Teacher Wraparound Edition - Glencoe
Teacher Wraparound EditionRichard C. Remy, Ph.D.
Copyright 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United StatesCopyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means,or stored in a database or retrieval system, without the prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill, 8787 Orion Place, Columbus, Ohio 43240Teacher Wraparound EditionISBN 13: 978-0-07-875031-1ISBN 10: 0-07-875031-8Printed in the United States of America1 2 3 4 5 6 7 8 9 10 071/043 09 08 07 06
Core ContentStudent and TeacherEdition PagesDepth ofKnowledgeLevel 1Depth ofKnowledgeLevel 2Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4Government & CivicsThe study of government and civics equips students to understand the nature of government and the unique characteristics ofrepresentative democracy in the United States, including its fundamental principles, structure and the role of citizens.Understanding the historical development of structures of power, authority and governance and their evolving functions incontemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civicideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.Formation of GovernmentsSS-HS-1.1.1 Students will compare and contrast(purposes, sources of power) various forms ofgovernment in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate howeffective they have been in establishing order, providing security and accomplishing common goals.DOK 3SE: 12, 18-20, 48-52, 135,246, 425-426, 438, 453454, 539, 591, 607, 611,665, 689-693, 697-701, 728731TWE: 402, 531, 646, 692,697SE: 18, 60,135, 438, 591,689, 692, 694,714TWE: 19SE: 17, 19, 20, TWE: 20, 50, SE: 731402, 538, 625, TWE: 8, 19,49, 52, 60,246, 690, 694, 730438, 694, 729696, 701, 715TWE: 21, 27,38, 65, 246,304, 452,539, 690, 700SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve andprotect the rights and liberties of their constituentsthrough different sources (e.g., U.N. Charter,Declaration of the Rights of Man, U.N. Declarationof Human Rights, U.S. Constitution). DOK 2SE: 32, 39, 63-67, 135, 227,407, 424-428, 430-435,437-443, 457, 577-578,702-706, 710-711TWE: 83, 88, 227, 246,315, 594, 610, 629, 642,646, 653SE: 24, 33,135, 627,702, 706, 712TWE: 12, 630SE: 12, 31,35, 76, 83,95, 246, 591,703, 715, 728TWE: 135,246, 487,613, 629, 692SE: 99, 507,639TWE: 17, 56,62, 77, 120,424SE: 227, 457TWE: 34B,62B, 703* SS-HS-1.1.3 Students will evaluate how the U.S.government’s response to contemporary issuesand societal problems (e.g., education, welfaresystem, health insurance, childcare, crime) reflectsthe needs, wants and demands of its citizens(e.g., individuals, political action committees,special interest groups, political parties).SE: 9-11, 15, 83, 84-90, 124130, 141, 142-143, 146, 170,181-207, 229, 234-235, 250,253, 259, 276-283, 291-298,325-326, 390, 440, 452-470,486-491, 503-523, 579-581,586-595, 597-602, 607-609,613, 620, 628, 637-358, 665,709, 711-712, 720-721TWE: 7, 73, 79, 83, 88,126, 129, 160, 170, 186,248, 346-347, 417, 440,505, 511, 580, 592SE: 52, 129,194, 198,200, 203,208, 390,457, 458,503, 507, 602TWE: 9, 503SE: 75, 125,159, 194,196, 198,209, 261,279, 305,455, 580,595, 598,602, 639,640TWE: 124,126, 182,184, 195,200, 220,292, 461,504, 511SE: 5, 17,503, 556TWE: 6, 9,10, 94B, 156,184, 195,264, 333,506, 638,640, 711SE: 204-207,428TWE: 127,201, 252,254, 262,323, 454,460, 488,509, 593SE: 54-56, 64, 68-75, 78-81,122-150, 157-176, 213-219,234-239, 246-267, 305-326,331-348, 512, 614-620, 624625TWE: 128, 129, 131, 134,136, 148, 163, 308SE: 40, 65, 66,67, 68, 92,130, 145, 154,167, 169, 178,239, 272, 310,328, 458, 621TWE: 69, 159,244B, 253,321SE: 53, 63, 67,68, 81, 123,140, 155, 172,178, 252, 272,466, 622TWE: 130,145, 168, 234,308, 333SE: 93, 137,144, 250, 620TWE: 142,147, 157, 158,161, 165, 346,615TWE: 68, 133,144, 304B,332Constitutional PrinciplesSS-HS-1.2.1 Students will analyze how powersof government are distributed and shared amonglevels and branches and evaluate how this distribution of powers protects the “common good”(e.g., Congress legislates on behalf of the people;the President represents the people as a nation;the Supreme Court acts on behalf of the people asa whole when it interprets the Constitution).DOK 3*Supporting standard proposed for local instructionKY3
Core ContentSS-HS-1.2.2 Students will interpret the principlesof limited government (e.g., rule of law, federalism, checks and balances, majority rule, protectionof minority rights, separation of powers) and evaluate how these principles protect individual rightsand promote the “common good.” DOK 3Student and TeacherEdition PagesSE: 7, 13, 21-22, 35-38, 40,56-57, 65-67, 73-75, 95-102,103-116, 157-158, 172-176,187-188, 197-198, 201, 203,220-221, 249, 250, 262, 267,285-286, 295-297, 306, 316317, 322, 323-324, 336-341,345-348, 356, 458-460,537, 614-620, 641-647, 667TWE: 37, 66, 99, 108, 111,308, 342, 345Depth ofKnowledgeLevel 1Depth ofKnowledgeLevel 2Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4SE: 40, 67, 92,95, 97, 102,110, 118, 192,317, 320, 335,336, 341, 350,667TWE: 66, 96,105SE: 14, 40, 67,80, 92-93,102, 103, 106,110, 111, 114,118, 176, 239,245, 267, 312,337, 430, 614,618, 355, 385TWE: 66, 95,102, 173, 174,246, 313, 315,323, 326, 642SE: 40, 58,110, 118, 176,317, 326, 341,633TWE: 14, 20,67, 75, 94, 98,106, 111, 175,249, 313, 322,357, 614SE: 105TWE: 127,335, 336, 342,345Rights and ResponsibilitiesSS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, bein conflict (e.g., slander, libel) with the rights ofanother. DOK 2SE: 25, 41, 84-85, 166, 290, SE: 366, 371,333, 355, 367-368, 370, 376- 376, 550381, 406, 540, 548-549TWE: 362, 374, 380, 381SE: 358, 360,376, 384, 385TWE: 361,367, 371SE: 25, 290,365, 370, 380,382, 385TWE: 364,369, 378SE: 41TWE: 25, 166,344, 354, 362,365, 368, 537SS-HS-1.3.2 Students will explain how the rightsof an individual (e.g., Freedom of information Act,privacy) may, at times, be in conflict with theresponsibility of the government to protect the“common good” (e.g., homeland security issues,environmental regulations, censorship, search andseizure). DOK 2SE: 9-10, 21, 71, 95, 162, 251, SE: 310, 370,308-310, 311, 324, 331, 339, 375, 399, 405,340, 356, 361, 371-372, 375, 418, 420, 550398-405, 412-418, 437-443,481, 536-541, 587-589, 650651, 655TWE: 25, 98, 99, 108, 340,347, 362, 363, 364, 417, 719SE: 311, 364,372, 375, 384,437, 536, 541,550, 587, 588TWE: 9, 413,549SE: 9, 99, 375,379, 382, 384,399, 439TWE: 63, 86,99, 711SE: 405, 655TWE: 251,290, 311, 319,337, 354, 400,425, 539, 655SS-HS-1.3.3 Students will evaluate the impactcitizens have on the functioning of a democraticgovernment by assuming responsibilities (e.g.,seeking and assuming leadership positions, voting)and duties (e.g., serving as jurors, paying taxes,complying with local, state and federal laws, serving in the armed forces). DOK 3SE: 315, 459,SE: 23, 101, 116, 182, 197,212, 223, 315, 388, 396-397, 543414, 416, 458-460, 478, 481497, 512, 546-547, 616, 665,695TWE: 21, 24, 70, 114, 153,223, 315, 546, 624, 665SE: 116, 397,500TWE: 54, 70,309, 493, 497,673SE: 47, 101,182, 315, 450,460, 478, 695TWE: 24, 114,197, 447, 512,598, 624SE: 36, 301,589TWE: 101,222, 256, 416,477Cultures & SocietiesCulture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs ofgroups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter,communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students shouldunderstand that people form cultural groups throughout the United States and the World, and that issues and challenges uniteand divide them.Elements of CultureSS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historicalperspectives and events in the modern world (1500A.D. to present) and United States (Reconstructionto present). DOK 2KY4SE: 33, 96, 228-229, 308310, 404, 406-407, 414-416,492-497, 503-507, 514-522,526-534, 543-549, 558-559,590-595, 597-602, 653-654,708-709, 732TWE: 10, 218, 441, 499, 505,531, 540, 545, 547, 592,645, 724SE: 517, 522,524TWE: 520,647SE: 33, 229,524, 526, 529,545TWE: 514, 515SE: 522SE: 517, 522TWE: 540TWE: 515,527, 528, 531,543, 682, 723
Core ContentStudent and TeacherEdition PagesDepth ofKnowledgeLevel 1Depth ofKnowledgeLevel 2Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4Social InstitutionsSE: 84-90, 502-507, 591595, 725TWE: 505, 673SE: 590, 726SE: 503TWE: 673SE: 594TWE: 504,506SS-HS-2.3.1 Students will explain the reasonswhy conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge inthe modern world (1500 A.D. to present) and theUnited States (Reconstruction to present). DOK 2SE: 55-56, 73-75, 98, 294,392-393, 408, 417-418, 515,612-613, 627-628, 707-709TWE: 56, 606, 626, 735SE: 73, 396,712, 715SE: 70TWE: 699,708, 735SE: 60, 708TWE: 606,698, 701TWE: 15SS-HS-2.3.2 Students will explain and giveexamples of how compromise and cooperation arecharacteristics that influence interaction(e.g., peace studies, treaties, conflict resolution) inthe modern world (1500 A.D. to present) and theUnited States (Reconstruction to present). DOK 2SE: 259, 620,SE: 50, 165, 257-258, 263264, 507, 543-544, 587, 612- 627, 632613, 615, 618-619, 627-629, TWE: 630703-704, 705, 709-710TWE: 164, 199SE: 612, 617,703TWE: 708SE: 712TWE: 698,712, 255TWE: 15, 262* SS-HS-2.2.1 Students will explain how varioushuman needs are met through interaction in andamong social institutions (e.g., family, religion,education, government, economy) in the modernworld (1500 A.D. to present) and the United States(Reconstruction to present).Interactions Among Individuals and GroupsEconomicsEconomics includes the study of production, distribution and consumption of goods and services. Students need to understandhow their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enableindividuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connectedworld economy. Students need to understand the benefits and costs of economic interaction and interdependence among people,societies and governments.ScarcitySS-HS-3.1.1 Students will give examples of andexplain how scarcity of resources necessitateschoices at both the personal and societal levels inthe modern world (1500 A.D. to present) and theUnited States (Reconstruction to present) andexplain the impact of those choices. DOK 2SE: 175, 463, 477-479, 494- SE: 48, 479495, 566-570, 590-594, 612, TWE: 477717-720, 722-726TWE: 478, 479, 506, 531* SS-HS-3.1.2 Students will explain how governments have limited budgets, so they must comparerevenues to costs and consider opportunity costwhen planning public projects.SE: 77, 189-192, 199, 202,236, 237-238, 256, 555-570,591-592, 597-602, 618, 649650, 656-658, 673-675TWE: 674SE: 189, 559,561, 564TWE: 190,557, 559, 658SE: 479TWE: 479,531, 569, 675TWE: 463,716SE: 202, 560, SE: 192, 570568, 572, 657, TWE: 189,675556, 600TWE: 7, 557,564, 657TWE: 107,554B, 563SE: 49, 175,595TWE: 567,602, 725Economic Systems and InstitutionsSS-HS-3.2.1 Students will compare and contrasteconomic systems (traditional, command, market,mixed) based on their abilities to achieve broadsocial goals such as freedom, efficiency, equity,security and growth in the modern world. DOK 2SE: 26-30, 32, 567-568, 575- SE: 717, 719,721, 726, 731589, 717-736TWE: 719TWE: 704TWE: 723,SE: 29, 30, 33, SE: 33717, 721, 722, TWE: 29, 706, 729726723, 726, 730TWE: 28, 720,722, 729KY5
Core Content* SS-HS-3.2.2 Students will describe economicinstitutions such as corporations, labor unions,banks, stock markets, cooperatives and partnerships.Student and TeacherEdition PagesSE: 578, 581-583, 725TWE: 580, 581, 666SS-HS-3.2.3 Students will explain how, in a free SE: 23-24, 27-28, 281, 575enterprise system, individuals attempt to maximize 576, 717-720their profits based on their role in the economyTWE: 281(e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try tomaximize income, savers and investors try tomaximize return). DOK 2Depth ofKnowledgeLevel 1Depth ofKnowledgeLevel 2SE: 583TWE: 582SE: 582SE: 18, 26,738SE: 27, 721,726TWE: 21, 569Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4TWE: 168,576SE: 30, 576MarketsSS-HS-3.3.1 Students will explain and giveexamples of how numerous factors influence thesupply and demand of products (e.g., supply—technology, cost of inputs, number of sellers:demand—income, utility, price of similar products,consumers’ preferences). DOK 2SE: 584, 609, 717-718, 720,728, 732-734* SS-HS-3.3.2 Students will describe how specific financial and non-financial incentives ofteninfluence individuals differently (e.g., discounts,sales promotions, trends, personal convictions).SE: 494-495, 505, 593-595,649, 705, 728, 733TWE: 463, 505, 719SE: 718SE: 705TWE: 724* SS-HS-3.3.3 Students will explain how the level SE: 584, 717, 719-720of competition in a market is largely determinedby the number of buyers and sellers.SE: 108-109, 161, 507, 537- SE: 583, 604,540, 557-558, 575-595, 584, 648586, 609, 648-650, 733-736TWE: 704, 160, 579, 582,666, 734SE: 26, 161,589, 604TWE: 538,578, 583, 585SS-HS-3.4.1 Students will analyze the changingrelationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy,price controls, subsidies, tax incentives) and howeach has affected production, distribution and consumption in the United States or the world. DOK 3SE: 108-109, 250, 308-310, SE: 572, 583,314, 339, 409, 413-414, 432, 604, 735, 736505-506, 512-513, 538-540,549, 569-570, 575-589, 648650, 734-736TWE: 278, 460, 477, 580581, 594, 734SE: 108, 573,604, 654TWE: 582,585SS-HS-3.4.2 Students will describe and giveexamples of how factors such as technologicalchange, investments in capital goods and humancapital/resources have increased productivity inthe world. DOK 2SE: 106, 294-295, 549, 722726TWE: 294SS-HS-3.4.3 Students will explain and giveexamples of how interdependence of personal,national and international economic activities oftenresults in international issues and concerns(e.g., natural resource dependencies, economicsanctions, environmental and humanitarian issues)in the modern world (1500 A.D. to present) and theUnited States (Reconstruction to present). DOK 2SE: 16-17, 111, 567, 575-576, SE: 730, 738586, 589, 595, 609-610, 619,627, 629-630, 650-651, 708,711-712, 721, 722-736TWE: 111, 277, 610, 724,727, 735* SS-HS-3.3.4 Students will explain how lawsand government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have beenadopted to maintain competition in the UnitedStates and in the global marketplace.TWE: 96SE: 589TWE: 539,574, 577, 579,587Production, Distribution, and ConsumptionKY6TWE: 278,576, 718SE: 723SE: 576, 728,733TWE: 104,630, 727, 735,736SE: 17, 609,726, 736TWE: 96, 110,277, 608, 610,721, 724, 733SE: 613, 727TWE: 15,606B, 609,652, 736
Core ContentStudent and TeacherEdition PagesDepth ofKnowledgeLevel 1Depth ofKnowledgeLevel 2Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4GeographyGeography includes the study of the five fundamental themes of location, place, regions, movement and human/environmentalinteraction. Students need geographic knowledge to analyze issues and problems to better understand how humans haveinteracted with their environment over time, how geography has impacted settlement and population, and how geographic factorsinfluence climate, culture, the economy and world events. A geographic perspective also enables students to better understand thepast and present and to prepare for the future.The Use of Geographic ToolsSE: 125, 126, 585SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs,TWE: 667, 735models, satellite images, charts, graphs, databases)to explain and analyze the reasons for the distribution of physical and human features on Earth’ssurface. DOK 3SE: 125, 126TWE: 618,628SE: 585TWE: 45, 667,735* SS-HS-4.1.3 Students will use geographic tools SE: 7, 38, 125, 126, 225,(e.g., maps, globes, photographs, models, satellite 233, 314, 404, 585images) to interpret the reasoning patterns(e.g., available transportation, location of resourcesand markets, individual preference, centralizationversus dispersion) on which the location anddistribution of Earth’s human features is based.SE: 125, 225,233, 314SE: 404, 585TWE: 233,404TWE: 127,221Regions* SS-HS-4.2.1 Students will interpret how placesand regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, VietnamMemorial, Ellis Island, the Appalachian region).SE: 69, 149TWE: 57, 214, 236, 318, 352,599TWE: 352SE: 69TWE: 57SS-HS-4.2.2 Students will explain how physical(e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers,workforce) of regions create advantages anddisadvantages for human activities in a specificplace. DOK 2SE: 583, 602,SE: 55-56, 108-109, 392,530, 555-558, 581-583, 584- 604, 684585, 587, 599-602, 657, 671, TWE: 582677-683, 671-672TWE: 530, 581, 601, 679SE: 60, 392,556, 601, 682TWE: 657,671SE: 556, 583, SE: 558587TWE: 557,586TWE: 558,599, 600, 601,678* SS-HS-4.2.3 Students will explain how people SE: 515, 677-678can develop stereotypes about places and regions TWE: 673, 681, 735(e.g., all cities are dangerous and dirty; rural areasare poor).* SS-HS-4.2.4 Students will explain how peoplefrom different cultures with different perspectivesview regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in themodern world (1500 A.D. to present) and UnitedStates (Reconstruction to present).TWE: 673TWE: 681SE: 6, 672TWE: 388,586, 730TWE: 386,388, 586SE: 708-709PatternsSS-HS-4.3.1 Students will describe the movement and settlement patterns of people in variousplaces and analyze the causes of that movementand settlement (e.g., push factors such as faminesor military conflicts; pull factors such as climate oreconomic opportunity) and the impacts in themodern world (1500 A.D. to present) and UnitedStates (Reconstruction to present). DOK 3SE: 6, 387, 389-390, 585,671-672, 677-679, 698TWE: 586, 730SE: 390, 420,684KY7
Core ContentStudent and TeacherEdition PagesSS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) hasfacilitated the movement of goods, services andpopulations, increased economic interdependenceat all levels and influenced development of centersof economic activity. DOK 2SE: 106, 130, 248, 417, 476,527-534, 539, 543-549,611, 732TWE: 294, 528, 529, 532,533, 540, 545, 546, 547Depth ofKnowledgeLevel 1SE: 528, 529,534, 539, 549,550TWE: 544Depth ofKnowledgeLevel 2Depth ofKnowledgeLevel 3Depth ofKnowledgeLevel 4SE: 248, 501, SE: 526, 549532, 549, 550 TWE: 106,TWE: 39, 106, 531, 538530, 539SE: 479, 534TWE: 476,544, 545Human-Environment InteractionTWE: 680* SS-HS-4.4.1 Students will explain how humans SE: 199, 600-602, 670-671,develop strategies (e.g., transportation, communi- 680-683cation, technology) to overcome limits of theirTWE: 683physical environment.SE: 162, 587-589, 650-651,SS-HS-4.4.2 Students will explain how human725-726modifications to the physical environment (e.g.,deforestation, mining), perspectives on the use of TWE: 679natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods
Teacher Wraparound Edition Richard C. Remy, Ph.D. . Glencoe/McGraw-Hill, 8787 Orion Place, Columbus, Ohio 43240 . 0002-0002 CP-875031.indd ii 10/2/06 1:08:14 PM. Core Content Student and Teacher Edition Pages Depth
Wraparound Bibliography Monographs and Reports Bruns, E.J. & Walker, J.S. (Eds.) (2008). A resource guide to wraparound. Portland, OR: Na-tional Wraparound Initiative, Researc
Inspire Physical Science 26 Inspire Physical Science with Earth 28 Glencoe High School Science Serie 30 Glencoe Biology 32 Glencoe Chemistry: Matter and Change 33 Glencoe Physics: Principles & Problems 34 Glencoe Earth Science: Geology, the Environment, and the Universe 35 Glencoe Physical Science 36 Glencoe Physica
Ten Principles of the Wraparound Process the model. The current document attempts to make the wraparound principles even more useful as a framework and guide for high-quality practice for youth and families. It describes wraparound’s prin-ciples exclusively at the youth/family/team level
el grupo asesor de la Iniciativa Nacional de Wraparound (2019). Guía del usuario del proceso de Wraparound: un manual para familias. Portland, OR: Iniciativa Nacional de Wraparound, Centro de Investigación y Capacitación para el Apoyo Familiar y la Salud Mental del Niño, Universidad del estado de Portland. Reconocimientos: U N P R O D U C T O
TEACHER WRAPAROUND EDITION I COVERI G UR PAST To WORLD WAR I JOYCEApPLEBY, . JAMES M. MCPHERSON, PH.D DONALD A. RITCHIE, PH.D. NATIONAL GEOGRAPHie _ Glencoe NewYork, NewYork Columbus, Ohio Chicago, Illinois Peoria, Illinois Woodland Hills, California. . Teacher Edition
Grammar and Composition Handbook, Lesson 1.2 Glencoe Literature Web Site (lit.glencoe.com) Audio Library,Tape or CD Spanish Audio Library,Tape or CD Spanish Summaries,p. 4 English Language Learners Sourcebook, pp. 23–24 SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish
Glencoe Literature Web Site (lit.glencoe.com) Audio Library,Tape or CD Spanish Audio Library,Tape or CD Spanish Summaries,p. 21 Spanish Translations,pp. 17–21 English Language Learners Sourcebook,pp. 40–41 SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish
Meekings 2 Contents 3 Declaration 4 Abstract 6 A Mist that Rises from the Sea 215 How A Personal History is Constructed: An Annotated Index of the Past 215 A. Aberdeen Bestiary 226 B. Beginnings 233 C. Chronophobia 237 H. Happiness
