prentice-hall america history of our nation - pearson school ahon gr 8... · se/te: historic world...

A Correlation of

Prentice-Hall America

History of Our Nation Florida Edition

To the

Common Core Standards for English Language Arts, Grade 8

& Draft Publishers' Criteria for

History/Social Studies and Science

Prentice-Hall America: History of Our Nation, Florida Edition Correlated to

Common Core Standards for English Language Arts, Grade 8 and

Draft Publishers' Criteria for History Social Studies and Science

Table of Contents

Grade 8 English Language Arts Standards » Reading: Informational Text ..................................... 1 English Language Arts Standards » Writing................................................................... 5 English Language Arts Standards » Speaking & Listening ............................................. 12 English Language Arts Standards » Language ............................................................. 17 Grade 6-8 English Language Arts Standards » History/Social Studies ........................................... 23 English Language Arts Standards » Writing for History/Social Studies, Science & Technical Studies .................................................................................................................. 28

Common Core Standards Draft Publishers’ Criteria

1. Text Complexity:................................................................................................35 2. Range and Quality of Texts:................................................................................40 3. High Quality, Text Dependent Questions and Tasks:................................................ 42 4. Writing and Research that Analyzes Sources and Deploys Evidence: ......................... 46





America: History of Our Nation Florida Edition ©2013

English Language Arts Standards » Reading: Informational Text » Introduction

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

English Language Arts Standards » Reading: Informational Text » Grade 8

Key Ideas and Details

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173,184, 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, 491, 498, 503, 517, 520, 527, 532, 537, 549, 556, 563; Chapter Review and Assessment, 30–31, 60–61, 96–97, 128–129, 164–165, 198–199, 224–225, 304–305, 334–335, 370–371, 408–409, 438–439, 470–471, 506–507, 540–541, 566–567, 604–605; Critical Thinking: Draw Inferences, 7m, 15, 184, 370, 394c, 470, 534m, 621, 624, 639; Make Inferences, 171q, 467; Reading Skills – Ask inferential questions, 448, 450, 453; Make inferences, 140, 141, 144; Support inferences with details, 145, 149

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SE/TE: Skills for Life: Identify Main Ideas and Supporting Details, 30; Critical Thinking Skills: Identify Main Ideas, 220i, 324i, 483i; Reading Skills: Combine main ideas to construct meaning, 53, 55, 57; implied main ideas, 49, 50, 52, 60; stated main ideas, 36, 38, 41, 60; Summarize, 30, 48, 52, 76, 81, 89, 93, 96, 112, 144, 153, 198, 217, 221, 224, 301, 334, 348, 367, 400, 406, 430, 498, 506, 521, 540 TE only: Skills for Life: Identify Main Ideas and Supporting Details, 28

Key: SE Student Edition; TE Teacher’s Edition 1






3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

SE/TE: Skills for Life: Compare and Contrast, 128; Reading Skills: Combine main ideas to construct meaning, 53, 55, 57; Compare and contrast, HT7, 84, 86, 89, 96; and contrast across sections, 90, 92, 93; Identify: analogies, 298, 299, 301; Make comparisons, 71, 72, 76; Critical Thinking Skills: Compare, 81, 89, 128, 344, 470, 525q, 609, 620; Compare and Contrast, 30, 57, 96, 128, 164, 297, 319, 359, 398i, 430, 438

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: Infer: meanings of metaphors, 294, 295, 297; meanings of similes, 290, 291, 293; Determine meaning from context, 128; Apply: meanings of prefixes, 179, 182, 184, 191, 195; Identify: analogies, 298, 299, 301; similes, 282, 287; Use: context clues, HT7; context to determine meaning, 118, 123; sentence clues to analyze meaning, 107, 111, 112; word clues to analyze meaning, 102, 105, 106; Literature, 124–125, 185, 360–361, 388–389, 492–493; Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605 TE only: Bibliography, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572; Analyzing Poetry, 548

5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SE/TE: Understand: sequence, 540; sequence of events, HT7, 310, 313, 512, 513, 517; Use: context clues, HT7; context to determine meaning, 118, 123; paragraph clues to analyze meaning, 113, 114, 117; sentence clues to analyze meaning, 107, 111, 112; word clues to analyze meaning, 102, 105, 106; also see: Literature, 124–125, 185, 360–361, 388–389, 492–493; Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605







6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SE/TE: Judge a Source’s Reliability, 94; Identify Bias, 368; Evaluate Written Sources, 468; Analyze a Speech, 538; Detect Historical Points of View, 334; Critical Thinking Skills: Detect Points of View, 144, 148i, 149, 174q, 220i, 224, 286i, 293, 296q, 299i, 300c, 324i, 334, 363i, 365i, 367, 370, 408, 419, 423q, 447, 455i, 484q, 485, 497i, 506, 529i, 530i, 554c, 556i, 610, 616, 626, 636, 637, 640; Detect Bias, 359, 540, 612; Evaluate Argument, 157q

Integration of Knowledge and Ideas

7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SE/TE: 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; Interpret Photographs, 547p; Analyze Photographs, 10, 66, 83, 109, 121, 213, 465, 501, 512, 515, 526, 535, 542-543, 544-545, 547, 576, 580, 587, 591, 597, 599, 600, 601, 605

TE only: Extend the Lesson Through Technology Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SE/TE: Evaluate Argument, 157q; Identify strong vs. weak argument, FL 30, FL 31, FL 35, FL 36, HT 5, HT 7, 61, 94, 97, 129, 162, 165, 199, 225, 300, 305, 332, 335, 368, 371, 406, 409, 436, 439, 468, 471, 507, 538, 541, 567, 605

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

SE/TE: Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Historian’s Apprentice Toolkit, HT2–HT25; 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 the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

SE/TE: Primary Sources, 608–642; Literature, 124–125, 185, 360–361, 388–389, 492–493; Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Historian’s Apprentice Toolkit, HT2–HT25; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571

TE only: Bibliography, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572; Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520







English Language Arts Standards » Writing » Introduction

The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

English Language Arts Standards » Writing » Grade 8

Text Types and Purposes

1. Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Write Like a Historian, HT22–HT24; Historian’s Apprentice Workshop Synthesis Activities, 133, 275, 375, 475, 571; Write a Persuasive Speech, 60 TE only: Differentiated Instruction: Writing Advertisements, 56; Write a Defense, 74; Writing an Editorial, 429; Extend the Lesson Through Technology: Create an Editorial Cartoon, 136h; Make an Informational Poster, 98h; Write a Newspaper Editorial, 478g; Write an Opinion Statement, 278h







2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; 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.

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; 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Differentiated Instruction: Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write a Newspaper Article, 46; Write a Record, 8; Extend the Lesson Through Technology: Create a Descriptive Report, 306g; Make an Informational Poster, 98h; Write an Essay, 378h, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Report, 378g; Write a Speech, 278g, 306g







3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Narrative Essay, HT24; Write a Narrative, 30, 128, 164, 224, 304, 334, 370, 408, 438, 470, 506, 540, 566, 604; Write a Dialogue, 96, 198, Eyewitness Account, 57; Activity, 133 TE only: Differentiated Instruction; Write a Journal/Diary Entry, 382, 52; Extend the Lesson Through Technology: Write a Journal/Diary Entry, 2h, 440g

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. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571







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.


6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Teachers can encourage use of technology with all writing activities in America: History of Our Nation. SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604 TE only: Extend the Lesson Through Technology Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h







Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Historian’s Apprentice Toolkit, HT2–HT25; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; Historian’s Apprentice: Skills for Life, 28, 58, 94, 126, 162, 196, 222, 302, 368, 406, 436, 468, 504, 538, 564, 602

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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Historian’s Apprentice Toolkit, HT2–HT25; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; Historian’s Apprentice: Skills for Life, 28, 58, 94, 126, 162, 196, 222, 302, 368, 406, 436, 468, 504, 538, 564, 602 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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h







9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

SE/TE: Literature: Analyze, 124–125, 185, 360–361, 388–389, 492–493 TE only: Differentiated Instruction; Analyzing Poetry, 548; Exploring Primary Sources, 220; Read a Primary Source, 102

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).








Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two

SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571 TE only: Differentiated Instruction: Writing Advertisements, 56; Write a Biography, 578; Write a Defense, 74; Write a Descriptive Paragraph, 72, 390, 592; Write a Journal/Diary Entry, 382, 522; Writing an Editorial, 429; Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write an Interview, 36, 78; Write a Letter, 54; Write a Memo, 194; Write Parallel Accounts, 600; Write a Poem, 342; Write a Newspaper Article, 46; Write a Record, 8; Extend the Lesson Through Technology: Write a Biography, 62h, 440h; Write a Cause and Effect Chain, 572h; Write an Essay, 378h, 410g; Write an Illustrated Biography, 32g, 98g; Write a Journal/Diary Entry, 2h, 440g; Write a Letter, 251f, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Newspaper Editorial, 478g; Write an Obituary, 478h; Write an Opinion Statement, 278h; Write Placards, 2g; Write a Report, 378g; Write a Speech, 278g, 306g







English Language Arts Standards » Speaking & Listening » Introduction

The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

English Language Arts Standards » Speaking & Listening » Grade 8

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

America: History of Our Nation includes many opportunities for collaborative discussions: SE/TE: Conceptually challenging text: discuss, 162, 217, 221; Section Review, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Chapter Challenge, 29, 59, 95, 127, 163, 197, 223, 303, 333, 369, 407, 437, 469, 505, 539, 565, 603; Differentiated Instruction, 2b, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 32b, 36, 38, 42, 44, 50, 54, 56, 62b, 66, 68, 72, 74, 78, 80, 82, 84, 86, 88, 92, 98b, 102, 104, 108, 110, 114, 116, 118, 120, 122, 124, 130, 132, FL1-5, 136b, 140, 142, 146, 148, 150, 152, 154, 156, 158, 160, 166b, 170, 172, 180, 182, 186, 188, 192, 194, 200b, 204, 206, 208, 210, 212, 214, 216, 218, 220, 251b, 252, 254, 256, 258, 260, 262, 264, 266, 268, 270, 272, 274, 278b, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 306b, 310, 312, 314, 316, 318, 320, 322, 324, 328, 330, 336b, 340, 342, 346, 350, 352, 356, 358, 360, 362, 364, 366, 372, 374, 378b, 382, 384, 386, 388, 390, 392, 394, 396, 398, 402, 404, 410b, 414, 416, 418, 420, 422, 424, 428, 429, 432, 434, 440b, 444, 446, 448, 450, 452, 454, 456,







(Continued) 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

(Continued) 460, 462, 464, 466, 474, 478b, 482, 484, 486, 488, 490, 492, 494, 496, 500, 502,508b, 512, 514, 518, 520, 522, 524, 526, 528, 530, 534, 536, 542b, 546, 548, 550, 552, 554, 556, 558, 560, 562, 572b, 576, 578, 580, 582, 584, 586, 588, 590, 592, 594, 596, 598, 600, 611, 613, 617, 619, 621, 623, 625, 629, 630, 633, 634, 637, 638, 640







2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SE/TE: 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; Toolkit: Build Chart Skills, HT18–HT20; Skills for Life: Understand Sequence, 58, Compare Maps, 196, Analyze Cause and Effect, 222, Build Political Cartoon Skills, 406, Analyze a Migration Map, 564; 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, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604 TE only: Interactive resources in a wide range of formats can be found at the companion website and on the Student Edition on DVD. In addition, all the interleaf chapter openers include technology and research activities. See the Following:

Student Tools: Companion Website at PearsonSchool.com/amhist, T8; Extend the Lesson Through Technology Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

America: History of Our Nation includes many opportunities for students to analyze arguments. For examples see the following: SE/TE: Analyze a Speech, 540; Evaluate Argument, 157q; Identify strong vs. weak argument, FL 30, FL 31, FL 35, FL 36, HT5, HT7, 61, 94, 97, 129, 162, 165, 199, 225, 300, 305, 332, 335, 368, 371, 406, 409, 436, 439, 468, 471, 507, 538, 541, 567, 605







Presentation of Knowledge and Ideas

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Section Review, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Chapter Challenge, 29, 59, 95, 127, 163, 197, 223, 303, 333, 369, 407, 437, 469, 505, 539, 565, 603

5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SE/TE: Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571 TE only: Differentiated Instruction: Create a Picture Dictionary, 12; Create a Graphic Organizer, 44, 104, 284, 404, 586; Create a Political Cartoon, 364; Create a Poster, 10, 290, 420, 550; Creating Artwork, 154, 288; Create a Media Campaign, 148; Give a Biographical Presentation, 114; Make/Create a Timeline, 26, 84, FL1-11, 192, 212, 320, 598; Extend the Lesson Through Technology, 2g–2h, 32g–32h, 62h, 98g–98h, 136g–136h, 166g–166h, 200f, 251f, 278g–178h, 306g–306h, 336h, 378g–378h, 410g–410h, 440g–440h, 478g–478h, 508h, 542f, 572g–572h







6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; Section Review, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Differentiated Instruction, 2b, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 32b, 36, 38, 42, 44, 50, 54, 56, 62b, 66, 68, 72, 74, 78, 80, 82, 84, 86, 88, 92, 98b, 102, 104, 108, 110, 114, 116, 118, 120, 122, 124, 130, 132, FL1-5, 136b, 140, 142, 146, 148, 150, 152, 154, 156, 158, 160, 166b, 170, 172, 180, 182, 186, 188, 192, 194, 200b, 204, 206, 208, 210, 212, 214, 216, 218, 220, 251b, 252, 254, 256, 258, 260, 262, 264, 266, 268, 270, 272, 274, 278b, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 306b, 310, 312, 314, 316, 318, 320, 322, 324, 328, 330, 336b, 340, 342, 346, 350, 352, 356, 358, 360, 362, 364, 366, 372, 374, 378b, 382, 384, 386, 388, 390, 392, 394, 396, 398, 402, 404, 410b, 414, 416, 418, 420, 422, 424, 428, 429, 432, 434, 440b, 444, 446, 448, 450, 452, 454, 456, 460, 462, 464, 466, 474, 478b, 482, 484, 486, 488, 490, 492, 494, 496, 500, 502, 508b, 512, 514, 518, 520, 522, 524, 526, 528, 530, 534, 536, 542b, 546, 548, 550, 552, 554, 556, 558, 560, 562, 572b, 576, 578, 580, 582, 584, 586, 588, 590, 592, 594, 596, 598, 600, 611, 613, 617, 619, 621, 623, 625, 629, 630, 633, 634, 637, 638, 640







English Language Arts Standards » Language » Introduction

The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

English Language Arts Standards » Language » Grade 8

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.*

Students have many opportunities to practice the conventions of standard English grammar and usage when writing or speaking in Prentice Hall America: History of Our Nation. SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571







2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

Students have many opportunities to practice the use of standard English capitalization and punctuation when writing in America: History of Our Nation. SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571







Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

SE/TE: Introduction to program vocabulary: Key Terms and High-Use Academic Words, HT6; Key Terms: Section Opener, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590; Key Terms: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 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, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595; Key Terms: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604

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, 547, 553, 559; Vocabulary Builder: Instruction notes (for the high use words defined in the margins), 50, 54, 72, 78, 108, 114, 124, 146, 180, 192, 328, 346, 350, 356, 402, 428, 432, 500, 534, 576, 584, 590, 596







Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Introduction to program vocabulary: Key Terms and High-Use Academic Words, HT6; Key Terms: Section Opener, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590; Key Terms: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 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, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595; Key Terms: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Analyze: word roots, 170, 172, 173, 186, 187, 190; Apply: meanings of prefixes, 179, 182, 184, 191, 195








5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Vocabulary activities in America: History of Our Nation reinforce classroom language arts instruction. SE/TE: Introduction to program vocabulary: Key Terms and High-Use Academic Words, HT6; Key Terms: Section Opener, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590; Key Terms: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 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, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595; Key Terms: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Infer: meanings of metaphors, 294, 295, 297; meanings of similes, 290, 291, 293








6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Students acquire new vocabulary in each lesson of America: History of Our Nation. Students are encouraged to apply the new vocabulary through reading, writing, listening, and speaking activities.

SE/TE: Introduction to program vocabulary: Key Terms and High-Use Academic Words, HT6; Key Terms: Section Opener, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590; Key Terms: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 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, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595; Key Terms: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604








English Language Arts Standards » History/Social Studies » Grade 6-8

Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources.

SE/TE: Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 608–642; Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; 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, 585; Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548, 599 TE only: Bibliography, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572; Differentiated Instruction: Read a Primary Source, 102; Exploring Primary Sources, 220; Analyzing Photographs, 534

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.

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; Critical Thinking Skills: Identify Main Ideas, 220i, 324i, 483i; Reading Skills: Combine main ideas to construct meaning, 53, 55, 57; implied main ideas, 49, 50, 52, 60; stated main ideas, 36, 38, 41, 60; Summarize, 30, 48, 52, 76, 81, 89, 93, 96, 112, 144, 153, 198, 217, 221, 224, 301, 334, 348, 367, 400, 406, 430, 498, 506, 521, 540







3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

SE/TE: Cause-and-Effect Charts, 146, 222, 429, 536; Process Diagrams, 40, 50, 259, 262, 264, 342; also see: Skills for Life: Analyze Cause and Effect, 224; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208i, 209, 295m, 301,315i, 329m, 331, 370, 406, 429c, 453, 459, 470, 485, 502i, 517, 527, 536c, 540, 563, 566; Reading Skills: cause and effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506; causes, 482, 484, 485; multiple causes or effects, 499, 503; Identify causes, 362, 367 TE only: Write a Cause and Effect Chain, 572h

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.

SE/TE: Review and Assessment: Key Terms, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Use: context clues, HT7; context to determine meaning, 118, 123; 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, 547, 553, 559







5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

SE/TE: Sequence, 58, 60; Compare & Contrast, 126, 128; Cause & Effect, 222, 224; Critical Thinking: 86m Understand Sequence, 88r, 160i, 180m, 189m, 400, 506, 525q, 537; Compare and Contrast, 30, 57, 96, 128, 164, 297, 319, 359, 398i, 430, 438; Compare, 81, 89, 128, 344, 470, 525q, 609, 620; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208i, 209, 295m, 301,315i, 329m, 331, 370, 406, 429c, 453, 459, 470, 485, 502i, 517, 527, 536c, 540, 563, 566; Reading Skills: cause and effect, HT7, 340, 341, 344, 370, 494, 497, 498, 506; causes, 482, 484, 485; multiple causes or effects, 499, 503; Identify causes, 362, 367

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: Judge a Source’s Reliability, 94; Identify Bias, 368; Evaluate Written Sources, 468; Analyze a Speech, 538; Detect Historical Points of View, 334; Critical Thinking Skills: Detect Points of View, 144, 148i, 149, 174q, 220i, 224, 286i, 293, 296q, 299i, 300c, 324i, 334, 363i, 365i, 367, 370, 408, 419, 423q, 447, 455i, 484q, 485, 497i, 506, 529i, 530i, 554c, 556i, 610, 616, 626, 636, 637, 640; Detect Bias, 359, 540, 612; Evaluate Argument, 157q







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: Infographic Features, 13, 38, 72, 109, 160, 194, 216, 286, 328, 350, 398, 425, 432, 450, 502; 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, 397, 404, 409, 500, 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, 577, 592, A-2–A16; Interpret Photographs, 547p

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

8. Distinguish among fact, opinion, and reasoned judgment in a text.

SE/TE: Reading Skill: Fact & Opinion, 302, 304; between facts and opinions, HT4; also see: Form an opinion based on evidence, 422, 424, 426; also see: Detect Points of View, 144, 148i, 149, 174q, 220i, 224, 286i, 293, 296q, 299i, 300c, 324i, 334, 363i, 365i, 367, 370, 408, 419, 423q, 447, 455i, 484q, 485, 497i, 506, 529i, 530i, 554c, 556i, 610, 616, 626, 636, 637, 640

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 comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

This objective is met throughout America: History of Our Nation including: SE/TE: Chapter Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605; Primary Sources, 608–642 TE only: Differentiated Instruction, 2b, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 32b, 36, 38, 42, 44, 50, 54, 56, 62b, 66, 68, 72, 74, 78, 80, 82, 84, 86, 88, 92, 98b, 102, 104, 108, 110, 114, 116, 118, 120, 122, 124, 130, 132, FL1-5, 136b, 140, 142, 146, 148, 150, 152, 154, 156, 158, 160, 166b, 170, 172, 180, 182, 186, 188, 192, 194, 200b, 204, 206, 208, 210, 212, 214, 216, 218, 220, 251b, 252, 254, 256, 258, 260, 262, 264, 266, 268, 270, 272, 274, 278b, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 306b, 310, 312, 314, 316, 318, 320, 322, 324, 328, 330, 336b, 340, 342, 346, 350, 352, 356, 358, 360, 362, 364, 366, 372, 374, 378b, 382, 384, 386, 388, 390, 392, 394, 396, 398, 402, 404, 410b, 414, 416, 418, 420, 422, 424, 428, 429, 432, 434, 440b, 444, 446, 448, 450, 452, 454, 456, 460, 462, 464, 466, 474, 478b, 482, 484, 486, 488, 490, 492, 494, 496, 500, 502, 508b, 512, 514, 518, 520, 522, 524, 526, 528, 530, 534, 536, 542b, 546, 548, 550, 552, 554, 556, 558, 560, 562, 572b, 576, 578, 580, 582, 584, 586, 588, 590, 592, 594, 596, 598, 600, 611, 613, 617, 619, 621, 623, 625, 629, 630, 633, 634, 637, 638, 640







English Language Arts Standards » Writing for History/Social Studies, Science & Technical Studies » Grade 6-8

Text Types and Purposes 1. Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Write Like a Historian, HT22–HT24; Historian’s Apprentice Workshop Synthesis Activities, 133, 275, 375, 475, 571 TE only: Differentiated Instruction: Writing Advertisements, 56; Write a Defense, 74; Writing an Editorial, 429; Extend the Lesson Through Technology: Create an Editorial Cartoon, 136h; Make an Informational Poster, 98h; Write a Newspaper Editorial, 478g; Write an Opinion Statement, 278h







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; 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Differentiated Instruction: Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write a Newspaper Article, 46; Write a Record, 8; Extend the Lesson Through Technology: Create a Descriptive Report, 306g; Make an Informational Poster, 98h; Write an Essay, 378h, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Report, 378g; Write a Speech, 278g, 306g







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.

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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601 TE only: Extend the Lesson Through Technology, 2g, 2h, 32g, 62h, 98g, 136g, 251f, 278g, 306g, 378g, 378h, 410g, 440g, 440h, 572h; 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 TE only: Differentiated Instruction: Writing Advertisements, 56; Write a Biography, 578; Write a Defense, 74; Write a Descriptive Paragraph, 72, 390, 592; Write a Journal/Diary Entry, 382, 522; Writing an Editorial, 429; Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write an Interview, 36, 78; Write a Letter, 54; Write a Memo, 194; Write Parallel Accounts, 600; Write a Poem, 342; Write a Newspaper Article, 46; Write a Record, 8; Extend the Lesson Through Technology: Write a Biography, 62h, 440h; Write a Cause and Effect Chain, 572h; Write an Essay, 378h, 410g; Write an Illustrated Biography, 32g, 98g; Write a Journal/Diary Entry, 2h, 440g; Write a Letter, 251f, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Newspaper Editorial, 478g; Write an Obituary, 478h; Write an Opinion Statement, 278h; Write Placards, 2g; Write a Report, 378g; Write a Speech, 278g, 306g

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

SE/TE: Evaluate Internet Sources, HT21; History Interactive Features (PearsonSchool.com/amhist), 21, 39, 92, 109, 152, 182, 211, 288, 328, 342, 383, 420, 460, 502, 516, 561, 583 TE only: Extend the Lesson Through Technology, 2g, 2h, 32g, 62h, 98g, 136g, 251f, 278g, 306g, 378g, 378h, 410g, 440g, 440h, 572h







Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Evaluate Internet Sources, HT21; History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 342, 383, 420, 460, 502, 516, 561, 583; Utilize appropriate historical research, HT 1-HT 5, FL 30, FL 35, 28, 31, 94, 97, 129, 162, 185, 199, 225, 302, 305, 332, 335, 368, 371, 409, 436, 439, 468, 471, 492, 507, 538, 541, 567, 605; Frame research questions, 470, 604 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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Using Sources & Informational Texts, HT2–HT5; Evaluate Internet Sources, HT21; Judge a Sources Reliability, 94; Identify Bias, 368; Evaluate Written Sources, 468; Utilize appropriate historical research, HT 1-HT 5, FL 30, FL 35, 28, 31, 94, 97, 129, 162, 185, 199, 225, 302, 305, 332, 335, 368, 371, 409, 436, 439, 468, 471, 492, 507, 538, 541, 567, 605; Frame research questions, 470, 604 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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h







9. Draw evidence from informational texts to support analysis reflection, and research

SE/TE: Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; Using Sources & Informational Texts, HT2–HT5; Evaluate Internet Sources, HT21; Judge a Sources Reliability, 94; Identify Bias, 368; Evaluate Written Sources, 468; Utilize appropriate historical research, HT 1-HT 5, FL 30, FL 35, 28, 31, 94, 97, 129, 162, 185, 199, 225, 302, 305, 332, 335, 368, 371, 409, 436, 439, 468, 471, 492, 507, 538, 541, 567, 605; Frame research questions, 470, 604 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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h







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.

SE/TE: 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571 TE only: Differentiated Instruction: Writing Advertisements, 56; Write a Biography, 578; Write a Defense, 74; Write a Descriptive Paragraph, 72, 390, 592; Write a Journal/Diary Entry, 382, 522; Writing an Editorial, 429; Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write an Interview, 36, 78; Write a Letter, 54; Write a Memo, 194; Write Parallel Accounts, 600; Write a Poem, 342; Write a Newspaper Article, 46; Write a Record, 8; Extend the Lesson Through Technology: Write a Biography, 62h, 440h; Write a Cause and Effect Chain, 572h; Write an Essay, 378h, 410g; Write an Illustrated Biography, 32g, 98g; Write a Journal/Diary Entry, 2h, 440g; Write a Letter, 251f, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Newspaper Editorial, 478g; Write an Obituary, 478h; Write an Opinion Statement, 278h; Write Placards, 2g; Write a Report, 378g; Write a Speech, 278g, 306g






Prentice Hall America: History of Our Nation © 2013

Florida Edition

1. Text Complexity:

A. Texts align with the complexity requirements outlined in the Standards

America: History of Our Nation provides students with grade-appropriate narrative as well as primary and secondary sources that deepen their understanding of historical events and issues. Every chapter develops strategies for a specific reading skill providing students the necessary support needed to read texts at the appropriate level of complexity. Section and chapter assessments give students another opportunity to apply this skill.

Student Edition:

Primary Sources, 608–642, and throughout text

Literature, 124–125, 185, 360–361, 388–389, 492–493

Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605

Historian’s Apprentice Toolkit, HT2–HT25

Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571

Reading Skill, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590

Section Assessment: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 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, 491, 498, 503, 517, 520, 527, 532, 537, 549, 556, 563







Florida Edition

(Continued) A. Texts align with the complexity requirements outlined in the Standards

(Continued) Chapter Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 334, 370, 408, 438, 470, 506, 540, 566, 604

Teacher’s Edition:

Student Bibliography, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572

B. Scaffolds enable all students to access complex text directly, rather than reducing the complexity of the text.

America: History of Our Nation provides a scaffolded approach to literacy instruction in Social Studies. Features and lessons include thematic organization around essential questions, reading skills instruction, activities for building and accessing background knowledge, and lessons that help students think like historians.

The Teacher’s Edition includes Chapter Challenge questions where students apply what they have learned to answer questions. Additionally, Differentiated Instruction includes activities that respond to the needs of students with different abilities.

Student Edition:

Essential Questions, 1, 2a, 2, 4, 29, 32a, 32, 34, 59, 62a, 62, 64, 95, 98a, 98, , 100, 127, 130, 134, 136a, 136 138, 163, 166a, 166, 168, 197, 200a, 200, 202, 223, 251a, 251, 272, 276, 278a, 278, 280, 303, 306a, 306, 308, 333, 336a, 336, 338, 369, 372, 376, 378a, 378, 380, 407, 410, 412, 437, 440a, 440, 442, 469, 472, 476, 478a, 478, 480, 505, 508a, 508, 510, 539, 542a, 542, 544, 565, 568, 572a, 572, 574, 603

Reading Skills Instruction and Questions (examples)

Chapter 2: Identify Stated Main Ideas, 35, 38, 41; Identify Supporting Details, 44, 48; Identify Implied Main Idea, 49, 50, 52; Combine Main Ideas to Construct Meaning, 53, 55, 57







Florida Edition

(Continued) B. Scaffolds enable all students to access complex text directly, rather than reducing the complexity of the text.

(Continued) Chapter 9: Understand Sequence of Events, 310, 313; Distinguish Sequence of Events, 314, 319; Explain How Events Are Related in Time, 322, 323, 326, 327, 330, 331

Chapter 13: Ask Analytical Questions, 44, 445, 447; Ask Inferential Questions, 448, 450, 453; Ask Questions to Synthesize Information, 454, 456, 459; Ask Questions That Go Beyond the Text, 462, 467


Research on Effective Reading Instruction, T15–T19

Chapter Challenge, 29, 59, 95, 127, 163, 197, 223, 303, 333, 369, 407, 437, 469, 505, 539, 565, 603

Differentiated Instruction activities allow students to build social studies knowledge and skills on their level. See Key below for L1-L3 activities throughout the program.

L1: Basic to Average (English Language Learners, Less Proficient Readers, Special Needs)

L2: All Students

L3: Average to Advanced (Advanced Readers, Gifted and Talented)

See pp: 2b, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 36, 38, 42, 44, 50, 54, 56, 62b, 66, 68, 72, 74, 78, 80, 82, 84, 86, 88, 92, 98b, 102, 104, 108, 110, 114, 116, 118, 120, 122, 124, 130, 132, FL1-5, 136b, 140, 142, 146, 148, 150, 152, 154, 156, 158, 160, 166b, 170, 172, 180, 182, 186, 188, 192, 194, 200b, 204, 206, 208, 210, 212, 214, 216, 218, 220, 252, 254, 256, 258, 260, 262, 264, 266, 268, 270, 272, 274, 278b, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 306b, 310, 312, 314, 316, 318, 320, 322, 324, 328, 330, 336b, 340, 342, 346, 350, 352, 356, 358, 360, 362, 364, 366, 372, 374, 378b, 382, 384, 386, 388, 390, 392, 394, 396, 398, 402, 404, 410b, 414, 416, 418, 420, 422, 424, 428,







Florida Edition

(Continued) B. Scaffolds enable all students to access complex text directly, rather than reducing the complexity of the text.

(Continued) 429, 432, 434, 440b, 444, 446, 448, 450, 452, 454, 456, 460, 462, 464, 466, 474, 478b, 482, 484, 486, 488, 490, 492, 494, 496, 500, 502, 508b, 512, 514, 518, 520, 522, 524, 526, 528, 530, 534, 536, 542b, 546, 548, 550, 552, 554, 556, 558, 560, 562, 572b, 576, 578, 580, 582, 584, 586, 588, 590, 592, 594, 596, 598, 600, 611, 613, 617, 619, 621, 623, 625, 629, 630, 633, 634, 637, 638, 640; Paraphrasing/Scaffolding Language, 32b; Scaffolding Tip, 251b

C. Materials focus on academic vocabulary prevalent in more complex texts as well as domain specific words.

Student Edition: Domain specific words are introduced at the beginning of every section, reinforced at the end of every section, and assessed in the chapter review.

Introduction to program vocabulary: Key Terms and High-Use Academic Words, HT 6

Key Terms: Section Opener, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 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, 546, 552, 558, 576, 584, 590

Key Terms: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 491, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595

Key Terms: Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604







Florida Edition

(Continued) C. Materials focus on academic vocabulary prevalent in more complex texts as well as domain specific words.

(Continued) Teacher’s Edition:

At the beginning of every chapter, teachers are instructed to have students rate how well they know chapter vocabulary using the Word Knowledge Rating Form. The chapter vocabulary consists of high use words that students will find in complex texts across many academic disciplines. For the progression of vocabulary instructions throughout the chapter, see the following teaching notes:

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, 547, 553, 559

Vocabulary Builder: Instruction notes (for the high use words defined in the margins), 50, 54, 72, 78, 108, 114, 124, 146, 180, 192, 328, 346, 350, 356, 402, 428, 432, 500, 534, 576, 584, 590, 596







Florida Edition

2. Range and Quality of Texts:

A. Curricula provide texts that are valuable sources of information.

America: History of Our Nation was shaped by the idea of teaching history through history, using primary sources extensively throughout the student text as a vehicle for instruction. Speeches, letters, diaries, documents, political cartoons, and photographs provide students with windows into the thoughts and feelings of the people who lived history. Students learn how to be historical detectives by using primary and secondary sources in the Historian’s Apprentice Toolkit.

Student Edition:

Primary Sources, 608–642, throughout text

Literature, 124–125, 185, 360–361, 388–389, 492–493

Section introduction Sources, 3, 6, 10, 14, 16, 22, 23, 24, 31, 33, 36, 43, 44, 49, 53, 61, 63, 66, 71, 72, 77, 84, 90, 94, 96, 97, 99, 102, 103, 105, 107, 108, 113, 114, 118, 121, 123, 124, 129, 137, 140, 145, 150, 154, 156, 157, 162, 164, 167, 170, 171, 174, 179, 181, 186, 191, 199, 201, 204, 205, 207, 212, 218, 225, 279, 282, 290, 294, 296, 297, 298, 305, 207, 210, 311, 314, 322, 327, 332, 334, 335, 337, 340, 345, 349, 351, 353, 355, 358, 359, 361, 362, 368, 370, 379, 382, 385, 390, 391, 396, 398, 401, 403, 405, 409, 411, 414, 418, 422, 423, 424, 427, 428, 431, 434, 436, 38, 439, 441, 444, 447, 448, 450, 451, 454, 462, 466, 468, 470, 471, 479, 482, 484, 488, 492, 494, 496, 499, 510, 503, 502, 509, 518, 524, 525, 528, 531, 533, 535, 536, 538, 540, 541, 543, 546, 552, 558, 563, 567, 573, 576, 582, 583, 584, 590, 594, 596, 605

Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548, 599







Florida Edition

(Continued) A. Curricula provide texts that are valuable sources of information.

(Continued) Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605



Teacher’s Edition: Teacher and Student Bibliography, 2, 32, 62, 98, 136, 166, 200, 278, 306, 336, 378, 410, 440, 478, 508, 542, 572

B. Curricula include opportunities to combine quantitative information derived from charts, graphs and other formats and media with information derived from text.

Student Edition: The program provides students a wide range of opportunities to integrate information from different formats and media. Delivering essential content through a variety of media also increases access for diverse learners. These formats and media include chart and graph skills, analysis of visuals and artifacts, as well as opportunities to explore topics further through technology.

Toolkit: Build Chart Skills, HT18–HT20

Evaluate Internet Sources, HT 21

Skills for Life: Understand Sequence, 58 ,

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, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604

Teacher’s Edition: Interactive resources in a wide range of formats can be found at the companion website and on the Student Edition on DVD. In addition, all the interleaf chapter openers include technology and research activities.

Student Tools: Companion Website at PearsonSchool.com/amhist, T8







Florida Edition

(Continued) B. Curricula include opportunities to combine quantitative information derived from charts, graphs and other formats and media with information derived from text.

(Continued) Extend the Lesson Through Technology Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h

3. High Quality, Text Dependent Questions and Tasks:

A. Curricula provide opportunities for students to gain knowledge through careful reading of a specific text or texts.

Every chapter in America: History of Our Nation includes strategies for specific reading skills to increase student knowledge. Checkpoints, Reading Skills Questions, and Assessments provide varied opportunities for students to enhance strategies that advance mastery of knowledge.

Student Edition: Section Assessment: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173,184, 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, 491, 498, 503, 517, 520, 527, 532, 537, 549, 556, 563

Chapter Review and Assessment, 30–31, 60–61, 96–97, 128–129, 164–165, 198–199, 224–225, 304–305, 334–335, 370–371, 408–409, 438–439, 470–471, 506–507, 540–541, 566–567, 604–605

Checkpoints (examples), 18, 45, 73, 87, 123, 147, 161, 209, 284, 315, 331, 340, 359, 389, 400, 405, 417, 449, 465, 488, 515

Reading Skills Questions (examples), 48, 49, 90, 92, 107, 114, 145, 147, 149, 170, 186, 187, 290, 314, 319, 331, 355, 359, 395, 405, 422, 424, 433, 450, 494, 497, 512, 517







Florida Edition

B. All activities involving text require that students demonstrate increasing mastery of evidence drawn from text.

Throughout the Student Edition and Teacher’s Edition, questions exist that require students to demonstrate different levels of understanding of the text. The Section Assessment and Chapter Assessment questions move from simple recall and identification of facts to increasingly complex critical thinking and writing activities. At the conclusion of each chapter, the Chapter Challenge in the Teacher’s Edition requires students to apply what they have learned.

Student Edition:

Section Assessment: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173,184, 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, 491, 498, 503, 517, 520, 527, 532, 537, 549, 556, 563



Chapter Challenge, 29, 59, 95, 127, 163, 197, 223, 303, 333, 369, 407, 437, 469, 505, 539, 565, 603







Florida Edition

C. Questions and tasks require careful comprehension of the text before asking for further critique, evaluation, or interpretation.

Checkpoints, Strategy Questions, and Assessments in the Student Edition and Monitor Progress questions in the Teacher’s Edition call for students to demonstrate a careful understanding of the text. The Historian’s Apprentice Skills for Life feature includes three levels of activities: Learn the Skill, Practice the Skill, and Apply the Skill. Students demonstrate a careful understanding of the material before engaging their opinions.

Student Edition:

Section Assessment: Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 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, 491, 498, 503, 517, 520, 527, 532, 537, 549, 556, 563


Historian’s Apprentice: Skills for Life, 28, 58, 94, 126, 162, 196, 222, 302, 368, 406, 436, 468, 504, 538, 564, 602


Monitor Progress, HT3, HT5, HT7, HT9, Ht11, HT13, HT17, HT19, HT20, Ht21, HT22, HT23, HT24, HT25, 7, 8, 11, 14, 17, 18, 21, 23, 24, 25, 26, 28, 38, 39, 40, 42, 45, 46, 47, 50, 51, 55, 56, 58, 67, 68, 69, 73, 74, 75, 78, 79, 880, 82, 85, 86, 87, 88, 91, 92, 94, 103, 104, 105, 108, 110, 111, 114, 115, 116, 119, 120, 121, 122, 125, 126, 133, 141, 142, 143, 146, 147, 148, 151, 152, 154, 158, 160, 171, 172, 180, 181, 182, 183, 187, 188, 189, 192, 193, 194, 196, 205, 206, 207, 208, 211, 213,







Florida Edition

(Continued) C. Questions and tasks require careful comprehension of the text before asking for further critique, evaluation, or interpretation.

(Continued) 215, 216, 219, 220, 222, 253, 255, 257, 259, 261, 263, 265, 266, 269, 271, 283, 284, 285, 286, 288, 291, 292, 295, 296, 299, 300, 302, 311, 312, 315, 316, 318, 320, 323, 324, 325, 328, 329, 330, 332, 341, 342, 343, 346, 347, 350, 351, 353, 356, 357, 358, 361, 363, 365, 366, 368, 383, 384, 389, 391, 392, 393, 394, 398, 399, 402, 403, 404, 406, 415, 416, 418, 423, 425, 428, 429, 432, 433, 434, 436, 445, 446, 449, 450, 452, 455, 456, 457, 458, 461, 463, 464, 466, 468, 483, 484, 487, 488, 489, 490, 493, 495, 496, 497, 502, 504, 513, 514, 515, 516, 519, 520, 522, 525, 526, 529, 530, 531, 534, 535, 536, 538, 547, 548, 550, 554, 556, 560, 561, 562, 564, 577, 578, 579, 581, 583, 585, 586, 588, 589, 591, 592, 594, 595, 597, 598, 600, 601, 602, 608–642







Florida Edition

4. Writing and Research that Analyzes Sources and Deploys Evidence:

A. Extensive practice with short, focused research projects is evident.

America: History of Our Nation encourages students to think like historians. Through the Historian’s Apprentice Learning System, students learn about the process of creating history – from asking a question, collecting and analyzing information, to presenting and publishing their findings.

Student Edition:



Historian’s Apprentice: Skills for Life, 28, 58, 94, 126, 162, 196, 222, 302, 368, 406, 436, 468, 504, 538, 564, 602


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 Research, 2g, 2h, 32g, 32h, 62g, 62g, 98g, 98h, 136g, 136h, 166g, 166h, 200f, 251f, 278g, 278h, 306g, 306h, 336g, 336g, 378g, 378h, 410g, 410h, 440g, 440h, 478g, 478h, 508g, 508h, 542f, 572g, 572h







Florida Edition

B. Writing should focus on writing to inform and writing to make an argument based on evidence.

Prentice Hall America: History of Our Nation helps students develop their writing skills through instruction and practice. Students are introduced to writing instruction provided in the program in the “Write Like a Historian” section of the Historian’s Apprentice Toolkit at the beginning of the student book. Each section offers writing activities that reinforce this fundamental language arts skill. Student Edition: Write Arguments:

Write Like a Historian, HT22–HT24; Historian’s Apprentice Workshop Synthesis Activities, 133, 275, 375, 475, 571

Write Informative/Explanatory Texts:

Write Like a Historian, HT22–HT24; 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, 184, 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, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601

Teacher’s Edition: Differentiated Instruction: Writing Advertisements, 56; Write a Defense, 74; Writing an Editorial, 429; Write an Essay, 80, 110, 186, 588; Write a Fact Sheet, 596; Write a Newspaper Article, 46; Write a Record, 8 Extend the Lesson Through Technology: Create an Editorial Cartoon, 136h; Create a Descriptive Report, 306g; Make an Informational Poster, 98h; Write an Essay, 378h, 410g; Write a Newscast, 136g, 278g; Write a Newspaper Article, 306h, 440h; Write a Newspaper Editorial, 478g; Write an Opinion Statement, 278h; Write a Report, 378g; Write a Speech, 278g, 306g


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