wisconsin model academic...

Prentice Hall Civics: Government and Economics In Action © 2007 Correlated to:

Wisconsin Model Academic Standards for Social Studies A-E and Accompanying Performance Standards

(Grade 12)

WISCONSIN MODEL ACADEMIC STANDARDS FOR SOCIAL STUDIES A-E AND

ACCOMPANYING PERFORMANCE STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

WISCONSIN MODEL ACADEMIC STANDARDS FOR SOCIAL STUDIES A. GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS Content Standard Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments. Rationale Students gain geographical perspectives on the world by studying the earth and the interactions of people with places where they live, work, and play. Knowledge of geography helps students to address the various cultural, economic, social, and civic implications of life in earth’s many environments. In Wisconsin schools, the content, concepts, and skills related to geography may be taught in units and courses that deal with geography, history, global studies, anthropology, sociology, psychology, current events, and world religions. TWELFTH GRADE Performance Standards By the end of grade twelve, students will: A.12.1 Use various types of atlases and

appropriate vocabulary to describe the physical attributes of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration

SE/TE: Who Americans Are, 4; The American Identity, 10; Glossary-demography, 734; Analyze Maps and Graphs-Immigration to the United States-1900-2000, 12-13

TE: Differentiated Instruction- For Advanced Readers, 13

TR: Teaching Resources: Program Overview; Lesson Plans; Unit Books; Reading and Vocabulary Study Guide; Transparencies; Test Prep Workbook

TECH: PH SuccessNet™; TeacherExpress™ CD-ROM; Social Studies Skill Tutor CD-ROM; and companion website

A.12.2 Analyze information generated from

a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology 1


Wisconsin Model Academic Standards for Social Studies A-E and Accompanying Performance Standards, (Grade 12)

WISCONSIN MODEL ACADEMIC STANDARDS

FOR SOCIAL STUDIES A-E AND ACCOMPANYING PERFORMANCE

STANDARDS


A.12.3 Construct mental maps of the world and the world’s regions and draw maps from memory showing major physical and human features

A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

The foundation of this objective can be found on pages: SE/TE: Land, 352; The Results of Having Been

Colonies, 676

A.12.6 Collect and analyze geographic information to examine the effects that a geographic or environmental change in one part of the world, such as volcanic activity, river diversion, ozone depletion, air pollution, deforestation, or desertification, may have on other parts of the world

A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

A.12.8 Identify the world’s major ecosystems and analyze how different economic, social, political, religious, and cultural systems have adapted to them

A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood






STANDARDS


A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development

SE/TE: The Role of Technology, 360; Protecting the Environment, 442; Section 2 Assessment-Explain, 442; Debating the Issues, 387



A.12.11 Describe scientific and technological

development in various regions of the world and analyze the ways in which development affects environment and culture

SE/TE: The Role of Technology, 360; Protecting the Environment, 442; Section 2 Assessment-Explain, 442; Debating the Issues, 387; Industrialization Creates Change, 389; Section 3 Assessment-Synthesize Information, 395; Review and Assessment- Active Citizen, 399



A.12.12 Assess the advantages and

disadvantages of selected land use policies in the local community, Wisconsin, the United States, and the world

The foundation of this objective can be found on pages: SE/TE: Methods Government Use-Government

own resources and produce goods and services, 433

A.12.13 Give examples and analyze conflict

and cooperation in the establishment of cultural regions and political boundaries

SE/TE: America’s Varied Background, 8; America: A Cultural Mosaic, 10-17; Section 2 Assessment -Comprehension and Critical Thinking, Writing Activity, 17, Comprehension and Critical Thinking, Writing Activity, 39, Make Generalizations, Explain, Recall, 67; Assessment, 685; The Values That Unite Us, 18-23; Section 3 Assessment-Comprehension and Critical Thinking, Writing Activity 23, Comprehension and Critical Thinking, Writing Activity, 75, Comprehension and Critical Thinking, 179, Explain, Predict, Synthesize Information, Writing Activity, 665, Comprehension and Critical Thinking, Writing Activity, 691; Review and






STANDARDS


(Continued) A.12.13 Give examples and analyze conflict

and cooperation in the establishment of cultural regions and political boundaries

(Continued) SE/TE: Assessment- Chapter Summary Section

2, 25, 205,Comprehension and Critical Thinking 10-11, 26, 78, Chapter Summary Section 3, 77, 181, Synthesize Information, Activities-Writing, 182, Analyzing Visuals, 183, Comprehension and Critical Thinking 3-6, 203, Activities-Writing, 206, Active Citizen, Civics and Economics, 207, Comprehension and Critical Thinking 10, 236, Groups and Institutions, 30-33; Section 1 Assessment-Comprehension and Critical Thinking, 33, Comprehension and Critical Thinking 4-5, 194; Comprehension and Critical Thinking 2, 594; Society’s Training Grounds, 34-39; Duties of Citizens, 60-64; Responsibilities of Citizens, 65-67; Citizenship and Other Roles in Society, 69-75; Interpreting the Bill of Rights, 172-179; Changing the Law of the Land, 186-194; A Flexible Framework, 196-203; Political Parties, 213; Interest Groups, 213; The Role f Political Parties, 590-594; Our Two-Party System, 595-603;Trade, 647; Analyze Maps-The NATO Alliance, 638; Today’s Challenges, 663-665; Relations Among and Within Nations, 679-685; The Challenge of Interdependence, 686-691

TE: Civics Background-A Nation United, 1f TR: Teaching Resources: Program Overview;

Lesson Plans; Unit Books; Reading and Vocabulary Study Guide; Transparencies; Test Prep Workbook







STANDARDS


B. HISTORY: TIME, CONTINUITY, AND CHANGE Content Standard Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future. Rationale Students need to understand their historical roots and how past events have shaped their world. In developing these insights, students must know what life was like in the past and how things change and develop over time. Reconstructing and interpreting historical events provides a needed perspective in addressing the past, the present, and the future. In Wisconsin schools, the content, concepts, and skills related to history may be taught in units and courses in United States and world history, global studies, geography, economics, anthropology, sociology, psychology, current events, and the humanities. TWELFTH GRADE Performance Standards By the end of grade twelve, students will: B.12.1 Explain different points of view on

the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

SE/TE: Analyzing Political Cartoons, xiv; Reading and Writing Handbook-Reading Informational Texts, xviii-xix; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541; Analyze Primary Sources, 66, 176, 191, 257, 296, 420, 522, 571, 632, 689; The Declaration of Independence, 106-109; Active Citizen-How to Analyze Public Documents, 119, How to Analyze an Editorial, 362; Review and Assessment-Analyze Primary Sources, 134, Activities-Skills, 206, Analyze Primary Sources, 424; The Constitution of the United States, 136-157; What Is Your Opinion-Analyze Primary Sources, 180, 504; Section 2 Assessment- Analyzing Primary Sources, 221; Section 1 Assessment- Analyzing Primary Sources, 434






STANDARDS


(Continued) B.12.1 Explain different points of view on

the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

(Continued) TE: Skills Mini-Lesson-Identifying Point of

View, 66, Identifying Point of View, 119; Differentiated Instruction-For Gifted and Talented, 164; Analyzing Political Cartoons, 166, Analyzing Primary Sources, 191, Analyze Photographs, 224, Distinguishing Fact from Opinions, 362; Historical Documents, 697-705



B.12.2 Analyze primary and secondary

sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

SE/TE: Analyzing Political Cartoons, xiv; Reading and Writing Handbook-Reading Informational Texts, xviii-xix; Skills for Life-Identifying Points of View, 50, Transferring Information, 76, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541, Comparing and Contrasting, 610; Analyze Primary Sources, 66, 176, 191, 257, 296, 420, 522, 571, 632, 689; The Declaration of Independence, 106-109; Active Citizen-How to Analyze Public Documents, 119, How to Analyze an Editorial, 362; Review and Assessment-Analyze Primary Sources, 134, Activities-Skills, 206, Analyze Primary Sources, 424; The Constitution of the United States, 136-157; What Is Your Opinion-Analyze Primary Sources, 180, 504; Section 2 Assessment- Analyzing Primary Sources, 221; Section 1 Assessment- Analyzing Primary Sources, 434






STANDARDS


(Continued) B.12.2 Analyze primary and secondary

sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

(Continued) TE: Instructional Strategies-KWL-T31; Model

the Target Reading Skill-Use Prior Knowledge, 28b, 428b; Skills Mini-Lesson-Identifying Point of View, 66, Identifying Point of View, 119; Differentiated Instruction-For Gifted and Talented, 164; Analyzing Political Cartoons, 166, Analyzing Primary Sources, 191, Analyze Photographs, 224, Distinguishing Fact from Opinions, 362; Historical Documents, 697-705



B.12.3 Recall, select, and analyze significant

historical periods and the relationships among them

SE/TE: Active Citizen, 83, 111, 239, 645; The Colonial Experience, 84-89; Section 1 Assessment, 89, 118, Understand Sequence, Explain, 162, 194; Roots of American Government, 91-94; Section 2 Assessment, 94, 123, 203; Moving Toward Nationhood, 95-101; Section 3 Assessment, 101, Comprehension and Critical Thinking 3-4, 179, 3-4, 259, 665; Review and Assessment, 103-105, Chapter Summary-Section 1-2, 133, Comprehension and Critical Thinking 10-11, Activities 13-14, 134, Chapter Summary, 181, Summarize, 182, Chapter Summary, 205, Comprehension and Critical Thinking, 206, Recall 262, Chapter Summary-Section 3, 667, Comprehension and Critical Thinking, 11, Activities-Writing, 668; Declaration of Independence, 109; The Constitutional Convention, 112-118; Links to History, 117, 244, 390, 470, 570, 681; The Struggle for Ratification, 120-123; The Constitution, 147; The Debate in Congress, 161-162; Students and Free Speech, 174-175; The Skokie Case: Freedom for Nazis?, 175-177; Changing the Law of the Land, 186-194; A Flexible Framework, 196-203; Presidential Power, 257-258;






STANDARDS


(Continued) B.12.3 Recall, select, and analyze significant

historical periods and the relationships among them

(Continued) SE/TE: Marbury v. Madison, 277; Skills for Life-

Identifying Historical Trends, 397; The Federal Reserve System, 469; Alliances, 648; Foreign Policy in Action, 657-665; The Federalist, No. 10, 698; Monroe Doctrine, 698; The Seneca falls Declaration, 699; The Emancipation Proclamation, 700; The Gettysburg Address, 701; John F. Kennedy’s Inaugural Address, 704; “I Have a Dream” Address, 705; Presidents of the United States, 724-727

TE: Civics Background-Immigration, 1f, Adams and Jefferson, 82f; The Road to Philadelphia, Madison’s Notes, Publius, 110f, The Federalists Papers, 158f, March on Washington, Dred Scott, Woman Suffrage, Suffrage and Civil Rights, 17 Amendment, 184f, Impeachment, 210g, Senator Edward Kennedy, 210h; 25th Amendment, Government Reorganization, 238f, Justice Brandeis, The Nixon Tapes, 264f, Federalism and States’ Rights, 292g, Socialism and Communism, 348f, Trust-busting, 374f, The Great Depression, Origins of the Fed, 454f, Anti-Trust Cases, 560f, The Paradox of Direct Democracy, 614f, Al Qaeda, “Ich bin ein Berliner”, 644f; Background: Linking Past to Present, 93, 272, 279; Background: Fast Facts, 113, 284; Background: Biography, 114, 122, 177, 195; Background-Our Enduring Constitution, 174, 197, 283








STANDARDS


B.12.4 Assess the validity of different interpretations of significant historical events

SE/TE: Analyzing Political Cartoons, xiv; Reading and Writing Handbook-Identify Evidence, xix; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Recognizing Propaganda, 490, Identifying Bias, 541; Review and Assessment- Activities-Skills, 52, 288; Active Citizen-How to Analyze Public Documents, 119, How to Analyze Television News Programs, 517, How to Analyze a News Article, 568; Analyze Diagrams-Propaganda Techniques, 626; Section 1 Assessment-Writing Activity, 594; Section 2 Assessment-Writing Activity, 629

TE: Skills Mini-Lesson-Identifying Points of View, 119, Identifying Bias, 568; Differentiated Instruction-For Advanced Readers, 661



B.12.5 Gather various types of historical

evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments

SE/TE: Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Rights, Duties and Responsibilities, 59-67; Analyze Diagrams-Citizenship and You, 62-63; Section 2 Assessment, Comprehension and Critical Thinking, 67, Comprehension and Critical Thinking 2-4, Writing Activity, 170; Focus on the Supreme Court, 60, 200, 282, 312, 404, 439, 544, 620, 683; The Citizen Role, 74-75; Section 3 Assessment-Describe, 75, Writing, 285; Review and Assessment-Chapter Summary, Section 2, 77, Comprehension and Critical Thinking 10, 78, 182, Activities-Writing, 78, 182, 206, Active Citizen, 79, 183, 559, Analyzing Visuals, 79, 183, 207Constitution-Preamble, 136, Constitution-Amendments, 148-157; Protections in the Bill of Rights, 163-170;






STANDARDS


(Continued) B.12.5 Gather various types of historical

evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments

(Continued) TR: Teaching Resources: Program Overview;



B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States

SE/TE: Active Citizen, 83; The Magna Carta, 92, The English Bill of Rights, 93; Analyze Charts-Influences on American Government, 93; Section 2 Assessment-Recall, Contrast, 94; Historical Documents-The Magna Carta, Mayflower Compact, 697; Review and Assessment-Comprehension and Critical Thinking 10, 104

B.12.7 Identify major works of art and

literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created

The foundation of this objective can be found on pages: Review and Assessment- Activities-Skills, 104

B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history

SE/TE: Citizen Profiles, 14, 100, 114, 219, 272, 438, 474, 554, 664; A Call for the Freedom of the Press, 88-89; Section 1 Assessment, Explain, Determine Relevance, Writing Activity, 89, Understand Sequence, Explain, 162; A Year Later, 97; The Declaration of Independence, 97-98; State Constitutions, 99; A l; Limping Government, 100; Shay’s Rebellion, 100-101Review and Assessment- Chapter Summary Section 2, 103, Analyze Primary Sources, Activities-Skills, 104, 134, 262, 612, Recall, Draw Inferences, 236, Activities-Writing, 668; Standardized Test Prep, 105; The Declaration of Independence-Signers, 109; Active Citizen, 111, 239; The Constitutional Convention, 112-118; Active Citizen-How to Analyze Public Documents, 119; The Anti-Federalists,






STANDARDS


(Continued) B.12.8 Recall, select, and explain the

significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history

(Continued) SE/TE: 122; The Federalist Papers, 122;

Ratification, 123; Section 2 Assessment-Describe, Evaluate Information, 123, Recall, 603; The Constitution-Signers, 147; Adding the Bill of Rights, 160; The Debate in Congress, 161-162; Protection of Other Rights, 170; The Continuing Challenge, 179; Primary Sources, 191, 257; The Nineteenth Amendment, 192; Section 3 Assessment-Comprehension and Critical Thinking 5, 179, Comprehension and Critical Thinking 3-4a, Writing Activity, 259; Stopping a Bill, 230; Compromise Bills, 232; A Bill Dies in Committee, 233; Section 4 Assessment-Describe, Writing Activity, 233 Presidential Power, 257-259; Marbury v. Madison, 277; The Justices, 278; A Changing Court, 283; The Court and Other Branches of Government, 285; Our Two-Party System, 595-597; Links to History, 597; Foreign Policy Through World War II, 657-658; The Federalist, No. 10, 698; Monroe Doctrine, 698; The Seneca Falls Declaration, 699; The Emancipation Proclamation, 700; The Gettysburg Address, 701; John F. Kennedy’s Inaugural Address, 704; “I Have a Dream” Address, 705; Presidents of the United States, 724-72

TE: Civics Background- Adams and Jefferson, 82f; The Road to Philadelphia, Madison’s Notes, Publius, 110f, The Federalists Papers, 158f, Dred Scott, Suffrage and Civil Rights, 184f, Impeachment, 210g, Senator Edward Kennedy, 210h, 25th Amendment, 238f, Justice Brandeis, The Nixon Tapes, 264f, Background: Linking Past to Present, 93, 272, 279; Differentiated Instruction- For Gifted and Talented, 115, 192, For English Learners, 116, For Advanced Readers, 596; Background: Fast Facts, 243, 284; Background: Biography, 114, 122, 177, 195; Extend, 259; Background-Linking Past and Present, 279






STANDARDS


(Continued) B.12.8 Recall, select, and explain the

significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history




B.12.9 Select significant changes caused by

technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world

SE/TE: Americans on the Move, 5; Ages of Americans, 6-7; Section 1 Assessment-Comprehension and Critical Thinking 2-4, 8; Our Population Today, 17; Section 2 Assessment-Comprehension and Critical Thinking 4, 17, Understand Effects, 386; Presidents and Power, 255; The Role of Technology, 360; Review and Assessment-Comprehension and Critical Thinking-Identify Cause, 372; The Rise of Big Business, 386; Industrialization Creates Change, 389; Section 3 Assessment-Synthesize Information, 395, The Changing Economy, 417; Technology and Careers, 417

TE: Background-Fast Facts, 5; Differentiated Instruction- For English Learners, 7

B.12.10 Select instances of scientific,

intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values

SE/TE: African Americans, 14-15; Asian Americans, 16; Native Americans, 16; Conflicting Religious Values, 37; Interpreting the Bill of Rights, 172-179; Section 3 Assessment-Comprehension and Critical Thinking 2, Writing Activity, 179; Changing the Law of the Land, 186-193; Section 1 Assessment-Explain, Identify Cause an Effect, 194; A Flexible Framework, 196-202; World War I and the Return of Isolationism, 658; World War II: The End of Isolationism, 659; The Cold War, 659-662; Review and Assessment- Identify Cause, 668, Comprehension and Critical Thinking 10, 694; Types of Conflict, 679-685; Section 2 Assessment-Comprehension and Critical Thinking 2-5

TE: Differentiated Instruction- For Gifted and Talented, 36, 673; Background: Our Enduring Constitution, 174






STANDARDS


B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values



B.12.11 Compare examples and analyze why

governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war

SE/TE: The Colonial Experience, 84-89; Section 1 Assessment-Comprehension and Critical Thinking, 89, Comprehension and Critical Thinking, Writing Activity, 677; A Clash of Views, 95-97; A Limping Government, 100; Section 3 Assessment-Explain, Draw Conclusions, 101, Explain, Predict, Synthesize Information, Writing Activity, 665, Comprehension and Critical Thinking, 691; Analyze Maps-The NATO Alliance, 648; Alliances, 648; Today’s Challenges, 663-665; Colonies and Colonial Powers, 674; Independence, 675; The results of Having Been Colonies, 676; Relations Among and Within Nations, 679-685; Analyze Charts-Types of Conflicts, 680; The Challenge of Interdependence, 686-691; Section 2 Assessment, 685; Review and Assessment- Chapter Summary Section 2-3, 693, Comprehension and Critical Thinking, Writing, 694

TE: Independent Practice, 87; Extend, 89, 677, 685; Differentiated Instruction- For Advanced Readers, 675, For Gifted and Talented, 676; For Less Proficient readers, 682



B.12.12 Analyze the history, culture, tribal

sovereignty, and current status of the American Indian tribes and bands in Wisconsin

The foundation of this objective can be found on pages: SE/TE: Native Americans, 16






STANDARDS


B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions

SE/TE: Today’s Challenges, 663-665; Relations Among and Within Nations, 679-680; Analyze Charts-Types of Conflicts, 680; Cooperation Among Nation, 683; North Korea, 684; The Middle East, 685; Section 2 Assessment-Comprehension and Critical Thinking 2-3, 685

TE: Differentiated Instruction- For English Learners, 680

B.12.14 Explain the origins, central ideas,

and global influence of religions, such as Buddhism, Islam, Hinduism, Judaism, and Christianity

The foundation of this objective can be found on pages: SE/TE: Religion 36-37; Analyze Graphs-

Religious Affiliations in the United States, 36; Section 2 Assessment-Describe, Identify Cause and Effect, 39; Review and Assessment-Comprehension and Critical Thinking-Analyze, 52; Challenges in the Middle East, 664

TE: Differentiated Instruction- For Gifted and Talented, 36; Civics Background-Al Qaeda, 644f

B.12.15 Identify a historical or contemporary

event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved

SE/TE: Checks and Balances, 131; Commander in Chief, 244; Nixon and Watergate, 258; Review and Assessment-Activities-Skills, 262; Focus On-The Supreme Court, 282; World War 1 and the Return to Isolationism, 658; World War II: The End of Isolationism, 659

TE: Differentiated Instruction- For Special Needs Students, 282



B.12.16 Describe the purpose and effects of

treaties, alliances, and international organizations that characterize today’s interconnected world

SE/TE: Alliances, 648; Analyze Maps-The NATO Alliance, 648; Section 1 Assessment-Recall, Demonstrate Reasoned Judgment, 650; Cooperation Among Nations, 683; The Challenge of Interdependence, 687-691; Section 3 Assessment, 691






STANDARDS


(Continued) B.12.16 Describe the purpose and effects of

treaties, alliances, and international organizations that characterize today’s interconnected world

(Continued) TE: Civics Background-Birth of the United

Nations, Bosnia, 670f; Differentiated Instruction- For Less Proficient Readers, 682



B.12.17 Identify historical and current

instances when national interests and global interests have seemed to be opposed and analyze the issues involved

SE/TE: Active Citizen, 671; Foreign Policy in Action, 657-659; Section 3 Assessment-Recall, Identify Bias, 665; Review and Assessment-Comprehension and Critical Thinking 11, 668

TE: Independent Practice TR: Teaching Resources: Program Overview;



B.12.18 Explain the history of slavery, racial

and ethnic discrimination, and efforts to eliminate discrimination in the United States and elsewhere in the world

SE/TE: African Americans, 14-15; Asian Americans, 16; Section 2 Assessment-Distinguish False From Accurate Images, 17; Comprehension and Critical Thinking 2-4, Writing Activity: Biography, 203; Review and Assessment- Chapter Summary Section 2, 25, Reviewing Key Terms, 26, Chapter Summary Section 1, 205, Reviewing Key Terms, Comprehension and Critical Thinking 6-7, Activities-Skills, 206; Focus on the Supreme Court, 60; Changing the Law of the Land, 186-190; Analyze Maps-Slave States and Free States, 189; Section 1 Assessment-Comprehension and Critical Thinking 2-3, 194; A Flexible Framework, 196-199; Debating the Issues, 204; Not all Americans have had economic security, 432; Types of Conflicts, 679; Analyze Charts-Racial and Ethnic Conflict, 680; South Africa, 685; The Emancipation Proclamation, 700; The Gettysburg Address, 701; “I






STANDARDS


(Continued) B.12.18 Explain the history of slavery, racial

and ethnic discrimination, and efforts to eliminate discrimination in the United States and elsewhere in the world

(Continued) SE/TE: Conflicts, 679; Analyze Charts-Racial

and Ethnic Conflict, 680; South Africa, 685; The Emancipation Proclamation, 700; The Gettysburg Address, 701; “I Have a Dream Address”, 705; Landmark Supreme Court Cases-Brown v. Board of Education (1954), 718, Dred Scott v. Sandford (1857), 718, Heart of Atlanta Motel v. United States (1964), 719, Plessy v. Ferguson (1896), 722

TE: Background-Our Enduring Constitution, 15; Civics Background-March on Washington, Dred Scott, 184e, Differentiated Instruction- For Special Needs Students, 190, Bosnia, 670f; Background: Fast Facts, 198








STANDARDS


C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND RESPONSIBILITY

Content Standard Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance. Rationale Knowledge about the structures of power, authority, and governance and their evolving functions in contemporary society is essential if young citizens are to develop civic responsibility. Young people become more effective citizens and problem solvers when they know how local, state, and national governments and international organizations function and interact. In Wisconsin schools, the content, concepts, and skills related to political science may be taught in units and courses dealing with government, history, law, political science, global studies, civics, and current events. TWELFTH GRADE Performance Standards By the end of grade twelve, students will: C.12.1 Identify the sources, evaluate the

justification, and analyze the implications of certain rights and responsibilities of citizens

SE/TE: Miranda v. Arizona (1966), 721, NAACP v. Alabama (1958) 721, Plessy v. Ferguson (1896), New Jersey v. T.L.O. (1985), Roe v. Wade (1973), Schenck v. United States (1919), 722; Tinker v. Des Moines Public Schools (1969), Weeks v United States (1914), 723

TE: Differentiated Instruction-For Gifted and Talented, 88, For Advanced Readers, 175, For Special Needs Students, 190, 200; Background: Linking Past and Present, 93; Extend, 123, 203; Independent Practice, 165; Background: Fast Facts, 168; Background-Our Enduring Constitution, 37, 174, 193








STANDARDS


C.12.2 Describe how different political systems define and protect individual human rights

SE/TE: Government Meeting Society’s Needs, 45-46; Forms of Government, 47-48; Section 4 Assessment-Describe, 49; The Office of Citizen, 58; Rights of Citizens, 59; The Goals of Our Government, 124-125Section 3 Assessment-Recall, 131, Comprehension and Critical Thinking, 179;Review and Assessment-Comprehension and Critical Thinking 12, 135, Chapter Summary Section 2-3, 181, Chapter Summary 205, Reviewing Key Terms, 182, 206, Comprehension and Critical Thinking 11-12, 182, 6-7, 206, 9, 668; Analyzing Visuals, 183, 207; The Constitution-Preamble, 136, Amendments 1st-9th, 148-150, 13th-15th, 151-152, 19th, 153, 24th, 155, 26th, 157; Adding the Bill of Rights, 160; Protections of Individual Freedoms, 163-170; Analyze Diagrams,164-165; Analyzing Political Cartoons, 166; Section 2 Assessment-Recall, Writing Activity, 170, Comprehension and Critical Thinking, 203; Interpreting the Bill of Rights, 172-179; Citizen’s Journal, 185; Changing the Law of the Land, 186-194; Analyze Charts-Voting in the United states, 192-193; Section 1 Assessment-Comprehension and Critical Thinking, 194; A Flexible Framework, 196-203; Human Rights and Democracy, 647; Debating the Issues, 656; Law and the Real World, 676; South Africa, 685

TE: Background-Our Enduring Constitution, 37; Differentiated Instruction- For Gifted and Talented, 88, 164, 178, 192, For Special Needs Students, 92, 167, 190, 200, For Advanced Readers, 175; Civics Background-Who Were the Nazis?, 158f; Independent Practice, 165; Skills for Life-Mini-Lesson, 166








STANDARDS


C.12.3 Trace how legal interpretations of liberty, equality, justice, and power, as identified in the Constitution, the Bill of Rights, and other Constitutional Amendments, have changed and evolved over time

SE/TE: Changing the Laws, 48; Focus on the Supreme Court, 60, 200, 282, 312, 404, 439, 544, 620, 683; Article 5: Amending the Constitution, 128; Amendments to the Constitution, 128; The Constitution-Article V, 146; Interpreting the Bill of Rights, 172-179; Section 3 Assessment, Comprehension and Critical Thinking 2-5, Activity Writing, 179, Describe, Determine Relevance, 285;Review and Assessment-Chapter Summary 3, 181, Activities-Skills, 182; Chapter Summary, 205, Comprehension and Critical Thinking, 206; Citizen’s Journal, 185; Changing the Law of the Land, 186-194; Analyze Charts-Voting in the United States, 192-193; Section 1 Assessment-Comprehension and Critical Thinking, 194; A Flexible Framework, 196-203;Section 2 Assessment, Comprehension and Critical Thinking-Recall, Draw Inferences, 203; Judicial Review, 276-277; Links to History-McCulloch v. Maryland, 570; Landmark Supreme Court Cases, 718-723

TE: Differentiated Instruction- For Gifted and Talented, 88, For Advanced Readers, 175, For Special Needs Students, 190, 200; Background-Our Enduring Constitution, 174, 193, 197; Civics Background-Dred Scott, 184e, 17th Amendment, 184f; Background: Fast Facts, 198








STANDARDS


C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized

SE/TE: Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Law and the Real World, 49, 169, 268, 328; The Role of Government, 45-46; Section 4 Assessment-Recall, 49; The Goals of Our Government, 124-125; Section 3 Assessment-Recall, 131, Describe, Demonstrate Reasoned Judgment, 259; Review and Assessment-Comprehension and Critical Thinking 12, 134; Analyzing Political Cartoons, 166; Civics and Economics, 167; Interpreting the Bill of Rights, 172-179; Section 3 Assessment, Comprehension and Critical Thinking 2-5, 179, Changing the Law of the Land, 186-194; Analyze Charts-Voting in the United States, 192-193; Section 1 Assessment-Comprehension and Critical Thinking, 194; A Flexible Framework, 196-203; Section 2 Assessment, Comprehension and Critical Thinking 2, 203; Chief Executive, 243; Chief Diplomat-executive agreements, 245; Seeking a Balance, 256-258; Interpreting the Law, 268; Judicial Review, 276-277; Focus on the Supreme Court, 282; A Changing Court, 283; The Court and Other Branches of Government, 284-285

TE: Independent Practice, 46; Differentiated Instruction- For Less Proficient Readers, 256, For Gifted and Talented, 280, For Special Needs Students, 282; Civics Background-The Nixon Tapes, 264f








STANDARDS


C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion

SE/TE: Forms of Government, 47-48; Section 4 Assessment- Recall, 49; Review and Assessment-Compare, Draw Inferences, Activities-Writing, 52, Standardized Test Prep, 53, Chapter Summary Section 3, 261; Analyzing Political Cartoons, 166; Chief Executive, 243; Chief Diplomat-executive agreements, 245; Freedom to Take Action, 255-256; Seeking a Balance, 256-258; Section 3 Assessment-Comprehension and Critical Thinking 2-3, 259; Focus on the Supreme Court, 282; Influences on Judicial Decision Making, 282; A Changing Court, 283

TE: Differentiated Instruction- For Less Proficient Readers, 256, For Special Needs Students, 282



C.12.6 Identify and analyze significant

political benefits, problems, and solutions to problems related to federalism and the separation of powers

SE/TE: The Articles, 125-127; Analyze Diagrams-Sharing the Power, 127; Limited Government, 129, 131; Analyze Diagrams-Checks and Balances, 130; Section 3 Assessment-Comprehension and Critical Thinking 3-4, 131, Comprehension and Critical Thinking, 259, Describe, Analyze Information, Explain, 285; Review and Assessment- Chapter Summary Section 3,133, 261, 287, Chapter Summary Section 2, 235, Chapter Summary Section 1, 261, Chapter Summary Section 1, 315, Comprehension and Critical Thinking 9, 262, Comprehension and Critical Thinking 11, 236, 288, Comprehension and Critical Thinking-Recall, 10, 316, Activities-Writing, 316; The Constitution of the United States-Articles I-III, 136-145; The Powers of Congress, 218-221; Analyze Charts-Powers of Congress, 220; Section 2 Assessment, 221; Limited Power, 241; A Leader with Many Roles, 242-247; Presidents and Power,






STANDARDS


(Continued) C.12.6 Identify and analyze significant

political benefits, problems, and solutions to problems related to federalism and the separation of powers

(Continued) SE/TE 255-259; The Supreme Court, 276;

Influence on Judicial Decision Making, 281-282; A Changing Court, 283; The Court and Other Branches of Government, 284-285; Federalism, 295; Federalism in Action, 296-297; Section 1 Assessment-Comprehension and Critical Thinking, 297; Case Study: Federalism and the Courts, 313; Section 4 Assessment-Synthesize Information, 313

TE: Differentiated Instruction- For Less Proficient Readers, 241, 256; Background: Our Enduring Constitution, 245



C.12.7 Describe how past and present

American political parties and interest groups have gained or lost influence on political decision-making and voting behavior

SE/TE: Political Parties, 213; Interest Groups, 213; Leadership in Congress, 224; Introducing Bills, 225; Stopping a Bill, 230-231; Compromise Bills, 232; A Bill Dies in Committee, 233; Section 4 Assessment-Recall, Analyze Information, 233; Review and Assessment, Comprehension and Critical Thinking 10, 236, Comprehension and Critical Thinking 10, Activities-Writing, 612, Chapter Summary Section 2, 639, Comprehension and Critical Thinking-Describe, Demonstrate Reasoned Judgment, 640, Roles Created by Tradition, 247; Section 1 Assessment-Describe, Check Consistency, 247, Assessment, 594; The Role of Political Parties, 590-594; Our Two-Party System, 595-603; Links to History, 597; Analyze Diagrams-Political Parties in the United States, 598-599; Civics and Economics, 607; Messages From Interest Groups, 624-625; Recognizing PropagandaTechniques, 626; Section 2 Assessment- Describe, Explain, Analyze Information, 629; Campaigning for Office, 631-634; Section 3 Assessment-






STANDARDS


(Continued) C.12.7 Describe how past and present

American political parties and interest groups have gained or lost influence on political decision-making and voting behavior

(Continued) SE/TE: Analyze Information, 637 TE: Differentiated Instruction- For Special

Needs Students, 599, For Advanced Readers, 602; Background: Linking Past and Present, 608



C.12.8 Locate, organize, analyze, and use

information from various sources to understand an issue of public concern, take a position, and communicate the position

SE/TE: Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541Section 4 Assessment-Writing Activity, 49; Influencing Government, 67; Section 1 Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Section 2 Assessment- Writing Activity, 303, 415; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 207, 236, 317, 533, 559, 613, 669, Civics and Economics, 641; Become an Informed Voter, 620-621; Section 3 Assessment-Writing Activity, 665

TE: Differentiated Instruction- For Gifted and Talented, 102, 192, 230, For Advanced Readers, 204, 223, 286For Special Needs Students, 304







STANDARDS


(Continued) C.12.8 Locate, organize, analyze, and use

information from various sources to understand an issue of public concern, take a position, and communicate the position

(Continued) TECH: PH SuccessNet™; TeacherExpress™ CD-

ROM; Social Studies Skill Tutor CD-ROM; and companion website

C.12.9 Identify and evaluate the means through which advocates influence public policy

SE/TE: Section 4 Assessment-Writing Activity, 49; Working Toward the Common Good, 65; Influencing Government, 67; Section 2 Assessment-Recall, 67, Writing Activity, 303, 415; Active Participants, 74; Setting Priorities for Citizenship, 75; Section 1 Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Public Policy, 294-295; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 236, 317, 533, 613, 669, Civics and Economics, 641; Become an Informed Voter, 620-621; Section 3 Assessment-Writing Activity, 665



C.12.10 Identify ways people may participate

effectively in community affairs and the political process

SE/TE: Active Citizen-Students Make a Difference, 7, 64, 177, 202, 230, 256, 301, 330, 389, 441, 502, 553, 575, 593, 633, 690; Section 4 Assessment-Writing Activity, 49; Working Toward the Common Good, 65; Influencing Government, 67; Section 2 Assessment-Recall, 67, Writing Activity, 303, 415; Active Participants, 74; Civics and Economics, 74; Setting Priorities for Citizenship, 75; Section 1 Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Volunteer, 9, How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to






STANDARDS


(Continued) C.12.10 Identify ways people may participate

effectively in community affairs and the political process

(Continued) SE/TE: Conduct an Interview, 630, How to

Express Your Views, 678; Public Policy, 294-295; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 236, 317, 533, 613, 669, 695Civics and Economics, 641; Become an Informed Voter, 620-621; Section 3 Assessment-Writing Activity, 665

TE: Skills for Life-Unit Booklet for Units 1-2, 23, 7-9, 10; Active Citizen Projects, 5-7, 8-10, 11-13, 14-16, 17-19, 20-22, 23-25, 26-28, 32-34, 35-37, 38-40, 41-43, 44-46, 47-49, 50-52, 56-58



C.12.11 Evaluate the ways in which public

opinion can be used to influence and shape public policy

SE/TE: Changing the Laws, 48; Section 4 Assessment-Summarize, 49; Responsibilities of Citizens, 65-67; Section 2 Assessment-Recall, Identify Alternatives, 67; Active Participants, 74, Comprehension and Critical Thinking 7, 523; Review and Assessment-Link Past and Present, 533, Recall, Analyze, 612; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Active Citizen, 293; Citizen’s Journal, 293; Public Policy, 294-295; Why Vote, 621; Making Laws, 300; Laws and Morals, 516; Section 1 Assessment-Make Generalizations, Recall, 621;Changing the Law, 523; Setting Goals, 591; Acting as “Watchdogs”, 592; General Elections, 616; Why Vote, 621; Role of Private Groups, 654-655

TE: Background-Our Enduring Constitution, 193; Background: Linking Past and Present, 300






STANDARDS


(Continued) C.12.11 Evaluate the ways in which public

opinion can be used to influence and shape public policy




C.12.12 Explain the United States’

relationship to other nations and its role in international organizations, such as the United Nations, North Atlantic Treaty Organization, World Bank, International Monetary Fund, and North American Free Trade Agreement

SE/TE: Alliances, 648; Analyze Maps-The NATO Alliance, 648; Section 1 Assessment-Recall, Demonstrate Reasoned Judgment, Writing Activity, 650; Section 3 Assessment-Writing Activity, 665; Cooperation Among Nations, 683

TE: Background-Linking Past and Present, 472; Civics Background-Birth of the United Nations, Bosnia, 670f ; Differentiated Instruction- For Less Proficient Readers, 682

C.12.13 Describe and evaluate ideas of how

society should be organized and political power should be exercised, including the ideas of monarchism, anarchism, socialism, fascism, and communism; compare these ideas to those of representative democracy; and assess how such ideas have worked in practice

SE/TE: The Values That Unite Us, 18-23; Review and Assessment-Chapter Summary Section 3, 25; The Role of Government, 45-46; Forms of Government, 47-48; Laws: The Rules of Government, 48; Section 4 Assessment-Comprehension and Critical Thinking 3-4, 49; The Office of Citizen, 58; A Voice in Government, 84; Relying on Reason, 94; Free Enterprise and Capitalism, 367; Section 3 Assessment-Writing Activity, 369; Foreign Policy in Action, 657-662; Law and the Real World, 676; The Cold War and Its Aftermath, 681-682; Glossary-capitalism, 733, communism, 733, democracy, 734

TE: Differentiated Instruction-For Gifted and Talented, 47; For Less Proficient Readers, 659; Socialism and Communism, 348f






STANDARDS


C.12.14 Explain and analyze how different political and social movements have sought to mobilize public opinion and obtain governmental support in order to achieve their goals

SE/TE: The Court Battle Begins, 176; African Americans and the Right to Vote, 189-190; Primary Sources, 191; Women and the Right to Vote, 191-192; Youth and the Right to Vote, 193; Section 1 Assessment-Explain, Identify Cause and Effect, 194; Skills for Life-Analyzing Photographs, 195; Opposition to Segregation, 198; Brown v. Board of Education of Topeka (1954), 198

TE: Civics Background- March on Washington, 184e, Suffrage and Civil Rights, Woman Suffrage, 184f; Build Background, 185; Differentiated Instruction- For Special Needs Students, 190, For Gifted and Talented, 192; Background: Our Enduring Constitution, 193



C.12.15 Describe and analyze the origins and

consequences of slavery, genocide, and other forms of persecution, including the Holocaust

SE/TE: African Americans, 14-15; Asian Americans, 16, Native Americans, 16; Citizenship in the Colonies, 86; Sharing Power, 115; The Three-Fifths Compromise, 117; Abolishing Slavery, 186-188; Section 1 Assessment-Draw Inferences, 194; Interpreting a Principle, 197; Human Rights and Democracy, 647; Challenges in Eastern Europe, 664; Types of Conflict, 679; Analyze Charts-Types of Conflict, Racial and Ethnic Conflict, 680; South Africa, 685

TE: Background: Fast Facts, 188 TR: Teaching Resources: Program Overview;








STANDARDS


C.12.16 Describe the evolution of movements to assert rights by people with disabilities, ethnic and racial groups, minorities, and women

SE/TE: Law and the Real World, 21; African Americans and the Right to Vote, 189-190; Primary Sources, 191; Women and the Right to Vote, 191-192; Analyze Charts-Voting in the United States, 192-193; Section 1 Assessment-Explain, 194; Skills for Life-Analyzing Photographs, 195; Equality and Segregation, 197-199; Equality and Affirmative Action, 199-201; Focus On: The Supreme Court, 200; Women and Equality, 201-202; Section 2 Assessment-Comprehension and Critical Thinking 3-6, Writing Activity, 203; Review and Assessment- Chapter Summary Section 2, 205, Comprehension and Critical Thinking 6, 206

TE: Differentiated Instruction- For Gifted and Talented, 21, 192, For Special Needs Students, 200; Civics Background- March on Washington, 184e, Suffrage and Civil Rights, Woman Suffrage, 184f; Build Background, 185; Background-Biography, 195








STANDARDS


D. ECONOMICS: PRODUCTION, DISTRIBUTION, EXCHANGE, CONSUMPTION Content Standard Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions. Rationale Individuals, families, businesses, and governments must make complex economic choices as they decide what goods and services to provide and how to allocate limited resources for distribution and consumption. In a global economy marked by rapid technological change, students must learn how to be better producers, consumers, and economic citizens. In Wisconsin schools, the content, concepts, and skills related to economics may be taught in units and courses including economics, history, government, global studies, and current events. TWELFTH GRADE Performance Standards By the end of grade twelve, students will: D.12.1 Explain how decisions about

spending and production made by households, businesses, and governments determine the nation’s levels of income, employment, and prices

SE/TE: Supply and Demand, 378-379; Section 1 Assessment-Recognize Multiple Cause, Describe, 381 Choosing What to But, 410; Methods Governments Use, 433; Maintaining Economic Stability, 440-442; Section 2 Assessment-Comprehension and Critical Thinking 5, 442, 11a, 11b, 478; Review and Assessment-Comprehension and Critical Thinking 12, 452; Controlling the Money Supply, 474; Money and the Economy, 475; Section 3 Assessment-Comprehension and Critical Thinking 5, 475. Identify Effect, Describe, Recall, 503; Price Stability, 483; Government and the Circular Flow, 484-485; Policy Goals to Improve the Economy, 489; Spending Policy Goals, 497-498; Revenue and Spending Patterns, 503






STANDARDS


D.12.2 Use basic economic concepts (such as supply and demand; production, distribution, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy) to compare and contrast local, regional, and national economies across time and at the present time

SE/TE: Why Societies Have Economies, 350-354Section 1 Assessment-Comprehension and Critical Thinking 3-4, 357, Assessment 1-3, 381; Basic Economic Decisions, 358-361; Command Economies, 365-366; Market Economies, 363-369; Analyze Diagrams-The Factors of Production, 367; Modern-Day Economies, 368-369; Section 3 Assessment- Comprehension and Critical Thinking 3-5, Writing Activity, 369, Comprehension and Critical Thinking 2, 449; Review and Assessment- Chapter Summary, 371, Reviewing Key Terms, 372, Comprehension and Critical Thinking 9, Activities-Writing, 372, Civics and Economics, 373, Standardized test Prep, 373, Chapter Summary Sections 1-2, 397, Reviewing Key Terms, 398, Comprehension and Critical Thinking 9-10, 398, Active Citizen, 399; Supply and Demand, 378-381; Analyze Diagrams-Circular Flow Model of a Market Economy, 378-379; The Role of Business in the American Economy, 382-386; Section 2 Assessment, 387; Industrialization Creates Change, 389; The Rise of Labor Unions, 390-392; The Nation’s Economic Health, 443-444; Money and the Economy, 475; Civics and Economics, 654; Glossary, 733, 734, 736

TE: Independent Practice, 366; Extend- Unit Booklet for Units 5-6, 10; Differentiated Instruction- For Less Proficient Readers, 42, 352, For Advanced Readers, 353, 354, For Gifted and Talented, 380; Civics Background-Bad Decisions, Scarcity and the Spice Trade, Socialism and Communism, 348f; Extend, 386;Background: Fast Facts, 654








STANDARDS


D.12.3 Analyze and evaluate the role of Wisconsin and the United States in the world economy

SE/TE: Trade, 647; Trade Measures, 649; Business Groups, 654; Labor Groups, 654; Cooperation in Trade, 683

TE: Background: Fast Facts, 654

D.12.4 Explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies and on the lives of individuals and families in the United States and the world

SE/TE: Market Economies, 366-367; The Economy of the United States, 369; The Rise of Big Business, 386; Section 2 Assessment-Understand Effects, 386; Industrialization Creates Change; 389; Today’s labor Force, 394-395; Section 3 Assessment-Synthesize Information, Describe, Draw Inferences, 395; Ensuring Fair Business Practices, 436-437; Protecting Workers and Consumers, 438; Protecting the Environment, 442; Section 2 Assessment-Comprehension and Critical Thinking 2-3, 6, 442; Review and Assessment-Comprehension and Critical Thinking 10-11, 452

TE: Differentiated Instruction- For Gifted and Talented, 368, For Advanced Readers, For Special Need Students, 438

D.12.5 Explain how federal budgetary policy

and the Federal Reserve System’s monetary policies influence overall levels of employment, interest rates, production, and prices

SE/TE: Maintaining Economic Stability, 440-442; Section 2 Assessment-Describe, Identify Cause, 442; Functions of the Fed, 470-474; Money and the Economy, 475; Section 3 Assessment-Comprehension and Critical Thinking 4-5, 475; Review and Assessment-Categorize, Draw Conclusions, 478; Spending Policy Goals, 497-498; Types of Government Budgets, 498-499

TE: Background: Fast Facts, 470 TR: Teaching Resources: Program Overview;








STANDARDS


D.12.6 Use economic concepts to analyze historical and contemporary questions about economic development in the United States and the world

SE/TE: Why Societies Have Economies, 350-354; Section 1 Assessment-Comprehension and Critical Thinking 3-4, 357, Assessment 1-3, 381; Basic Economic Decisions, 358-361; Command Economies, 365-366; Market Economies, 363-369; Analyze Diagrams-The Factors of Production, 367; Modern-Day Economies, 368-369; Section 3 Assessment- Comprehension and Critical Thinking 3-5, Writing Activity, 369, Comprehension and Critical Thinking 2, 449; Review and Assessment- Chapter Summary, 371; Reviewing Key Terms, 372, Comprehension and Critical Thinking 9, Activities-Writing, 372, Civics and Economics, 373, Standardized test Prep, 373, Chapter Summary Sections 1-2, 397, Reviewing Key Terms, 398, Comprehension and Critical Thinking 9-10, 398, Active Citizen, 399; Supply and Demand, 378-381; Analyze Diagrams-Circular Flow Model of a Market Economy, 378-379; The Role of Business in the American Economy, 382-386; Section 2 Assessment, 387; Industrialization Creates Change, 389; The Rise of Labor Unions, 390-392; The Nation’s Economic Health, 443-444; Money and the Economy, 475; Civics and Economics, 654; Glossary, 733, 734, 736

TE: Independent Practice, 366; Extend- Unit Booklet for Units 5-6, 10; Differentiated Instruction- For Less Proficient Readers, 42, 352, For Advanced Readers, 353, 354, For Gifted and Talented, 380; Civics Background-Bad Decisions, Scarcity and the Spice Trade, Socialism and Communism, 348f; Extend, 386; Background: Fast Facts, 654








STANDARDS


D.12.7 Compare, contrast, and evaluate different types of economies (traditional, command, market, and mixed) and analyze how they have been affected in the past by specific social and political systems and important historical events

SE/TE: Three Types of Economies, 363-369; Section 3 Assessment, 369; Skills for Life-Evaluating Long-Term Effects, 450; The Federal Reserve System, 469; Organization of the Fed, 470; Links to History, 470; Section3 Assessment-Describe, Draw Conclusions, 475; Review and Assessment- Explain, 478

TE: Civics Background-Socialism and Communism, 348f, Social Democracies, 428f, The Great Depression, 454f; Differentiated Instruction- For Less Proficient Readers, 364; Background: Linking Past and Present, 450; Background: Fast Facts, 471



D.12.8 Explain the basic characteristics of

international trade, including absolute and comparative advantage, barriers to trade, exchange rates, and balance of trade

The foundation of this objective can be found on pages: SE/TE: Trade Measures, 649, Civics and

Economics, 654, Cooperation in Trade, 683

D.12.9 Explain the operations of common

financial instruments (such as stocks and bonds) and financial institutions (such as credit companies, banks, and insurance companies)

SE/TE: Characteristics of Our Economy, 42; Bonds and Lotteries, 302; The Corporation, 385; Other Income, 404; Consumer Credit, 411; Income, 412-413; Analyze Charts-Common Savings Plans-Stocks, 413; Insurance, 414; Bank Services, 463-465; The Business of Banking, 465-467; Section 2 Assessment-Comprehension and Critical Thinking 4-5, 467; Controlling the Money Supply, 474; Section 3 Assessment-Explain, Summarize, 475; Standardized Test Prep, 507; Bonds, 711; Stocks, 711-713; Glossary-bonds, 732, insurance, 736

TE: Differentiated Instruction- For Gifted and talented, 385






STANDARDS


D.12.10 Analyze the ways in which supply and demand, competition, prices, incentives, and profits influence what is produced and distributed in a competitive market system

SE/TE: Characteristics of Our Economy, 42; Market Economies, 366-367; Section 3 Assessment-Comprehension and Critical Thinking 4, 369; The Principles of Market Economy, 376-381; Analyze Diagrams-Circular Flow Model of a Market Economy, 378-379; Analyze Graphs-Supply and Demand for Strawberries, 380; Section 1 Assessment, 381; The Role of Business in the American Economy, 382-383; Section 2 Assessment-Comprehension and Critical Thinking 3, 386

TE: Differentiated Instruction- For English Learners, 379, Special Needs Students, 378, For Gifted and Talented, 380; Interpreting Political Cartoons-Political Cartoon, 14, 16



D.12.11 Explain how interest rates are

determined by market forces that influence the amount of borrowing and saving done by investors, consumers, and government officials

SE/TE: Controlling the Money Supply, 474; Section 3 Assessment- Evaluate Information, 475

D.12.12 Compare and contrast how values and beliefs, such as economic freedom, economic efficiency, equity, full employment, price stability, security, and growth, influence decisions in different economic systems

SE/TE: American Economic Freedoms, 43; Analyze Diagrams-American Economic Freedom, 42-43; Fairness, 44; America’s Economy and You, 44; Section 3 Assessment-Comprehension and Critical Thinking, Writing Activity, 44, Comprehension and Critical Thinking, Writing Activity, 369; Review and Assessment- Chapter Summary Section 3, 51, Comprehension and Critical Thinking 11, 52, Chapter Summary Section 3, Comprehension and Critical Thinking 11, 372; The Role of Goals and Values, 361; Three Types of Economies, 363-369; Today’s Labor Force, 394-395; Full Employment and Price Stability, 482-483; Section 1 Assessment- Comprehension and Critical Thinking 2, 489






STANDARDS


(Continued) D.12.12 Compare and contrast how values

and beliefs, such as economic freedom, economic efficiency, equity, full employment, price stability, security, and growth, influence decisions in different economic systems

(Continued) TE: Differentiated Instruction- For Advanced

readers, 394 TR: Teaching Resources: Program Overview;



D.12.13 Describe and explain global

economic interdependence and competition, using examples to illustrate their influence on national and international policies

SE/TE: Alliances, 648; Trade Measures, 649-650; Economic challenges, 663; Economic Development, 676-677; Types of Conflicts, 679-680; Cooperation in Trade, 683; Section 2 Assessment-Comprehension and Critical Thinking, 3, 685; Review and Assessment-Civics and Economics, 695

TE: The Global Economy, 374f; Background-Linking Past and Present, 472



D.12.14 Analyze the economic roles of

institutions, such as corporations and businesses, banks, labor unions, and the Federal Reserve System

SE/TE: The Corporation, 385; Analyze Charts-Common Savings Plans-Stocks, 413; Bank Services, 463-465; The Business of Banking, 465-467; Section 2 Assessment-Comprehension and Critical Thinking 4-5, 467; Functions of the Fed, 470-474; Money and the Economy, 475; Section 3 Assessment-Comprehension and Critical Thinking 2,4-5, 475; Review and Assessment- Chapter Summary Section 3, 477, Comprehension and Critical Thinking 10c-11, 478

TE: Background: Fast Facts, 470






STANDARDS


E. THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUTIONS, AND SOCIETY Content Standard Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Rationale Learning about the behavioral sciences helps students to understand people in various times and places. By examining cultures, students are able to compare our ways of life and those of other groups of people in the past and present. As citizens, students need to know how institutions are maintained or changed and how they influence individuals, cultures, and societies. Knowledge of the factors that contribute to an individual’s uniqueness is essential to understanding the influences on self and on others. In Wisconsin schools, the content, concepts, and skills related to the study of psychology, sociology, and anthropology may be taught in units and courses dealing with anthropology, sociology, psychology, government, history, geography, civics, global studies, current events, and the humanities. TWELFTH GRADE Performance Standards By the end of grade twelve, students will: E.12.1 Summarize research that helps

explain how the brain’s structure and function influence learning and behavior

E.12.2 Explain how such factors as physical endowment and capabilities, family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs, work, and motivation contribute to individual identity and development

SE/TE: Age of Americans, 6-7; European Americans, 11-13; Hispanic Americans, 14; African Americans, 14-15, Asian Americans, 16; Native Americans, 16; The Values That Unite Us, 18-23; Section 3 Assessment-Comprehension and Critical Thinking, Writing Activity, 23; Review and Assessment- Chapter Summary Sections 3, 25, Civics and Economics, 207; The Family, 34-35; Religion 36-37; Education, 38; Section 2 Assessment-Comprehension and Critical Thinking 2-4a, 39; Debating the Issues, 204







STANDARDS


(Continued) E.12.2 Explain how such factors as physical

endowment and capabilities, family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs, work, and motivation contribute to individual identity and development



E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos

The foundation of this objective can be found on pages: SE/TE: The Values That Unite Us, 18-23;

Section 3 Assessment-Comprehension and Critical Thinking, 23; Review and Assessment-Chapter Summary Section 3, 25, Comprehension and Critical Thinking 11, 26; Rules of Daily Life, 35; How the Family Benefits Society, 35; Religion, 36-37; Section 2 Assessment-Comprehension and Critical Thinking 2-3, 39, Comprehension and Critical Thinking 2, 67, Key Terms, Target Reading Skill, Comprehension and Critical Thinking, 170; Rights of Citizens, 59; Protection of Individual Freedoms, 163-170; Analyze Diagrams and Charts, 164-165

TE: Differentiated Instruction- For Gifted and Talented, 36; Background: Fast Facts, 168








STANDARDS



E.12.4 Analyze the role of economic, political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples

SE/TE: Groups and Institutions, 30-31, 33; Analyze Diagrams-Five Social Institutions, 32;Section 1 Assessment-Comprehension and Critical Thinking, Writing Activity, 33, Comprehension and Critical Thinking-Explain, Make Predictions, 270, Writing Activity, 297,Comprehension and Critical Thinking 2-3, 489, Comprehension and Critical Thinking, 516; Society’s Training Ground, 34-39; Section 2 Assessment-Comprehension and Critical Thinking, Writing Activity, 39, Make Comparisons, Explain, Compare, 221, Comprehension and Critical Thinking 2, 4, 274, Comprehension and Critical Thinking, 334, Writing Activity, Explain, Predict, 496; Comprehension and Critical Thinking, 2-3, 655; America’s Economy and You, 44; The Role of Government, 45-46; Laws: The Rules of Government, 48; Section 4 Assessment-Comprehension and Critical Thinking 2,49; Review and Assessment-Civics and Economics, 53, Explain, Solve Problems, Recall, 506, 532, Activities-Writing, 506; The Powers of Congress, 218-220; Limits on the Powers of Congress, 221; A Leader with Many Roles, 242-246; Roles Created by Tradition, 247; The Executive Departments, 251, 253; The Laws and Courts, 266; State Courts and Federal Courts, 269; The Organization of the Federal Courts, 271-274; The Work of the Supreme Court, 279-280; Influences on Judicial Decision Making, 281-282; A Changing Court, 283; Public Policy, 294-295; Roles of the Governor, 305-307; State Executive Agencies, 308; Local Government Services and Revenues, 327-334;Government and Economic Goals, 482-486; Paying for Government, 491-496; Government Policy and Spending, 497-498; National Priorities, 500; Federal Government Spending Pattern, 500-501; State and Local Government Spending, 502-503; Section 3 Assessment-Comprehension and Critical Thinking 4, 503, Explain, Writing Activity, 529, Making Generalizations, 555; Why We Have Laws, 512-516; Regulations by Government Agencies, 521





STANDARDS


(Continued) E.12.4 Analyze the role of economic,

political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples; Analyze the role of economic, political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples

(Continued) SE/TE: Changing the Laws, 523; Criminal Law,

525-526Civil Law, 527; Where Criminal Law and Civil Law Meet, 529; Juvenile Courts, 552; The Role of Civil Law, 562; Choices in Civil Justice, 574-577; Goals of Foreign Policy, 646-647; Making Foreign Policy, 651-655; Business Groups, 654; Labor Groups, 654



E.12.5 Describe the ways cultural and social

groups are defined and how they have changed over time

SE/TE: Participating in a Group, 30-31; Section 1 Assessment-Comprehension and Critical Thinking, 2, 33; Society’s Training Ground, 34-37; Section 2 Assessment-Comprehension and Critical Thinking 2-3, 39

E.12.6 Analyze the means by which and

extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings

SE/TE: Groups and Institutions, 30-31, 33; Analyze Diagrams-The Five Social Institutions, 32; Section 1 Assessment-Comprehension and Critical Thinking, Writing Activity, 33; Debating the Issues, 102, 656; The Skokie Case: Freedom for Nazis?, 175-177; The Rise of Labor unions, 390-392; Labor Unions Since 1930, 393-394; Today’s Labor Force, 395; Skills for Life-How to Analyze Television News Programs, 517, The Role of Political Parties, 590-594; Section 3 Assessment- Writing Activity, 395; Messages From Interest Groups, 624-625; How News Media Report the Elections, 627-629; Section 2 Assessment-Describe, Identify Cause and Effect, 629; World Peace, 647; Trade, 647; Human Rights and Democracy, 647; Role of Private Groups, 654; Section 2 Assessment-Comprehension and Critical Thinking 4, 655






STANDARDS


(Continued) E.12.6 Analyze the means by which and

extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings




E.12.7 Use scientific methods to assess the

influence of media on people’s behavior and decisions

SE/TE: Skills for Life-Analyzing Political Cartoons, 90, Analyzing Photographs, 195, Distinguishing Fact From Opinion, 342, How to Analyze an Editorial, 362, Recognizing Propaganda, 490, How to Analyze Television News Programs, 517, How to Analyze a News Article, 568; Analyze Diagrams-Propaganda Techniques, 626

TE: Differentiated Instruction- For Gifted and Talented, For English Learners, 342; For English Learners, 517; For Advanced Readers, 628; Skills for Life-Skills Mini-Lesson, 362, 568



E.12.8 Analyze issues of cultural

assimilation and cultural preservation among ethnic and racial groups in Wisconsin, the United States, and the world

The foundation of this objective can be found on pages: SE/TE: Americans’ Varied Backgrounds, 8;

America: A Cultural Mosaic, 10-17; Section 2 Assessment- Writing Activity, 17; Groups and Institutions, 30-31; Section 1 Assessment-Comprehension and Critical Thinking 2, Writing Activity, 33; Rules of Daily Life, 35; How the Family Benefits Society, 35

TE: Civics Background-Immigration, A Nation United, 1f






STANDARDS


E.12.9 Defend a point of view related to an ethical issue such as genetic engineering, declaring conscientious objector status, or restricting immigration

SE/TE: Section 4 Assessment- 49; Section 2 Assessment- Writing Activity, 303, 415; Debating the Issues, 204, 335, 387, 556; Active Citizen, , How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Express Your Views, 678; Section 1 Assessment- Writing Activity, 297; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 317, 533, 613, 669

TE: Differentiated Instruction- For Advanced Readers, 19, 204, 387



E.12.10 Describe a particular culture as an

integrated whole and use that understanding to explain its language, literature, arts, traditions, beliefs, values, and behaviors

E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs and practices

SE/TE: Challenges, 14; African Americans , 14-15; Asian Americans, 16; Freedom, 21; Citizens and the American Ideal, 23; Section 3 Assessment- Draw Conclusions, 23, Comprehension and Critical Thinking, Writing Activity, 179, Comprehension and Critical Thinking 4, 285; Focus on the Supreme Court, 60, 200; Working Toward the Common Good, 65; Voting, 65-66; Influencing Government, 67; Students and Free Speech, 174-175; The Skokie Case: Freedom for Nazis?, 175-178; Primary Sources, 176; The Continuing Challenge, 179; Review and Assessment- Chapter Summary Section 3, 181, Comprehension and Critical Thinking 10c, 11b, 11c, 182, Chapter Summary, 205; Comprehension and Critical Thinking 6b, 6c, 7a, 7b, 206; Changing the Law of the Land, 186-194; Section 1 Assessment-Comprehension and Critical






STANDARDS


(Continued) E.12.11 Illustrate and evaluate ways in which

cultures resolve conflicting beliefs and practices

(Continued) SE/TE: Thinking, 194, Make Predictions, 270; A

Flexible Framework, 196-203; Section 2 Assessment-Comprehension and Critical Thinking, 203; Laws and Courts, 266, What Courts Do, 267-268; Influences on Judicial Decision Making, 281-282; Why Vote, 621

TE: Differentiated Instruction-For Gifted and Talented, 21, For Advanced Readers, 175, For Special Needs Students, 190, 200, For English Learners, 268



E.12.12 Explain current and past efforts of

groups and institutions to eliminate prejudice and discrimination against racial, ethnic, religious, and social groups such as women, children, the elderly, and individuals who are disabled

SE/TE: Struggle for Equality, 15; Asian Americans, 16; Equality, 19; Focus on the Supreme Court, 60, 200; The Court Battle Begins, 176; African Americans and the Right to Vote, 189-190; Primary Sources, 191; Women and the Right to Vote, 191-192; Youth and the Right to Vote, 193; Section 1 Assessment-Explain, Identify Cause and Effect, 194; Skills for Life-Analyzing Photographs, 195; A Flexible Framework, 196-202; Section 2 Assessment-Comprehension and Critical Thinking 3-6, 203; Review and Assessment-Comprehension and Critical Thinking 6, 7c, 206; Standardized Test Prep, 207

TE: Civics Background- March on Washington, 184e, Suffrage and Civil Rights, Woman Suffrage, 184f; Build Background, 185; Differentiated Instruction- For Special Needs Students, 190, 200, For Gifted and Talented, 192; Background: Our Enduring Constitution, 193







STANDARDS


(Continued) E.12.12 Explain current and past efforts of

groups and institutions to eliminate prejudice and discrimination against racial, ethnic, religious, and social groups such as women, children, the elderly, and individuals who are disabled



E.12.13 Compare the ways in which a universal theme is expressed artistically in three different world cultures

E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue

SE/TE: Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541; Section 4 Assessment-Writing Activity, 49; Influencing Government, 67; Section 1 Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Section 2 Assessment- Writing Activity, 303, 415; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 207, 236, 317, 533, 559, 613, 669, Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Skills for Life-Identifying Points of View, 50, Analyzing Political Cartoons, 90, Analyzing Primary Sources, 132, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact from Opinions, 342, Synthesizing Information, 370, Recognizing Propaganda, 490, Identifying Bias, 541; Section 4 Section 4 Assessment-Writing Activity, 49;






STANDARDS


(Continued) E.12.14 Use the research procedures and

skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue

(Continued) SE/TE: Influencing Government, 67; Section 1

Assessment- Writing Activity, 194, 297, 621; Active Citizen-How to Conduct a Survey, 248, How to Write a Letter to the Editor, 304, How to Write a Letter to a Public Official, 468, How to Conduct an Interview, 630, How to Express Your Views, 678; Section 2 Assessment- Writing Activity, 303, 415; Review and Assessment-Writing, 344, 506, Active Citizen, 135, 183, 207, 236, 317, 533, 559, 613, 669; Civics and Economics, 641; Become an Informed Voter, 620-621; Section 3 Assessment-Writing Activity, 665

TE: Differentiated Instruction- For Gifted and Talented, 102, 192, For Advanced Readers, 204, 223, 286, For Special Needs Students, 304



E.12.15 Identify the skills needed to work

effectively alone, in groups, and in institutions

SE/TE: Groups and Institutions, 30-31; Social Institutions, 33

E.12.16 Identify and analyze factors that influence a person’s mental health

SE/TE: Active Citizen, 29; Citizen’s Journal, 29; Groups and Institutions, 30-31, 33; Analyze Diagrams-Five Social Institutions, 32; Section 1 Assessment, 33; Society’s Training Ground, 34-39; Section 2 Assessment-Analyze Information, Describe, Explain, 39






STANDARDS


E.12.17 Examine and describe various belief systems that exist in the world, such as democracy, socialism, and capitalism

SE/TE: Democracy, 48; Free Enterprise and Capitalism, 367; Containment, 659; Law and the Real World, 676; The Beginnings of the Conflict, 681; The Cold War Ends, 682; Skills for Life-Determining Patterns and Distributions of Maps, 692; Glossary-capitalism, 733, communism, 733, democracy, 734

TE: Civics Background-Democracy, 28h; Differentiated Instruction- For Less Proficient Readers, 659

REFERENCE: http://www.dpi.state.wi.us/dpi/standards/ssintro.html NUMBER OF STANDARDS: 75
