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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 • • • • • • • • • • • • • • • • • • • • 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