Oregon Social Sciences Academic Content Standards Grade 5

A Correlation of

To the

Table of Contents

Civics and Government...... 3 Economics ...... 4 Financial Literacy ...... 5 Geography ...... 6 Historical Knowledge ...... 9 Historical Thinking ...... 14 Social Science Analysis ...... 16

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Civics and Government 5.1 Analyze how cooperation and conflict SE/TE: The Big Question & Jump Start Activity, among people contribute to political, economic, 772; Rap About It: What Do We Want to Be?, religious, and current social events and 773; Our Nation and the World Today, 774–775; situations in the United States. Quest: Mapping the Middle East, 776–777; Trials at Home and Abroad, 778–783; Critical Thinking Skills: Evaluate Media Content, 784– 785; Threats to Peace and Prosperity, 786–793; Meeting Today’s Challenges, 794–801; Primary Source: President Barack Obama’s First Inaugural Address, 802–803; Science and Technology, 804–809

Digital Resources: Skills Online: Analyze Cause and Effect; Resolve Conflict

5.2 Summarize and critique how colonial and SE/TE: House of Burgesses, 84, 105; Local new states’ governments affected groups Governments, 88; Virginia Company and within their population (such as citizens, government, 104; Town meetings, 110; Colonial enslaved peoples, foreigners, nobles, religious governments, 112, 122, 141, 145; Primary groups, women, class systems, tribes). Source: The Mayflower Compact, 114-115; “Taxation without Representation” 194, 198, 241; The Boston Tea Party, 203; The First Continental Congress, 206–207; Declaring Independence, 212–219; African Americans During the War, 228; Women During the Revolution, 227; Citizenship: Abigail Adams, 290; Powers of Government, 267-269; Impact of the Constitution on the Economy, 283-284; African Americans Get the Right to Vote, 286; Women’s Suffrage, 287

Digital Resources: Skills Online: Summarize; Compare Viewpoints

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5.3 Compare and contrast tribal forms of SE/TE: American Indian Government, 26–27; government, British monarchy, and early Governments Past and Present, 28–29; King American colonial governments. Ferdinand & Queen Isabella, 59; House of Burgesses, 84, 105; Local Governments, 88; Virginia Company and government, 104; Town meetings, 110; Colonial governments, 112, 122, 141, 145; Primary Source: The Mayflower Compact, 114-115; King George III, 193

5.4 Identify principles of U.S. democracy found SE/TE: Creating the Constitution, 260–269; The in the U.S. Constitution and Bill of Rights. Bill of Rights, 272–279; Key Concepts of the Constitution, 282–289; Constitution of the United States, R4–R26

Digital Resources: Skills Online: Identify Main Idea and Details

5.5 Describe how national government affects SE/TE: Powers of Government, 267-269; Federal local, state, and Oregon tribal governments. government and power to tax, 276; Impact of the Constitution on the Economy, 283-284; African Americans Get the Right to Vote, 286; Women’s Suffrage, 287; Supreme Court Decisions, 288; Cabinet, 304-305; Building a Strong Economy, 307; Alien and Sedition Acts, 310; War of 1812, 320-327; Acquiring Florida, 331; The Monroe Doctrine, 332; Indian Removal Act, 334; Mexican War, 378-381; States’ rights, 414, 418, 423; also see: Articles of Confederation, 250–257: The Election of 1860, 418; The South Breaks Away, 419; Reconstruction, 448–453; The New Deal, 616– 621

Economics 5.6 Explain ways trade can be encouraged or SE/TE: American Indian Trade, 32; Trade with restricted and how it affects relationships Asia (profits and risks), 50; Slave trade, 51-52; between countries. Water Routes, 53; The Columbian Exchange, 68–73; The Growth of New Netherlands, 121; Mercantilism & Triangular Trade, 151; Expanding Overseas, 492–497; Trade and the Great Depression, 610; The Global Economy, 796–797

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(Continued) (Continued) 5.6 Explain ways trade can be encouraged or Digital Resources: restricted and how it affects relationships Skills Online: Interpret Economic Data on Maps between countries.

5.7 Explain the purpose of taxes and give SE/TE: Taxes Cause Trouble, 193-195; Taxes, examples of their use from current and U.S. 196, 197, 199, 203, 240, 268, 396, 555, 604; history. “Taxation without Representation”, 198, 241; Articles of Confederation and taxation, 253; Impact of the Constitution on the Economy, 283; New Deal and taxes, 620; Primary Source, 285; Ronald Reagan and taxes, 762

Financial Literacy 5.8 Analyze career choices through the return SE/TE: The Changing Workplace, 737; Conflict on investment (qualifications, education, and Over Jobs, 795; Future Jobs for Americans, 797; income potential). Science and Technology in Medicine, 806; Technology and the Economy, 808; What the Future Holds, 808–809; also see: Citizenship: George Shima: Problem Solving Through Innovation, 538; Private Marcelino Serna: An American Hero, 624; Ellen Ochoa: American Astronaut, 724; Bella Abzug: A Passionate Perfectionist, 766; Sonia Sotomayor: Leading by Example, 810; Mining in the West, 468–469; Cowboys and Ranchers, 469–470; Immigrants Make Contributions, 532; The Labor Movement, 552; African Americans Find New Opportunities, 648; Women Find New Opportunities, 649

Digital Resources: Biographies Online (examples): Walt Disney; César Chávez; First Lady Pat Nixon People to Know (examples): Harvey Milk; Ronald Reagan; Sally Ride; Jackie Robinson

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Geography 5.9 Use geographical tools (maps, satellite SE/TE: Map and Graph Skills: Geography Skills images, photographs, Google Earth, and other Handbook, SSH1–SSH9; Interpret Cultural Data representations) to investigate and compare on Maps (American Indian cultural groups), 14– how areas in the United States can be divided 15; Compare Line and Bar Graphs, 472–473; in multiple ways. Quest: Mapping the Middle East, 776–777, 780, 783, 787, 791, 815; also see: Maps, 2, 7, 53, 60, 63, 68, 79, 84, 91, 93, 110, 120, 134, 139, 150, 151, 169, 175, 178, 182, 188, 202, 208, 225, 234, 239, 246, 257, 298, 308, 309, 313, 317, 319, 331, 332, 335, 343, 358, 366, 374, 375, 380, 388, 408, 415, 415, 415, 416, 440, 456, 462, 466, 470, 478, 495, 506, 529, 546, 562, 584, 590, 632, 638, 641, 657, 659, 673, 676, 679, 679, 686, 703, 722, 732, 747, 774, 779, 780, 782, 789, 796

Digital Resources: Skills Online: Interpret Cultural Data on Maps; Interpret Economic Data on Maps; Interpret Graphs; Interpret Physical Maps

5.10 Compare and contrast movement of SE/TE: Settling the Colonies in North America, people, goods, ideas, and cultural patterns in 82-85; Live It! Write It! (journal entry about the United States, considering past, present coming to North America), 86–87, 131; and future trends. American Indians and the Trail of Tears, 330– 337; Inventions, Roads, and Railroads, 362–369; Trails to the West, 382–389; The California Gold Rush, 392–397; Maps: Changes in Slave-Free States and Territories, 1820–1854, 415; Railroads, Miners, and Ranchers, 466–471; Sodbusters and Homesteaders, 474–479; American Indians Struggle to Survive, 482–489; Homestead Act, 475; Industry and Immigration, 506; Critical Thinking and Writing, 501; Immigration, 528-535; The Great Migration, 562, 564, 603; A Tough Time for Immigrants, 604; The Growth of the Suburbs, 738–739

Digital Resources: Skills Online: Compare and Contrast; Interpret Cultural Data on Maps; Interpret Physical Maps; Interpret Economic Data on Maps

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5.11 Describe how physical, human and SE/TE: Human and Physical Characteristics of political features influence events, movements, Regions, SSH6; Using Resources to Live, 8-9; and adaptation to the environment. Literacy Skills: Compare and Contrast (resources used American Indians in regions), 34–35; Geographic Regions of the Colonies, 139-140; Resources of the Early Colonies, 148- 150; New Land Policies, 255-257; Jefferson and the Louisiana Purchase, 312-319; Trails to the West, 382–389; Changes in Slave-Free States and Territories, 1820–1854, 415; Railroads, Miners, and Ranchers, 466-471 Sodbusters and Homesteaders, 474-479; Raw materials, 493; Industry and Resources, 523; Cities and Businesses, 524; Industrialization Leads to Challenges, 551; The Environmental Movement, 760; Hurricane Katrina, 782-783; Environmental Issues, 798; Going Green, 799

Digital Resources: Skills Online: Interpret Cultural Data on Maps; Interpret Physical Maps; Interpret Economic Data on Maps

5.12 Describe how technological developments, SE/TE: Human/environment interaction, societal decisions, and personal practices SSH1, SSH0; Using Resources to Live, 8-9; A affects sustainability in the United States. Cash Crop Saves Jamestown, 104; Railroads, Miners, and Ranchers, 466-471 Sodbusters and Homesteaders, 474-479; Raw materials, 493; Industry and Resources, 523; Cities and Businesses, 524; Industrialization Leads to Challenges, 551; The Environmental Movement, 760; Hurricane Katrina, 782-783; Environmental Issues, 798; Going Green, 799

Digital Resources: Skills Online: Interpret Economic Data on Maps

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5.13 Describe how natural and human-made SE/TE: The Columbian Exchange, 68-73; Settling events in one place affect people in other the Colonies in North America, 82-85; Live It! places. Write It! (journal entry about coming to North America), 86–87, 131; Spanish Colonies in the Americas, 88-97; The English Colonies in Virginia, 98-105; Critical Thinking Skills: Ask and Answer Questions (settlement and growth of colonies), 106–107; You’re Home (infomercial for your colony), 136–137, 185; Jefferson and the Louisiana Purchase, 312–319; Inventions, Roads, and Railroads, 362–369; Analyze Costs and Benefits (moving to an industrial town), 370–371; Trails to the West, 382–389; Railroads, Miners, and Ranchers, 466-471 Sodbusters and Homesteaders, 474-479; Raw materials, 493; Industry and Resources, 523; Cities and Businesses, 524; Industrialization Leads to Challenges, 551; The Environmental Movement, 760; Hurricane Katrina, 782-783; Environmental Issues, 798; Going Green, 799

Digital Resources: Skills Online: Interpret Cultural Data on Maps; Interpret Physical Maps

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History (Local, State, National, and World) (Focus: America’s Past [U.S. History 1492-1786]) Historical Knowledge 5.14 Analyze the distinct way of knowing and SE/TE: Rap About It: The Power of Geography, living amongst the different American Indian 1; The First Americans (timeline), 2–3; Quest: tribes of North America prior to contact in the What’s Cooking? (American Indian food) 4–5, 41; late 15th and 16th centuries, such as religion, Ancient American Civilizations, 6–13; Map and language, and cultural practices and the Graph Skills: Interpret Cultural Data on Maps subsequent impact of that contact. (American Indian cultural groups), 14–15; American Indian Culture, 16–23; Primary Source: American Indian Folktales, 24–25; American Indian Government and Economy, 26–33; Literacy Skills: Compare and Contrast (resources used American Indians in regions), 34–35; Citizenship: Wilma Mankiller, 36; The Columbian Exchange, 68-73; Colonists and American Indians, 169–173

Digital Resources: People to Know (examples): Metacom; Sacagawea

5.15 Locate and examine accounts of early SE/TE: Age of Exploration, 42-45; Quest: Ahoy, Spanish, French and British explorations of Sailors! (advertisement to attract sailors), 46– North America noting major land and water 47, 81; Early Explorers and Advances in routes, reasons for exploration and the location Technology, 48-55; Sequence (early European and impact of exploration and settlement. explorations), 56–57; Explorers for Spain, 58-65; Primary Source: Journal of Christopher Columbus, 66-67; Interpret Timelines (voyages of Columbus), 74–75; Citizenship: Prince Henry the Navigator, 78

Digital Resources: Biographies Online (examples): Samuel de Champlain; Christopher Columbus; Hernán Cortés People to Know (examples): Henry Hudson

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5.16 Explain the religious, political, and SE/TE: Settling the Colonies in North America, economic reasons for movement of people 82-85; Live It! Write It! (journal entry about from Europe to the Americas, and analyze the coming to North America), 86–87, 131; Spanish multiple perspectives of the interactions Colonies in the Americas, 88-97; The English between settlers and American Indians. Colonies in Virginia, 98-105; Pilgrims and Puritans in New England, 108-113; The French and Dutch in North America, 116-123; also see: Age of Exploration, 42-45; Quest: Ahoy, Sailors! (advertisement to attract sailors), 46–47, 81; Early Explorers and Advances in Technology, 48-55; Sequence (early European explorations), 56–57; Explorers for Spain, 58-65; Primary Source: Journal of Christopher Columbus, 66- 67; The Columbian Exchange, 68-73; Interpret Timelines (voyages of Columbus), 74–75; Citizenship: Prince Henry the Navigator, 78

Digital Resources: Biographies Online (examples): Samuel de Champlain; Christopher Columbus; Hernán Cortés People to Know (examples): Henry Hudson

5.17 Locate and examine the 13 British colonies SE/TE: The English Colonies in Virginia, 98-105; that became the United States and identify the Pilgrims and Puritans in New England, 108-113; early founders, and describe daily life (political, The Dutch Arrive in North America, 120; The social, and economic organization and Growth of New Netherlands, 121; New Sweden, structure). 122; New England, Middle, and Southern Colonies, 138–145; 13 Colonies and American Indians, 169

Digital Resources: People to Know (examples): William Penn; Henry Hudson

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5.18 Explain multiple perspectives and SE/TE: Proclamation of 1763, 178, 179; Taxes probable causes and effects of events leading Cause Trouble, 193–195; The Colonists Take to colonial independence from British Rule. Action, 195–196; The Townshend Acts, 197–198; Lesson Check, 199; The Boston Tea, Party, 203; The Coercive Acts, 204–205; The First Continental Congress, 206–207; “Taxation without Representation” 194, 198, 241; A Turning Point (Saratoga & Valley Forge), 225– 226; A Turning Point in the War, 232–233; Help from Other Countries, 226; Winning Independence, 232–237

Digital Resources: Biographies Online (examples): Abigail Adams; John Adams; Benedict Arnold People to Know (examples): Benjamin Franklin; John Hancock; Nathan Hale; Alexander Hamilton; King George III; Thomas Paine

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5.19 Identify and examine the roles and impact SE/TE: Changes in New Spain, 90–91; The of diverse groups of people (e.g. gender roles, Spanish Missions, 93; Cooperation and Conflict, social roles, political and economic structures) 95–96; The Lost Colony of Roanoke, 100; The within the 13 British colonies that became the Starving Time, 103; A Cash Crop Saves United States. including individuals who are Jamestown, 104; The Pilgrims and the American Indian/Alaska Native/Native Hawaiian Wampanoag People, 111; War and Settlement or Americans of African, Asian, Pacific Island, in New France, 119; Citizenship: Tisquantum, Chicano, Latino, or Middle Eastern descent, 128; Slavery in the Colonies, 158–165; Slavery religious groups, and other traditionally Spreads, 342; Struggles Over Slavery, 412-419; marginalized groups (women, people with Reconstruction, 448–453; Who Will You Meet?, disabilities, immigrants, refugees, and 463; The Movement From East to West, 467; individuals who are lesbian, gay, bisexual, or Chinese Immigrants, 468; Homestead Act, 475; transgender). Lesson Check, 479; Your Turn, 481; American Indians Struggle to Survive, 482-489; Primary Source: “I Will Fight No More Forever”, 490-491; Critical Thinking and Writing, 501; Immigration, 528-535; The Fight for Women’s Rights, 568– 573; The Progressive Era, 550-557; Citizenship: W.E.B. Du Bois: Writing and Speaking Out for Change, 576; A Tough Time for Immigrants, 604; Civil Rights, 746–753; AIM, 759; Conflict Over Jobs, 795

Digital Resources: Biographies Online (examples): James Beckwourth; Juan Rodriguez Cabrillo; Tani Gorre Cantil-Sakauye; César Chávez; Frederick Douglass People to Know (examples): Dolores Huerta; Billie Jean King; Wilma Mankiller; Harvey Milk; Jackie Robinson; Sacagawea; Dr. Martin Luther King Jr.

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5.20 Identify and examine the roles that SE/TE: Map and Graph Skills: Interpret Cultural American Indians had in the development of Data on Maps (American Indian cultural the United States. groups), 14–15; American Indian Culture, 16–23; Primary Source: American Indian Folktales, 24– 25; American Indian Government and Economy, 26–33; Literacy Skills: Compare and Contrast (resources used American Indians in regions), 34–35; Citizenship: Wilma Mankiller, 36; The Columbian Exchange, 68-73; Colonists and American Indians, 169–173; American Indians Struggle to Survive, 482-489; Primary Source: “I Will Fight No More Forever”, 490-491; AIM, 759

Digital Resources: People to Know (examples): Wilma Mankiller; Metacom; Sacagawea

5.21 Identify issues related to historical events SE/TE: Slave trade, 51-52; The Spanish to recognize power, authority, and governance Conquest of the Americas, 61; Spain's New as it relates to systems of oppression and its Territory, 64–65; Effects on American Indians, impact on ethnic and religious groups and 71; Class Structure in New Spain, 92; other traditionally marginalized groups in the Cooperation and Conflict, 95–96; Slavery in the modern era (bias and injustice, discrimination, Colonies, 158–165; Primary Source: The stereotypes). Interesting Narrative of the Life of Olaudah Equiano, 166-167; Taxes Cause Trouble, 193– 195; The Colonists Take Action, 195–196; The Townshend Acts, 197–198; The Coercive Acts, 204–205; “Taxation without Representation”, 194, 198, 241; Slavery Spreads, 342; Struggles Over Slavery, 412-419; American Indians Struggle to Survive, 482-489; Primary Source: “I Will Fight No More Forever”, 490-491; The Fight for Women’s Rights, 568–573; Citizenship: W.E.B. Du Bois: Writing and Speaking Out for Change, 576; A Tough Time for Immigrants, 604; Civil Rights, 746–753; AIM, 759; Conflict Over Jobs, 795

Digital Resources: Biographies Online (examples): James Beckwourth; Juan Rodriguez Cabrillo; Tani Gorre Cantil-Sakauye; César Chávez; Frederick Douglass

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(Continued) (Continued) 5.21 Identify issues related to historical events People to Know (examples): Dolores Huerta; to recognize power, authority, and governance Billie Jean King; Wilma Mankiller; Harvey Milk; as it relates to systems of oppression and its Jackie Robinson; Sacagawea; Dr. Martin Luther impact on ethnic and religious groups and King Jr. other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes).

Historical Thinking 5.22 Summarize how different kinds of SE/TE: Literacy Skills (Your Turn): Main Idea and historical sources are used to explain events in Details, 146–147; Summarize, 258–259; Draw the past. Inferences, 328–329; Distinguish Fact from Fiction, 390–391; Interviews and Oral Material, 574–575; Documents and Biographies, 596– 597; Outlines and Graphic Organizers, 754–755; Critical Thinking Skills (Your Turn): Ask and Answer Questions, 106–107; Compare Points of View, 280–281; Use and Interpret Evidence, 338–339; Recognize Bias, 714–715; Evaluate Media Content, 784–785

Digital Resources: Skills Online: Conduct Research; Evaluate Media Content; Use and Interpret Evidence; Use Primary and Secondary Sources

5.23 Use primary and secondary sources to SE/TE: Using a Library Media Center to Write a formulate historical questions and to examine a Research Paper, SSH14; Using Primary and historical account about an issue of the time. Secondary Sources, SSH15– SSH17; Quest: Research, 5, 47, 249, 411, 465, 509, 587, 635, 735, 777; Investigate (media sources), 191; Find Primary and Secondary Sources, 301; Use Sources, 549; Find Your Sources, 551; Use Primary Sources, 689; Literacy Skills: Interviews and Oral Material, 574–575; Write Reports and Bibliographies, 792–793; Assessment: Analyze Primary Sources, 458, 502, 542, 580, 628, 682, 728, 770, 814; Write Reports and Bibliographies, 814

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(Continued) (Continued) 5.23 Use primary and secondary sources to Digital Resources: formulate historical questions and to examine a Skills Online: Conduct Research; Evaluate Media historical account about an issue of the time. Content; Use and Interpret Evidence; Use Primary and Secondary Sources

5.24 Explain why individuals and groups, SE/TE: Primary Source: The Interesting including ethnic and religious groups, and Narrative of the Life of Olaudah Equiano, 166- traditionally marginalized groups during the 167; The Emancipation Proclamation, 438; “I same historical period differed in their Will Fight No More Forever”, 490-491; President perspectives of events. Barack Obama’s: First Inaugural Address, 802; Citizenship: Wilma Mankiller: A Cherokee Chief, 36; Tisquantum: A Bridge Between Peoples, 128; Abigail Adams: Remember the Ladies, 290; Frederick Douglass: Writing and Speaking Out for Change, 350; Narcissa Whitman: Pioneer, 400; Harriet Tubman: Fight for Freedom, 454; Queen Liliuokalani: Looking Out for Others 498; W.E.B. Du Bois: Writing and Speaking Out for Change, 576; Private Marcelino Serna: An American Hero, 624; Sonia Sotomayor: Leading by Example, 810; also see: Slavery in the Colonies, 158–165; Primary Source: Slavery Spreads, 342; Struggles Over Slavery, 412-419; American Indians Struggle to Survive, 482-489; The Fight for Women’s Rights, 568–573; Civil Rights, 746–753; AIM, 759

Digital Resources: Skills Online: Compare Viewpoints

Biographies Online (examples): James Beckwourth; Juan Rodriguez Cabrillo; Tani Gorre Cantil-Sakauye; César Chávez; Frederick Douglass People to Know (examples): Dolores Huerta; Billie Jean King; Wilma Mankiller; Harvey Milk; Jackie Robinson; Sacagawea; Dr. Martin Luther King Jr.

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Social Science Analysis 5.25 Analyze multiple accounts or perspectives SE/TE: Critical Thinking Skills: Compare Points of the same event, issue, problem or topic and of View (Federalists and Anti–Federalists), 280– describe important similarities and differences. 281; Use and Interpret Evidence (analysis of Andrew Jackson’s presidency), 338–339; Analyze Historical Visuals, 644–645; Recognize Bias, 714–715; Evaluate Media Content, 784–785; Literacy Skills: Distinguish Fact and Opinion (early explorers), 124–125; Distinguish Fact From Fiction (children traveling west with families), 390–391; Interviews and Oral Material, 574–575; Documents and Biographies, 596–597; Write Reports and Bibliographies, 792–793; also see: Critical Thinking and Writing: Identifying Points of View, 129, 353, 727

Digital Resources: Biographies Online; People to Know; Skills Online: Compare Viewpoints; Use Primary and Secondary Sources

5.26 Gather, assess, and use information from SE/TE: Using a Library Media Center to Write a multiple primary and secondary sources (such Research Paper, SSH14; Using Primary and as print, electronic, interviews, speeches, Secondary Sources, SSH15– SSH17; Quest: images) to examine an event, issue, or problem Research, 5, 47, 249, 411, 465, 509, 587, 635, through inquiry and research. 735, 777; Investigate (media sources), 191; Find Primary and Secondary Sources, 301; Use Sources, 549; Find Your Sources, 551; Use Primary Sources, 689; Literacy Skills: Interviews and Oral Material, 574–575; Write Reports and Bibliographies, 792–793; Assessment: Analyze Primary Sources, 458, 502, 542, 580, 628, 682, 728, 770, 814; Write Reports and Bibliographies, 814

Digital Resources: Skills Online: Conduct Research; Evaluate Media Content; Use and Interpret Evidence; Use Primary and Secondary Sources

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5.27 Identify characteristics of an event, issue, SE/TE: Literacy Skills: Sequence (early European or problem, suggesting possible causes and explorations), 56–57; Cause and Effect (Siege of results. Boston), 230–231; Make Predictions, 480–481; Documents and Biographies, 596–597; Write Reports and Bibliographies, 792–793; Critical Thinking Skills: Ask and Answer Questions (settlement and growth of colonies), 106–107; Compare Points of View (Federalists and Anti– Federalists), 280–281; Analyze Costs and Benefits (moving to an industrial town), 370– 371; Predict Consequences, 518–519; Solve Problems, 558–559; Generate New Ideas, 622– 623

Digital Resources: Skills Online: Analyze Cause and Effect; Analyze Costs and Benefits

5.28 Propose a response or solution to an issue SE/TE: Critical Thinking Skills: Make Decisions, or problem, utilizing research, to support the 420–421; Solve Problems, 558–559; Make a position. Difference, 744–745; Quest: Express Yourself, 548–549; Equality Once and for All, 734–735

Digital Resources: Skills Online: Make Decisions; Resolve Conflict; Solve Problems

5.29 Use a range of collaborative procedures to SE/TE: Quest: Is the West the Best? (discussion make decisions about and act on civic issues or about moving west), 360–361, 405; Jumpstart problems. Activity (partner and group work activities), 6, 16, 26, 48, 58, 68, 88, 98, 108, 116, 138, 148, 158, 168, 174, 192, 200, 212, 222, 232, 250, 260, 272, 282, 302, 312, 320, 330, 340, 362, 372, 382, 392, 412, 422, 430, 440, 448, 466, 474, 482, 492, 510, 520, 526, 550, 560, 568, 588, 598, 606, 616, 636, 646, 654, 664, 670, 690, 700, 708, 716, 736, 746, 756, 778, 786, 794, 804

Digital Resources: Skills Online: Work in Cooperative Teams

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