; Chapter 26: Sections|

| | | | |1, 2; Chapter 30: Section 3 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|D. Understand Illinois, United States, |Early High School |Examples: Chapter 3: Section 4; | |Chapter 17: Sections 4, 5; Chapter |

|and world social history. |16.D.4a (US) Describe the immediate and |Chapter 10: Sections 1, 2; Chapter | |21: Section 3 |

| |long-range social impacts of slavery. |11: Section 2; Chapter 14: Sections | | |

| | |1, 2; Chapter 15: Sections 2, 3 | | |

| | | | | |

| | | | | |

| | |Examples: Chapter 5: Sections 1-4; | | |

| |16.D.4b (US) Describe unintended social |Chapter 6: Sections 1-4; Chapter 16: | | |

| |consequences of political events in United |Section 4; Chapter 28: Sections 4, 5 | |Examples: Chapter 20: Sections 1, |

| |States history (e.g., Civil War/emancipation, | | |2; Chapter 23: Section 1; Chapter |

| |National Defense Highway Act/decline of inner | | |26: Sections 3, 4; Chapter 27: |

| |cities, Vietnam War/anti-government activity). | | |Sections 1, 4 |

| | | | | |

| |Late High School |See Critical Thinking questions in | | |

| |16.D.5 (US) Analyze the relationship between an|Chapter Reviews. For example, see | | |

| |issue in United States social history and the |Critical Thinking questions #2, p. | |Examples: Chapter 20: Sections 1, |

| |related aspects of political, economic and |231; #1, p. 251; #2, p. 323; #1, p. | |2; Chapter 27: Section 4; Chapter |

| |environmental history. |343; #1, p. 383 | |30: Sections 1-4 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Early High School |Examples: Chapter 3: Sections 1-4; |Chapter 1: Sections 3-5; Chapter 2: |Examples: Chapter 14: Sections 2-6;|

|D. Understand Illinois, United States |16.D.4 (W) Identify significant events and |Chapter 6: Sections 4-6; Chapter 12: |Sections 1-5 |Chapter 15: Sections 1-5; Chapter |

|and world social history. |developments since 1500 that altered world |Sections 1-5; Chapter 19: Sections | |17: Sections 1-6; Chapter 18: |

| |social history in ways that persist today |1-3; Chapter 20: Section 1; Chapter | |Sections 1-4; Chapter 19: Sections |

| |including colonization, Protestant Reformation,|28: Section 5 | |1-4; Chapter 21: Sections 2-5; |

| |industrialization, the rise of technology and | | |Chapter 22: Sections 1-6; Chapter |

| |human rights movements. | | |23: Section 4; Chapter 27: Section|

| | | | |1; Chapter 28: Sections 1-4; |

| | | | |Chapter 30: Sections 1-4 |

| | | | | |

| | | | | |

| | | | |Examples: Chapter 16: Sections |

| | | | |11-16; Chapter 17: Sections 1-6; |

| | | | |Chapter 18: Sections 3; Chapter 21:|

| |Late High School | | |Section 4; Chapter 28: Sections |

| |16.D.5 (W) Analyze the relationship between an | | |1-3; Chapter 30: Sections 1-4 |

| |issue in world social history and the related | | | |

| |aspects of political, economic and | | | |

| |environmental history. | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|E. Understand Illinois, United States, |Early High School |Chapter 22: Section 5; Chapter 29: | |Chapter 30: Section 4 |

|and world environmental history. |16.E.4a (US) Describe the causes and effects of|Section 2; Chapter 31: Section 5 | | |

| |conservation and environmental movements in the| | | |

| |United States, 1900-present. | | | |

| | | | | |

| |16.E.4b (US) Describe different and sometimes | | | |

| |competing views as substantiated by scientific |Examples: Chapter 20: Section 1; | | |

| |fact, that people in North America have |Chapter 22: Section 5; Chapter 29: | | |

| |historically held towards the environment |Section 2 | | |

| |(e.g., private and public land ownership and | | | |

| |use, resource use vs. preservation). | | | |

| | | | | |

| |Late High School | | | |

| |16.E.5a (US) Analyze positive and negative | | | |

| |aspects of human effects on the environment in | | | |

| |the United States including damming rivers, |Examples: Chapter 12: Section 2; | | |

| |fencing prairies and building cities. |Chapter 18: Section 2; Chapter 20: | | |

| | |Sections 1, 3, 4; Chapter 29: Section| | |

| | |2 | | |

| |16.E.5b (US) Analyze the relationship between | | | |

| |an issue in United States environmental history| | | |

| |and the related aspects of political, economic | | | |

| |and social history. |Examples: Chapter 10: Section 1; | | |

| | |Chapter 12: Section 2; Chapter 13: | | |

| | |Section 3; Chapter 15: Section 1; | | |

| | |Chapter 18: Section 1 | |Chapter 30: Section 4 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Early High School |Chapter 22: Section 3 | |Examples: Chapter 17: Sections 1-4,|

|E. Understand Illinois, United States, |16.E.4a (W) Describe how cultural encounters | | |6; Chapter 22: Sections 4-6; |

|and world environmental history. |among peoples of the world (e.g., Colombian | | |Chapter 30: Sections 1-4 |

| |exchange, opening of China and Japan to | | | |

| |external trade, building Suez canal) affected | | | |

| |the environment 1500-present. | | | |

| | | | | |

| |16.E.4b (W) Describe how migration has altered | | | |

| |the world’s environment since 1450. | | |Chapter 17: Sections 1-4, 6: |

| | | | |Chapter 19: Section 3; Chapter 22: |

| | |Chapter 2: Sections 1-3; Chapter 3: | |Sections 4-6 |

| | |Sections 1-4; Chapter 4: Section 3; | | |

| | |Chapter 10: Section 1; Chapter 12: | | |

| | |Section 3; Chapter 15: Section 1; | | |

| | |Chapter 18: Sections 1, 2; Chapter | | |

| | |20: Sections 1-4; Chapter 24: Section| | |

| | |4 | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |Chapter 12: Section 1; Chapter 19: | |Chapter 15: Sections 1-5; Chapter |

|E. Understand Illinois, United States, |16.E.5a (W) Analyze how technological and |Sections 1-3; Chapter 24: Section 2; | |18: Sections 1, 3; Chapter 19: |

|and world environmental history. |scientific developments have affected human |Chapter 27: Section 4 | |Sections 1, 2; Chapter 30; Section |

| |productivity, human comfort and the | | |2 |

| |environment. | | | |

| | | | | |

| |16.E.5b(W) Analyze the relationship between an | | |Examples: Chapter 15: Sections 1-5;|

| |issue in world environmental history and the | | |Chapter 17: Sections 1, 2, 6; |

| |related aspects of political, economic and | | |Chapter 19: Sections 1-4; Chapter |

| |social history. | | |30: Section 4 |

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|A. Locate, describe and explain places, |Early High School |An extensive collection of maps is | |An extensive collection of maps is |

|regions and features on the Earth. |17.A.4a Use mental maps of physical features to|included in the text. See a listing | |included in the text. See a |

| |answer complex geographic questions (e.g., how |on pp. xvii-xviii. | |listing on pp. 18-19. |

| |physical features have deterred or enabled | | | |

| |migration). | | | |

| | | | | |

| |17.A.4b Use maps and other geographic |Examples: See maps on pp. 25, 87, | |Examples: See maps on pp. 117, |

| |instruments and technologies to analyze spatial|186, 276,358, 430, 452, 461, 627 | |202, 233, 267, 369, 442, 453, 491, |

| |patterns and distributions on earth. | | |559, 759, 771 |

| | | | | |

| |Late High School | | | |

| |17.A.5 Demonstrate how maps, other geographic |See Skills Lesson on p. 92 | |See Geography Skills Maps |

| |instruments and technologies are used to solve | | |throughout (listed on p. 18). See |

| |spatial problems (e.g., land use, ecological | | |also Skills Lesson on p. 136. |

| |concerns). | | | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|B. Analyze and explain characteristics |Early High School | | | |

|and interactions of the Earth’s physical|17.B.4a Explain the dynamic interactions within| | | |

|systems. |and among the Earth’s physical systems | | | |

| |including variation, productivity and | | | |

| |constructive and destructive processes. | | | |

| | | | | |

| |17.B.4b Analyze trends in world demographics as| | | |

| |they relate to physical systems. | | | |

| | |Examples: Chapter 10: Section 1; | |Examples: Chapter 5: Sections 1-4; |

| | |Chapter 12: Section 3; Chapter 20: | |Chapter 6: Section 1; Chapter 7: |

| | |Sections 1, 3 | |Sections 1, 3; Chapter 11: Section |

| | | | |3; Chapter 16: Section 1; Chapter |

| | | | |17: Sections 1, 2 |

| | | | | |

| |Late High School | | |Examples: Chapter 19: Sections 3, |

| |17.B.5 Analyze international issues and | | |4; Chapter 23: Section 4; Chapters |

| |problems using ecosystems and physical | | |25 and 27; Geography Skills Map; |

| |geography concepts. | | |Chapter 27; Section 1; Chapter 29: |

| | | | |Section 4; Chapter 30: Section 1 |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|C. Understand relationships between |Early High School |Examples: Chapter 12: Section 2; | |Examples: Chapter 19: Section 3; |

|geographic factors and society. |17.C.4a Explain the ability of modern |Chapter 18: Sections 1, 2; Chapter | |Chapter 22: Section 6; Chapter 30: |

| |technology to alter geographic features and the|28: Section 4 | |Section 4 |

| |impacts of these modifications on human | | | |

| |activities. | | | |

| | | | | |

| | | | | |

| |17.C.4b Analyze growth trends in selected urban|Chapter 20: Sections 1, 3, 4; Chapter| |Chapter 29: Section 1; Chapter 30: |

| |areas as they relate to geographic factors. |31: Section 5 | |Section 1 |

| | | | | |

| |17.C.4c Explain how places with various |Chapter 20: Sections 1, 3, 4; Chapter| | |

| |population distributions function as centers of|24: Section 2; Chapter 27: Section 4 | | |

| |economic activity (e.g., rural, suburban, | | | |

| |urban) | | | |

| | | | | |

| |Late High School | | | |

| |17.C.5a Compare resource management methods and| | | |

| |policies in different regions of the world. | | | |

| | | | |Chapter 29: Sections 1-4, 6; |

| |17.C.5b Describe the impact of human migrations| | |Chapter 30: Sections 2, 4 |

| |and increased urbanization on ecosystems. | | | |

| | |Chapter 12: Section 3; Chapter 18: | | |

| | |Sections 1, 2; Chapter 20: Sections | |Chapter 17: Sections 1-4 , 6; |

| | |1, 3, 4; Chapter 24: Section 4; | |Chapter 19: Section 3; Chapter 22: |

| | |Chapter 27: Section 4 | |Sections 4-6; Chapter 30: Section 4|

| |17.C.5c Describe geographic factors that affect| | | |

| |cooperation and conflict among societies. | | | |

| | | | |Examples: Chapter 22: Sections 4-6;|

| | | | |Chapter 23: Section 3; Chapter 27: |

| | | | |Geography Skills Map |

|D. Understanding the historical |Early High School |Chapter 13: Section 3; Chapter 15: | |Examples: Chapter 5: Section 1; |

|significance of geography. |17.D.4 Explain how processes of spatial change |Section 1; Chapter 18: Sections 1, 2;| |Chapter 10: Section 3; Chapter 11: |

| |have affected human history (e.g., resource |Chapter 19: Sections 1-3 | |Spotlight Story; Chapter 17: |

| |development and use, natural disasters). | | |Sections 4, 6; Chapter 19: Section |

| | | | |2; Chapter 30: Section 4 |

| | | | | |

| | | | | |

| | | | | |

| |Late High School | | |Examples: Chapter 19: Section 3; |

| |17.D.5 Analyze the historical development of a | | |Chapter 22: Section 6; Chapter 30: |

| |current issue involving the interaction of | | |Sections 1, 2, 4 |

| |people and geographic factors (e.g., mass | | | |

| |transportation, changes in agricultural | | | |

| |subsidies, flood control). | | | |

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|A. Compare characteristics of culture as|Early High School |Chapter 12: Section 3; Chapter 20: | |Examples: Chapter 3: Section 3; |

|reflected in language, literature, the |18.A.4 Analyze the influence of cultural |Section 2; Chapter 24: Section 3 | |Chapter 5: Section 5; Chapter 6: |

|arts, traditions and institution. |factors including customs, traditions, | | |Sections 6, 7; Chapter 8: Section |

| |language, media, art and architecture in | | |5; Chapter 10: Section 4; Chapter |

| |developing pluralistic societies. | | |12: Section 6; Chapter 13: Sections|

| | | | |2-6; Chapter 18: Section 4 |

| | | | | |

| | | | |Examples: Chapter 4: Sections 1-3; |

| | | | |Chapter 6: Section 5; Chapter 8: |

| |Late High School |Examples: Chapter 12: Sections 1-3; | |Section 4; Chapter 16: Sections |

| |18.A.5 Compare ways in which social systems are|Chapter 19: Sections 1-3; Chapter 20:|Chapter 1: Sections 1-5; Chapter 2: |1-6; Chapter 18: Sections 1-3; |

| |affected by political, environmental, economic |Sections 1-4; Chapter 25: Sections |Sections 1-5 |Chapter 19: Section 4; Chapter 30: |

| |and technological changes. |1-3; Chapter 27: Section 4 | |Sections 1-4 |

| | | | | |

| | | | |Examples: Chapter 14: Sections 1-6;|

| | | | |Chapter 16: Sections 3-6; Chapter |

| | |Examples: Chapter 12: Section 4; | |18: Section 2; Chapter 21: Section |

| | |Chapter 17: Source Reading; Chapter | |1; Chapter 27: Section 2 |

|B. Understand the roles and interactions|Early High School |21: Section 3; Chapter 25: Sections | | |

|of individuals and groups in society. |18.B.4 Analyze various forms of institutions |2, 3 | | |

| |(e.g., educational, military, charitable, | |Examples: Chapter 7: Sections 1-3; | |

| |governmental). | |Chapter 11: Sections 1, 2 | |

|LEARNING STANDARD |GRADE |UNITED STATES HISTORY |UNITED STATES GOVERNMENT |WORLD HISTORY |

|(Cont.) |Late High School |See Section and Chapter Review |See Section and Chapter Review |See Section and Chapter Review |

|B. Understand the roles and interactions|18.B.5 Use methods of social science inquiry |questions throughout, as well as |questions throughout. |questions throughout, as well as |

|of individuals and groups in society. |(pose questions, collect and analyze data, make|Writing on Your Own Assignments on | |Writing About History Assignments |

| |and support conclusions with evidence, report |pp. 28, 44, 102, 150, 188, 222, 259, | |on pp. 71, 105, 175, 232, 353, 377,|

| |findings) to study the development and fuctions|281, 291, 359, 378, 408, 429, 459, | |417, 494, 536, 560, 622, 635, 652, |

| |of social systems and report conclusions to a |476, 495, 529, 553, 573, 628, 658 | |681, 750, 774 |

| |larger audience. | | | |

|C. Understand how social systems form |Early High School |Chapter 1: Sections 1-5 | |Examples: Chapter 5: Section 5; |

|and develop over time. |18.C.4a Analyze major cultural exchanges of the| | |Chapter 6: Sections 6, 7; Chapter |

| |past (e.g., Colombian exchange, the Silk Road, | | |7: Section 3; Chapter 8: Sections |

| |the Crusades). | | |1, 5; Chapter 10: Sections 1, 4; |

| | | | |Chapter 12: Section 6; Chapter 13: |

| | | | |Sections 3-6 |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |Chapter 30: Sections 1, 2 |

| |18.C.4b Analyze major contemporary cultural | | | |

| |exchanges as influenced by worldwide | | | |

| |communications. | | | |

| | | | |See “Then and Now” readings |

| |Late High School | | |throughout (listed on p. 16). |

| |18.C.5 Analyze how social scientists’ | | | |

| |interpretations of societies, cultures and |See “Then and Now” readings | | |

| |institutions change over time. |throughout (listed on p. xv). | | |

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