Study guide for TCT in social studies [1985]

STUDY GUIDE
SOCIAL STUDIES
Georgia Teacher Certification Testing Program
G<zorgia Department of Education

STUDY GUIDE FOR TeT IN SOCIAL STUDIES
Published 1983
by
Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334
Edited 1985

National Evaluation Systems, Inc. has prepared for distribution by the Georgia Department of Education the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested.
When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verification. These educators provided actual ratings of the "job-relatedness" of the content objectives. At that point. it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field.
The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further, the statement of these objectives should assist in preparing for the criterionreferenced content knowledge test. We encourage applicants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests.
Along with these materials go hopes for a rewarding career in education. If you have questions or desire further information, ~ontact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Charles McDaniel State Superintendent of Schools

Acknowledgements

The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators listed below who volunteered their time and
expertise to develop this study guide.

Gwen H. Hutcheson, Chairperson Georgia Department of Education

Melvin W. Ecke Georgia State University

Edward J. Lazaroff Coastal Plains CESA

John L. Rhodes Fort Valley State College

Steve Childs Valdosta State College

Diane L. Fowlkes Georgia State University

William P. Frech Valdosta State College

Lawrence E. Noble Atlanta University

Nannette N. McGee Georgia Department of Education

Benjamin B. Tate Macon Junior College

David V. Martin

Allan J. Hoffman

Georgia Council on Economic Education Georgia State University

Ronald L. VanSickle University of Georgia

John D. Napier University of Georgia

John M. Ball Georgia State University

Introduction
This study guide is designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) in Social Studies. The study guide has been organized to follow the sequential order found within the published content objectives of the TCT in Social Studies as well as the order of the questions on the test. Examinees will find practical references keyed to each of the test objectives for each of the seven test subareas, which are:
Behavioral Sciences Georgia Studies Economics Geography History American Government Citizenship
Each subarea contains a listing of selected references which are grouped as high school textbooks, college textbooks and other related references. Following these sources, each objective for a subarea is listed with one or more specific citations directly related to that objective.

The listing of numerous sources does not mean that all are needed to grasp a particular concept or meet a given objective. Some examinees will have better access to certain sources than to other sources. Also, there are many other excellent references which are not listed due to limited space.
The Social Studies test was developed by National Evaluation Systems, Inc. and social studies educators in the state of Georgia. The objectives for this criterion-referenced test have been verified as important content requirements for certification.
Other Important Information
1. The TCT items are multiple choice with four possible answers.
2. There are no penalties for guessing when unsure of an answer.
3. While examinees are given 3! hours of actual test time, they may request additional time if needed.
4. Not all the subareas have the same number of test questions. In order to pass the TCT, an examinee does not have to pass each subarea. The test score is determined by the number of correct answers on the test.
5. The subareas are listed below, together with the number of questions on the test from each of those areas.

I. Behavioral Sciences II. Georgia Studies III. Economics IV. Geography
V. History
VI. American Government VII. Citizenship

1-10 questions 11-20 questions 11-20 questions 1-10 questions 11-20 questions 21 or more II 11-20 questions

Examinees wanting specific help with test-taking skills should ask for

assistance from their college/university counseling center and/or refer

to one or more of the references listed below.

.

Millman, J. &Pauk, W. How to Take Tests. New York: - McGraw-Hill,
1969. Pauk, W. How to Study in College. 2nd ed. Boston: Houghton
Mifflin, 1974.
Preston, R. C. &Botel, M. How to Study. Chicago: SRA, 1974. Raygor, A. L. &Wark, D. M. Systems for Study. New York:
McGraw-Hill, 1970.

2

Behavioral Sciences References Selected High School Textbooks
Cutler, Irving. Urban Communities. Columbus, OH: Charles Merrill Publishing Co., 1978.
DUblin, Peter, et a1. Sociology: People in Groups. Chicago: Science Research Assoc. Inc., 1978.
Engle, T. L. and Louis Snellgrove. Psychology: Its Principles and Applications. Atlanta: Harcourt, Brace, Jovanovich, Inc., 1979.
Kasschaw, Richard. ~chology: Exploring Behavior. Englewood Cliffs, NJ: Prentice-Hill, Inc., 1980.
McNeil, Elton, et al. Psychology Today and Tomorrow. New York: Harper and Row, 1978.
Peck, Ira and Larry Krieger. Sociology: The Search for Social Patterns. New York: Scholastic Book Services, 1980.
Ragland, Rachel and Burt Saxon. Invitation to Psychology.
Tucker, GA: Scott, Foresman &Co., 1981.
Rose, Peter, et a1. Sociology: Understanding Society. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1978.
Salzmann, Zdenek. Anthropology. Atlanta: Harcourt, Brace, Jovanovi ch, Inc., 1973.
Tallent, Norman and Charlotte Spungin. Psychology: Understanding Ourselves and Others. Atlanta: American Book Co., 1977.
Thomas, LaVerne and Robert Anderson. Sociology: The Study of Human Relationships. Atlanta: Harcourt, Brace, Jovanovich, 1982.
Selected College Textbooks Barnouw, Victor. An Introduction to Anthropology: Ethnology. Homewood, IL: Dorsey, 1971. Broom, Leonard and Philip Selznick. Sociology: A Text With Adapted Readings. 6th ed. New York: Harper and Row, 1977. DeF1eur, Melvin, William DIAntonio and Lois DeF1eur. Sociology. 3rd ed. Glenview, IL: Scott, Foresman &Co., 1981. Eitzen, D. Stanley. Social Structure and Social Problems in America. Boston: Allyn and Bacon, 1974. Ember, Carol and Melvin Ember. Anthropology. 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, 1981.
3

Harris, Marvin. Culture, People, Nature. 3rd ed. New York: Harper and Row, 1980.
Hoebel, E. S. and Thomas Weaver. Anthropology and the Human Experience. 5th ed. New York: McGraw-Hill, 1979.
Lenski, Gerhard and Jean Lenski. Human Societies. 4th ed. New York: McGraw-Hil1,1982.
Pelto, Gretel and Pertti Pelto. The Cultural Dimension. New York: Macmi 11 an, 1979.
P1og, Fred and Daniel Bates. Cultural Anthropology. New York: Knopf, 1976.
Robertson, Ian. Sociology. 2nd ed. New York: Worth,1981. Service, Elman. Profiles in Ethnology. 3rd ed. New York:
Harper and Row, 1978. Shepard, Jon. Sociology. New York: West, 1981. Stewart, Elbert. The Troubled Land. 2nd ed. New York:
McGraw-Hill, 1976. Vander Zanden, James. Sociology. 4th ed. New York: Wiley, 1979. Warren, Roland L. and Larry Lyons (Eds.). New Perspectives on the
American Community. Homewood, IL: Dorsey, 1983. Other Related References
DeFleur, Melvin and E. E. Dennis. Understanding Mass Communication. Boston: Houghton Mifflin, 1981.
Vivelo, Frank. Cultural Anthropology Handbook. New York: McGraw-Hill,1978.
4

I. Behavioral Sciences

Identify major historical developments in behavioral sciences.
(Engle &Snellgrove, Ch. 1; Salzmann, Ch. 1; Thomas and Anderson,
Ch. 1; Kasschaw, Ch. 1)

Identify the schools of thought with which given important theorists
in the behavioral sciences are associated. (Tallent &Spungin, Ch. 1; Salzmann, Ch. 1; McNeil, Fuller &Estroda, Ch. 1)

Evaluate critically the procedures used in investigating social phenomena. (Robertson, Ch. 1; Vander landen, Ch. 1; Salzmann, Ch. 3;
Rose, Glazer and Glazer, Ch. 1; Engle &Snellgrove, Ch. 2; Peck &
Krieger, Ch. 2)

Given a description of some aspect of a society (e.g., technological, agrarian), identify cultural patterns within that society. (Ember
&Ember, Ch. 13; Hoebel &Weaver, Ch. 12; Thomas &Anderson, Ch. 2; Rose, Glazer &Glazer, Ch. 3)

Identify general aspects of cultures (e.g., language, family
structure, economic system). (Peck &Krieger, Ch. 3; Rose, Glazer &Glazer, Chs. 1 &2; Salzmann, Ch. 2)

For a given aspect of culture (e.g., family structure), identify
particular variations within and between cultures (e.g., matriarchal, patriarchal). (Barnouw; Robertson, Ch. 4; Vivelo; Salzmann, Ch. 3;
Rose, Glazer &Glazer, Ch. 3)

Analyze the roles of norms and sanctions in the socialization process.
(Broom &Selznick, Ch. 4; Robertson, Ch. 8; Vander landen, Ch. 2; Thomas &Anderson, Ch. 4; Rose, Glazer &Glazer. Ch. 3)

Identify factors which contribute to social stratification.
(Broom &Selznick, Ch. 6; Harris, Ch. 18, Robertson, Ch. 2; Vander landen, Ch. 8; Peck &Krieger, Ch. 7; Thomas &Anderson, Ch. 9)

Identify the major societal functions and effects of mass media.
(DeFleur &Dennis, Ch. 8; Thomas &Anderson, Ch. 18)

Analyze the relationship between distribution of population and

I

forms of social interaction. (Harris, Ch. 12; Robertson, Chs. 20 & 21; Vander landen, Chs. 16 &17; Rose, Glazer &Glazer, Ch. 16;

Peck &Krieger, Ch. 10; Thomas &Anderson, Ch. 19)

Identify the functions of social institutions (e.g., family, educational,
religious, economic, and governmental). (Broom &Selznick, Chs. 10-13; Robertson, Chs. 14-19; Peck &Krieger, Ch. 11; Tallent &Spungin, Chs. 9 &10; Thomas &Anderson, Ch. 17)

Identify ways in which social institutions are affected by the existence of socially determined sexual roles. (Vivelo, Chs. 10-14;
Robertson, Ch. 13; Vander landen, Ch. 10; Thomas &Anderson, Ch. 12)

5

Identify the role or role conflict involved in a given description of an individual in a social situation. (Robertson, Ch. 4; Broom
&Selznick, Ch. 2; Tallent &Spungin, Ch. 5)
Identify major ways in which socialization influences the development of individuals personal values and interpersonal behavior.
(Broom &Selznick, Ch. 3; Robertson, Ch. 5; Tallent &Spungin, Ch. 6)
Identify cultural and personal norms of values which influence an
individual's selection of a given goal. (Broom &Selznick, Ch. 3; Robertson, Ch. 3; Kasschaw, Ch. 15; Engle &Snellgrove, Ch. 18)
Identify social problems contributing to and arising from increasing
rates of crime and delinquency. (Broom &Selznick, Ch. 2; Stewart, Ch. 14; Peck &Krieger, Ch. 11; Thomas &Anderson, Ch. 17)
Identify those factors which contribute to the poverty status of individuals (e.g., lack of education or skills, language barriers, etc.) and those which restrict upward mobility (e.g., social stigma and barriers, etc.). (Eitzen, Ch. 5; Robertson, Ch. 11; Shepard,
Ch. 8; Thomas &Anderson, Ch. 17; Rose, et a1., Ch. 13)
Identify major factors leading to social change and problems arising from such change. (Robertson, Ch. 23; Shepard, Chs. 15-17; Vander
Zanden, Ch. 11; Thomas &Anderson, Ch. 16; Peck &Krieger, Ch. 10)
Recognize the consequences of overpopulation. (Robertson, Ch. 23;
Stewart, Ch. 10; Thomas &Anderson, Ch. 19)
Compare the problems faced by urban and rural communities. (Warren
&Lyon; Rose, et al., Ch. 14)
Identify common problems faced by ethnic or cultural minorities in the larger society (e.g., health care, education, employment, living
conditions). (Broom &Selznick, Ch. 14; Robertson, Ch. 12; Shepard, Ch. 9; Peck &Krieger, Ch. 8; Rose, et al., Ch. 12)
Identify social factors detrimental to mental health. (Darley, Ch. 15;
Tallent &Spungin, Chs. 9-11)
Identify basic principles of major theories of personality. (Darley,
Ch. 14; Engle &Snellgrove, Ch. 6; Ragland &Saxon, Ch. 11)
Identify ways in which the physical environment influences the development of given cultures. (Barnouw, Ch. 6; Harris, Ch. 11;
Peck & Krieger, Ch. 13)
,
Identify the basic concepts of major learning theories.
(Darley, et al.; Engle &Snellgrove)
Cl ass ify forms of social, political, or religious organizations for given cultures (e.g., patriarchal vs. matriarchal, monotheistic vs.
polytheistic). (Service; Vivelo, Chs. 4-8; Thomas &Anderson,
Chs. 14-15)
6

Use cultural analogies to make inferences about prehistoric cultures.
(Ember &Ember, Ch. 6; Salzmann, Chs. 10-11)
Identify major social factors which affect personality development (e.g., peer acceptance, family relationships). (Broom and Selznick, Ch. 4; Robertson, Ch. 5; Vander Zanden, Ch. 3; Tallent and Spungin, Ch. 4)
Georgia Studies References
Selected Middle Grades and High School Textbooks
Hepburn, Lawrence R. The Georgia History Book. Athens: University of Georgia Press, 1982.
Hepburn, Lawrence R. State Government in Georgia. Athens: University of Georgia Press, 1981.
Hepburn, Mary A. County Government in Georgia. Athens: University of Georgia Press, 1976.
Hepburn, Mary A., et ale City Government in Georgia. Athens: University of Georgia Press, 1980.
McCullar, Bernice. This is Your Georgia. Montgomery: Viewpoint Publications, Inc., 1982.
Say, Albert B. Georgia History and Government. Austin: Steck-Vaughn Co., 1982.
Selected College Textbooks
Coleman, Kenneth. A History of Georgia. Athens: University of Georgia Press, 1977.
Coulter, Merton E. Georgia: A Short History. Chapel Hill: University of North Carolina Press, 1980.
Johnson, Amanda. Georgia as Colony and State. Atlanta: Cherokee Publishing Co., 1970.
Other Related References
Joiner, Oscar H., et al. A History of Public Education in Georgia. Columbus, SC: R. L. Bryan Co., 1979.
Martin, Harold H. Georgia: A History. New York: W. W. Norton
&Co., Inc., 1977.
Williams, Elmer D. Georgia. Fenton, MI: McRoberts Publishing Inc., 1978.
Georgia1s Government. Atlanta: League of Women Voters of Georgia. 1980.
7

II. Georgia Studies Identify the characteristics of the Indian cultures native to Georgia. (Hepburn, Ch. 2) Identify British interests in colonizing Georgia and/or identify cultural characteristics of that colony. (Coulter, Chs. 2-6; McCullar, Ch. 4) Analyze the part played by Georgia in the American Revolution and the Constitutional Convention. (Coleman, Ch. 7; Coulter, Ch. 14; McCullar, Ch. 11) Identify major changes in Georgia following ratification of the United States Constitution. (Coulter, Ch. l4) Identify the causes, problems and consequences of Georgia's westward expansion and displacement of the Indians. (Coleman, Ch. 8; Hepburn, Ch. 7) Identify the reasons for Georgia's secession from the Union and central issues about the course of the war in Georgia. (Saye, Ch. 8; Hepburn, Chs. 8-9) Identify the major social, economic and political changes during Reconstruction. (Coulter, Ch. 26; Hepburn, Ch. 10) Identify the major social, political and economic changes in Georgia after the Reconstruction era. (McCullar, Chs. 23-24; Saye, Ch. 10) Identify examples of federal-state relationships. (Coleman, Ch. 20; Saye, Chs. 5, ll) Identify the structure and functions of Georgia1s state and local government. (Hepburn, Lawrence--Units II-IV; Hepburn, Mary~ Chs. 1-4; Hepburn, Mary, et al .--entire volume) Identify effects and problems of recent social changes in Georgia. (McCullar, Ch. 29; Saye, Ch. 27)
8

Economics References

Selected High School Textbooks

Brown, Warner. Economics of Our McGraw-Hill Book Co. Gregg

New York:

Clayton, Gary E. and James E. Brown. Economics: Principles and Practices. Columbus,OH: Charles E. Merrill Publishing Co., 1983.

Luker, William Allen and Geneva Jo Wimberley Luker. Hard Choices: The Economics of the American Free Enterprise System. Manchaca, TX: Sterling Swift Publishing Co., 1981.

Miller, Roger Leroy. Economics: Today and Tomorrow. New York:
Harper &Row, 1978.

Olsen, Arthur R. and John W. Kennedy. Economics: Principles and Applications. Cincinnati: South-Western Publishing Co., 1978.

Plunkett, W. Richard. The Consumer in America. Atlanta: Harcourt, Brace, Jovanovich, 1979.

Smith, Robert F., Michael W. Watts and Vivian D. Hogan. Free Enterprise - The American Economic System. Chamblee, GA: The Laidlaw Brothers, 1981.

Wyllie, Eugene D. and Roman F. Warmke. Free Enterprise in the United States. Cincinnati: South-Western Publishing Co., 1980.

Selected College Textbooks

Dolan, Edwin G. Basic Economics. 3rd ed. Chicago: The Dryden Press, 1983.

Lipsey, Richard G. and Peter O. Steiner. Economics. 6th ed.
New York: Harper &Row, 1981.

McConnell, Campbell R. Economics: Principles, Practices, and Policies. 8th ed. New York: McGraw-Hill Book Co., 1981.

Samuelson, Paul A. Economics. 11th ed. New York: McGraw-Hill Book Co., 1980.

Spencer, Milton H. Contemporary Economics. 5th ed. New York: Worth Publishers, Inc., 1983.

9

Other Related References
Hansen, W. Lee, G. L. Bach, James D. Calderwood and Phillip Saunders. A Framework for Teaching Economics: Basic Concepts. New York: Joint Council on Economic Education, 1977.
Note: All other references to supplementary resources (audiovisual or print) are available from:
The Georgia Council on Economic Education 940 Lawyers Title Building Georgia State University University Plaza Atlanta, Georgia 30303
I I I. Economi cs
Identify factors that contributed to the growth of the American economy. (McConnell, Ch. 20; Smith, et al., Ch. 3; American Enterprise Film Series: People, Organization, Land, Innovation, and Government)
Analyze the scarcity of resources as a central issue in the study
of economics. (Samuelson, Ch. 2; Luker &Luker, Ch. 2)
Identify the role of private ownership in the functioning of markets. (Dolan, Ch. 4; Miller, Ch. 9)
Identify the influence of consumer choice on the function of the American market system. (Dolan, Ch. 20; Plunkett, Ch. 1; Trade-Offs Film Series: To Buy or Not to Buy. Give and Take Film Series: Changing Market; Supply and Demand, Take Your Choice; Substitution, Why Competition?/Market Structure)
Identify the functions and effects of freedom of business enterprise
on the American economy. (Spencer, Ch. 1; Wyllie &Warmke, Ch. 3;
American Enterprise Film Series: People, Organization, Land, Innovation, and Government)
Identify different types of markets and their functions in the
American economy. (Lipsey &Steiner, Ch. 16; Clayton &Brown, Ch. 4)
Identify goals of labor unions and the methods by which these goals are pursued. (Samuelson, Ch. 7; Smith, et al., Ch. 10; Collective Bargaining: Democracy on the Job. American Federation of Labor and Congress of Industrial Organization; This is the AFL-CIO. American Federation of Labor and Congress of Industrial Organization; The Role of Unions in the American Economy. Ray F. Marshall and Brian Rungeling. Joint Council on Economic Education)
10

Identify ways in which the marketing of goods and services is affected by consumer preferences and the level of consumer income.
(Samuelson, Ch. 11; Wyllie &Warmke, Ch. 5; Give and Take Film Series:
Changing Market; Supply and Demand)
Identify the market factors which determine the returns to labor, land, and capital as productive resources. (Spencer, Ch. 15;
Luker &Luker, Ch. 6)
Analyze the factors of supply and demand and competition as they
affect the marketplace. (Lipsey &Steiner, Chs. 5 &14; Olsen &Kennedy, Ch. 9; Trade-Offs Film Series: To Buy or Not to Buy,
To Sell or Not to Sell, At What Price?)
Identify the advantages and disadvantages of specialization in
production. (McConnell, Ch. 3; Olsen &Kennedy, Ch. 3)
Identify factors which alter the relative utilization of land (including natural resources), labor, and capital in production.
(Samuelson, Ch. 28; Olsen &Kennedy, Ch. 13)
Identify the role of investment in the production of goods and
services in the economy. (Lipsey &Steiner, Ch. 22; Clayton &
Brown, Ch. 13; You and the Investment World. New York Stock Exchange)
Identify useful sources of information about job openings and identify the effects of supply and demand for jobs on employment
opportunities. (Olsen &Kennedy, Ch. 30; Give and Take Film
Series: Where do Jobs Come From? Derived Demand)
Classify different forms of income from land, labor, and capital and evaluate the advantages and disadvantages of each.
(McConnell, Ch. 9; Olsen &Kennedy, Ch. 13)
Identify the benefits of personal budgeting. (Wyllie &Warmke,
Ch.16 ; Money Management; Your Financial Plan. Household Finance Corporation; The Money Manager. American Council of Life Insurance)
Identify advantages and disadvantages of given decisions by individuals to save or spend money. (Plunkett, Ch. 4; Give and Take Film Series: Let's Save: Opportunity Cost)
Interpret provisions in legal contracts (e.g., purchase contracts,
landlord-tenant, bankruptcy, loan, etc.). (Wyllie &Warmke, Ch. 23;
What Truth in Lending Means to You. Federal Trade Commission)
Recognize the advantages and disadvantages of buying on credit and identify sources and rates of different types of credit as well as
the factors on which credit ratings are based. (Wyllie &Warmke,
Ch. 18; Give and Take Film Series: Creditwise: Opportunity Cost; Equal Credit Opportunity Act. Federal Trade Commission; How to Establish and Use Credit. Federal Reserve Bank of Philadelphia;
11

The Rule of 78's or What May Happen When You Pay Off a Loan Early. Federal Reserve Bank of Philadelphia; The Story of Consumer Credit. Federal Reserve Bank of New York)
Identify different kinds of taxes, how they are imposed and the
purposes to which they are applied. (Samuelson, Ch. 9; Olsen &
Kennedy, Ch. 25; Analyzing Tax Policy: A Resource Guide. Thomas R. Swartz, L. John Roos and John S. Morton. Joint Council on Economic Education)
Analyze the purpose of various kinds of insurance (health, life, property,
auto) and their relative costs. (Wyllie &Warmke, Ch. 19; Policies for
Protection. American Council on Life Insurance)
Identify the functions of given consumer protection agencies.
(Wyllie &Warmke, Ch. 22)
Identify wise shopping practices and procedures for calculating unit prices of foods and relative long term costs of other domestic items (e.g., clothing, housing, durable goods, etc.). (Miller, Ch. 2)
Analyze various ways in which individuals make financial provlsl0ns for retirement and the relatlve strengths and weaknesses of each.
(Olsen &Kennedy, Ch. 32)
Identify different measures of national income and analyze how national income functions as a measure of economic welfare.
Dolan, Ch. 7; Clayton &Brown, Ch. 14)
Identify factors which can contribute to or retard the growth of national income and which explain fluctuations in national income.
(Lipsey &Steiner, Ch. 28; Wyllie &Warmke, Ch. 11)
Identify the causes of unemployment and the types of unemployment (e.g., structural, cyclical and seasonal). (Dolan, Ch. 15;
Clayton &Brown, Ch. 16)
Identify the fluctuations in price levels (i.e., inflation and deflation) and the effects of these fluctuations. (McConnell, Ch. 10;
Luker &Luker, Ch. 13; Inflation (film); A Primer on Inflation.
Federal Reserve Bank of New York; The Story of Inflation. Federal Reserve Bank of New York)
Identify the goals of U.S. monetary policy and the ways in which these goals are implemented by the monetary authorities.
(Lipsey &Steiner, Ch. 35; Smith, et a1., Ch. 11)
Analyze the organizational structure and functions of the Federal
Reserve System. (McConnell, Ch. 14; Clayton &Brown, Ch. 12;
The Fed: Our Central Bank (film); The Federal Reserve at Work. Federal Reserve Bank of New York)
12

Identify the role of the state and federal government in the management of banking systems and in the conduct of monetary policy.
(Samuelson, Ch. 16; Luker &Luker, Ch. 11; The Story of Banking.
Federal Reserve Bank of New York) Identify the role of international trade in a market economy.
(Lipsey &Steiner, Ch. 39; Wyllie &Warmke, Ch. 13; Free to Choose
Film Series: The Power of the Market; Economic Nationalism: Threat to World Progress. Caterpillar Tractor Company) Identify public services (i.e., federal, state and local) and the reasons why the private sector does not allocate resources to public services. (Spencer, Ch. 27; Smith, et a1., Ch. 12; Give and Take Film Series: Private or Public? Public Goods and Services and Changing Taxes. Public Goods and Services) Analyze the types and effects of government regulation of markets. (Dolan, Ch. 15; Analyzing Government Regulation: A Resource Guide. John F. Bibby, Leon M. Schur and George G. Watson, Jr. Joint Council on Economic Education) Identify government transfer payment programs and their effect upon American income distribution. (McConnell, Ch. 37; Smith, et a1., Ch. 13) Identify the various approaches to organized national economic activity (e.g., private enterprise, socialism, etc.) and the
contrasting features of these approaches. (Lipsey &Steiner,
Ch. 45; Smith, et al., Ch. 2) Define and recognize examples of important concepts in economics
(margin, etc.). (McConnell, Ch. 2; Clayton &Brown, Ch. 1;
A Framework for Teachin Economics: Basic Conce ts (Master Curriculum Guide: Part I. W. Lee Hansen, G. L. Bach, James D. Calderwood and Phillip Saunders. Joint Council on Economic Ed.)
13

Geography References
Selected High School Textbooks
Backler, Alan L. and Stuart Lazarus. World Geography. Chicago: Science Research Associates, 1980.
Gross, Herbert H. World Geograph~ Chicago: Follett Pub. Co., 1980.
Israel, Saul, Norma H. Roemer and Loyal Durand, Jr. World Geography Today. New York: Holt, Rinehart and Winston, 1980.
James, Preston E. and Nelda Davis. Global Geography. New York: Macmillan Pub. Co., 1981.
Pounds, Normal J. G. World Geography. Morristown, NJ: Silver Burdett Co., 1980.
Selected College Textbooks
Bacon, Phillip, Editor. Focus on Geography: KeN Concepts and
Teaching Strategies. 40th Yearbook on the CSS. Washington: NCSS, 1970.
e Broek, J.O.M., et al. Geography: The Study and Teachin of Geography. Columbus, OH: Charles E. Merrill Pub. 0., 1980.
Broek, J.O.M. and John W. Webb. A Geography of Mankind. 3rd ed. NY: McGraw-Hill, 1978.
de Blij, Harm J. Geography: Regions and Concepts. 3rd ed. NY: John Wiley and Sons, 1981.
Hoy, Don R., Editor. Geography and Development: A World Re.9.ional Approach. NY: Macmillan Pub. Co., 1978.
Morrill, Richard L. and Jacqueline M. Dormitzer. The Shatial Order: An Introduction to Modern Geography. Nort Scituate, Mass.: Duxbury Press, 1979.
Strahler, Arthur N. and Alan H. Strahler. Modern Physical Geography. 2nd ed. NY: John Wiley and Sons, 1983.
Other Related References
Barney, Gerald 0., Editor. The Global 2000 Report to the President: Entering the Twenty-First Century. Washington: Government Printing Office, 1980.
Nabel, Bernard J. Environmental Science: The Way the World Works. Englewood Cliffs, NJ: Prentice-Hall, 1981.
North-South: A Program for Survival. Report of the Independent Commission on Internal Development Issues, chaired by Willy Brandt. Cambridge: MIT Press, 1980.
14

IV. Geography Recognize the significance of geographic change over time and the factors which produce various types of geographic change. (Broek, et al., Ch. 3; Bacon, Ch. 2) Recognize various methods for acquiring ~eographical information (field observation, map comparison, etc.). (Broek, et al., Ch. 4; James, Ch. 1) Identify those factors which make "distance" between places a factor
in the uniqueness of places. (Bacon, Chs. 4 &6; Broek &Webb, Ch. 2)
Analyze the uniqueness of given places in terms of several interrelated factors (e.g., geographical location, population, natural resources, cultural practices, language). (Morrill, Ch. 2; Hoy, Part 1) Analyze the influences of a society on an individual and the interdependence among societies in different parts of the world.
(James, Chs. 1 &6; Backler, most of book; Broek &Webb, Parts I & II;
North-South) Identify those factors which promote or retard the flow of ideas and
goods between places. (Morrill, Ch. 11; North-South, Chs. 1 &9)
Identify reasons why some interactions are a function of the size
and distance between centers of population. (Morrill, Chs. 7 &12; Bacon, Chs. 4 &6)
Recognize general characteristics of the earth grid measurement system. (Strahler (1983), Ch. 1; Gross, Unit 1) Distinguish between the uses of relative location descriptions and mathematical locational schemes. (Strahler (1983), Appendix III; Gross, Unit 1) Identify and analyze the relationships among general worldwide distributions (e.g., religions, climatic conditions, languages,
resources, populations). (Broek &Webb, Part II; Hoy, Part I)
Use the various features of maps (e.g., grid, keys, scales, color patterns) to obtain geographic information. (Strahler (1983). Appendix III; Gross, Unit I) Analyze relationships between two or more distributions as represented on a map. (Broek, et al., Ch. 4; Strahler (1983), App. III) Identify essential features and relative usefulness of various types
of graphs, charts, tables and maps. (Broek, et al., Chs. 4 &5;
Strahler (1983), Ch. 1)
15

Recognize programs, practices, or measures which contribute to the protection or destruction of the natural environment. (Broek, et al., Ch. 3; Bacon, Ch. 2)
Distinguish maps from pictures, diagrams, etc., and identify distinguishing characteristics which enhance the usefulness of maps. (Strahler (1983), Appendix III; Gross, Unit I)
Identify instances in which humans adjust to or modify the environment and the consequences of these activities. (Morrill, Ch. 2; Hoy, Part I)
Identify reasonable geographic explanations for the location and interaction of various objects or phenomena (e.g., pipelines, cities, highways). (Morrill, Ch. 2; Hoy, Part I)
Given specific types of maps with different scales, recognize that generalization increases as scale decreases. (Strahler (1983), Appendix III; Gross, Unit I)
History References
Selected High School Textbooks
Fenton, Edwin. The Americans: A History of the United States. New York: Holt, Rinehart and Winston, 1970.
Fenton, Edwin. 32 Problems in World History. New York: Holt, Rinehart and Winston, 1966.
Schwartz, Melvin and John O'Connor. Exploring American History. 4th ed. New York: Globe Book Co., 1968.
Shafer, Boyd C., Richard A. McLemore and Everett Auspurger. United States History for High Schools. Atlanta: Laidlaw Brothers, 1966.
Smith, Roland M., Eugene D. Levy and Martha H. Brown. Faces of America: A History of the United States. New York: Harper and Row, 1982.
VerSteeg, Clarence L. American,Spirit: A History of the United States. Chicago: Follett Publishing Co., 1982.
Weisberger, Bernard A. From Sea to Shining Sea: A History of the United States. New York: McGraw-Hill Book Co., 1982.
Wi ltz, John E. Modern American History: The Search for identity. 3rd ed. Philadelphia: J. B. Lippincott Co., 1981.
16

Selected College Textbooks Bailey, Thomas A. and David M. Kennedy. The American Pageant.
7th ed. Lexington, MA: D. C. Heath &Co., 1983.
Blum, John M., Edmund S. Morgan, Willie Lee Ross, Arthur M. Schlesinger, Kenneth M. Stampp and Vann C. Woodward. The National Experience: A History of the United States. 5th ed. New York: Harcourt, Brace, Jovanovich, 1981.
Current, Richard N., T. Harry Williams and Frank Freidel. American History: A Survey. New York: Alfred A. Knopf, 1979.
Dollar, Charles M., Joan R. Gundersen, Ronald N. Satz, H. V. Nelson, Jr. and Gary Reichard. America: Changing Times. 2nd ed.
New York: John Wiley &Sons, 1982.
Garraty, John A. The American Nation: A History of the United States. 4th ed. New York: Harper and Row, 1979.
Gruver, Rebecca B. An American History. 3rd ed. Reading, MA: Addison Wesley Pub. Co., 1981.
Link, Arthur S., Stanley Cohen, Robert V. Remini, Douglas Greenburg and Robert C. McMath, Jr. The American People: A History. Arlington Heights, IL: AHM Publishing Corp., 1981.
McKay, J. P., B. D. Hill and J. Buckler. A History of Western Society. Boston: Houghton Mifflin Co., 1979.
Norton, Mary B., David M. Katzman, et ale A People &A Nation.
Boston: Houghton Mifflin Co., 1982. Strayer, Joseph R. and Hans W. Gatzke. The Mainstream of Civiliza-
tion. 3rd ed. New York: Harcourt, Brace, Jovanovich, 1979.
Unger, Irwin. These United States. Boston: Little, Brown &Co.,
1978. Wallbank, T. Walter, Alastair M. Taylor and Nels M. Bailkey.
Civilization: Past &Present. 4th ed. Dallas: Scott, Foresman &Co., 1975. Weinstein, Allen and Frank O. Gatell. Freedom and Crisis: An American History. 3rd ed. New York: Random House, 1981. Willis, F. Roy. World Civilizations. Lexington, MA: D. C. Heath and Co., 1982.
17

Other Related References Barzun, Jacques and Henry Graff. The Modern Researcher. 3rd ed. New York: Harcourt, Brace, Jovanovich, 1977. Bernard, Harold W. Social Psychology. Boston: Allyn and Bacon, 1966. Cantor, Norman F. and Richard I. Schneider. How to Study History. New York: Thomas Y. Crowell Co., 1967. Commager, Henry S. The Nature and Study of History. Columbus, OH: Charles E. Merrill Books, Inc., 1965. Conkin, Paul K. and Roland N. Stromberg. The Heritage and Challenge of History. New York: Dodd, Mead and Company, 1974. Daniels, Robert V. Studying History: How and Why. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Eisenstadt, S. N. Social Change. New York: Free Press, 1978.
r: Gawronski, Donald V. Histor Meaning and Method. 3rd ed. Glenview, IL: Scott, oresman &Co., 1975.
Gray, Wood, et al. Historian's Handbook. 2nd ed. Boston: Houghton Mifflin Co., 1964.
Gustavson, Carl G. A Preface to History. New York: McGraw-Hill Book Co., 1955.
Hockett. The Critical Method in Historical Research and Writing. New York: The Macmillan Co., 1955.
Hofstadter, Richard. Age of Reform from Bryan to F.D.R. New York: Random House, 1955.
Honigmann, John J. Personality in Culture. New York: Harper and Row, 1967.
Lichtman, Alan J. and Valerie French. Historians and the Living Past. Arlington Heights, IL: AHM Publishing Corp., 1978.
Morse, Chaldler, et al. Modernization by Design. Ithaca, NY: Cornell University Press, 1969.
Nugent, Walter T. K. Creative History. Philadelphia: J. B. Lippincott Co., 1967.
Shafer, Boyd C. Nationalism:. Myth and Reality. New York: Harcourt, Brace, Jovanovich, 1955.
Shafer, Robert J., Editor. A Guide to Historical Method. Homewood, IL: The Dorsey Press, 1980.
18

V. History
Recognize various definitions of history. (Barzun &Graff (3rd ed.), pp. 37-42; Cantor &Schneider, pp. 17-21; Commager, pp. 1-14; Conkin &Stromberg, Ch. 8; Gawronski (3rd ed.), pp. 1-10,20-22; Gray (2nd ed.);
Gruver (3rd ed.), p. vii; Nugent, pp. 13-22; Shafer, Robert J., pp. 1-38; Wiltz (3rd ed.), pp. 1-2)
Identify different views of historical change. (Barzun &Graff
(3rd ed.), pp. 43-46; Commager, pp. 15-27; Conkin, Ch. 6; Daniels, pp. 23-64,82-94; Gawronski (3rd ed.), pp. 23-24; Gustavson, pp. 12-80;
Lichtman &French, pp. 1-13; Nugent, pp. 84-117; Shafer, Robert J.,
pp. 53-64; Wiltz (3rd ed.), p. 3)
Identify methods commonly used in historical research. (Barzun & Graff (3rd ed.), pp. 120-121, 125-146; Cantor &Schneider, pp. 176-180;
Commager, pp. 99-153; Daniels, pp. 6-7; Gawronski (3rd ed.), pp. 11-18;
Gray (2nd ed.); Gruver (3rd ed.), p. viii; Hockett; Lichtman &French,
pp. 17-19,44-71,200-205; Shafer, Robert J., pp. 39-52,65-72,127-170; Wiltz (3rd ed.), pp. 4-5)
Identify factors which can lead to different interpretations of the same historical events (e.g., access to different documents, organizing research around different questions, different assumptions
about human behavior, bias, frame of reference). (Barzun &Graff
(3rd ed.), pp. 111-114,112-124,147-165; Commager, pp. 43-94; Fenton, 32 Problems, see preface, IlHistory as Interpretation;1l Gustavson, pp. 172-178; Shafer, Robert J., pp. 171-200; VerSteeg, pp. 364-381)
Distinguish between primary and secondary sources of historical
evidence. (Barzun &Graff (3rd ed.), pp. 83-110; Cantor &Schneider,
pp. 39-105; Daniels, pp. 78-82; Gruver (3rd ed.), pp. vii-viii; Gustavson, pp. 164-170; Hockett, Part One; Nugent, pp. 70-83; Shafer, Robert J., pp. 79-87; Wiltz (3rd ed.), pp. 3-4)
Given a set of historical data, identify appropriate hypotheses which could be derived from it. (Fenton, The Americans; Fenton, Teaching)
From a given historical account, identify values, ideas and beliefs common in the culture being described. (Daniels, pp. 95-100; Gawronski, pp. 18-20; Gustavson, pp. 152-153; Honigmann; Lichtman
&French, pp. 72-75; Shafer, Robert J., pp. 73-79)
Identify assumptions implied by the writer of a given historical account. (Conkin, Ch. 11)
Identify the use of new historical methods in given passages (e.g., statistics, oral history, historical archaeology, formalism, etc.).
(Hockett, Part One; Lichtman &French, pp. 122-152; Shafer, Robert J.,
pp. 87-94)
Determine from a list of sources those which would be most appropriate for historical interpretation. (Hockett, Part One)
19

Identify economic, political and social forces which have influenced
movements and events in history. (Bailey &Kennedy (7th ed.),
pp. 59-80, 701-722, 842-844; Blum, Morgan, Rose, Schlesinger, Stampp
&Woodward (5th ed.), pp. 32-36,480-495,509-521,635-651,794-795, 822-831,882-906; Current, Williams &Freidel (5th ed.), pp. 59-81,
301-310,423-431,744-753,777-791,815-822, 840-863; Dollar,
Gundersen, Satz, Nelson &Reichard (2nd ed.), pp. 58-96; Garraty
(4th ed.), pp. P3, 1-24, P5, 1-24, 29-50, 282-290, 308-335, 620-647, 731-782; Gruver (3rd ed.), pp. 33-34, 48-49, 75-83, 275-282, 500-504, 657-677,744-747,790-795,814-821; Link, et a1., pp. 42-45,87-128, 202-209, 261-263, 366-412, 684-695, 854-897, 927-933, 942-968;
Schwartz &O'Connor (4th ed.), pp. 66-86; Smith, et a1., pp. 102-115,
147-173, 588-605; Unger, Ch. 9; VerSteeg, pp. 124-137, 239-247,348-361, 462-475, 576-589,690-703; Wallbank, et a1., (4th ed.), Ch. 25;
Weinstein &Gatel1 (3rd ed.), pp. 80-127, 332-362, 505-524, 597-623,
873-909; Weisberger, pp. 72-98, 546-586, 660-684; Wiltz (3rd ed.), pp. 34-40)
Define the concept of "na tionalism" and recognize examples of nation-
alism as a force in historical events. (Schwartz &O'Connor (4th ed.), pp. 142-165, 188-196; Shafer, Boyd C., pp. 7-8; Shafer, McLemore & Ausperger, p. 166; Smith, et a1., pp. 244-266; Strayer &Gatzke
(3rd ed.), Ch. 26; Weisberger, pp. 178-202; Wiltz (3rd ed.), pp. 63-68)
Given historical events which follow a logical sequence, classify them in appropriate chronological order. (VerSteeg, pp. 22-41,478-495)
Recognize ways in which social values influence, and are influenced by, changes in social institutions (i.e., importance of ideas in
historical change). (Wallbank &Taylor, Ch. 20; Willis, Ch. 20;
Wiltz (3rd ed.), pp. 214-218)
Identify the concept and examples of sectionalism and/or nationalism.
(Bailey &Kennedy (7th ed.), pp. 119-220,235,329-386,621;
Blum, et a1., (5th ed.), pp. 120-149, 192-199, 201-211, 232-237, 321,337,412-429,591-592,700-704,801-804, 833-834, 892-893; Current, et a1., (5th ed.), pp. 133-162,217-250,286-311,349-365, 370-375,630-631,643,651; Dollar, et al. (2nd ed.), pp. 135-148, 209-234, 254-273, 283-288, 365-414, 504-508, 757-780, 978-986; Garraty (4th ed.), pp. 51-54,106-112,181-240,273-281,305-307, 336-360; Gruver (3rd ed.), pp. 137-143,152-160,210-233,246-251, 344-347,363-375,436-442; Link, et a1., pp. 221-242, 298-321,
413-422, 485-486; Schwartz &O'Connor (4th ed.), pp. 240-263;
Shafer, et a1., Ch. 7: Section 2; Smith, et a1., pp. 252-253, 328, 335, 338, 385-412, 433-462; Unger, pp. 395-420; VerSteeg, pp. 176-213,
268-308,382,401; Weinstein &Gate11 (3rd ed.), pp. 171-211, 232-234,
379-422; Weisberger, pp. 320-331; Wiltz (3rd ed.), pp. 106-110)
20

Identify examples of international relationships (i.e., U. N., Postal Unions, Red Cross, NATO, trade agreements, international
corporations). (Bailey &Kennedy (7th ed.), pp. 686-700, 718-719,
726, 734, 746, 778-779, 796-797, 818-820, 823, 847,850, 885; Blum, et a1. (5th ed.), pp. 605-614, 661-662, 700-709, 768-769; Current, et a1. (5th ed.), pp. 588, 610-614, 629-630, 717, 721-722, 723, 733-735, 758,776-777; Dollar, et a1., (2nd ed.), pp. 736-738, 753,858,868-869; Garraty (4th ed.), pp. 612-618,679-680,713; Gruver (3rd ed.), pp. 640-645, 653, 710, 716, 755, 758, 781, 787, 810; Link, et a1., pp.660-661, 671-678, 717-722,784-789,835-837,
918-919; Norton, et a1., Ch. 32; Schwartz &O'Connor (4th ed.), pp.
393-416,416-428; Shafer, et a1., Ch. 27; Smith, et a1., pp. 585-587,
618,636,642; VerSteeg, pp. 620-621, 660-667; Weinstein &Gate11
(3rd ed.), pp. 687-688,810-811, 843, 873; Weisberger, pp. 536-540, 590-599, 646-648; Wiltz (3rd ed.), pp. 464-472, 538-552, 601-607, 630-649, 659-665)
Recognize examples of, and give causative factors in, the movement
for reform in u.S. history. Bailey &Kennedy (7th ed.), pp. 313-328,
536-540,548-557,598-648,749-773,862-870; Blum, et al., (5th ed.), pp. 250-273,544-563,572-583,670-699,772-773, 832-841; Current, et a1., (5th ed., pp. 321-330, 478-510, 554-583, 588-595, 648-675; Dollar, et a1, (2nd ed.), pp. 290-318, 546-571,674-696,782-812; Garraty (4th ed.), pp. 320-324, 527-537, 565-591,608-609,648-674; Gruver (3rd ed.), pp. 297-317,320-325,580-615,678-700; Link, et a1., pp. 541-562, 598-653, 758-782, 837-840; Norton, et a1., Ch. 21;
Schwartz &O'Connor (4th ed.), pp. 342-350, 438-442; Shafer, et a1.,
Ch. 18; Smith, et al., pp. 562-569,606-615; Unger, pp. 635-683;
VerSteeg, pp. 536-555, 630-649; Weinstein &Gate11 (3rd ed.),
pp. 310-329, 637-656, 769-786; Weisberger, pp. 430-458; Wiltz (3rd ed.), pp. 108-109, 300-355, 396-430, 510-538, 742-745)
Identify the concept of modernization: social, political and economic factors which are indicators of modernization and/or historical influences which accelerate or impede the movement toward modernization. (Morse, et a1.; Weisberger, pp. 264-292; Wiltz (3rd ed.), pp. 214-249)
Identify consequences of major technological advances. (Blum, et a1., (5th ed.), pp. 212-219, 315-320, 452-471, 628-634; Current, et a1. (5th ed.), pp. 183-187,343-454,834-839; Dollar, et al. (2nd ed.), pp. 235-252, 292-293, 360-362, 489-490, 504-505, 514-544, 569-570; Garraty (4th ed.), pp. 290-305, 443-488; Gruver (3rd ed.), pp. 217-218, 283-287,466-484; Link, et a1. (pp. 259-260, 370-374, 497-521, 591-597,
767-769; McKay &Buckler, pp. 965-973; Schwartz &O'Connor (4th ed.),
pp. 298-322, 447-453; Smith, et a1., pp. 358-373,531-541,677-681;
VerSteeg, pp. 496-515; Wallbank &Taylor, Ch. 33; Weinstein &Gate11
(3rd ed.), pp. 571-596, 712-719; Weisberger, pp. 390-430; Wiltz (3rd ed.), pp. 214-249)
Identify the major tenets and examples of philosophical liberalism and conservatism in western history. (Norton, et a1., pp. 936, 978-980,
982; Strayer &Gatzke, pp. 579-584, 545-555)
21

Identify the concept of imperialism, examples of the rise of imperialism, and/or the effects of various forms of imperialism.
(Bailey &Kennedy (7th ed.), pp. 559-597, 642-643, 689, 734;
Blum, et a1. (5th ed.), pp. 305-308, 522-539, 564-570,848-849; Current, et a1. (5th ed.), pp. 95-96, 514-528; Dollar, et a1. (2nd ed.), pp. 612-634; Garraty (4th ed.), pp. 539-564; Gruver (3rd ed.),
pp. 556-575, 593; Link, et a1., pp. 563-575; Schwartz &O'Connor (4th ed.), pp. 360-388; Smith, et a1., pp. 569-577; Strayer &Gatzke,
pp. 633, 636-644, 668, 674-679, 710, 735-736; VerSteeg, pp. 556-575,
611-615; Wallbank &Taylor, Ch. 27; Weinstein &Gate11 (3rd ed.),
pp. 657-680; Wiltz (3rd ed.), pp. 364-396, 409-410}
Identify factors which influenced social change in selected periods
of history. (Eisenstadt; Weinstein &Gate11 {3rd ed.}, pp. 294-309;
Wiltz (3rd ed.), pp. 112-120, 178-183, 324-355, 768-771}
Identify the distinguishing characteristics of revolutions, rebellions,
and coups, and examples of each. (Bailey &Kennedy {7th ed.},
pp. 81-99; Blum, et al. (5th ed.), pp. 98-109; Current, et a1. (5th ed.), pp. 99-108; Dollar, et al. (2nd ed.), pp. 105-118; Garraty (4th ed.), pp. 69-85; Gruver {3rd ed.}, pp. 102-111, 146-151; Gustavson,
pp. 98-109; Link, et a1., pp. 145-180; Schwartz &O'Connor {4th ed.}, pp. 98-119; Smith, et a1., pp. 201-225; Strayer &Gatzke, pp. 492,
542, 545, 549, 553, 555, 560, 563, 568, 590; VerSteeg, pp. 158-175;
Weinstein &Gate11 (3rd ed.), pp. 149-165; Weisberger, pp. 100-120;
Wiltz (3rd ed.), pp. 44-54}
Identify the concept and examples of acculturation. {Bailey &Kennedy
(7th ed.), pp. 923-943; Blum, et a1. (5th ed.), pp. 54-74,230-231; Current, et a1. {5th ed.}, pp. 128,314-321,370,448,530-548,608, 632-637,676-677,832; Dollar, et a1. (2nd ed.), pp. 160-162,640-668; Garraty {4th ed.}, pp. P1, 1-25, P4, 1-24, P6, 1-25,489-511; Gruver (3rd ed.), pp. 512-527; Link, et a1., pp. 1-2, 134-144,264-270,
696-700; Shafer, McLemore &Auspurger, Ch. 20; Smith, et a1., pp.
36-63, 173-182, 552-561}
Identify factors promoting social interaction and recognize examples of these factors in given descriptions of social situations.
{Bernard; Weinstein &Gate11 {3rd ed.}, pp. 719-724}
Identify causes and effects of given migrations of people.
{Bailey &Kennedy {7th ed.}, pp. 11-18,61-62,82,204-205,281,
293-312,320,332-333,394-395,481-482,498-521,598; Blum, et a1. (5th ed.), pp. 18-31,37-44,311-315,467-468,472-479,544-549, 584-585, 591-592,617-618,692-693,882-883; Current, et a1. (5th ed.), pp. 21-50, 60-64, 232-233, 291-296,459-461,631-632; Dollar, et a1. (2nd ed.), pp. 18-41,279-285,365-367, 530-535, 567-568, 710-711, 735-736; Garraty {4th ed.}, pp. 10-23, 293-300, 422-428, 472-479, 622-624,731,755; Gruver (3rd ed.), pp. 26-32, 35-45, 58-68, 287-296, 451,488-492,506-511,855-856; Link, et a1., pp. 46-86, 113-117, 253-299,366-368, 714-716, 719,844,948-951, 958; Norton, et a1.,
pp. 533, 671-672, 872-879, 965, 970; Schwartz &O'Connor (4th ed.),
pp. 8-48, 326-330; Smith, et a1., pp. 377-384, 520-530; VerSteeg,
22

pp. 44-45, 105-107, 112, 289-291, 297, 353, 439, 509, 519-521,
522-523, 528-529, 560, 578-579, 586-587; Weinstein &Gate11 (3rd ed.),
pp. 40-79, 315-317, 586-590, 631-637, 642-643, 731-732; Weisberger, pp. 26-50, 458-480; Wiltz (3rd ed.), pp. 106-107, 268-271) Identify the concept and historical examples of cultural lag.
(Wallbank &Taylor, pp. 2-3)
American Government References Selected High School Textbooks
Fraenke1, Jack R., Frank T. Kane, Jack W. Sutherland and Rudie W. Tretten. Decision-Making in American Government. Atlanta: Allyn and Bacon, 1980.
Gillespie, Judith and Stuart Lazarus. American Government: Comparing Political Experiences. Englewood Cliffs: PrenticeHall, 1979.
Hartley, William H. and William S. Vincent. American Civics. 3rd ed. Atlanta: Harcourt, Brace, Jovanovich, 1979.
Kowns1ar, A11an O. and Terry L. Smart. American Government. New York: McGraw-Hi11,1980.
Magruder, Frank Abbott. Ma ruder's American Government. (Revised by William A. McClenaghan. Atlanta: Allyn and Bacon, 1983.
Meh1inger, Howard D. and John J. Patrick. American Political Behavior. Lexington, MA: Ginn, 1980.
Rosencranz, Armin, James B. Chapin, Sharon Wagner and Barbara Finley Brown. American Government. New York: Holt, Rinehart & Winston, 1982.
Selected College Textbooks Brinton, Crane, John B. Christopher and Robert Lee Wolff. A History of Civilization. Englewood Cliffs, NJ: Prentice-Hall. (Any edition) Burns, James MacGregor, J. W. Pe1tason and Thomas E. Cronin. Government by the People. Englewood Cliffs: Prentice-Hall, 1981. Corwin, E. S. and J. W. Pe1tason. Corwin and Peltason's Understanding the Constitution. 7th ed. Hinsdale, IL: Dryden, 1976. Coplin, William D. Introduction to International Politics. Englewood Cliffs: Prentice-Ha11,1980. Ferguson, Wallace K. and Geoffrey Brunn. A Survey of European Civilization. Boston: Houghton Mifflin. (Any edition)
23

Ferguson, John H. and Dean E. McHenry. The American Federal Government. New York: McGraw-Hill, 1977.
Keefe, William J., Henry J. Abraham, William H. Flanigan, Charles O. Jones, Morris S. Ogul and John W. Spanier. American Democracy: Institutions, Politics, and Policies. Homewood, IL: Dorsey, 1983.
Kelly, Alfred H. and Winfred A. Harbison. The American Constitution: Its Origin and Development. New York: Norton, 1970.
Lineberry, Robert L. Government in America: People, Politics and Policy. Boston: Little, Brown, 1983.
Saffell, David. State and local Government: Politics and Public Policies. Reading, MA: Addison-Wesley, 1982.
Saye, Albert B., John F. Allums and M. B. Pound. Principles of American Government. Englewood Cliffs: Prentice-Hall, 1982.
Spanier, John. Games Nations Play: Analyzing International Politics. New York: Holt, Rinehart and Winston, 1981.
Stoessinger, John G. The Might of Nations: World Politics in Our Time. New York: Random House, 1973.
Other Related References Abraham, Henry. The Judicial Process. New York: Oxford University Press, most recent edition. Becker, Carl. The Declaration of Independence. New York: Knopf, 1951. Bowen, Catherine Drinker. Miracle at Philadelphia. Boston: Little, Brown, 1966. Churchill, Winston S. The Birth of Britain. New York: Dodd, Mead, 1966. (Volume One of A History of the English-Speaking Peoples.) Corwin, Edward S. The Constitution and What It Means Today. Princeton: University Press, most recent edition. Corwin, Edward S. The President: Office and Powers. New York: New York University Press, 1957. Dawson, Richard and Kenneth Prewitt. Political Socialization. Boston: Little, Brown, 1969. Edwards, David. The American Political Experience. Englewood Cliffs: Prentice-Hall, most recent edition. Ellul, Jacques. Propaganda. New York: Knopf, 1965.
24

Graber, Doris A. Mass Media and American Politics. Washington: Congressional Quarterly Press, 1980.
Hartmann, Frederick H. The Relations of Nations. New York: Macmillan, most recent edition.
Huckshorn, Robert. American Political Parties. Boston: Duxbury, 1980.
Rourke, Francis. Bureaucracy, Politics and Public Policy. Boston: Little, Brown, 1969.
Van Doren, Carl. The Great Rehearsal. NY: Viking, 1948.
White, Theodore H. The Making of the President, 1960. NY: Atheneum, 1961.
VI. American Government
Identify governmental functions necessary for meeting the basic needs of a complex society. (Saye, et al., Ch. 11; Magruder,
Ch. 16; Kownslar &Smart, Ch. 17)
Identify the different forms of government (e.g., hereditary kingship, king and council, constitutional). (Saye, et al., Ch. 1; Magruder, Ch. 1)
Identify governmental practices consistent with given theories of government. (Saye, et al., Ch. 1; Rosencranz, et al., Ch. 1)
Recognize the differences among various branches (i.e., legislative, executive, judicial) of government. (Burns, et al., Ch. 2; Hartley
&Vincent, Ch. 2)
Identify rights granted by the Magna Carta, the Bill of Rights, and the Petition of Right. (Churchill, Ch. 15 (Magna Carta); Brinton, et al.; Ferguson, et al.)
Identify early attempts to unite the American colonies (Albany Plan, The Stamp Act, First Continental Congress). (Magruder, Ch. 2)
Identify the philosophical principles of the Declaration of Independence. (Corwin and Peltason, background chapter; Kownslar and Smart, Ch. 3)
Identify the strengths and weaknesses of the Articles of Confederation. (Burns, Peltason and Cronin, Ch. 1; Magruder, Ch. 2; Saye, et al. Ch. 2)
Identify the purpose and outcome of the Constitutional Conventions. (Burns, et al., Ch. 1; Magruder, Ch. 2; Saye, et al., Ch. 2)
Identify the purposes and decisions of the Second Continental Congress. (Magruder, Ch. 2; Saye, et al., Ch. 2)
25

Identify the meaning and implications of popular sovereignty as
expressed in the Constitution. (Ferguson &McHenry, Ch. 1;
Magruder, Ch. 3) Recognize the reasons for separation of governmental powers and identify major powers held by the different branches of the federal
government. (Burns, et al., Ch. 2; Gillespie &Lazarus, Ch. 11)
Identify examples of judicial review which provide checks on the powers of other branches of government. (Burns, et al., Ch. 2;
Magruder, Chs. 3 &18; Saye, et al., Ch. 13)
Recognize the distinct functions of the two houses of Congress and the differences in their composition and membership. (Saye, et al., Ch. 12; Magruder, Ch. 11) Identify the steps through which a bill passes before it becomes a law. (Saye, et al., Ch. 12; Magruder, Ch. 12) Identify the process (formal and informal) which leads to the selection of a President of the United States. (Burns, et al., Ch. 12; Magruder, Ch. 14) Identify the major functions of the cabinet departments of the executive branch of the federal government. (Saye, et al., Ch. 11; Magruder, Ch. 16) Identify major independent regulatory agencies of the federal government and their functions. (Burns, et al., Ch. 21; Magruder, Ch. 16; Saye, et al.tCh. 11) Identify the powers and functions of federal courts. (Burns, et al.,
Ch. 16; Magruder, Ch. 18; Gillespie &Lazarus, Ch. 14)
Analyze the interactions between judicial decisions and social
forces. (Burns, et al., Chs. 5 &6; Kownslar &Smart, Ch. 11)
Identify reciprocal constitutional obligations between states. (Magruder, Ch. 4) Identify constitutional provisions for the admission of new states and the control of territories. (Magruder, Ch. 4) Identify federal protections guaranteed to the states by the Constitution. (Magruder, Ch. 4) Identify the characteristics of a one-party and a multi-party system. (Saye, et al, Ch. 7; Magruder, Ch. 7) Identify common characteristics of the organizations of state and
local political parties. (Saffell, Ch. 3; Grant &Nixon, Ch. 7)
Identify the major functions, characteristics and attributes of a political party. (Saye, et al., Ch. 7; Magruder, Ch. 7)
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Evaluate the advantages and disadvantages of the different methods of nominating political candidates. (Keefe, et a1., Ch. 7; Magruder, Ch. 9) Identify propaganda techniques used to sway public opinion.
(Magruder, Ch. 10; Hartley &Vincent, Ch. 12)
Identify the effects of the Fourteenth Amendment on the powers of the states and ways in which these powers have been changed by
various court interpretations. (Burns, et al., Chs. 6 &7;
Saye, et al., Ch. 5; Magruder, Ch. 6) Identify the content of articles of the Bill of Rights and other amendments to the United States Constitution. (Saye, et al., Ch. 5; Magruder, Ch. 5) Identify general facts about the organization and functions of state and local governments in the United States. (Saye, et al.,
Ch. 14; Hartley &Vincent, Chs. 7 &8)
Identify ways in which interest groups influence American politics.
(Burns, et al., Ch. 8; Magruder, Ch. 10; Kownslar &Smart, Ch. 27)
Identify factors which influence the voting behavior of citizens in the United States. (Keefe, et al., Ch. 6; Magruder, Ch. 8) Analyze the role of a bureaucracy in a complex society. (Burns,
et al., Chs. 17, 21 &22; Magruder, Ch. 16)
Identify factors which should be considered by individuals in the courses of responsible political decision-making (e.g., in candidate choice, policy-making, methods of voicing opinion or opposition).
(Meh1inger &Patrick, Ch. 10)
Identify factors which influence political socialization. (Lineberry, Ch. 6; Fraenke1, et a1., Ch. 1) Recognize plausible explanations identified as underlying "causes II of present-day international tensions. (Coplin, Ch. 3; Gillespie
&Lazarus, Ch. 16; Stoessinger, Part Two)
Recognize that current events can be interpreted differently by persons with different backgrounds and interests (e.g., different nationalities). (Spanier, Ch. 13; Coplin, Ch. 7) Analyze how specific recent events in foreign affairs are related to fundamental or long-term international problems. (Coplin, Ch. 3;
Gillespie &Lazarus, Ch. 16; Stoessinger, Part Two)
Analyze the structure of compromise in international relations.
(Spanier, Ch. 17; Gillespie &Lazarus, Ch. 17; Stoessinger, Ch. 8)
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Citizenship References Selected High School Textbooks
Fraenkel, Jack R., Frank T. Kane, Jack W. Sutherland and Rudie W. Tretten. Decision-Making in American Government. Atlanta: Allyn and Bacon, 1980.
Gillespie, Judith and Stuart lazarus. American Government: Comparing Political Experiences. Englewood Cliffs, NJ: Prentice-Ha11,1979.
Hartley, William H. and William S. Vincent. American Civics. 3rd ed. Atlanta: Harcourt, Brace, Jovanovich, 1979.
Jantzen, Steven, Carolyn Jackson, Norman lunger, Diana Reische and Philip Parker. Scholastic American Citizenship. New York: Scholastic Book Service, 1980.
Kownslar, Allan O. and Terry l. Smart. American Government. New York: McGraw-Hill,1980.
Meh1inger, Howard D. and John J. Patrick. American Political Behavior. lexington, MA: Ginn, 1980.
Patrick, John and Richard Remy. Civics for Americans. Glenview,
Il: Scott Foresman &Co., 1980.
Rosencranz, Armin, James B. Chapin, Sharon Wagner and Barbara Finley
Brown. American Government. New York: Holt, Rinehart &
Wi nston, 1982. Selected College Textbooks
Billington, Monroe lee. The American South: A Brief History. New York: Scribner's, 1971.
Burns, James MacGregor, J. W. Peltason and Thomas E. Cronin. Government By the People. Englewood Cliffs: Prentice-Hall, , 981.
Ezell, John Samuel. The South Since 1865. New York: Macmillan, 1963.
lineberry, Robert. Government in America: People, Politics, and Policy. Boston: little, Brown, 1983.
Raths, et a1. Values and Teaching. 2nd ed. Co1umbus,OH: Charles Merrill Publishing Co., 1978.
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Saye, Albert B., John R. Allums and Merritt B. Pound. Principles of American Government. Englewood Cliffs: Prentice-Hall, 1982.
Vol komer, Walter E. American Government. Englewood Cliffs: Prentice-Hall, 1983.
Other Related References Benson, Herbert. The Relaxation Response. New York: Avon Books, 1976. Bieliauskas, Linas. Stress and Its Relationship to Health and Illness. Boulder, CO: Westview Press, 1982. Davis, Martha, et al. The Relaxation and Stress Reduction Workbook. Richmond, CA: New Harbinger Pub., 1980. Elwood, Ann. Our American Minorities. New York: Globe, 1978. Kurfman, Dana G. (Ed.). Developing Decision-Making Skills. Washington: National Council for the Social Studies Yearbook, 1977. Muessig, Raymond H. (Ed.). Controversial Issues in the Social Studies. Washington: National Council for the Social Studies Yearbook, 1975. Naisbitt, John. Megatrends: Ten New Directions Transforming Our Lives. New York: Warner, 1982. Perspectives. The Close Up Foundation. Arlington, VA: Readings on contemporary national issues, 1977-1982. Rosen, Gerald. The Relaxation Book. Englewood Cliffs: PrenticeHall, 1977. Toffler, Alvin. The Third Wave. New York: Bantam, 1980. Woodward, C. Vann. The Burden of Southern History. Baton Rouge: Louisiana State University, 1960.
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VII. Citizenship Analyze the relationship of individual rights to responsibilities in American society, especially in regard to constitutional freedoms, framework of law, ownership and use of property and social
heterogeneity. (Saye, et al., Ch. 5; Magruder, Chs. 5 &6;
Fraenkel, Ch. 8) Distinguish between freedom as license and freedom as the right to make choices within a framework of concern for the general welfare. (Lineberry, Ch. 5; Magruder, Ch. 5; Fraenkel, Ch. 8) Analyze the impact of civil rights legislation on housing, education and employment practices. (Burns, et al., Ch. 6; Magruder, Ch. 6) Identify the Supreme Courtls reasons for its most important Civil Rights decisions and/or identify the impact of these decisions on housing, education, employment and voting practices. (Burns, et a1.,
Ch. 6; Magruder, Chs. 6 &8; Rosencranz, Ch. 34)
Identify the social and political events which preceded the passage
of the Civil Rights Act of 1964. (Vol komer, Ch. 12; Mehlinger &
Patrick, Ch. 13) Identify the rights guaranteed to citizens in the articles of the Bill of Rights, and analyze contemporary events and issues related to the preservation of those rights. (Saye, et a1., Ch. 5;
Magruder, Chs. 5 &6; Rosencranz, Chs. 32 &33)
Identify the content of amendments subsequent to the Bill of Rights.
(Saye, et a1., Ch. 3; Kowns1ar &Smart, Ch. 14)
Identify procedures for amending the Constitution. (Burns, et al., Ch. 2; Magruder, Ch. 3) Distinguish between the concepts of substantive and procedural due
process of law. (Gillespie &Lazarus, Ch. 1; Jantzen, et al., Part
Four, Unit II, Chapter 5) Distinguish between the legal and illegal exercise of the right to
dissent. (Burns, et al., Ch. 5; Hartley &Vincent, Ch. 22)
Identify the implications of the expression: IIA public office is a public trust. 1I (Mayer, Chs. 2,3,11; Jantzen, Unit I, Part Four) Identify areas in which individual rights and societal or governmental rights have had a history of conflicts (e.g., right to private property vs. right of eminent domain). (Burns, et al., Chs. 5, 7; Magruder, Chs. 5, 6) Recognize an individual's civic duties (service on juries, voting, etc.). (Patrick, Chs. 13, 16, 17; Jantzen, Chs. 5, 7)
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Analyze the term participatory democracy by identifying formal and informal means by which citizen influence is a factor in political decision-making at the federal, state and local levels.
(Vol komer, Chs. 4, 5; Hartley &Vincent, Ch. 9)
Apply general problem-solving skills to typical group and community
problems. (Gillespie &Lazarus, Chs. 9, 10)
Apply decision-making and planning processes to personal decision-
making. (Hartley &Vincent, Ch. 12; Kurfman, Ch. 1; Raths, et a1.,
Chs. 3, 4) Employ the following skills in a number of different kinds of situations: (a) identify the objectives of a task; (b) outline the steps necessary for reaching the objectives; (c) specify resources required; (d) outline the actual operations; (e) evaluate the final product. (Kurfman, Chs. 2, 8) Employ the following skills in a number of different kinds of situations: (a) delineate a set of problems; (b) establish priorities among problems based on criticalness or temporal criteria; (c) weigh alternative actions; (d) evaluate the outcome of a course of action. (Kurfman, Ch. 5; Raths, Ch. 9) Identify the historical roots of given major contemporary conflicts in American society (e.g., power of centralized vs. decentralized government, labor vs. management, status of minorities). (Burns, et a1., Ch. 6; Rosencranz, Ch. 14) Identify contributions to American culture made by minority groups (e.g., dissenters, religious groups, ethnic groups).
(Hartley &Vincent, Ch. 1; Elwood, Unit 1)
Identify ways in which the American South differs historically and in the present from other regions of the country (e.g., lack of immigrant groups, rural population, recency of industrialization). (Billington, Ch. 19; Ezell, Ch. 1; Woodward, Ch. 1) Recognize problems in and proposed solutions to current domestic
politics. (Burns, et a1., Chs. 21,22; Hartley &Vincent,
Chs. 21, 22) Given a set of current social, economic and political data, predict major changes in American life-styles over the next decade. (Na;sbitt, Introduction, Ch. 10; Toff1er, Introduction, Ch. 26)
31