Download World Studies to 1900

correlated to the
West Virginia
Specific Criteria for Content and Skills
Grade Ten:
World Studies to 1900
CC2
6/2003
2003
WV 113
Introduction
to
World History: Patterns of Interaction
World History: Patterns of Interaction is the ideal choice for high school courses that
focus on the panorama of world history. Its chronological and thematic approach explores
topics such as cultural diversity, directions in government and society, industrialization,
and global interdependence.
World History: Patterns of Interaction is a highly integrated program with history,
geography, economics, and government, in addition to social studies skills, such as
reading maps, charts, and graphs. The engaging narrative and the design provide a
motivational approach to teaching world history and to helping students think critically.
Educators know that history comes alive when students are actively involved in their own
learning. In World History: Patterns of Interaction the Interact with History chapter
openers allow students to make connections between the past and the present. Students
think about how historical events are influencing their lives. They discover that history
binds us together in the present and helps us understand how to meet the challenges of the
future
World History: Patterns of Interaction focuses on the human face of history. History
Makers and A Voice from the Past allow students to see people of history as individuals.
Case Studies, found in each unit, capture students’ imaginations, hold their attention, and
teach important concepts all at once. When students read about rituals that are common to
all cultures, these rituals take on new meaning. Connections across time and place are
found in high-interest sections such as Patterns of Change and Something in Common.
Developing an ability to think critically and reflectively is an important goal of social
studies instruction, because with this ability, students become citizens who can make
informed and responsible decisions. World History: Patterns of Interaction incorporates
a variety of materials that help students develop the thinking skills that are crucial to
successful learning and participation in a democracy. For example, Think Through
History, a feature found throughout the text, asks relevant questions that prompt the
student to think about a particular issue.
Teachers are supported by a wealth of ancillary materials. A complete listing of all
program components is provided on the following page.
World History: Patterns of Interaction
Components
Pupil Edition
Teacher Edition
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•
Teacher’s Resource Package
In-Depth Resources: Units 1–8
• Lesson Plans
Telescoping the Times: Chapter
• Strategies for Test Preparation
Summaries
with Teacher’s Manual
Planning for Block Schedules
• Reading Study Guide
Geography Skills and Outline Maps
• Reading Study Guide Spanish
Telescoping the Times
Translation
Formal Assessment
• Reading Study Guide Answer
Integrated Assessment
Key
• Access for Students Acquiring
English: Spanish Translations:
Additional Resources
World History: Patterns of Interaction • History from Visuals: Geography
Workbook
Transparencies
World History: Patterns of Interaction • History from Visuals: Critical
Workbook Answer Key
Thinking Transparencies
Writing for Social Studies
• History from Visuals: World Art
Test Practice Transparencies
& Cultures Transparencies
• Warm-Up Transparencies
Technology
•
eEdition CD-ROM
eEdition Plus Online
•
EasyPlanner CD-ROM
•
Easy Planner Plus Online
Electronic Library of Primary Sources
•
Power Presentations CD-ROM
Test Generator CD-ROM
Electronic Library of Primary
Sources CD-ROM
Test Generator (Windows/Mac)
Battles of the World CD-ROM
(Windows/Mac)
Religions of the World CDROM (Windows)
Audio/Visual Resources
Patterns of Interaction Video Package: • Chapter Summaries on CD
4 cassettes
• The World’s Music CD
Patterns of Interaction Video Teacher’s
Resource Book
McDougal Littell
World History: Patterns of Interaction
correlated to the
West Virginia
Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
This study of the world emphasizes the historic, economic, geographic, political, and social structure of various cultural regions
of the world from the dawn of civilization to the interdependent world of the twentieth century. Special attention is given to
the formation and evolution of societies into complex political and economic systems. Geography/map skills and critical
thinking skills are emphasized. West Virginia teachers are responsible for analyzing the benefits of technology for learning and
for integrating technology appropriately in the students’ learning environment. See the related grade-level Technology
Standards and Objectives.
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
(IMR Committee)
RESPONSES
I
A
M
N
All materials at this grade level (1) be research based and theory driven; (2) incorporate basic,
accurate information that is developmentally appropriate; (3) use interactive activities that actively
engage students; (4) provide students with opportunities to model and practice relevant skills; ( 5 )
develop higher order thinking opportunities; and (6) be based on national standards.
The
instructional materials should provide students with opportunities to:
A. CITIZENSHIP
PE/TE:
17-18, 29, 30-32, 35, 43-45, 4751, 67-69, 72-76, 92-96, 115118, 128-131, 146-152
1.
describe the evolution of the roles and responsibilities
of individuals and groups leading to the formation of
nations/states. (SS.10.1.1)
___
___
2.
analyze the reasons for the consequences of the
breakdown of order among nations and the impact on
the lives of individuals. (SS. 10.1.2)
___
___
___ ___
Add’l TE:
107D, 169D
PE/TE:
150-152, 300-301, 361, 518519, 565-567, 595-596, 718719, 722-723, 753-755, 760763, 785-789, 807-810, 842845, 866-870
Add’l TE:
137C, 313C
PE = Pupil’s Edition
TE = Teacher’s Edition
1
___
___
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
116-118, 150-152, 242-243,
353-355, 445-447, 475-476,
536-539, 565-567, 659-663,
670-672, 786-787, 807, 954-955
3.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
analyze the nature of civic responsibility in various
cultures. (SS.10.1.3)
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
analyze the causes of conflict. (SS.10.1.4)
___
___
___
___
Add’l TE:
541C, 907C
PE/TE:
300-301, 518-519, 595-596,
718-723, 760-763, 785-789,
807-810, , 855-861, 866-870,
901-905, 917-919, 926-930,
953-954
4.
Add’l TE:
313C, 599D
B. CIVICS/GOVERNMENT
PE/TE:
18, 29, 35, 50, 59-60, 98, 117118, 142-143, 408-411, 551556, 564-567, 573-575, 578
1.
evaluate diverse ideas about the purposes of
government. (SS.10.2.1)
___
___
___
___
2.
identify and analyze the contributions of classical
civilizations to the development of the United States
Constitution. (SS.10.2.2)
___
___
___
___
3.
explain world historical events that affected the
development of representative democracy in the United
States and other countries. (SS.10.2.3)
___
___
___
___
4.
analyze how the United States has influenced other
nations and how other nations have influenced the
American political process. (SS.10.2.4)
___
___
___
___
Add’l TE:
24, 542, 554
PE/TE:
115-118, 120-121, 124-125,
164-167, 565-567
Add’l TE:
142
PE/TE:
115-118, 120-121, 124-125,
164-167, 353-355, 362, 536539, 540-541, 564-566
Add’l TE:
142
PE/TE:
117-118, 120-121, 164-167,
353-355, 536-539, 567, 574,
858-860, 866-867
Add’l TE:
142
2
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
117-118, 120-121, 164-167,
355, 536-539, 565-567, 659663, 911-915, 919-920
5.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
compare, contrast and evaluate alternative
constitutional governments. (SS.10.2.5)
• Parliamentary
• Confederation
• Federation
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
791C, 910
PE/TE:
542-543, 551-556, 564-566,
569, 649-650, 770
6.
Add’l TE:
541D, 552-553, 566
identify significant political philosophers and their
contributions. (SS.10.2.6)
• Locke
• Rousseau
• Montesquieu
• Machiavelli
• Marx
___
___
___
___
C. ECONOMICS
PE/TE:
20-21, 33-35, 43-45, 64-71, 111113, 132-133, 148-150, 156,
177-180, 233-234, 378-380,
417-418, 463-468, 500-503,
643-646
1.
define and illustrate the trade patterns of regions and
the evolution of significant world trade routes.
(SS.10.3.1; 10.4.4)
___
___
___
___
PE/TE:
18, 19, 305-307, 348-350, 633637, 772-773, 945-946
2.
analyze and describe how various societies developed
economic systems. (SS.10.3.2)
___
___
___
___
PE/TE:
179-180, 184-185, 233, 348350, 945-946
3.
analyze the role of exchange/trade systems as
economic systems developed. (SS.10.3.3)
___
___
___
___
PE/TE:
18, 19, 305-307, 348-350, 633637, 772-773, 945-946
4.
compare and contrast fiscal policies of world societies. ___
(SS.10.3.4)
___
___
___
5.
identify the causal relationship of economic changes
and their effects on the job market. (SS.10.3.5)
• Supply and demand
• Technology
• Industrialization
___
___
___
Add’l TE:
402, 161, 467, 520, 585, 802,
833, 913
Add’l TE:
402, 833
PE/TE:
325-326, 348-351, 495-497,
630-655, 945-951
Add’l TE:
161, 467, 516
3
___
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
67-71, 179-180, 349, 500-503,
725-726, 947-948
6.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
describe and explain global economic interdependence
and competition and their influence on national and
international policies. (SS.10.3.6)
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
520, 791D, 858, 949
D. GEOGRAPHY
PE/TE:
27-28, 33-35, 42-46, 111-112,
193-195, 400-401, 417-418
1.
identify and label geographic locations and features of
the continents and their effects on the environment.
(SS.10.4.2; 10.4.11; 10.4.7)
• Plateaus
• High and Low points
• Major world rivers
• Bodies of water
• Climate areas and rainforest
___
___
___
___
2.
identify world language patterns. (SS.10.4.3)
___
___
___
___
3.
describe migration of people and analyze the physical
and cultural patterns of settlement. (SS.10.4.5;
10.4.9)
___
___
___
___
PE/TE:
27, 33, 42, 46, 111-112, 193195, 294-295, 463, 500-503,
633-634, 686, 688
4.
identify world resources and explain how the location
of these resources influenced economic development
and the global economy. (SS.10.4.6)
___
___
___
___
PE/TE:
130, 145, 149, 466, 593-596,
685-689, 706-707, 761-762,
856-859, 867-869, 901-905
5.
explain the development of major political boundaries
of the world and relate these to the theme of geopolitics. (SS.10.4.8)
___
___
___
___
PE/TE:
17-18, 349-350, 395-396, 638640, 655
6.
identify and explain geographic reasons for the
development of major world cities and trends in urban
population growth. (SS.10.4.10)
___
___
___
___
Add’l TE:
204, 333, 408-409, 580, 687,
898, 918
PE/TE:
9, 18-19, 49, 69, 57, 203-205,
237, 280, 309, 317, 350-351,
378, 393, 499, 613, 958-961
Add’l TE:
53D, 967
PE/TE:
4-5, 57-61, 203-205, 211-213,
235, 668, 901, 955-956
Add’l TE:
53C
Add’l TE:
439C, 479C, 629C
4
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
(IMR Committee)
RESPONSES
I
A
M
N
E. HISTORY
PE/TE:
86, 114, 121, 124-125, 164-165,
178, 246-247, 330, 419-427,
559-561, 619-623, 797
1.
examine the contributions of different historical
periods through art and literature. (SS.10.5.1)
___
___
___
___
2.
describe the changes in the status of women and
children throughout different historical periods.
(SS.10.5.2)
___
___
___
___
3.
identify and explain the effect of nation-building and
significant political developments and trends in the
world before 1900. (SS.10.5.4; 10.5.12)
___
___
___
___
PE/TE:
4-5, 6, 7-11, 12-16, 17-18, 23,
195-198, 211-215, 225, 665
4.
identify and evaluate the interaction of early humans
with their environment. (SS.10.5.5)
___
___
___
___
PE/TE:
17-21, 24-53, 80-103, 120-125,
128-131, 136-137, 141-145,
146-152, 158-163, 168-169,
170-189, 190-207, 216-220,
221-223, 224-225
5.
explain the cause for the rise and decline of ancient
civilizations (e.g., river civilizations, Greek, Roman,
Indian, Chinese). (SS.10.5.6)
___
___
___
___
PE/TE:
62-66, 72-75, 78-79, 97-99, 114,
151, 153-154, 177-178, 234237, 248-249, 250-265, US11
6.
explain the basic tenets of major world religions and
philosophies, their places of origin and the status of
those religions today. (SS.10.5.7)
___
___
___
___
Add’l TE:
3D, 265D, 413D
PE/TE:
30-31, 116-117, 150-151, 175176, 197, 291, 446, 473, 535,
555-556, 642, 653, 660-662
Add’l TE:
721, 756
PE/TE:
317-321, 352-355, 469-477,
513-539, 563-567, 573-576,
584-588, 593-597, 603-608,
615-616, 619-621, 656-681,
715-723
Add’l TE:
614
Add’l TE:
53D, 138, 229D
5
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
233-247, 258-259, 369-370,
440-459, 697-700, 905, US11
7.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
describe the location, unique contributions and
characteristics of the Arab/Islamic society.
(SS.10.5.8)
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
229C, 229D, 439C, 439D
PE/TE:
303-307, 322-326, 336-337
8.
explain feudalism and its effects on the development of
societies around the world. (SS.10.5.9)
___
___
___
___
9.
identify and evaluate the political and economic roles
and the cultural contributions of religious institutions
in medieval society. (SS.10.5.10)
___
___
___
___
10. compare and contrast the role of diversity in
hierarchical societies. (SS.10.5.11)
___
___
___
___
PE/TE:
418-419, 421, 422
11. relate the worth of the individual in society to the
growth of the concept of the Renaissance man.
(SS.10.5.13)
___
___
___
___
PE/TE:
463-464, 478-479
12. describe how European needs/wants for foreign
products contributed to the Age of Exploration.
(SS.10.5.14)
___
___
___
___
PE/TE:
551-556, 568-569
13. describe the role of the Enlightenment in European
society. (SS.10.5.15)
___
___
___
___
PE/TE:
340, 343-345, 362-363
14. analyze the cause of the Crusades and the effects on
regions involved. (SS.10.5.16)
___
___
___
___
PE/TE:
428-432, 433-436, 437
15. analyze the historical developments of the Protestant
Reformation. (SS.10.5.17)
• Aspects of theology
• Political developments and consequences
• Economic developments and changes
___
___
___
___
PE/TE:
630-655
16. identify and analyze the Agricultural and Industrial
Revolutions. (SS.10.5.18)
___
___
___
___
Add’l TE:
313D
PE/TE:
332-337, 341-347, 362-363
Add’l TE:
324
PE/TE:
59-60, 142, 150-152, 242-243,
323-324, 472-473, 604-605,
703-704
Add’l TE:
313D, 369
Add’l TE:
629C
6
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
565-569, 593-599, 603-608,
615-618, 623-624
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
17. analyze and assess the impact of political revolutions
on society and compare/contrast the aftermaths in each
nation or region. (SS.10.5.19; 10.5.20)
• American
• French
• Latin American
• Italian
• German
PE/TE:
276-278, 281, 294-298, 526530, 563, 584-588, 743-746,
811-815
18. explain reasons for and consequences of the breakdown
of order among nation-states. (SS.10.5.21)
• Dark Ages
• Fall of Dynasties
• Tensions leading to the World Wars
___
___
___
___
PE/TE:
32, 167, 353-354, 539, 565-567,
577, 659-662
19. identify legal documents/systems which influenced
western civilizations. (SS.10.5.22)
• Ten Commandments
• Hammurabi
• Justinian Code
• Petition of Rights
• English Bill of Rights
___
___
___
___
20. compare and contrast absolute and constitutional
monarchies and identify representative leaders of each.
(SS.10.5.23)
___
___
___
___
21. identify and assess foreign colonization in various
regions. (SS.10.5.24)
• Far East
• Africa
• Americas
___
___
___
___
FOUNDATION CRITERIA
1. integrate the five strands of Social Studies.
___
___
___
___
2.
___
___
___
___
Add’l TE:
353, 660, 719, 721
PE/TE:
83-85, 148-150, 299-302, 308311, 353-355, 401-403, 444445, 510-541
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
509C, 509D
PE/TE:
483-488, 489, 490-494, 504505, 563-565, 586-587, 595,
601, 603-608, 682-711, 715719, 722-728
Add’l TE:
541C, 681D, 881D
F. SKILLS
PE/TE:
79, 169, 225, 313, 383, 459,
541, 625, 711, 791, 881, 963
TE:
14, 73, 175, 179, 318, 345, 471,
486, 549, 582, 675, 717, 762,
824, 927
be successful based on individual needs and abilities.
7
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
TE:
34, 126, 256, 374, 471, 485,
552, 617, 650, 721, 748, 808,
874, 924, 955
3.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
use multiple intelligence strategies.
(IMR Committee)
RESPONSES
I
A
M
___ ___ ___
N
___
PE/TE:
S26-S33, 78, 168, 224, 312,
382, 458, 540, 624, 710, 790,
880, 906, 936, 962
4.
respond to expanded questioning strategies.
___
___
___
___
PE/TE:
S2-S5, 110, 136, 210, 224, 316,
336, 416, 438, 512, 540, 602,
624, R2-R8
5.
integrate reading strategies/techniques using Social
Studies content.
___
___
___
___
PE/TE:
23, 103, 189, 249, 313, 383,
459, 541, 625, 711, 765, 847,
937, 963
6.
practice reflective thinking.
___
___
___
___
PE/TE:
98, 112, 261, 372, 529, 272,
430, 660, 726, 744, 777, 822,
893, 943, 967
7.
integrate Social Studies material/content across the
curriculum.
___
___
___
___
PE/TE:
26, 110, 192, 268, 340, 416,
482, 572, 658, 742, 794, 884,
910, 940
8.
apply contextual learning concepts.
___
___
___
___
PE/TE:
S6-S33, R9-R18, R19-R26,
R27-R29
9.
develop discriminating memory.
___
___
___
___
PE/TE:
53, 79, 169, 225, 283, 363, 439,
505, 599, 681, 735, 817, 907,
937, 963
10. understand and manage change and continuity.
___
___
___
___
PE/TE:
82, 103, 192, 207, 286, 313,
390, 413, 482, 505, 602, 625,
684, 794, 817
11. develop historical empathy.
___
___
___
___
PE/TE:
23, 137, 189, 249, 337, 413,
479, 569, 655, 735, 791, 881,
963, R9-R18
12. analyze the complexity of history.
___
___
___
___
8
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
206-207, 312-313, 382-383,
478-479, 680-681, 764-765,
846-847
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
13. engage as active learners.
(IMR Committee)
RESPONSES
I
A
M
___ ___ ___
N
___
14. practice workplace process skills.
___
___
___
___
15. understand cultural diversity.
___
___
___
___
BASIC SKILLS IN SOCIAL STUDIES
1. locate, access, analyze, organize, sequence, synthesize,
and evaluate information and make reasoned
judgments.
___
___
___
___
2.
analyze and interpret information and draw conclusions
from maps, charts, graphs, timelines, and tables.
___
___
___
___
3.
participate in discussion, defense of positions, and
debate.
___
___
___
___
Add’l TE:
189C, 283C, 363C, 459C,
655C, 739C, 817C
PE/TE:
53, 169, 283, 363, 439, 599,
625, 735, 817, 907
Add’l TE:
9, 59, 213, 444, 756
PE/TE:
37, 292, 333, 524, 676, 703,
758, 804, 957-961
Add’l TE:
75, 218, 393, 309
PE/TE:
23, 169, 283, 413, 505, 655,
791, R2-R18
Add’l TE:
3D, 137D, 265D, 387D, 509D,
629D, 765D
PE/TE:
S14-S25, 14, 242, 278, 406,
591, 655, 777, 907, R21-R24
Add’l TE:
118, 472, 591, 863
PE/TE:
355, 422, 910, US15
Add’l TE:
99, 147, 169C, 295, 363D, 470,
578, 629C, 968
9
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
53, 137, 225, 337, 439, 541,
655, 765, 881, 963, R27-R29
4.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
integrate writing (e.g., creative, self-expression,
journaling), reflection and metacognition.
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
36, 90, 328, 912
PE/TE:
77, 163, 347, 437, 951, R2-R9,
R19-R26
5.
read a variety of sources for historical understanding
and perspective.
___
___
___
___
6.
read a variety of print sources for critical
understanding.
___
___
___
___
7.
learn and use vocabulary, terms and terminology
essential for understanding Social Studies.
___
___
___
___
8.
listen to information to gain knowledge and follow
directions.
___
___
___
___
SKILLS IN CITIZENSHIP
1. participate in activities of school, community and
nation.
___
___
___
___
2.
___
___
___
___
Add’l TE:
63, 231, 368, 541D, 554, 694,
903
PE/TE:
207, 479, 599, 681, 711, 817,
963, R2-R19
Add’l TE:
197, 304, 357, 491, 574, 716,
928
PE/TE:
52, 136, 206, 282, 362, 438,
504, 598, 680, 846, R30-R45
Add’l TE:
34, 150, 502, 579
TE:
37, 65, 374, 444, 485, 522, 548,
566, 616, 772, 817C, 867, 942,
955
PE/TE:
(portfolio opportunities for
participation) 3, 107, 229, 387,
509, 627, 739, 851
Add’l TE:
337D, 711D, 937D
PE/TE:
127, 192, 268, 439, 539, 544
resolve conflicts peacefully.
Add’l TE:
99, 107D, 259, 328, 786, 787,
954
10
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
(portfolio opportunities for
participation) 3, 107, 229, 387,
509, 627, 739, 851
3.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
participate in volunteer projects.
(IMR Committee)
RESPONSES
I
A
M
___ ___ ___
N
___
4.
evaluate, take and defend positions.
___
___
___
___
5.
interact with, monitor and influence government at all
levels.
___
___
___
___
SKILLS IN CIVICS/GOVERNMENT
1. interpret political cartoons.
___
___
___
___
2.
___
___
___
___
SKILLS IN ECONOMICS
1. read, interpret and draw conclusions from tables,
graphs and charts.
___
___
___
___
2.
___
___
___
___
Add’l TE:
493, 425, 537, 645, 756, 964
PE/TE:
355, 422, 910, 911, US15
Add’l TE:
117, 323, 418, 578, 698, 968
PE/TE:
541
Add’l TE:
323, 937C, 937D
PE/TE:
S12-S13, 574, 625, 681, 723,
937
Add’l TE:
611, 639, 805
PE/TE:
597, 606, 625, 934, 937; R19R26
analyze current and historical documents.
Add’l TE:
354, 564, 566, 907C
PE/TE:
S16-S19, 79, 378, 650, 636,
641, 755, 777, 803, 895, 913,
946, 963, R24-R25
PE/TE:
23, 79, 383, 541, 681, 791, 881,
963
apply economic concepts to current and historical
settings.
Add’l TE:
144, 402, 467, 520, 585, 802,
913
11
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
358, 359, 363, 641, 940, 951,
R24-R25
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
predict economic trends.
(IMR Committee)
RESPONSES
I
A
M
___ ___ ___
N
___
SKILLS IN GEOGRAPHY
1. select, analyze and design maps to organize geographic
information.
___
___
___
___
2.
select, analyze and design graphs, diagrams and tables
to organize geographic information.
___
___
___
___
PE/TE:
S20-S23, 108, 137, 190, 207,
208, 225, 284, 313, 364, 383,
388, 413, 460, 479, 570, 599,
682, 711, 712, 735, 818, 847,
852, 881, R21-R22
3.
make inferences and draw conclusions from maps and
geographic representations.
___
___
___
___
PE/TE:
28, 94, 175, 222, 294, 368, 408,
493, 537, 588, 666, 671, 725,
836, R21-R22
4.
locate places, landforms and regions on appropriate
maps.
___
___
___
___
SKILLS IN HISTORY
1. analyze, gather and interpret historical information.
___
___
___
___
2.
___
___
___
___
3.
Add’l TE:
947, 949, 950
PE/TE:
S20-S23, 53, R21-R22
Add’l TE:
155, 283D, 479C, 479D, 671
PE/TE:
S18-S19, 203, 242, 317, 486,
591, 667, 699, R23-R24
Add’l TE:
133
PE/TE:
23, 103, 189, 249, 313, 383,
459, 541, 625, 711, 791, 881,
963, R2-R26
PE/TE:
37, 123, 279, 444, 526, 561,
693, 707, 834, 878, 896, 953,
R5, R13
use historical inquiry to detect bias and emotional
appeal in historical information.
Add’l TE:
704
12
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
S8-S11, 120, R8, R15-R17,
R19
3.
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
recognize valid interpretations and factual accuracy in
historical data.
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
Add’l TE:
18, 222, 655D, 739, 832
G. ASSESSMENT
PE/TE:
S6-S33, 22-23, 102-103, 188189, 248-249, 336-337, 412413, 478-479, 568-569, 654655, 734-735, 816-817, 906907, 936-937, 962-963
1.
practice in a format commensurate with West Virginia
Assessment programs.
• Norm referenced
• State writing assessment
• NAEP
• Informal assessment
• Criterion referenced
___
___
___
___
PE/TE:
23, 53, 137, 207, 249, 313, 383,
459, 541, 625, 681, 711, 765,
847, 881
2.
practice using project format, portfolios and/or
performance based measures.
___
___
___
___
PE/TE:
S6-S33, 22-23, 102-103, 188189, 248-249, 336-337, 412413, 478-479, 568-569, 654655, 734-735, 816-817, 906907, 936-937, 962-963
3.
practice for standardized assessments, open-ended
questioning, checkpoint benchmarks, miscue analysis,
and rubrics.
___
___
___
___
PE/TE:
S6-S33
4.
use a variety of assessment techniques.
• True/false
• Selected response
• Short answer
• Extended response
• Essay
___
___
___
___
Add’l TE:
3A, 79A, 169A, 229A, 313A,
387A, 459A, 541A, 629A,
711A, 791A, 881A, 907A, 937A
13
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
(IMR Committee)
RESPONSES
I
A
M
N
H. TECHNOLOGY
PE/TE:
137, 249, 383, 505, 655, 791,
937, R20, R25-R27
1.
Add’l TE:
107A, 229A, 363A, 479A,
629A, 765A, 907A
Teacher planning pages list the
computer-related technology
resources for this program
These technology resources
include the EasyPlanner CDROM; Chapter Summaries
Audio CD; Electronic Library of
Primary Sources CD-ROM; Test
Generator CD-ROM; The
World’s Music CD; Patterns of
Interaction Video Package; Power
Presentations CD-ROM
also www.mcdougallittell.com
PE/TE:
R19, R20, R25-R27
use a variety of technological tools.
a. Conduct online research.
b. Create, publish and present projects related to
content areas.
c. Integrate advanced technology skills, word
processor, database, and spreadsheets.
d. Select and use appropriate technology tools to
collect, analyze and display data relevant to class
assignments.
e. Use multi-media (VCRs, CDs, LDs, DVDs,
cassette tapes with audio versions of the text).
f. Use teacher planning tools.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
2.
practice ethical behavior in using computer-based
technology.
___
___
___
___
3.
adhere to Fair Use and Multimedia Copyright
guidelines, citing sources in papers, projects, and
multi-media presentations.
___
___
___
___
4.
analyze websites with information related to the
content.
___
___
___
___
Add’l TE:
53D, 137D, 207D, 283D, 363D,
439D, 509D, 569D, 655D,
739C, 791D, 881D
PE/TE:
R19, R20, R25-R27
Add’l TE:
53D, 137D, 207D, 283D, 363D,
439D, 509D, 569D, 655D,
739C, 791D, 881D
PE/TE:
R25, R26
Add’l TE:
79D, 107D, 313D, 459D, 509D,
541D, 569D, 629D, 655D,
681D, 851D, 881D
also www.mcdougallittell.com
14
McDougal Littell World History: Patterns of Interaction correlated to the West Virginia Specific Criteria for Content and Skills
Grade Ten: World Studies to 1900
(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
PE/TE:
R25, R26
I = In-depth
A = Adequate
M = Minimal
N = Nonexistent
use expert systems, intelligent agents and simulations
in real world problems.
(IMR Committee)
RESPONSES
I
A
M
N
___ ___ ___ ___
6.
run materials at computer level capacity.
___
___
___
___
7.
access juried websites, materials and lesson plans.
___
___
___
___
8.
use materials in standard formats that are easily
accessed by teachers, parents and students from school
and home.
___
___
___
___
5.
Add’l TE:
53D, 265D, 569D, 817D
PE/TE:
79, 207, 337, 459, 569, 711,
847, 881, 907, 963; R25, R26
Add’l TE:
3D, 265D, 413D
PE/TE:
R25
Add’l TE:
53D, 189D, 711D, 937D
also www.mcdougallittell.com
PE/TE:
R25, R26
Add’l TE:
79D, 107D, 313D, 459D, 509D,
541D, 569D, 629D, 655D,
681D, 851D, 881D
also www.mcdougallittell.com
15