ADOPT NM US History Recon Present 2010 FORM F FINALassets.pearsonschool.com/correlations/ADOPT_NM_US...

Prentice Hall US History: Reconstruction to the Present © 2010

C O R R E L A T E D T O

New Mexico, US History Standards for Grades 9-12Publisher Alignment Document (Form F)

G r a d e s 9 - 1 2

DO NOT ALTER THIS FORM. ALTERED FORMS WILL AUTOMATICALLY ELIMINATE THE MATERIAL FROM ADOPTION.

07JULY2009 (lb) 9-12 US HISTORY Page 1 of 16

Instructional Material Bureau

Summer 2010 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric

9-12 US History Publisher information and instructions:

Publisher: Pearson Education, Inc. publishing as Prentice Hall

Submitted by (name) : Hope Heredia

E-mail: [email protected] Phone: 201-236-5445 Title of Student Edition: United States History, Reconstruction to the Present, © 2010 ISBN: 9780133682120 Title of Teacher Edition: United States History, Reconstruction to the Present, © 2010 ISBN: 9780133682151

Alignment contact information:

Completed by (name): McCormick Associates, Inc. E-mail: [email protected] Phone: (718) 544-1839 Date: 5/3/2010

SECTION I (CONTENT STANDARDS) CITATION REQUIREMENTS AND SCORING A. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph.

a. Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator. B. Citations for "Content Standards, Benchmarks & Performance Standards" must refer to the Student Edition. C. Citations for "Other Relevant Criteria" must refer to the Teacher Edition. D. Each citation must address an increasing level of cognition:

a. Citation 1: Cites material that provides an introduction to the content at the basic knowledge level. b. Citation 2: Cites material that builds on prior knowledge/skills at the recall, comprehension and application level. c. Citation 3: Cites material that builds on prior knowledge/skills and integrates content to meet the standard at the analysis, synthesis, or

evaluation levels. E. At least two citations must be found satisfactory by the Review Team to meet the requirements of the standard. Scoring will be as follows:

a. Satisfactory citations at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. b. Satisfactory citations at both the “Basic Knowledge” and “Application” level score a total of six (6) points. c. Satisfactory citations at all three levels score a total of ten (10) points.

SEE THE BEGINNING OF SECTION II FOR REQUIREMENTS AND SCORING OF “OTHER RELEVANT CRITERIA” CITATIONS



Instructional Material Bureau

Summer 2010 Adoption Review Institute

THIS PAGE FOR REVIEW INSTITUTE STAFF FACILITATOR USE ONLY

FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR) Verified:

90% or Higher Facilitator Signature

Verified: 89% or Lower

Facilitator Signature

Reviewer:

Date: Facilitator:

REVIEWER INSTRUCTIONS REVIEWER: USE THE STUDENT EDITION (SE) TO CONDUCT THIS PORTION OF THE REVIEW Mark only one cell in each row under the appropriate column. Every unshaded row must be scored. Scoring must follow these criteria:

1. Citations that you verify at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. 2. Citations that you verify at both the “Basic Knowledge” and “Application” level score a total of six (6) points. 3. Citations that you verify at all three levels score a total of ten (10) points.

Enter the total number of points in the “YES” column in the Column Totals boxes at the top of each page. POINTS COLUMN DEFINITION 0 (NO) Citations did not meet the requirements of the standard for at least two levels. 6 (YES) Citations met the requirements of the standard at two of the levels. 10 (YES) Citations met the requirements of the standard at all three levels.



SECTION I: CONTENT STANDARDS, BENCHMARKS, & PERFORMANCE STANDARDS

REVIEWERS’ PAGE TOTALS NO (0)

Item Count

YES (6, 10)

CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS

Citation 1 Basic Knowledge

Citation 2 Application

Citation 3 Analysis

I. UNITED STATES HISTORY STUDENTS ARE ABLE TO IDENTIFY IMPORTANT PEOPLE AND EVENTS IN ORDER TO ANALYZE SIGNIFICANT PATTERNS, RELATIONSHIPS, THEMES, IDEAS, BELIEFS, AND TURNING POINTS IN NEW MEXICO, UNITED STATES, AND WORLD HISTORY IN ORDER TO UNDERSTAND THE COMPLEXITY OF THE HUMAN EXPERIENCE.

I-A. Analyze and evaluate the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction. I-A(1). Analyze the impact and changes that Reconstruction had on the historical, political and social developments of the United States.

Basic Knowledge 88 (1-4)

Knowledge Application 91 (Cause/Effect Chart)

Analysis 91: Assessment #6.

1

I-A(2). Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, to include:

I-A(2)a. innovations in technology, evolution of marketing techniques, changes to the standard of living, and the rise of consumer culture

Basic Knowledge 100-2

Knowledge Application 102-103: Major Inventions/1880s 101-Photo

Analysis 106: Assessment #'s 2., 5.

2

I-A(2)b. rise of business leaders and their companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie)


Knowledge Application 110-111: Events That Changed America

Analysis 112:Assessment #5.

3

I-A(2)c. development of monopolies and their impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting)


Knowledge Application 110 (1-2)


4

I-A(2)d. growth of cities (e.g., influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted)

Basic Knowledge 136-137: America Becomes a Nation of Cities

Knowledge Application 137:GeogInt. Growth of Cities, 1870-1900

Analysis 151:AIC Migration and Urbanization

5

I-A(2)e. efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers)

Basic Knowledge 114-115: Factory Work

Knowledge Application 118 (table)


6





Item Count

YES (6, 10)




Citation 3 Analysis

I-A(2)f. rise and effect of reform movements (e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers)


Knowledge Application 201: GeogInt. The Populist Party

Analysis 207: Doc-Based Assessment: Populism

7

I-A(2)g. conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902)


Knowledge Application 237: GeogInt. National Land Conservation

Analysis 245: AIC Connect to Your World

8

I-A(2)h. progressive reforms (e.g., the national income tax, direct election of senators, women’s suffrage, prohibition).


Knowledge Application 224-225: Events That Changed America: Suffragists Win the Vote

Analysis 232

9

I-A(3). Analyze the United States’ expanding role in the world during the late 19th and 20th centuries, to include:

I-A(3)a. causes for a change in foreign policy from isolationism to interventionism


Knowledge Application 284: Diff/Instruction: Solutions for All Learners

Analysis 287: Analyzing Political Cartoons

10

I-A(3)b. causes and consequences of the Spanish American War

Basic Knowledge 257-258: The Yellow Press Influences Opinion

Knowledge Application 258-259: InfoGraphic: To War!

Analysis 262: Assessment #'s 2., 4., 5.

11

I-A(3)c. expanding influence in the Western Hemisphere (e.g., the Panama Canal, Roosevelt Corollary added to the Monroe Doctrine, the “Big Stick” policy, “Dollar Diplomacy”)


Knowledge Application 270-271: Focuson Geography:The Panama Canal

Analysis 275: Assessment # 4.

12





Item Count

YES (6, 10)




Citation 3 Analysis

I-A(3)d. events that led to the United States’ involvement in World War I

Basic Knowledge 288-289: Neutrality Gives Way to War

Knowledge Application 289:InfoGraphic U-Boats Sink American Neutrality

Analysis 291: Assessment #'s 2., 3., 6.

13

I-A(3)e. United States’ rationale for entry into WWI and impact on military process, public opinion and policy


Knowledge Application 290: AIC: American Goes to War

Analysis 319: Doc-Based Assessment:Americans For/ Against the War

14

I-A(3)f. United States’ mobilization in WWI (e.g., its impact on politics, economics, and society)

Basic Knowledge 292-293:America Mobilizes for War

Knowledge Application 297: The War Changes American Society


15

I-A(3)g. United States’ impact on the outcome of World War I

Basic Knowledge 302-304: AmericanTroops Distinguish Themselves

Knowledge Application 303: GeogInt. American Involvement in WWI, 1918


16

I-A(3)h. United States’ role in settling the peace (e.g., Woodrow Wilson, Treaty of Versailles, League of Nations, Senator Henry Cabot Lodge, Sr.).

Basic Knowledge 305: Wilson Promotes Peace W/out Victory

Knowledge Application 306: Diff:Inst. Solutions for All Learners

Analysis 310: Primary Source: Woodrow Wilson: The Fourteen Points

17

I-A(4). Analyze the major political, economic, and social developments that occurred between World War I and World War II, to include:

I-A(4)a. social liberation and conservative reaction during the 1920s (e.g., flappers, prohibition,


Knowledge Application

Analysis 342: Assessment

18





Item Count

YES (6, 10)




Citation 3 Analysis

the Scopes trial, Red Scare) 337: Comparing Viewpoints:Should States Ban Teaching of Evolution?

#4.

I-A(4)b. causes of the Great Depression (e.g., over production, under consumption, credit structure)

Basic Knowledge 366: Witness History Audio: Stock Market Prosperity

Knowledge Application 368-369: Infographic:Causes of Great Depression

Analysis 372:Assessment #2.

19

I-A(4)c. rise of youth culture in the “Jazz Age” Basic Knowledge 355-356: A Unique American Music Emerges

Knowledge Application 356-357: Jazz Wins Worldwide Popularity


20

I-A(4)d. development of mass/popular culture (e.g., rise of radio, movies, professional sports, popular literature)

Basic Knowledge 343-345: New Trends in Popular Culture

Knowledge Application 345-346: An Age of Heroes

Analysis 351

21

I-A(4)e. human and natural crises of the Great Depression, (e.g., unemployment, food lines, the Dust Bowl, western migration of Midwest farmers)

Basic Knowledge 373: Witness History Audio: Riding the Rails

Knowledge Application 375: Infographic: Effects of Great Depression

Analysis 382-383: American Experience: History Interactive:Experience of Great Depression

22

I-A(4)f. changes in policies, role of government, and issues that emerged from the New Deal (e.g., the Works programs, Social Security, challenges to the Supreme Court)

Basic Knowledge 398-399: Infographic: Relief, Recovery and Reform . . .

Knowledge Application 402: Comparing Viewpoints: New Deal:Too Much - or Not Enough?

Analysis 421: Assessment: #'s 2., 6.

23

I-A(4)g. role of changing demographics on traditional communities and social structures.

Basic Knowledge 414-415:The New Deal Affects Native Americans

Knowledge Application 416: Primary Source and

Analysis 431: Doc-Based Assessment: The TVA

24





Item Count

YES (6, 10)




Citation 3 Analysis

Checkpoint I-A(5). Analyze the role of the United States in World War II to include:

I-A(5)a. reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor

Basic Knowledge 453: The Japanese Attack Pearl Harbor

Knowledge Application 454-455: Events That Changes America: Surprise Attack on Pearl H.


25

I-A(5)b. events on the home front to support the war effort (e.g., war bond drives, mobilization of the war industry, women and minorities in the work force)

Basic Knowledge 473-474: New Economic Opportunities

Knowledge Application 477-478: Supporting the War Effort

Analysis 480-481: American Experience: History Interactive: Experience the WWII Home Front

26

I-A(5)c. major turning points in the war (e.g., the Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan).

Basic Knowledge 467-469: Events That Changed America:Allies Land on D-Day

Knowledge Application 489-490: The Atomic Bomb Ends the War

Analysis 507: Doc-Based Assessment: The Battle of Midway

27

I-A(6). Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include:

I-A(6)a. intent and impact of the 13th, 14th, and 15th Amendments to the Constitution

Basic Knowledge 88 (2, 5, 6)

Knowledge Application 91: Assessment: #5.

Analysis 93:AIC: Connect to Your World

28

I-A(6)b. segregation as enforced by Jim Crow laws following Reconstruction

Basic Knowledge 580-581: Segregation Divides America

Knowledge Application 581: Photos

Analysis 582: GeogInt. Public School Segregation, 1954

29

I-A(6)c. key court cases (e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade)


Knowledge Application 582-584: Brown v. Board of Education

Analysis 588: Landmark Decisions/SupremeCt.

30





Item Count

YES (6, 10)




Citation 3 Analysis

I-A(6)d. roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez)

Basic Knowledge 585-586: The Montgomery Bus Boycott

Knowledge Application 586:Infographic: King's Philisophy of Nonviolent Protest


31

I-A(6)e. the passage and effect of the voting rights legislation on minorities (e.g., 19th Amendment, role of Arizona Supreme Court decision on Native Americans and their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding their voting rights [New Mexico 1962], 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)


Knowledge Application 607-608:Significant Gains/Controversial Issues

Analysis 707: Doc-Based Assessment: The Voting Rights Act

32

I-A(6)f. impact and reaction to the efforts to pass the Equal Rights Amendment

Basic Knowledge 687-688: Women Find their Voices

Knowledge Application 689: Comparing Viewpoints: Do Women Need to Fight/ EqualRights?

Analysis 705: AIC: Women in American Society

33

I-A(6)g. rise of Black Power, Brown Power, American Indian Movement, United Farm Workers.

Basic Knowledge 693-694: Pressing for Equal Rights

Knowledge Application 695-696: Native Americans and Asian Americans Battle Discrimination

Analysis 697: Assessment #'s 2., 4., 5., 6.

34

I-A(7). Analyze the impact of World War II and the Cold War on United States foreign and domestic policy, to include:

I-A(7)a. origins, dynamics, and consequences of the Cold War tensions between the United States and the Soviet Union

Basic Knowledge 510-512: Roots of the Cold War

Knowledge Application 527-529: The Cold War Goes Global


35





Item Count

YES (6, 10)




Citation 3 Analysis

I-A(7)b. new role of the United States as a world leader (e.g., Marshall Plan, NATO)




36

I-A(7)c. need for, establishment, and support of the United Nations


Knowledge Application 501 (4) Primary Source


37

I-A(7)d. implementation of the foreign policy of containment, including the Truman Doctrine



Analysis 517: Primary Source: HST: The TrumanDoc.

38

I-A(7)e. Red Scare (e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race)

Basic Knowledge 532-533: Truman Roots out Communists

Knowledge Application 533-534:Congress Hunts Communists

Analysis 543: Doc-Based Assessment:Analysis of Senator McCarthy

39

I-A(7)f. external confrontations with communism (e.g., the Berlin Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea, Vietnam)

Basic Knowledge 620, 622: Confronting Communism/Cuba

Knowledge Application 651:Geography Interactive: The Vietnam War 1963-1967


40

I-A(7)g. Sputnik and the space race Basic Knowledge 529-2



41

I-A(7)h. image of 1950s affluent society Basic Knowledge 552-553: Americans Move to the Suburbs

Knowledge Application 554-555: Infographic: New Suburban Lifestyle


42

I-A(7)i. political protests of Vietnam Conflict (War) Basic Knowledge 655 (1-3)

Knowledge Application 661:Infographic Chicago 1968: Politics and Protest


43

I-A(7)j. counter culture in the 1960s. Basic Knowledge Knowledge Analysis 44





Item Count

YES (6, 10)




Citation 3 Analysis

655 - The Counterculture Rises

Application 685: The Counterculture Ends

685: Assessment #'s 2., 3., 4., 5., 6.

I-A(8). Analyze the impact of the post-Cold War Era on United States foreign policy, to include:

I-A(8)a. role of the United States in supporting democracy in Eastern Europe following the collapse of the Berlin Wall


Knowledge Application 780-781 Americans on the Global Stage

Analysis 782 (5)

45

I-A(8)b. new allegiances in defining the new world order


Knowledge Application 758-759: Foreign Policy Under Bush

Analysis 764: Assessment: #15.

46

I-A(8)c. role of technology in the information age. Basic Knowledge 768-769: Technology Changes American Life

Knowledge Application 771: Infographic: The Global Reach of E-commerce

Analysis 797: AIC: Technology and Society

47

I-A(9). Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

I-A(9)a. analyze perspectives that have shaped the structures of historical knowledge

Basic Knowledge 443: Prepare to Read: Witness History Audio CD: An Isolationist Voice

Knowledge Application 447: Diff/Instruction: Solutions for All Learners

Analysis SH24: Analyzing Primary Sources

48

I-A(9)b. describe ways historians study the past Basic Knowledge 127: Previewing

Knowledge Application

Analysis 145: Diff/Instruction:

49





Item Count

YES (6, 10)




Citation 3 Analysis

the Chapter: Witness History Audio CD: The New American City

127: Analyzing the Visuals

Solutions for All Learners

I-A(9)c. explain connections made between the past and the present and their impact.

Basic Knowledge 338: Connect to Your World

Knowledge Application 338: AIC: Background Knowledge and Instruct

Analysis 693: Teach

50

REVIEWER’S SECTION I TOTALSADD PAGE TOTALS FROM SECTION I AND ENTER HERE

NO YES Item Count



SECTION II: OTHER RELEVANT CRITERIA

SECTION II CITATION REQUIREMENTS AND SCORING A. Citations for "Other Relevant Criteria" must refer to the Teacher Edition. B. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph.

a. Example: [123-5] would refer the reviewer to +Page 123, paragraph 5 to find the evidence of the indicator. C. All three citations must be found satisfactory by the Review Team to meet the requirements of the standard.

REVIEWER: USE THE TEACHER'S EDITION (TE) TO CONDUCT THIS PORTION OF THE REVIEW Mark only one (X) in each row under the appropriate column. KEY: 0 = (NO) Citations did not meet the requirements of the standard. 5 = (YES) Citations met the requirements of the standard.

REVIEWERS’ PAGE TOTALS


Citation 1 Citation 2 Citation 3

NO (0)

YES (5)

Item Count

A. Provides models, selections, activities and opportunities for responses that promote respect for all people regardless of race, color, creed, national origin, age, gender, language or disability.

Citation 1 300: History Background

Citation 2 338: Connect to Your World

Citation 3 338: Instruct and Monitor Progress

1

B. Avoids stereotyping. Citation 1 347: Connect to Your World

Citation 2 346, 348: Women Assume New Roles plus Checkpoint

Citation 3 348:Diff/Instruction: Solutions for All Learners

2

C. Learning objectives and instructional strategies are explicit for every lesson and every chapter.

Citation 1 324: Objectives and Set a Purpose

Citation 2 325: Diff/Instruction:Solution for All Learners

Citation 3 328: Independent Practice

3

D. Lesson objectives stated at the beginning of each lesson and are reinforced in a variety of ways.

Citation 1 354: Objectives

Citation 2 355: A New "Black Consciousness"

Citation 3 357: The Jazz Age

4






NO (0)

YES (5)

Item Count

E. The beginning of each lesson includes the questions students will be expected to answer at the conclusion of the lesson.

Citation 1 Chapter Focus Question 3

Citation 2 Terms and People 193

Citation 3 Section Focus Question 281

5

F. Includes vocabulary list at the beginning of each lesson.




6

G. A variety of cultural perspectives are used in content. Citation 1 389: History Background


Citation 3 389: American Literature - Column

7

H. Uses visual aids to identify concepts and relationships. Citation 1 395: Analyzing the Visuals

Citation 2 397: Teach

Citation 3 398: Diff/Instruction Solutions for all Learners

8

I. Uses visual aids to illustrate new words. Citation 1 214: Instruct: Introduce: Key Term - muckraker, with graphics

Citation 2 138-139: Photos: Analyzing the Visuals: mass transit

Citation 3 250: Vocabulary Builder: commodity, with photo

9

J. Both content and graphic/visual aids represent the diverse populations of the world.

Citation 1 128: Set a Purpose, Witness History Audio CD: Looking Forward and Back: column

Citation 2 132: Diff/Instruction: Solutions for All Learners

Citation 3 357: The Harlem Renaissance: Column

10

K. Provides substantial support and resources for differentiated instruction, including (score each item separately):

1. Clear, explicit instructions to students Citation 1 228: Background Knowledge

Citation 2 229: Teach

Citation 3 231: Instruct

11






NO (0)

YES (5)

Item Count

2. Explicit strategies for teachers Citation 1 233: Background Knowledge



12

3. Review & guided practice to refine new skills Citation 1 238: Independent Practice: Compare/Contrast

Citation 2 535: Independent Practice: Compare/Contrast

Citation 3 664: Notetaking: Compare/Contrast

13

4. Ongoing review & skill practice to refine previously acquired skills

Citation 1 366: Reading Skill: Recognize Multiple Causes

Citation 2 367: Notetaking: Recognizing Multiple Causes

Citation 3 452: Notetaking: Causes/Effects

14

L. Includes content and information that support a variety of approaches to instruction, including (score each item separately):

1. Writing activities Citation 1 326: Diff/Instruction: Solutions for All Learners


Citation 3 363: Writing About History

15

2. Speaking activities Citation 1 374:Diff/Instruction: Solutions for All Learners



16

3. Project-based learning assignments Citation 1 398: Diff/Instruction: Solutions for All Learners



17

4. Interdisciplinary instruction Citation 1 373: Set a Purpose: Witness History Audio CD: Riding the Rails

Citation 2 376: Teach: Witness History DVD: The Dust Bowl


18






NO (0)

YES (5)

Item Count

5. Thematic instruction across genres Citation 1 466: Set a Purpose: Witness History Audio DC: Spiders as Big as Your Fist

Citation 2 474: Teach: Witness History DVD: Women in World War II

Citation 3 479: Landmaark Decisions of the Supreme Court: Column

19

6. Activities that elicit critical thinking, such as collaborative group work, writing, speaking, researching, and interviewing

Citation 1 385: Diff/Instruction:Solutions for All Learners



20

M. Provides material and support for explicitly teaching comprehension.




21

N. Incorporates increasingly complex practice into lessons.




22

O. Provides writing and speaking activities for students to make connections across reading selections, contemporary and classical culture, and their personal experiences. Some examples of this might include: discussing/responding to open-ended prompts; tracing cause and effect relationships; comparing real life situations; dramatizing, or; tracing themes.

Citation 1 597: Primary Source: I Have a Dream: Martin Luther King, Jr.: Column

Citation 2 609: American Literature: A Raisin in the Sun: Lorraine Hansberry: Column

Citation 3 691: American Literature: Almost a Woman: Esmerelda Santiago: Column

23

P. Provides instructional support for the development of academic language and the practice of academic language through listening, reading, speaking/discussing, and writing.

Citation 1 T19 Word Knowledge Rating (TD)

Citation 2 T 103 Vocabulary: Recognize Word Origins

Citation 3 T 53 Signal Words: Cause and Effect

24






NO (0)

YES (5)

Item Count

Q. Extensive and varied opportunities to practice targeted skills.

Citation 1 466: Notetaking: Summarizing

Citation 2 467: Diff/Instruction: Solutions for All Learners: Summarizing

Citation 3 474: Diff/Instruction: Solutions for All Learners: Summarizing

25

REVIEWER’S SECTION II TOTALS

NO YES Item Count

REVIEWER’S GRAND TOTALSNO YES Item

Count

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