A Correlation of
Prentice Hall
America
History of Our Nation
Beginnings Through 1877, ©2014
To the
New York State Social Studies Framework Grade 7
A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7
Introduction This document demonstrates how America: History of Our Nation, Beginnings Through 1877, ©2014 meets the New York State Social Studies Framework, Grade 7. Correlation page references are to the Student and Teacher’s Editions.
Connect: Students understand why history matters by exploring essential questions and developing their own answers in Think Like a Historian features and the Historian’s Apprentice Learning System Activity Pack. Essential Questions introduce new concepts, topics, and ideas and challenge students to gain a greater understanding of how enduring American history issues are relevant and still affect them today.
Experience: Teachers can easily connect to content and engage students in active learning using powerful classroom presentation tools such as PresentationEXPRESS™ Premium. With America: History of Our Nation, students have options at each stage of instruction to read about new concepts and content, engage in hand-on activities, and explore history through dynamic, interactive technology that bring the people, sights, and sounds of American history to life.
Understand: The Historian’s Apprentice learning system challenges students to demonstrate what they have learned through hands-on activities that revisit the essential question using primary sources.
Units within America: History of Our Nation Beginnings Through 1877 Edition: Unit 1: Beginnings of American History Unit 2: Forming a New Nation Unit 3: The New Republic Unit 4: The Nation Expands and Changes Unit 5: Civil War and Reunion Epilogue: The United States Since 1865
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7
Table of Contents Common Core Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects ........................................................................................... 9 New York State Social Studies Framework Grades 7: Social Studies Practices .... 18 New York State Social Studies Framework Grade 7: History of the United States and New York I .................................................................................................... 32
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7
Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
Common Core Reading Standards for Literacy in History/Social Studies Key Ideas and Details 1. Cite specific textual evidence to support SE/TE: Reading Primary Sources, 14, 23, analysis of primary and secondary sources. 103, 157, 171, 296, 423, 484, 525, 594; Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 608–642; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567; Literature, 124–125, 185, 360–361, 388–389, 492–493; Historian’s Apprentice Workshop, 130– 133, 272–275, 372–375, 472–475, 568– 571; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556; Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548 SE/TE: Primary Sources, 608–642; Historian’s Apprentice Workshop, 133, 275, 375, 475, 571; also see: Skills for Life: Identify Main Ideas and Supporting Details, 30, Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Evaluate Summaries, 436; Summarize, 30, 48, 52, 76, 81, 89, 93, 96, 112, 144, 153, 198, 217, 221, 224, 301, 334, 348, 367, 400, 430, 498, 506, 521, 540
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Charts, Graphs, and Diagrams: The Columbian Exchange, 40, Mercantilism, 50, Virginia Bill of Rights, 205, Checks and Balances, 257, How a Bill Becomes a Law, 259, The Electoral College, 2008, 261, The Amendment Process, 264, How Tariffs Work, 342, Voter Participation in Presidential Elections, 1824–1840, 350; also see: Cause–and–Effect Charts, 146, 222, 429, 536; Skills for Life: Compare Maps, 196, Compare and Contrast, 126, Analyze Cause and Effect, 222, Detect Historical Points of View, 332, Analyze a Speech, 538, Analyze a Migration Map, 564
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
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SE/TE: Review and Assessment: Key Terms, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Reading Skills: comparison or contrast clues, context clues, HT 7, context to determine meaning, 118, 123, graphics to construct meaning, 22, 27, paragraph clues to analyze meaning, 113, 114, 117, sentence clues to analyze meaning, 107, 111, 112, word clues to analyze meaning, 102, 105, 106 TE only: Preview the Vocabulary & Monitor Progress (use Word Knowledge Rating Form), 5, 35, 65, 101, 139, 169, 203, 281, 309, 339, 381, 413, 443, 481, 511, 545, 575; Vocabulary Builder: High Use Words (Definition and Sample Sentence), 7, 11, 17, 23, 37, 45, 67, 85, 91, 103, 119, 141, 151, 157, 171, 187, 205, 213, 219, 283, 291, 295, 299, 311, 315, 323, 341, 363, 383, 391, 397, 415, 423, 445, 449, 455, 463, 483, 487, 495, 513, 519, 525, 529, 533, 547, 553, 559; Academic Language, T4, T16, T18, T21, 2b, 5, 7, 11, 17, T17, 23, 35, 37, 45, 50, 54, 65, 67, 72, 78, 85, 91,101, 103, 108, 114, 119, 124, 139, 141, 146, 151, 157, 171, 180, 187, 192, 205, 213, 219, 283, 5
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
(Continued) 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
(Continued) 291, 295, 299, 346, 350, 356, 415, 423, 428, 483, 489, 500, 547, 553, 559
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
SE/TE: Skills for Life: Understand Sequence, 58, Compare and Contrast, 126, Compare Maps, 196, Analyze Cause and Effect, 222; also see: Reading Skills: compare and contrast, HT 7, 84, 86, 89, 96, sequence of events, HT 7, 310, 313, 512, 513, 517, cause and effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506, compare contrast across sections, 90, 92, 93, distinguish events in sequence, 314, 319, 518, 521, multiple causes or effects, 499, 503, understand sequence, 540; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566, 589, Contrast, 19, 27, 96, 224, 406, 497, 549, 595, Compare and Contrast, 30, 57, 96, 109, 111, 117, 128, 164, 297, 319, 359, 398, 430, 438, Compare, 81, 89, 128, 344, 470, 525, Understand Sequence, 88, 160, 180, 189, 400, 506, 525, 537, Explain How Events Are Related in Time, 524, 526, 527
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
SE/TE: Skills for Life: Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Identify Bias, 368, Analyze a Speech, 538; also see: Critical Thinking Skills: Interpret Primary Sources, 103
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311, 363, 432, 513,
315, 383, 445, 519,
323, 391, 449, 525,
328, 397, 455, 529,
341, 402, 463, 534,
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
SE/TE: Build Geography Skills, HT10– HT17; Build Chart Skills, HT18–HT20; Infographic Features, 13, 38, 72, 109, 160, 194, 216, 286, 328, 350, 398, 425, 432, 450, 502, 519, 560, 588; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; Historic World Viewed through Artifacts, 11, 14, 15, 24, 105, 109, 110, 119, 151, 183, 499, 523; Historic World Viewed through Art, 31, 45, 47, 55, 148; Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 404, 409, 500, 507, 514, 554, 560, 588, 602, 604; Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 575, 577, 592 TE only: Visual Preview, 4–5, 34–35, 64– 65, 100–101, 138–139, 168–169, 202– 203, 280–281, 308–309, 338–339, 380– 381, 412–413, 442–443, 480–481, 510– 511, 544–545, 574–575 SE/TE: Skills for Life: Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Analyze a Speech, 538; also see: Critical Thinking Skills: Distinguish Facts From Opinions, 297, 537, Detect Bias, 359, 540; also see: Detect Points of View, 144, 148, 149, 174, 220, 224, 286, 293, 296, 300, 324, 334, 365, 367, 370, 406, 419, 423, 447, 484, 485, 497, 506, 529, 530, 554 TE only: Distinguish Facts From Opinions, 302
8. Distinguish between fact, opinion, and reasoned judgment in a text.
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
9. Analyze the relationship between a primary and secondary source on the same topic.
SE/TE: Historian’s Apprentice Toolkit, HT2–HT3; Chapter Assessment: Document–Based Questions, 61, 129, 335, 409; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571
Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and This objective is met throughout History comprehend history/social studies texts in of Our Nation in features such as these: the grades 5–8 text complexity band SE/TE: Chapter Assessment, 30, 60, 96, independently and proficiently. 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 604 TE only: Academic Language, T4, T16, T18, T21, 2b, 5, 7, 11, 17, T17, 23, 35, 37, 45, 50, 54, 65, 67, 72, 78, 85, 91, 101, 103, 108, 114, 119, 124, 139, 141, 146, 151, 157, 171, 180, 187, 192, 205, 213, 219, 283, 291, 295, 299, 311, 315, 323, 328, 341, 346, 350, 356, 363, 383, 391, 397, 402, 415, 423, 428, 432, 445, 449, 455, 463, 483, 500, 513, 519, 525, 529, 534, 547, 553, 559
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
Common Core Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Text Types and Purposes 1. Write arguments focused on discipline– SE/TE: Write Like a Historian: Persuasive specific content. Essays, HT24; Writing (Review and a. Introduce claims about a topic or issue, Assessment): Persuasive Speech, 60 acknowledge and distinguish the claims TE only: Differentiated Instruction: from alternate or opposing claims, and writing advertisements, 56, write a organize the reasons and evidence defense, 74, writing an editorial, 429; logically. Extend the Lesson Through Technology: b. Support claims with logical reasoning make an informational poster, 98h, create and relevant, accurate data and evidence an editorial cartoon, 136h, write an that demonstrate an understanding of the opinion statement, 278h, write a topic or text, using credible sources. newspaper editorial, 478g c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows and supports the argument presented.
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic, clearly previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well– chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain– specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
SE/TE: Write Like a Historian, HT22– HT24; Writing (Review and Assessment), 30, 60, 96, 128, 164, 198, 224, 304, 334, 370, 408, 438, 470, 506, 540, 566; also see: Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601 TE only: Differentiated Instruction: write a report, 8, write a newspaper article, 46, write an essay, 80, 110, 186, 588; Extend the Lesson Through Technology: make an informational poster, 98h, write a newscast, 136g, write a speech, 278g, 306g, create a descriptive report, 306g, write a newspaper article, 306h, 440h, write an essay, 378h, 410g, write a report, 378g, write a biography, 578, write a descriptive paragraph, 592, write a fact sheet, 596
3. (See note: not applicable as a separate requirement) Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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SE/TE: Write Like a Historian, HT22– HT24; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
(Continued) 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Continued) TE only: Extend the Lesson Through Technology, 2g, 2h, 32g, 62h, 98g, 136g, 251f, 278g, 306g, 378g, 378h, 410g, 440g, 440h; Differentiated Instruction, 8, 36, 46, 54, 56, 72, 74, 78, 80, 110, 186, 194, 342, 382, 390, 429, 522, 578, 588, 592, 596, 600
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SE/TE: Write Like a Historian, HT22– HT24; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; also see: Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566 TE only: Differentiated Instruction: write a report, 8, write an interview, 36, 78, write a newspaper article, 46, write a letter, 54, 672, writing advertisements, 56, write a descriptive paragraph, 72, 390, write a defense, 74, write an essay, 80, 110, 186, write a memo, 194, write a poem, 342, write a journal/diary entry, 382, 522, writing an editorial, 429; Extend the Lesson Through Technology: write placards, 2g, write a journal/diary entry, 2h, 440g, write an illustrated biography, 32g, 98g, write a biography, 62h, 440h, write a newscast, 136g, 278g, write a letter, 251f, 410g, write a speech, 278g, 306g, write an opinion statement, 278h, write a newspaper article, 306h, 440h, write a report, 378g, write an essay, 378h, 410g, write a newspaper editorial, 478g, write an obituary, 478h
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
SE/TE: Evaluate Internet Sources, HT21; How to Use the Internet as a News Source, 671; History Interactive Features (PearsonSchool.com/amhist), 21, 39, 92, 109, 152, 182, 211, 288, 328, 383, 420, 460, 502, 516, 561, 583 TE only: Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 508h, 542f Research to Build and Present Knowledge 7. Conduct short research projects to SE/TE: Evaluate Internet Sources, HT21; answer a question (including a self– Research Papers, HT19; Frame research questions, 470; also see: History generated question), drawing on several Interactive Features, 21, 39, 92, 109, sources and generating additional related, 152, 182, 211, 288, 328, 383, 420, 460, focused questions that allow for multiple 502, 516, 561 avenues of exploration. TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g– h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 542f 8. Gather relevant information from SE/TE: Historical Evidence and Sources, multiple print and digital sources, using HT2–HT3; Evaluate Internet Sources, search terms effectively; assess the HT21; Research Papers, HT23; Frame credibility and accuracy of each source; research questions, 470; also see: Skills quote or paraphrase the data and for Life: Read a Primary Source, 94, Build conclusions of others while avoiding Political Cartoon Skills, 406, Identify Bias, plagiarism and following a standard format 368, Analyze a Speech, 538; also see: for citation. Critical Thinking Skills: Interpret Primary Sources, 103 TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g– h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 542f 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8 9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline– specific tasks, purposes, and audiences.
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Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; also see: Historical Evidence and Sources, HT2–HT3; Evaluate Internet Sources, HT17; Research Papers, HT19; Frame research questions, 470 TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g– h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 542f SE/TE: Write Like a Historian, HT22– HT24; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601 TE only: Differentiated Instruction: write a report, 8, write an interview, 36, 78, write a newspaper article, 46, write a letter, 54, 672, writing advertisements, 56, write a descriptive paragraph, 72, 390, write a defense, 74, write an essay, 80, 110, 186, write a memo, 194,write a poem, 342, write a journal/diary entry, 382, 522, writing an editorial, 429; Extend the Lesson Through Technology: write placards, 2g, 13
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
(Continued) 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline– specific tasks, purposes, and audiences.
(Continued) write a journal/diary entry, 2h, 440g, write an illustrated biography, 32g, 98g, write a biography, 62h, 440h, write a newscast, 136g, 278g, write a letter, 251f, 410g, write a speech, 278g, 306g, write an opinion statement, 278h, write a newspaper article, 306h, 440h, write a report, 378g, write an essay, 378h, 410g, write a newspaper editorial, 478g, write an obituary, 478h
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. Common Core Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in SE/TE: Civics Handbook: How to Conduct a a range of conversations and collaborations Poll, 670; How to Serve on a Jury, 674; with diverse partners, building on others’ How to Identify Your Political Roots and ideas and expressing their own clearly and Attitudes, 675; How to Participate in Public persuasively. Debate, 676; Historian’s Apprentice Handbook: Activity, 133, 275, 375, 475, 571; also see: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604 TE only: Mock trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b; Chapter Essential Question, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572; Prepare to Read, 6, 10, 16, 22, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 252, 254, 256, 258, 264, 268, 270, 282, 290, 294, 298, 310, 314, 322, 327, 340, 345, 349, 355, 362, 382, 390, 396, 401, 414, 422, 427, 431, 444, 448, 454, 462, 482, 486, 494, 499, 512, 518, 524, 528, 533, 546, 552, 558, 576
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SE/TE: Evaluate Internet Sources, HT17; Research Papers, HT19; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Frame research questions, 470; also see: History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 383, 420, 460, 502, 516, 561, 583 TE only: Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g– h, 306g–h, 336h, 378g–h, 410g–h, 440g– h, 478g–h, 542f, 572g–h
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SE/TE: Mock Congressional hearing, 375; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676; Clarify Problems, 30, 326, 334, 348; Evaluate Argument, 157 TE only: Mock trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b
Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task, purpose, and audience.
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SE/TE: Historian’s Apprentice Handbook: Mock Congressional hearing, 375, Work in group to create poster, 475, Prepare documentary news program, 571 TE only: Extend Lesson Through Technology: Multimedia presentation, 2g, Deliver newscast, 32h, Mock trial, 98g, Newscast, 136g, Debate, 136h, 166g, 542f, Write and deliver a speech, 278g, 306g, Conduct a quiz show, 278g
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SE/TE: Evaluate Internet Sources, HT17; Historian’s Apprentice Handbook: Work in group to create poster, 475, Prepare documentary news program, 571; also see: History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 383, 420, 460, 502, 516, 561, 583 TE only: Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g– h, 306g–h, 336h, 378g–h, 410g–h, 440g– h, 478g–h, 542f, 572g–h
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
SE/TE: Historian’s Apprentice Handbook: Skit, 133, Explain cartoon you create, 275, Mock Congressional hearing, 375, Work in group to create poster, 475, Prepare documentary news program, 571; Civics Handbook: How to Conduct a Poll, 670, How to Serve on a Jury, 674, How to Identify Your Political Roots and Attitudes, 675, How to Participate in Public Debate, 676 TE only: Mock trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b; Chapter Essential Question, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572; Prepare to Read, 6, 10, 16, 22, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 252, 254, 256, 258, 264, 268, 270, 282, 290, 294, 298, 310, 314, 322, 327, 340, 345, 349, 355, 362, 382, 390, 396, 401, 414, 422, 427, 431, 444, 448, 454, 462, 482, 486, 494, 499, 512, 518, 524, 528, 533, 546, 552, 558, 576
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 Common Core Learning Standards for English Language Arts and Literacy Grades 5–8
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
Note on range and content of student speaking and listening: To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change. From NYS Common Core Learning Standards: http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices Grade 7: Social Studies Practices A. Gathering and Using Evidence 1. Define and frame questions about the United States that can be answered by gathering, using, and interpreting evidence.
2. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.
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Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
SE/TE: Chapter Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 386, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 520, 527, 532, 534, 549, 556, 563, 601; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605 SE/TE: Evaluate Internet Sources, HT17; Research Papers, HT19; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Frame research questions, 470; Political Cartoons, 141, 220, 225, 299, 305, 324, 363, 406, 483, 529, 556 TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g– h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 542f, 572g–h SE/TE: Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Detect Bias, 359, 368, 370, 540, 612; Detect Points of View, 144, 148, 149, 174, 220, 224, 286, 293, 296, 299, 300, 324, 334, 363, 365, 367, 370, 408, 419, 423, 447, 455, 484, 485, 497, 506, 529, 530, 554, 556, 610, 616, 626, 636, 637, 640
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
4. Describe and analyze arguments of others with supports.
SE/TE: Skills for Life: Distinguish Facts From Opinions, 302, 304, Detect Historical Points of View, 332, 334, Identify Bias, 368, 370, Analyze a Speech, 538, 540; Historian’s Apprentice Handbook: Mock Congressional Hearing, 375; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676; Clarify Problems, 30, 326, 334, 348; Evaluate Argument, 157; also see: Political Cartoons, 141, 220, 225, 299, 305, 324, 363, 406, 483, 529, 556 TE only: Mock Trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b
5. Make inferences and draw general conclusions from evidence.
SE/TE: Critical Thinking Skills: Draw Inferences, 7, 15, 171, 184, 370, 394, 467, 470, 534; Draw Conclusions, HT 3, 8, 14, 23, 30, 38, 55, 67, 72, 89, 91, 92, 93, 96, 103, 112, 116, 121, 122, 128, 141, 142, 153, 164, 173, 190, 198, 213, 221, 224, 293, 296, 304, 323, 331, 334, 344, 351, 354, 370, 386, 387, 400, 406, 419, 423, 435, 438, 459, 470, 487, 491, 498, 500, 506, 513, 514, 515, 516, 519, 529, 536, 557, 559, 560, 563, 566; Reading Skills: Make Inferences, 140, 141, 144, 164; Draw Conclusions, HT7; Logical Conclusions, 150, 152, 153, 431, 435
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices 6. Recognize an argument and identify supporting evidence related to a specific social studies topic. Examine arguments related to a specific social studies topic from multiple perspectives. Recognize that the perspective of the argument’s author shapes the selection of evidence used to support it.
B. Chronological Reasoning 1. Identify how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.
2. Employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C.E. and C.E.); and to interpret the data presented in time lines. 3. Identify causes and effects using examples from current events, grade–level content, and historical events.
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Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Skills for Life: Distinguish Facts From Opinions, 302, 304, Detect Historical Points of View, 332, 334, Identify Bias, 368, 370, Analyze a Speech, 538, 540; Historian’s Apprentice Handbook: Mock Congressional hearing, 375; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676; Clarify Problems, 30, 326, 334, 348; Evaluate Arguments, 157; also see: Political Cartoons, 141, 220, 225, 299, 305, 324, 363, 406, 483, 529, 556 TE only: Mock Trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b SE/TE: Cause and Effects Charts, 146, 222, 429, 536; Reading Skills: Distinguish Events in Sequence, 314, 319, 518, 521; Relate Events in a Sequence, 533, 536, 537; Understand Sequence of Events, HT 7, 310, 313, 512, 513, 517; Critical Thinking: Understand Sequence, 88, 160, 180, 189, 400, 506, 525, 537 SE/TE: Build Chart Skills: Timelines, HT 18; Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 364–365, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545 SE/TE: Cause and Effects Charts, 146, 222, 429, 536; Reading Skills: Cause and Effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506; Multiple Causes or Effects, 499, 503; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
4. Identify and analyze the relationship between multiple causes and effects.
SE/TE: Multiple Causes or Effects, 499, 503; also see: Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566
5. Distinguish between long–term and immediate causes and effects of an event from current events or history.
SE/TE: Cause and Effects Charts, 146, 222, 429, 536; Reading Skills: Cause and Effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506; Multiple Causes or Effects, 499, 503; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208, 209, 295, 301, 315, 329, 331, 370, 406, 429, 453, 459, 470, 485, 517, 527, 536, 540, 563, 566
6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time.
SE/TE: Link Past and Present, 17, 30, 46, 60, 68, 93, 105, 112, 128, 205, 224, 283, 304, 311, 334, 366, 370, 435, 438, 540; also see: Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202– 203, 280–281, 308–309, 338–339, 364– 365, 380–381, 412–413, 442–443, 480– 481, 510–511, 544–545
7. Recognize that changing the periodization affects the historical narrative.
SE/TE: For related material see: Build Chart Skills: Timelines, HT 18; Skills for Life: Understand Sequence, 58, 60; also see: Reading Skills: Sequence of Events, HT 7, 310, 313, 512, 513, 517; Distinguish Events in Sequence, 314, 319, 518, 521; also see: Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202– 203, 280–281, 308–309, 338–339, 364– 365, 380–381, 412–413, 442–443, 480– 481, 510–511, 544–545
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
8. Identify patterns of continuity and change as they relate to larger historical process and themes.
SE/TE: Essential Question & Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 364–365, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545; Link Past and Present, 17, 30, 46, 60, 68, 93, 105, 112, 128, 205, 224, 283, 304, 311, 334, 366, 370, 435, 438, 540
9. Identify models of historical periodization that historians use to categorize events.
SE/TE: For related material see: Build Chart Skills: Timelines, HT 18; Skills for Life: Understand Sequence, 58, 60; also see: Reading Skills: Sequence of Events, HT 7, 310, 313, 512, 513, 517; Distinguish Events in Sequence, 314, 319, 518, 521; also see: Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 364–365, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545
C. Comparison and Contextualization 1. Identify a region of colonial North America or the early United States by describing multiple characteristics common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.
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SE/TE: The New England Colonies, 71–76; The Middle Colonies, 77–81; Geography and History: Landscapes of the 13 Colonies, 82–83; The Southern Colonies, 84–89; Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; The Growth of Northern Industry, 391–393; The Plantation South, 396–400; The West, 444–447; Trails to the West, 448–453; A Rush to the West, 462–471
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
2. Identify and categorize multiple perspectives on a given historical experience.
SE/TE: Historical Evidence, HT2; Historical Sources, HT3; Read Informational Texts, HT4–HT6; Evaluate Internet Sources, HT17; Skills for Life: Distinguish Facts From Opinions, 302, 304; Detect Historical Points of View, 332, 334; Identify Bias, 368, 370; Analyze a Speech, 538, 540; Historian’s Apprentice Handbook: Mock Congressional hearing, 375; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676; Clarify Problems, 30, 326, 334, 348; Evaluate Argument, 157; also see: Political Cartoons, 141, 220, 225, 299, 305, 324, 363, 406, 483, 529, 556 TE only: Mock Trial, 98g; Debate, 136h, 166g, 542f; Discussion Ideas, 478b
3. Describe, compare, and evaluate multiple historical developments within the United States in various chronological and geographical contexts.
SE/TE: Build Chart Skills: Timelines, HT 18; Skills for Life: Understand Sequence, 58, 60; also see: Reading Skills: Sequence of Events, HT 7, 310, 313, 512, 513, 517; Distinguish Events in Sequence, 314, 319, 518, 521; Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; Mexican–American War, 460–461; Battle of Shiloh, 522–523; also see: Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 364–365, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
4. Identify how the relationship among geography, economics, and history helps to define a context for events in the study of the United States.
SE/TE: Economy: American Revolution, 208–209, 284–287; After War of 1812, 341–343; National Bank, 362–363, The End of the Jackson Era, 367; Civil War, 531, 551, 562–563; Identify Economic Costs, 76, 284, 342; Identify Economic Benefits, 81, 348, 359, 383, 395, 405, 408, 470, 540; Identify Economic Costs and Benefits, 106; Economics Handbook, 650–664; also see: Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; Mexican– American War, 460–461; Battle of Shiloh, 522–523
5. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes.
SE/TE: Essential Question & Timelines, 4–5, 34–35, 58–59, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 364–365, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545; Link Past and Present, 17, 30, 46, 60, 68, 93, 105, 112, 128, 205, 224, 283, 304, 311, 334, 366, 370, 435, 438, 540
6. Understand the role that periodization and region play in developing the comparison of colonial settlements in North America. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the early history of the United States.
SE/TE: Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; also see: Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; Mexican–American War, 460–461; Battle of Shiloh, 522–523; Life at the Time: Spirit of Protest, 154–155; Arts of Early American, 288–289; Going to School, 420–42; South After the Civil War, 550–551 TE only: Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 542f, 572g–h
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
D. Economic and Economic Systems 1. Explain how economic decisions affect the well–being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.
SE/TE: Economy: American Revolution, 208–209, 284–287, After War of 1812, 341–343; National bank, 362–363; The End of the Jackson Era, 367; Civil War, 531, 551, 562–563; Identify Economic Costs, 76, 284, 342; Identify Economic Benefits, 81, 348, 359, 383, 395, 405, 408, 470, 540; Identify Economic Costs and Benefits, 106; Economics Handbook, 650–664
2. Identify examples of buyers and sellers in product, labor, and financial markets.
SE/TE: Trade, 208, 286, 295, 322–325, 342–343, 347, 448–449; Child Labor, 386– 387, 389; The Industrial Revolution, 382– 389; The North Transformed, 390–395; The Plantation South, 396–400; The Challenges of Growth, 401–409
3. Describe the role that competition has in the determination of prices and wages; identify other factors that help to determine prices.
SE/TE: Links Across Time: Wall Street, 56; Mass production and prices of goods, 386; Child labor, 387; Mill workers’ earnings, 389; Advances in agriculture and manufacturing, 392; Profitability of cotton, slave labor, cotton gin, 396, 397 TE only: Women’s wages, 385
4. Examine the role of institutions such as joint stock companies, banks, and the government in the development of the United States economy before the Civil War.
SE/TE: Bank of the United States, 285– 286, 338–339, 342, 362–363
5. Examine data on the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.
SE/TE: Charts, Graphs, and Diagrams with Economic Data, 284, 342, 397, 514, 560; Inflation, 531
6. Explain how government policies affected the economies in colonial and early United States history.
SE/TE: Bank of the United States, 285– 286, 338–339, 362–363; Building the National Economy, 341–343
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices E. Geographic Reasoning 1. Use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in early United States history were in relation to each other, to describe connections among places, and to evaluate effectively the benefits of particular places for purposeful activities.
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564; Build Geography Skills, HT 8–HT 13; Geography and History, 20–21, 82–83, 210–211, 320–321, 460– 461, 522–523
2. Distinguish human activities and human– made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) and describe the relationship between human activities and the environment.
SE/TE: Cultures of North America, 10–15; Trade Networks of Asia and Africa, 16–19; The Age of Exploration, 36–41; Life at the Time: Danger at Sea, 42–43; Geography and History, 20–21, 82–83, 210–211, 320–321, 460–461, 522–523; Geography of New England, 71; The New England Colonies (map of resources), 74; Geography of the Middle Colonies, 77; The Middle Colonies (map of resources), 80; The Backcountry, 81; Geography of the Southern Colonies, 84; The Industrial Revolution, 382–389; The North Transformed, 390–395; The Plantation South, 396–400; The Challenges of Growth, 401–409
3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.
SE/TE: Build Geography Skills, HT 8–HT 13; Geography and History: Global Trade in the Fifteenth Century, 20–21; Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; Mexican– American War, 460–461; Battle of Shiloh, 522–523
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
4. Recognize and analyze how characteristics (cultural, economic, and physical–environmental) of regions affect the history of the United States.
SE/TE: Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; The New England Colonies, 71–76; The Middle Colonies, 77–81; Geography and History: Landscapes of the 13 Colonies, 82–83; The Southern Colonies, 84–89; Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; The Growth of Northern Industry, 391–393; The Plantation South, 396–400; The West, 444–447; Trails to the West, 448–453; A Rush to the West, 462–471; Geography and History, 20–21, 82–83, 210–211, 320–321;, 460–461, 522–523 TE only: Concepts Across Time: Regions, 62b, 478b
5. Characterize and analyze changing interconnections among places and regions.
SE/TE: The New England Colonies, 71–76; The Middle Colonies, 77–81; Geography and History: Landscapes of the 13 Colonies, 82–83; The Southern Colonies, 84–89; Geography and History: Landscapes of the 13 Colonies, 82–83; Settling the Northwest Territory, 210–211; Exploring the Louisiana Purchase, 320–321; The Growth of Northern Industry, 391–393; The Plantation South, 396–400; The West, 444–447; Trails to the West, 448–453; A Rush to the West, 462–471; Geography and History, 20–21, 82–83, 210–211, 320–321, 460–461, 522– 523
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grades 7: Social Studies Practices
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
6. Describe the spatial organization of place considering the historical, social, political, and economic implication of that organization. Describe how boundaries and definition of location are historically constructed.
SE/TE: Map Master Skills Activity, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564; Build Geography Skills, HT 8–HT 13; Geography and History, 20–21, 82–83, 210–211, 320–321;, 460–461, 522–523
F. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements with teacher support.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
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SE/TE: Civics Handbook: How to Conduct a Poll, 670; How to Serve on a Jury, 674; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676; Historian’s Apprentice Handbook: Activity, 133, 275, 375, 475, 571; also see: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604 TE only: Hold a Debate, 136h, 166g, 542f
SE/TE: How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; Historian’s Apprentice Handbook: Mock Congressional Hearing, 375; Prepare Documentary News Program, 571 TE only: Hold a Mock Trial, 98g; Hold a Debate, 136h, 166g, 542f; Plan for World Press Freedom Day, 251f
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Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
3. Identify and explain different types of political systems and ideologies used at various times in colonial history and the early history of the United States and explain the role of individuals and key groups in those political and social systems.
SE/TE: Colonial System, 62–97; Governing the Colonies, 102–106; Governing a New Nation (Articles of Confederation), 204– 210; The Constitution of the United States, 226–250; Political Parties, 280–281, 290– 291, 483, 494, 544–545 TE only: Poster on the Populist Party, 574h
4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.
SE/TE: Political Parties, 280–281, 290– 291, 483, 494, 544–545; Civics Handbook: How to Volunteer, 665; How to Cast Your Vote, 666; How to Evaluate Leadership, 667; How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Serve on a Jury, 674; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676 TE only: Hold a Debate, 136h, 166g, 542f; Write an Opinion Statement, 278h; Write a Newspaper Editorial, 478g
5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine the role of conflict resolution.
SE/TE: Civics Handbook: How to Volunteer, 665; How to Cast Your Vote, 666; How to Evaluate Leadership, 667; How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Serve on a Jury, 674; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676 TE only: Hold a Mock Trial, 98g; Hold a Debate, 136h, 166g, 542f
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6. Identify situations in which social actions are required and determine an appropriate course of action.
SE/TE: Historian’s Apprentice Handbook: Mock Congressional Hearing, 375; Prepare Documentary News Program, 571; How to Evaluate Leadership, 667; How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; also see: Write Like a Historian: Persuasive Essays, HT24 TE only: Hold a Debate, 136h, 166g, 542f; Write an Opinion Statement, 278h; Write a Newspaper Editorial, 478g
7. Identify how people in power have acted to extend the concept of freedom, the practice of social justice, and the protection of human rights in United States history.
SE/TE: Write Like a Historian: Persuasive Essays, HT24; How to Evaluate Leadership, 667; How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672 TE only: Hold a Debate, 136h, 166g, 542f; Write an Opinion Statement, 278h; Write a Newspaper Editorial, 478g
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8. Identify how social and political responsibilities developed in American society.
SE/TE: Civics Handbook: How to Volunteer, 665; How to Cast Your Vote, 666; How to Evaluate Leadership, 667; How to Work on a Political Campaign, 668; How to Write a Letter to the Editor, 669; How to Conduct a Poll, 670; How to Use the Internet as a News Source, 671; How to Write a Letter to a Public Official, 672; How to Analyze Television News Programs, 673; How to Serve on a Jury, 674; How to Identify Your Political Roots and Attitudes, 675; How to Participate in Public Debate, 676 TE only: Hold a Mock Trial, 98g; Hold a Debate, 136h, 166g, 542f; Draft a Declaration of Rights, 166g; Compare the Constitution to the Revolution, 200f; Plan for World Press Freedom Day, 251f; Write an Opinion Statement, 278h; Timeline on Women’s Suffrage, 410h; Write a Newspaper Editorial, 478g
9. Develop the connections of an interdependent community by engaging in the political process as it relates to a local context.
SE/TE: A New Role for the Nation, 584– 589; Toward the Modern Age, 590–595; Into the Future, 596–601 TE only: Plan for World Press Freedom Day, 251f32g
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Grade 7 Social Studies is arranged chronologically and incorporates geography as well as economic, social, and political trends. The course content is divided into eight Key Ideas, tracing the human experience in the United States from pre–Columbian times until the Civil War, with a focus on the people, events, and places in New York State as applicable. (NOTE: If a school/district has a 7th grade program that incorporates Reconstruction, this document is not intended to prohibit that inclusion.) Throughout the course, teachers should help students see connections across time. For example, when examining indentured servitude and slavery, teachers could examine human trafficking, experiences of immigrants and informed action that citizens might take. Teachers should note that some Key Ideas and Concepts may require extra time or attention. In the grade 7 course, these include Key Ideas 7.2 Colonial Development, 7.4 Historical Development of the Constitution, and 7.8 A Nation Divided. 7.1 NATIVE AMERICANS*: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. (Standards: 1, 2; Themes: ID, MOV, GEO) 7.1a Geography and climate influenced the migration and cultural development of Native Americans. Native Americans in North America settled into different regions and developed distinct cultures. Students will examine theories of SE/TE: The First Americans, 6–7, 29, 30 human settlement of the Americas. TE Only: History Background, 2a; Technology Research, 2h
Students will compare and contrast different Native American culture groups with a focus on the influence geographic factors had on their development including Sioux and Anasazi.
SE/TE: Cultures of North America, 10–15, 29, 30
Students will examine the various Native American culture groups located within what became New York State including Haudenosaunee (Iroquois), and the influence geographic factors had on their development.
SE/TE: Eastern Woodlands, 14–15, 29, 30
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7.2 COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally. (Standards: 1, 2, 3, 4; Themes: MOV, GEO, ECO, TECH, EXCH) 7.2a Social, economic, and scientific improvements helped European nations launch an Age of Exploration. Students will explain the significance SE/TE: An Age of Exploration Begins, 27; of the technological developments Write a Narrative, 30; Infographic: Early and scientific understandings that Voyages in Exploration, 38–39 improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.
Students will examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers such as Champlain, Hudson, and Verrazano.
SE/TE: The Columbian Exchange, 34–35, 40–41, 60, 61; First Visitors from Europe, 36–39 TE Only: History Background, 32a
7.2b Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from losses of life and land due to the Encounter with Europeans justified by the “Doctrine of Discovery.” Students will compare and contrast SE/TE: The Impact on Native Americans, British interactions with the 57; King Philip’s War, 76; Conflicts with Wampanoag, Dutch interactions with Native Americans, 85 the Mahican, Mohawk or Munsee, French interactions with the Algonquin, and Spanish interactions with the Muscogee.
Students will investigate other Native American societies found in their locality and their interactions with European groups.
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SE/TE: For related material see: Infographic: Homes of Native Americans, 13; Writing, 15 TE Only: History Background, 2a; Technology Research, 2g; Differentiated Instruction, 10
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Students will examine the major reasons Native American societies declined in population and lost land to the Europeans.
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Disease, 35, 40, 41; The Impact on Native Americans, 57; Graph of declining Native American Population, 61; King Philip’s War, 76; Conflicts with Native Americans, 85; Trouble on the Frontier, 140–144; Conflict with Native Americans, 145–146 TE Only: History Background, 2a
7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies. Students will investigate the reasons SE/TE: France and the Netherlands in for colonization and the role of North America, 53–57; Colonies Take Root, geography in the development of 64–65; Founding Jamestown, 67, The each colonial region. Plymouth Colony, 69; The First Thanksgiving, 70; Geography of New England, 71; Puritans in Massachusetts Bay, 72–73; The New England Colonies (map of resources), 74; Settling Connecticut, 75; Geography of the Middle Colonies, 77; The Middle Colonies (map of resources), 80; The Backcountry, 81; Geography and History: Landscapes of the 13 Colonies, 82–83; Geography of the Southern Colonies, 84; The Southern Colonies (map of resources), 86; Chart: Founding of the 13 Colonies, 88; Spanish Colonies on the Borderlands, 90–93 TE Only: History Background, 62a; Technology Research, 62h
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Students will examine the economic, social and political characteristics of each colonial region.
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: France and the Netherlands in North America, 53–57; Colonies Take Root, 64–65; The First English Settlements, 66– 70; The New England Colonies, 71–76; The Middle Colonies, 77–81; Geography and History: Landscapes of the 13 Colonies, 82– 83; The Southern Colonies, 84–89; Spanish Colonies on the Borderlands, 90–93; How did colonial life take shape?, 100–101; Governing the Colonies, 102–106; Colonial Society, 107–112; Slavery in the Colonies, 113–117; The Spread of New Ideas, 118– 123 TE Only: History Background, 62a, 98a; Technology Research, 62h, 98h
7.2d In New York, the Dutch established settlements along the Hudson River and the French established settlements in the Champlain Valley. Dutch contributions to American society were long–lasting. Students will compare and contrast SE/TE: France and the Netherlands in the early Dutch settlements with North America, 53–57; New York and New French settlements and with those in Jersey, 78 the subsequent British colony of New York in terms of political, economic, and social characteristics, including an examination of the patroon system.
Students will examine the changing status and role of African Americans under the Dutch and English colonial systems.
SE/TE: Africans in the Colonies, 69, 104; Free African Americans, 112; Slavery in the Colonies, 113–117
Student will examine Dutch contributions to American society including acceptance of a diverse population, a degree of religious toleration and right to petition. Students will examine Dutch relations with Native Americans.
SE/TE: New Netherland, 56; The Impact on Native Americans, 57; New York and New Jersey, 78
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7.2e Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions. Students will describe the conditions SE/TE: Middle Passage, 113–115, 129 of the Middle Passage.
Students will explain why and where slavery grew over time in the United States and students will examine the living conditions of slaves, including those in New York State.
SE/TE: Africans in the Colonies, 69, 104; Free African Americans, 112; Slavery in the Colonies, 113–117, 127, 128; The Plantation South, 396–400
Students will investigate different methods enslaved Africans used to survive and resist their conditions, including slave revolts in New York.
SE/TE: Africans in the Colonies, 69; Free African Americans, 112; Resistance to Slavery, 100, 116; African Cultural Influences, 117
Within the context of New York SE/TE: Indentured Servants, 111; Free history, students will distinguish African Americans, 112 between indentured servitude and slavery. 7.3 AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution. (Standards: 1, 4, 5; Themes: TCC, GOV, ECO) 7.3a Conflicts between France and Great Britain in the 17th and 18th centuries in North America altered the relationship between the colonies and Great Britain. Students will locate battles fought SE/TE: Trouble on the Frontier, 140–144 between France and Great Britain TE Only: Technology Research, 136g during the 17th and 18th centuries, and how this led to the importance of British troops in the area of New York.
Students will examine the changing economic relationship between the colonies and Great Britain, including mercantilism and the practice of salutary neglect.
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SE/TE: The Colonists Resist Tighter Control, 145–149; From Protest to Rebellion, 150–155 TE Only: History Background, 136a; Technology Research, 136g
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Students will identify the issues stemming from the Zenger Trial that affected the development of individual rights in colonial America.
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: Freedom of the Press, 105, 127, 267; also see: Zenger case on timeline of Colonial life, 101 TE Only: Hold a Mock Trial, 98g
7.3b Stemming from the French and Indian War, the British government enacted and attempted to enforce new political and economic policies in the colonies. These policies triggered varied colonial responses, including protests and dissent. Students will investigate the Albany SE/TE: Albany Congress, 141–142, 144 Congress and the Albany Plan of TE Only: Albany Plan of Union, 207 Union as a plan for colonial unification, and the influence of Haudensaunee ideas in their development.
Students will examine actions taken by the British including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.
SE/TE: The Colonists Resist Tighter Control (includes the Proclamation of 1763, the Quartering Act, the Sugar Act, and the Stamp Act), 145–149; Tea Act of 1773, 150; the Intolerable Acts, 151–152; Life at the Time: A Spirit of Protest, 154–155; also see: The Road to Revolution (map), 138– 139
Students will compare British and colonial patriot portrayals of the Boston Massacre using historical evidence.
SE/TE: The Boston Massacre, 148–149
Students will compare the proportions of loyalists and patriots in different regions of New York State.
SE/TE: Patriots Against Loyalists, 157; Writing, 161 TE Only: Hold a Debate, 136h
Students will examine the events at Lexington and Concord as the triggering events for the Revolutionary War.
SE/TE: The Shot Heard Around the World, 152–153, 163
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7.3c Influenced by Enlightenment ideas and their rights as Englishmen, American colonial leaders outlined their grievances against British policies and actions in the Declaration of Independence. Students will examine the influence SE/TE: The Enlightenment, 122–123; Enlightenment ideas such as natural Common Sense (Paine), 170–171; rights and social contract and ideas Teachings of the Enlightenment, 253 expressed in Thomas Paine’s Common Sense had on colonial leaders in their debates on independence. Students will examine the SE/TE: A Call for Independence, 170–171; Declaration of Independence and the The Declaration of Independence, 172–178 arguments for independence stated TE Only: Draft a Declaration of Rights, within it. 166g 7.3d The outcome of the American Revolution was influenced by military strategies, geographic considerations, the involvement of the Iroquois (Haudenosaunee) and other Native American groups in the war, and aid from other nations. The Treaty of Paris (1789) established the terms of peace. Students will explore the different SE/TE: Early Battles, 158–161; How did military strategies used by the American colonists gain their Americans and their allies, including independence?, 168–169; A Critical Time, various Native American groups, 179–184; Literature: Valley Forge, 185; during the American Revolution. The War Widens, 186–190; Winning Independence, 191–195 TE Only: History Background, 166a
Students will examine the strategic importance of the New York colony. Students will examine the American victory at the Battle of Saratoga in terms of its effects on American and British morale and on European views on American prospects for victory in the Revolution.
SE/TE: Retreat from New York, 179–180; Saratoga: A Turning Point, 181–183
Students will examine the terms of the Treaty of Paris, determine what boundary was set for the United States, and illustrate this on a map.
SE/TE: Making Peace with Britain, 193, 195; Compare Maps, 196
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7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. (Standards: 1, 5; Themes: GOV, CIV) 7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty. 7.4b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government. Students will investigate the SE/TE: Articles of Confederation & the successes and failures of the Articles Constitution, 202–203; Articles of of Confederation, determine why Confederation, 206–209; The Constitutional many felt a new plan of government Convention, 212–217; Debating the was needed, and explain how the Constitution, 218–221; The Constitution, United States Constitution 226–250 TE Only: History Background, 200a; attempted to address the Technology Research, 200f weaknesses of the Articles.
Students will examine the New York State Constitution, its main ideas and provisions, and its influence on the formation of the United States Constitution.
SE/TE: For related material see: Government by the States, 204–205 TE Only: Concepts Across Time, 200b
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution. Students will examine from multiple SE/TE: Articles of Confederation & the perspectives arguments regarding Constitution, 202–203; Articles of the balance of power between the Confederation, 206–209; The Constitutional federal and state governments, the Convention, 212–217; Debating the power of government, and the rights Constitution, 218–221 TE Only: History Background, 200a; of individuals. Concepts Across Time, 200b; Technology Research, 200f
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Students will examine how key issues were resolved during the Constitutional Convention including:
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: The Constitutional Convention, 212–217
• state representation in Congress (Great Compromise or bicameral legislature)
SE/TE: Great Compromise, 214–215
• the balance of power between the federal and state governments (establishment of the system of federalism)
SE/TE: Federalists Versus Antifederalists, 218–219; Federalism, 257
• the prevention of parts of government becoming too powerful (the establishment of the three branches)
SE/TE: Three Branches of Government, 213–214; Separation of Powers, 256; Checks and Balances, 257; How the Branches of Government Work, 258–263
• the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three–Fifths Compromise)
SE/TE: Three–Fifths Compromise, 215
Students will examine the role of New York residents Alexander Hamilton and John Jay as leading advocates for the new Constitution.
SE/TE: The Federalist Position, 218
7.5 THE CONSTITUTION IN PRACTICE: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can respond to political and social changes. The New York Constitution also has been changed over time. (Standards: 1, 5; Themes: TCC, GOV, CIV) 7.5a The Constitution outlined a federalist system of government that shares powers among the federal, state, and local governments. Students will identify powers SE/TE: Federalists Versus Antifederalists, granted to the federal government 218–219; Section 10 of the Constitution, and examine the language used to 233–234; Federalism, 257; State grant powers to the states. Governments, 268
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7.5b The Constitution established three branches of government as well as a system of checks and balances that guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights. Students will compare and contrast SE/TE: Three Branches of Government, the powers granted to Congress, the 213–214; Separation of Powers, 256; president, and the Supreme Court Checks and Balances, 257; How the by the Constitution. Branches of Government Work, 258–263
Students will examine how checks and balances work by tracing how a bill becomes a law
SE/TE: Checks and Balances, 257 TE Only: Checks and Balances, 251b, 256
Students will identify the individual rights of citizens that are protected by the Bill of Rights.
SE/TE: Bill of Rights, 220–221, 240–242
7.5c While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways. The New York State Constitution changed over time with changes in the early 19th century making it more democratic. Students will examine the process SE/TE: Amending the Constitution, for amending the constitution. 264–265; The First Amendment, 266–267; also see: Bill of Rights, 220–221, 240–242; Ninth Amendment, 271; Twelfth Amendment, 310; The Thirteenth Amendment, 552; The Fourteenth Amendment, 553–554; Fifteenth Amendment, 556–557
Students will examine the evolution of the unwritten constitution such as Washington’s creation of the presidential cabinet and the development of political parties.
SE/TE: Cabinet, members of first, 283; The Birth of Political Parties, 290–293, 373
Students will examine the changes to the New York State Constitution and how they were made during the 19th century.
SE/TE: For related material see: Government by the States, 204–205 TE Only: Concepts Across Time, 200b
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7.5d Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference. Students will examine events of the SE/TE: Hamilton’s Financial Plan, 285; The early nation including Hamilton’s Whiskey Rebellion, 286, 287, 372; The Era economic plan, the Louisiana of Jefferson and Madison, 308–309; The Purchase, the Supreme Court Supreme Court and Judicial Review, 312–313, 373; The Louisiana Purchase, decision in Marbury v. Madison, and 314–319; Geography and History: The the War of 1812 in terms of testing Louisiana Purchase, 320–321; The War of the strength of the Constitution. 1812, 327–331, 334, 335, 374 TE Only: History Background, 306a; Technology Research, 306f, 306g
Students will examine the Monroe Doctrine and its impact on foreign policy.
SE/TE: Monroe Doctrine, 347, 348, 370; also see: Growing National Powers, 338
7.6 WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. (Standards: 1, 3; Themes: ID, MOV, TCC, GEO) 7.6a Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs such as Manifest Destiny and the need for resources increased westward expansion and settlement. Students will compare and evaluate SE/TE: Relations With Spain, 345; the ways by which Florida, Texas, Annexing Texas and Oregon, 457; Map: and territories from the Mexican Growth of the United States to 1853, 458; Cession were acquired by the United Achieving Manifest Destiny, 459 States.
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7.6b Westward expansion provided opportunities for some groups while harming others. Students will examine the Erie Canal SE/TE: Canals, 403–404 as a gateway to westward expansion TE Only: Differentiated Instruction: Along that resulted in economic growth for the Eerie Canal, 402 New York State, economic opportunities for Irish immigrants working on its construction, and its use by religious groups such as the Mormons to move westward.
Students will examine the growth of suffrage for white men under Andrew Jackson.
SE/TE: A New Era in Politics, 351–352; Jackson Becomes President, 353–354
Students will examine the conditions faced on the Trail of Tears by the Cherokee and the impact the removal had on their people and culture.
SE/TE: On the Trail of Tears, 358–359, 368; Write a Narrative, 370
Students will examine examples of Native American resistance to the western encroachment including the Seminole Wars and Cherokee judicial efforts.
SE/TE: Support for Native Americans, 357; Seminole Wars, 359
Students will examine the ways in which westward movement had an impact on the lives of women and African Americans.
SE/TE: The Extension of Slavery, 404– 405; Women in the West, 453; Role of Women, 465
Students will examine the policies of New York State toward Native Americans at this time.
SE/TE: For related material see: Slavery Ends in the North, 422; Sojourner Truth (New York state), 427
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7.7 REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York played a key role in major reform efforts. (Standards: 1, 5; Themes: SOC, CIV, GOV) 7.7a The Second Great Awakening, which had a strong showing in New York, inspired reform movements. Students will investigate examples SE/TE: Essential Question: How did of early 19th–century reform reformers and writers inspire change and movements such as education, spark controversy?, 412–413; Improving prisons, temperance, and mental Society, 414–419; Life at the Time: Going health care, examining the to School, 420–421 TE Only: History Background, 410a; circumstances that led to the need Technology Research, 410g for reform. 7.7b Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness and generate resistance to the institution of slavery. Students will examine ways in which SE/TE: Resistance to Slavery, 400; The enslaved Africans organized and Fight Against Slavery, 422–426; Evaluate resisted their conditions. Summaries (Douglass), 436; Abolitionism, 474; The Dred Scott Decision, 495 TE Only: Technology Research, 410g
Students will explore efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery.
SE/TE: William Lloyd Garrison, 423, 426; Tubman, Harriet, 424, 425, 532; Frederick Douglass, 424, 495; Evaluate Summaries (Douglass), 436
Students will examine the impact of Uncle Tom’s Cabin on the public perception of slavery.
SE/TE: Uncle Tom’s Cabin, 488; Literature (excerpt): Uncle Tom’s Cabin, 492–493
Students will investigate New York State and its role in the abolition movement, including the locations of Underground Railroad stations.
SE/TE: For related material see: The Underground Railroad, 413, 424–426
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grade 7: History of the United States and New York I
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
7.7c Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality. Students will examine efforts of SE/TE: Sojourner Truth, 427; Elizabeth women to acquire more rights, Cady Stanton, 376, 428; Susan B. Anthony, including Sojourner Truth, Elizabeth 428, 429 Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony. Students will explain the significance SE/TE: Seneca Falls Convention (NY), of the Seneca Falls Convention and 412–413, 428–429; Declaration of the Declaration of Sentiments. Sentiments, 428, 474 7.7d The Anti–Rent movement in New York State was an attempt by tenant farmers to the protest the landownership system. Students will trace the Anti–Rent SE/TE: For related material see the movement in New York State. relationship between sharecroppers and rent in the South, 590 7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. (Standards: 1, 3, 4; Themes: TCC, GEO, GOV, ECO) 7.8a Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between States rights advocates and supporters of a strong federal government. Students will examine regional SE/TE: The Industrial Revolution, 382– economic differences as they relate 387; Mill Workers, 388–389; The Growth of to industrialization. Northern Industry, 391–393 TE Only: History Background, 378a; Technology Research, 378g, 378h 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure. Students will examine attempts at SE/TE: Missouri Compromise, 404–405, resolving conflicts over whether new 480–481, 495; Compromise of 1850, 486– territories would permit slavery, 487; Kansas–Nebraska Act, 489–491 TE Only: Technology Research, 478g including the Missouri Compromise, the Compromise of 1850, and the Kansas–Nebraska Act.
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A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grade 7: History of the United States and New York I
Students will examine growing sectional tensions including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party.
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 SE/TE: A New Antislavery Party, 494, 496, 499–500; The Dred Scott Decision, 495
7.8c Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states. Students will examine both long– SE/TE: The Nation Divided, 478–481; and short–term causes of the Civil Growing Tensions Over Slavery, 482–485; War. Compromises Fail, 486–493; The Crisis Deepens, 494–498; The Coming of the Civil War, 499–503 TE Only: History Background, 478a; Technology Research, 478g, 478h
Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the Union.
SE/TE: Southern States Secede, 500–501; More States Secede, 512
Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.
SE/TE: For related material see: The Draft Laws, 530; The War and Economic Strains, 531
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography. Students will compare the SE/TE: Northern and Southern advantages and disadvantages of Advantages, 514; Two Sides Plan the North and the South at the Strategies, 515; Early Years of the War, outset of the Civil War. 518–523 TE Only: History Background, 508a
Students will examine the goals and content of Lincoln’s Emancipation Proclamation.
SE = Student Edition
SE/TE: The Emancipation Proclamation, 524–527
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TE = Teacher’s Edition
A Correlation of Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014 to the New York State Social Studies Framework, Grade 7 New York State Social Studies Framework Grade 7: History of the United States and New York I
Prentice Hall America: History of Our Nation Beginnings Through 1877, ©2014
Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.
SE/TE: New Technology in the War, 518; Infographic: Battle of Two Ironclads, 519
Students will examine the enlistment of freed slaves and how it helped to change the course of the Civil War. Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam.
SE/TE: African Americans Help the Union, 526–527
SE/TE: Antietam, 520, 533; The Battle of Gettysburg, 534–535
7.8e The Civil War impacted human lives, physical infrastructure, economic capacity, and governance of the United States. Students will examine the roles of SE/TE: Effects of the Proclamation, 525– women, civilians, and free African 526; Women in the Civil War, 531–532 Americans during the Civil War.
Students will examine the aftermath of the war in terms of destruction, impact on population, and economic capacity by comparing impacts of the war on New York State and Georgia.
SE/TE: The War’s Terrible Toll, 537; Reconstruction and the New South, 544– 545; Rebuilding the Nation, 546–549; Life at the Time: The South After the Civil War, 550–551; Industrial Growth, 562–563; Write an essay, 566 TE Only: History Background, 542a; Technology Research, 542f
Students will explain how events of the Civil War led to the establishment of federal supremacy.
SE/TE: The Battle Over Reconstruction, 552–557; The End of Reconstruction, 558– 563 TE Only: History Background, 542a; Technology Research, 542f
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