ࡱ> *XYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~O bbjbj kqeep p .....d////U5LU/TWv^uuulV!V!V!V!V!V!V$h[^EV.ɥ"ɥɥEV..uuWɥ:.u.uVɥV>BMu`Pm uF V$W0TWOG__MM_.OɥɥɥɥɥɥɥEVEVɥɥɥTWɥɥɥɥ_ɥɥɥɥɥɥɥɥɥp {-:  2017 HISTORYSOCIAL SCIENCE ADOPTION INSTRUCTIONAL QUALITY COMMISSION ADVISORY REPORT  Submitted to the State Board of Education October 2017 Page  PAGE 2 of  NUMPAGES \* MERGEFORMAT 261 TABLE OF CONTENTS Page  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc496012917" Introduction  PAGEREF _Toc496012917 \h 3  HYPERLINK \l "_Toc496012918" Adoption Process  PAGEREF _Toc496012918 \h 5  HYPERLINK \l "_Toc496012919" Instructional Quality Commission Recommendations  PAGEREF _Toc496012919 \h 11  HYPERLINK \l "_Toc496012920" Basic Grade-Level Programs  PAGEREF _Toc496012920 \h 13  HYPERLINK \l "_Toc496012921" Discovery Education, Discovery Education Social Science Techbook, Grades Six through Eight  PAGEREF _Toc496012921 \h 13  HYPERLINK \l "_Toc496012922" First Choice Educational Publishing, E Pluribus Unum: The American Pursuit of Liberty, Growth, and Equality, 1750-1900, Grade Eight  PAGEREF _Toc496012922 \h 28  HYPERLINK \l "_Toc496012923" Houghton Mifflin Harcourt Publishing Company, HMH Kids Discover California Social Studies, Kindergarten through Grade Six  PAGEREF _Toc496012923 \h 61  HYPERLINK \l "_Toc496012924" Houghton Mifflin Harcourt Publishing Company, Social Studies for California, Grades Six through Eight  PAGEREF _Toc496012924 \h 67  HYPERLINK \l "_Toc496012925" McGraw-Hill School Education, Impact: California Social Studies, Kindergarten through Grade Five  PAGEREF _Toc496012925 \h 74  HYPERLINK \l "_Toc496012926" McGraw-Hill School Education, Impact: California Social Studies, Grades Six through Eight  PAGEREF _Toc496012926 \h 97  HYPERLINK \l "_Toc496012927" National Geographic Learning, National Geographic World History, Grades Six through Eight  PAGEREF _Toc496012927 \h 173  HYPERLINK \l "_Toc496012928" Pearson Scott Foresman and Prentice Hall, California History-Social Science myWorld Interactive, Kindergarten through Grade Five  PAGEREF _Toc496012928 \h 178  HYPERLINK \l "_Toc496012929" Pearson Scott Foresman and Prentice Hall, California History-Social Science: myWorld Interactive, Grades Six through Eight  PAGEREF _Toc496012929 \h 204  HYPERLINK \l "_Toc496012930" Studies Weekly, California Studies Weekly Social Studies, Kindergarten through Grade Six  PAGEREF _Toc496012930 \h 221  HYPERLINK \l "_Toc496012931" Teachers Curriculum Institute, Social Studies Alive! California Series, Kindergarten through Grade Five  PAGEREF _Toc496012931 \h 232  HYPERLINK \l "_Toc496012932" Teachers Curriculum Institute, History Alive! California Series, Grades Six through Eight  PAGEREF _Toc496012932 \h 238  HYPERLINK \l "_Toc496012933" Appendix A: Criteria for Evaluating Instructional Materials: Kindergarten through Grade Eight  PAGEREF _Toc496012933 \h 252  HYPERLINK \l "_Toc496012934" Appendix B: Learning Resources Display Centers (LRDCs)  PAGEREF _Toc496012934 \h 261 Introduction The previous state adoption of kindergarten through grade eight (K8) instructional materials in historysocial science took place in 2005. The California Department of Education (CDE) had already begun preparations for the next adoption, scheduled for 2011, when a moratorium on curriculum framework development and instructional materials adoptions was put in place in late July 2009 thorough the passage of Assembly Bill X4 2. That bill added Section 60200.7 to the Education Code (EC), which suspended all State Board of Education (SBE) actions related to those activities until July 1, 2013. That suspension was extended for two more years by Senate Bill 70, signed in March 2011. In the meantime, California was moving forward with the adoption of the Common Core State Standards (CCSS) in English language arts and mathematics. Due to the suspension, the implementation of those standards had to be authorized through specific legislation that allowed for exceptions to the suspension for the development of curriculum frameworks and the adoption of instructional materials that were aligned to the CCSS. Even though the suspension ended on July 1, 2015, the impact it has had on the regular adoption of curriculum frameworks and instructional materials will be felt for years to come. The HistorySocial Science Framework, which had been approved for its first field review by the then-Curriculum Commission when the suspension took effect, was delayed until 2014 when Senate Bill 1540 allowed work on it to resume. The framework, which contains the criteria for the evaluation of K8 instructional materials, was not finished and approved by the SBE until July 2016. Work on the adoption was further complicated by funding challenges. When the Curriculum Commission was reconstituted as the Instructional Quality Commission (IQC) in 2012, its regular budget that had been cut as part of the suspension was never reinstated by the Legislature. This has meant that the IQCs work on curriculum framework development and instructional materials adoptions has had to be funded each year on an ad hoc basis. Also significant is the trend toward funding adoptions through the collection of fees from participating publishers. This adoption was the third statewide adoption that was supported by publisher fees. This adoption, the first in twelve years, is significant in a number of ways. While the California academic content standards in historysocial science have not changed, the new curriculum framework includes significant revisions and new content that has had a profound effect upon the instructional materials developed by publishers. Furthermore, this adoption reflects the significance of the adoption of the CCSS in English language arts, especially the literacy standards for history/social studies. The instructional shifts in the CCSS are not just limited to English language arts teachers, and the new HistorySocial Science Framework includes an emphasis on the collaborative aspects of literacy and skill development that will have an impact on how historysocial science is taught going forward. The framework also includes a particular emphasis on the contributions of diverse groups to the development of California and the United States, and preparing students for their role as active citizens in our democracy by promoting civic engagement and civic participation. The new framework also includes the criteria for evaluating kindergarten through grade eight instructional materials (see Appendix A of this document for the full criteria). The criteria serve as the evaluation instrument for determining whether instructional materials align to the content standards, curriculum framework, and the other requirements established by the SBE. The adopted evaluation criteria require that instructional materials that are submitted cover at least one full-year course of study. Supplemental instructional materials were not reviewed as part of this adoption. The criteria for the evaluation of historysocial science instructional materials for kindergarten through grade eight are organized into five categories: HistorySocial Science Content/Alignment with the Standards. Instructional materials include content as specified in the Education Code, the HistorySocial Science Content Standards, and the HistorySocial Science Framework. Programs must meet all standards for the submitted grade levels in full to be eligible for adoption. Program Organization. Instructional materials support instruction and learning of the standards and include such features as the organization and design of the program. Assessment. Instructional materials include assessments for measuring what students know and are able to do and provide guidance for teachers on how to use assessment results to guide instruction. Universal Access. Instructional materials provide access to the standards-based curriculum for all students, including students eligible for special education, English learners, and students whose achievement is either below or above that typical of the class or grade level. Instructional Planning and Support. Information and materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction. Materials that fail to meet the criteria in Category 1: HistorySocial Science Content/Alignment with the Standards will not be considered suitable for adoption. All criteria statements in Category 1 that are appropriate for the grade levels submitted must be met for a program to be adopted. In addition, programs must have strengths in each of categories 2 through 5 to be suitable for adoption. The SBE approved standards and evaluation criteria maps were developed by the CDE to help publishers identify where their instructional materials were aligned with the content standards and the evaluation criteria. Publishers completed the maps with citations to their programs and submitted them with their sample materials. The SBE appointed Instructional Materials Reviewers (IMRs) and Content Review Experts (CREs) who used the maps to evaluate a programs alignment with the content standards and evaluation criteria. Adoption Process ADOPTION TIMELINE As recommended by the IQC, the SBE adopted the Schedule of Significant Events for the 2017 HistorySocial Science Adoption on July 14, 2016. The last adoption of historysocial science instructional materials took place in 2005. Initial briefings of publishers on the process for the adoption took place on July 28, 2016, and September 23, 2016. The July 28 briefing was a webinar that provided an overview of the California adoption process, while the September 23 briefing focused on the content of the new HistorySocial Science Framework. PUBLISHERS INVITATION TO SUBMIT MEETING A Publishers Invitation to Submit (ITS) meeting was held on January 18, 2017. Publishers were invited to attend the ITS meeting to learn about the process and procedures for submitting K8 instructional materials for the 2017 HistorySocial Science Adoption. Each publisher received a digital copy of the Publishers Invitation to Submit Instructional Materials for Californias 2017 HistorySocial Science Instructional Materials Adoption, a document that contains all of the information necessary for a publisher to know how to effectively participate in the adoption process. Technical information was provided at the meeting, including the schedule of significant events, the publishers responsibilities for participating in the adoption, a review of the adoption process, an overview of the content standards, curriculum framework, and the evaluation criteria, a description of the social content requirements in the Education Code, and the logistics of the submission process. PUBLISHER FEES Pursuant to EC Section 60212, and in accordance with the California Code of Regulations, Title 5 (5 CCR), Section 9517.3, this adoption was financed through fees paid by participating publishers. The fee was set at $5,000 per program per grade level submitted. The legislation also included the provision that, upon the request of a small publisher or small manufacturer, the SBE may reduce the fee for participation in the adoption. EC Section 60211 states that a "small publisher" and "small manufacturer" mean an independently owned or operated publisher or manufacturer that is not dominant in its field of operation and that, together with its affiliates, has 100 or fewer employees, and has average annual gross receipts of ten million dollars ($10,000,000) or less over the previous three years. Three publishers submitted requests for small publisher fee reduction, but only one, First Choice Educational Publishing, went on to submit instructional materials for consideration. REVIEWER APPOINTMENT AND TRAINING The SBE appointed IMRs and CREs at its meeting on January 11, 2017. Based on the recommendations of the IQC, the SBE appointed a total of 99 IMRs and 21 CREs. The CREs and IMRs were divided into 10 review panels that were assigned one or more programs to review. The IMRs included classroom teachers who teach students in kindergarten or grades 112, have a professional credential under California law, and who have experience with, and expertise in, standards-based-educational programs and practices in the content field under consideration. 5 CCR requires that a majority of the IMRs be classroom teachers at the time of appointment. Some of the IMRs had experience in providing instruction to English Learners, and in providing instruction to students with disabilities. For the 2017 HistorySocial Science Adoption, CREs were required to have a doctoral degree in history or a related field of social science. The IQC and the Curriculum Frameworks and Instructional Resources Division (CFIRD) staff trained reviewers at the Doubletree Hilton in Sacramento on April 2528, 2017, to prepare them for their independent review and subsequent deliberations. The training materials were reviewed and approved by the IQC at its meeting on November 1718, 2016, and by the SBE at its meeting on January 11, 2017. The training included sessions on the content standards, curriculum framework, evaluation criteria, social content requirements, and the adoption process. Publishers made formal presentations on their programs on the final day of the training and answered reviewer questions. The training was conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the training. Each day, at a pre-determined time, the training was paused to provide an opportunity for public comment. IMR/CRE REVIEW, DELIBERATIONS, AND REPORT OF FINDINGS After training was completed, the IMRs and CREs received complete sets of instructional materials for the programs they were assigned to review and evaluate according to the evaluation criteria. The IMRs and CREs conducted their independent reviews of the submitted instructional materials during May through early July. The reviewers met in their assigned review panels at the Doubletree Hilton in Sacramento for deliberations held on July 2528, 2017. The IMRs and CREs discussed the individual notes and citations they had developed while performing their independent reviews. A member of the IQC or another facilitator approved by the SBE was assigned to facilitate each panel. CFIRD staff provided support to the panels. During deliberations, publishers were provided a formal publisher response time to address three to five questions on each of their respective programs posed by the panel members. Publishers received these questions in advance and could provide written as well as verbal responses. The IMRs and CREs worked collaboratively during deliberations to produce a Report of Findings for each program. The reports include findings for each category of the criteria and exemplary (not exhaustive) citations to support those findings. All 12 of the programs submitted by publishers for consideration were recommended by the IMR/CRE panels for adoption, with some recommendations contingent upon satisfactory completion of specified edits and corrections and/or social content citations. Edits and corrections are defined as inexact language, imprecise definitions, mistaken notations, mislabeling, misspellings, and grammatical errors. Edits and corrections do not include rewrites, including revisions of sections, chapters, or entire pages, or adding new content to a program. Rewrites are not allowed during the adoption process (5 CCR sections 9510(h) and (r), and 9519(f) through (g)). The review panels also provided citations for social content violations when those were found in the programs. The panel deliberations were conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the deliberations. At least twice each day, the deliberations process included an opportunity for public comment. PUBLIC COMMENT AND REVIEW Instructional materials submitted for adoption were displayed for public review and comment, beginning May 12, 2017, at 10 Learning Resource Display Centers (LRDCs) throughout the state (see Appendix B). In addition, publishers were required to submit a URL indicating where copies of student materials were available for public access online (5 CCR Section 9523(b)) during the adoption process. Pursuant to 5 CCR Section 9521, any comments on the submitted instructional materials received by July 10, 2017, were forwarded to the review panels for their consideration. Over a thousand pages of comments were received by the above deadline and were forwarded to the review panels. Those comments and comments received after that date were forwarded to the IQC and will be sent to the SBE as well prior to its action on the adoption in November 2017. The IQC hosted a meeting to take public comment on the 2017 HistorySocial Science Adoption on August 17, 2017, in Sacramento. Publisher representatives and members of the public attended and submitted comments to the IQC for consideration. All members of the IQC were not present at that meeting, but all members received copies of comments that were submitted in writing. Prior to making its recommendations to the SBE, the IQC held two additional public hearings, one during the HistorySocial Science Subject Matter Committee (HSS SMC) meeting on September 27, 2017, and one during the full IQC meeting on September 28, 2017. Public comment was received by the IQC both in writing and in testimony at the public hearings. All public comments received by the IQC will be forwarded to the SBE for its November 2017 agenda item on the 2017 HistorySocial Science Adoption. The SBE will hold a final public hearing at that meeting prior to taking action on the IQCs recommendations. INSTRUCTIONAL QUALITY COMMISSION REVIEW AND DELIBERATIONS IQC members also had the option of receiving sets of all submitted programs, selected programs, or just student and teacher editions. On September 2728, 2017, the members of the IQC considered the recommendations from the IMR/CRE review panels, public comments, and reports from individual Commissioners to determine whether each program satisfied or did not satisfy the SBE-adopted evaluation criteria for this adoption. On September 27, 2017, the HSS SMC held a public hearing and discussed in depth the IMR/CRE Report of Findings for each program. The HSS SMC heard testimony from more than 140 members of the public before taking action to recommend programs to the full IQC. The 12 programs submitted by publishers received individual motions and votes. Each motion was stated in the affirmative in each case. A majority vote from the HSS SMC was required for any program to be recommended to the full IQC for adoption. The HSS SMC recommended 11 of the 12 programs that had been recommended by the review panels. The HSS SMC did not recommend the program Kids Discover California Social Studies (kindergarten through grade six) by Houghton Mifflin Harcourt. In its recommendation to the full Commission the HSS SMC made numerous changes to the list of edits and corrections and social content citations issued by the review panels, including the addition of edits taken from the public comment submitted for the adoption. On September 28, 2017, after receiving comment from more than 50 members of the public in a second open hearing, the full IQC engaged in an extended discussion of the HSS SMCs recommendation before it took action to recommend programs to the SBE. Nine members of the IQC had to vote in the affirmative for any program to be recommended to the SBE. The IQC recommended 10 of the 12 programs; in addition to not recommending the K6 program from Houghton Mifflin Harcourt, it also did not recommend the Social Studies for California program for grades six through eight by the same publisher. In its recommendation to the SBE the IQC made additional changes to the list of edits and corrections and social content citations approved by the HSS SMC, including the addition of more edits taken from public comment. EC Section 60200(e) FINDING In this adoption, the total number of recommended programs provide five or more basic instructional materials for each grade level in grade six through eight. However, only four programs were recommended for each grade level in kindergarten through grade five. Because five or more programs were submitted in those grade levels, if the SBE elects to adopt the programs recommended by the IQC it must find that fewer than five programs met the criteria for the adoption and conduct a review of the degree to which the criteria and procedures for evaluation were consistent with the SBE-adopted curriculum framework. Liaisons from the SBE were present at all meetings of the IQC related to this adoption, and at the training and deliberations of reviewers, and can attest to the extent to which the process was aligned to the SBE-adopted framework. EDITS AND CORRECTIONS MEETINGS Edits and Corrections meetings will be scheduled with individual publishers after the SBE takes its final action on the adoption. The process and timeline for edits and corrections meetings are specified in 5 CCR Section 9525, titled Post Adoption Edits and Corrections Procedures. These meetings with publishers will address the edits and corrections that are required by the SBE as part of its action to adopt instructional materials. Publishers whose programs are adopted by the SBE will be required to complete all edits and corrections within 60 days of CDE notification of the results of the edits and corrections meetings pursuant to 5 CCR Section 9525(e). No programs will be added to the CDE Price List of Adopted Instructional Materials online database until all edits and corrections have been made and verified. PUBLISHERS RESPONSIBILITIES IF ADOPTED According to the provisions of EC sections 60061 and 60061.5, publishers are required to comply with a number of very specific provisions that ensure that publishers furnish instructional materials to every school district in California at the lowest or same price offered to other districts in this state or any other state in the nation. A bulletin will be sent to all adopted publishers containing information about the statutory and regulatory requirements related to state-adopted materials, post-adoption timelines, requirements regarding sales and marketing, alternate formats, pricing, and other issues. CHANGES TO INSTRUCTIONAL MATERIALS STATUTES AND FUNDING Pursuant to EC Section 60210, districts are no longer required to purchase instructional materials from a state adoption list. If a district elects to purchase materials that are not state adopted, they are required to include a majority of classroom teachers who are assigned to the subject area or grade level of the materials in their local review process. Districts receive state instructional materials funding as part of their basic funding under the Local Control Funding Formula (LCFF) pursuant to Assembly Bill 97. More information about the LCFF can be found on the CDE Web site at  HYPERLINK "http://www.cde.ca.gov/fg/aa/lc/" http://www.cde.ca.gov/fg/aa/lc/. Instructional materials sufficiency requirements (EC Section 60119) remain in effect. Districts must certify each year that they have standards-aligned textbooks or basic instructional materials in English language arts, mathematics, science, and historysocial science students for all students in kindergarten through grade twelve to use in class and take home. Since the state instructional materials funds have been incorporated into LCFF there is no financial penalty for failing to meet the sufficiency requirement, but this may change with future legislation. Instructional Quality Commission Recommendations These programs have not been adopted by the State Board of Education The reports of the IMR/CRE review panels are posted in their entirety on the CDE HistorySocial Science Instructional Materials Web page at  HYPERLINK "http://www.cde.ca.gov/ci/hs/im/" http://www.cde.ca.gov/ci/hs/im/. Publisher Program TitleGrade Level(s)IMR/CRE RecommendationIQC RecommendationDiscovery EducationDiscovery Education Social Science Techbook68RecommendedRecommendedFirst Choice Educational PublishingE Pluribus Unum: The American Pursuit of Liberty, Growth, and Equality, 1750-19008RecommendedRecommendedHoughton Mifflin Harcourt Publishing CompanyHMH Kids Discover California Social StudiesK6RecommendedNot RecommendedHoughton Mifflin Harcourt Publishing CompanySocial Studies for California68RecommendedNot RecommendedMcGraw-Hill School EducationImpact: California Social StudiesK5RecommendedRecommendedMcGraw-Hill School EducationImpact: California Social Studies68RecommendedRecommendedNational Geographic LearningNational Geographic World History68RecommendedRecommendedPearson Scott Foresman and Prentice HallCalifornia History-Social Science myWorld InteractiveK5RecommendedRecommendedPearson Scott Foresman and Prentice HallCalifornia History-Social Science: myWorld Interactive 68RecommendedRecommendedStudies WeeklyCalifornia Studies Weekly Social StudiesK6RecommendedRecommendedTeachers Curriculum InstituteSocial Studies Alive! California SeriesK5RecommendedRecommendedTeachers Curriculum InstituteHistory Alive! California Series68RecommendedRecommended Basic Grade-Level Programs Discovery Education, Discovery Education Social Science Techbook, Grades Six through Eight Program Summary: Discovery Education Social Science Techbook includes: Digital Textbook. Recommendation: Discovery Education Social Science Techbook is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 6, 11.2 Christianitys Spread/Elaborate/Activity/ Timeline Map: A New Religion; Grade 7, 2.2 Roman Origins and Early Political Structures/Explore/p. 4/Reading Passage: The Republic, Then and Now; Grade 8, 4.3 A More Perfect Union/Explore, p. 5 Democratic Principles Criterion #2: Grade 6, 2.1 Neolithic Revolution/Engage/Connecting and Questioning Criterion #4: Grade 8, 6.2 The War of 1812/Elaborate/Historical Perspectives Investigation Criterion #5: Grade 6, 4.2 Egyptian Society/Elaborate/Say What?/Activity: Precepts of Ptah-Hotep Criterion #6: Grade 8, 7.1 Jacksonian Democracy/Elaborate/Source Analysis Investigation Criterion #10: Grade 7, 4.1 Roots of Islam/Explore/Faith, Prayer, Charity, Fasting, and Pilgrimage p. 6 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade 6, 4.2 Egyptian Society/Model Lesson Criterion #5: Grade 7, 11. 2 The Scientific Revolution/Explore/p. 1 Criterion #6: Grade 8, 9.4 Slavery and the Civil War/The Course of War Criterion #8: Grade 8, 5.11 Dawn of the American Century/A Country Transformed Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #1: Grade 7, 8.1 Geography of Africa/Explain, Quick Write Criterion #5: Grade 8, 4.3 Establishing a New Government/A More Perfect Union/Model Lesson/Lesson Overview Criterion #6: Grade 6, 8.1 Culture and Beliefs of the Ancient Hebrews/Elaborate/Activity Criterion #8: Grade 6, 5.2 Ancient Civilizations/Kush and Phoenicia, Phoenicias Geography and Society/Evaluate/Assess/Assessment Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #6: Grade 6, 9.2 Greek Political Systems/Elaborate/Activity/Document-based Investigation: For the People, By the People? Criterion #8: Grade 6, 3.3 Mesopotamian Innovations and Contributions/Elaborate/Activity/Role Play: On Trial Criterion #8: Grade 8, 6.1 The Age of Jefferson/Elaborate/Activity/Socratic Seminar/The Louisiana Purchase Criterion #10: Grade 7, 9.2 Renaissance Cultural Contributions/Elaborate/Investigation/Source Analysis: The Renaissance Man Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #2: Grade 8, 8.1 Industrialization/Model Lesson/Lesson Overview Criterion #4: Grade 7, 2.5 A Weakening Empire/Explore/CIT p. 1, Who was the Emperor? Who was not Emperor? Criterion #8: Grade 7, 2.5 A Weakening Empire/Explore/p. 6, Cause, Event, Effect Chart Criterion #9: Grade 8, 8.2 Urbanization and Immigration/Model Lesson/Every Techbook Concept Criterion #15: Grade 6, 9.2 Greek Political Systems/Model Lesson/Teacher Preparation/Common Misconceptions Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 7, Ch. 3.3 Medieval Europe, p. 12:both Christians and Muslims consider the land in present-day Israel, many Christians made pilgrimages to shrines in the Holy Land. Should read Christians, Muslims, and Jews consider the land in present-day Israel, many Christians made pilgrimages to shrines in the Holy Land. Social Content Citations: The following social content citations must be addressed as a condition of adoption: A-1, A-2: Video contains a male teaching bible study with an all-female audience passively listening (0:36-0:49). Publisher-Submitted Errata: GradeComponent NamePage/ locationIdentified errorProposed correction6Social Studies Techbook6.2 Indias Rulers and Society> EngageThese words come from the Bhagavad Gita, an ancient text of the Hindu religion that became part of the Indian culture between 400 BCE and 200 CE.These words come from the Bhagavad Gita, one of Hinduism's most well-known and widely read texts.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p.2Indo-European speakers did not have a written form of this language, but over time they developed a written Sanskrit alphabet.Indo-European speakers did not have a written form of this language, but over time they developed a written alphabet.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p.2"As the religion became more defined in practice, this supreme force became known as Brahma."As the religion became more defined in practice, this supreme force became known as Brahman.6Social Studies Techbook6.2 Indias Rulers and Society> EvaluateThere are millions of gods and goddesses in Hinduism.Delete6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> EngageSanjay comes from an ancient Brahman family, so in addition to his regular schooling, his father, a Hindu priest, also provides him with daily religious instruction.Sanjay comes from an ancient Brahmin family, so in addition to his regular schooling, his father, a Hindu priest, also provides him with daily religious instruction.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 1Hindus honors many gods and goddesses as aspects of that power.Hindus honors many Gods and Goddesses as aspects of that power.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 2He has appeared on Earth as nine different avatars, and is predicted to appear in one more form. Similar to digital avatars today, Vishnus avatars are the different animal and human forms in which he appears.He has appeared on Earth in many avatars, nine of which are the most famous. Vishnus avatars are the different animal and human forms.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 2Hinduism teaches that the whole universe, including gods and goddesses, people, animals, and objects, are all part of one Supreme Being.Hinduism teaches that the whole universe, including Gods and Goddesses, people, animals, and objects, are all expressions of one Supreme Being.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 3Some gods and goddesses are associated with various animals. Ganesh, god of good luck and overcoming obstacles, is depicted with an elephants head. Durga, goddess of justice, is associated with the tiger. The cow is the most revered animal in the Hindu religion. As a result of their reverence of cows, most Hindus do not eat beef and many are vegetarians or vegans.Some Gods and Goddesses are associated with various animals. Ganesh, God of good luck and overcoming obstacles, is depicted with an elephants head. Durga, Goddess of justice, is associated with the tiger. The cow is a revered animal in the Hindu religion. As a result of their reverence of cows and all life, most Hindus do not eat beef and many are vegetarians or vegans.6Social Studies TechbookGlossary Term: India> Overview Text, paragraph 3Hindus make up about 80 percent of modern Indian society. Within the Hindu caste system, are four hereditary classes. People are divided according to degrees of religious purity and social status. A fifth class, the untouchablesor Dalitsmay be considered too impure to be anything but outcasts. Although it is illegal to discriminate against the Dalits, many face prejudice and oppression. An increasing number are converting to other religions to escape the menial jobs and injustices they face.Remove6Social Studies TechbookGlossary Term: India> Video & ImagesWelcome to India video segmentRemove6Social Studies TechbookGlossary Term: Indian Subcontinent> Overview Text, paragraph 2The first civilization in the Indian Subcontinent dates from about 3000 to 1500 BCE and was formed along the Indus River valley. Groups of nomadic people called Aryans migrated to this area from central Asia and broke it into smaller kingdoms. The Aryans also introduced Hinduism to the subcontinent. In 322 BCE, the Aryans founded the Maurya dynasty, which united the smaller kingdoms into one empire. The Maurya emperor Asoka converted from Hinduism to Buddhism.The first civilization in the Indian Subcontinent dates from about 3000 to 1500 BCE and was formed along the Indus River valley. Many scholars believe that groups of nomadic people called Aryans later migrated to this area. Early Hinduism developed in this region and in 322 BCE, the Maurya dynasty united many smaller kingdoms into one empire. The Maurya emperor Asoka converted from Hinduism to Buddhism.6Social Studies Techbook6.1 Geography of India> Explore p. 4, paragraph 2This society is commonly known as the Indus Valley or Harappan civilization. This civilization had two major cities, Harappa and Mohenjo-daro.This society is commonly known as the Indus Valley or Harappan civilization. Archeologists are still uncovering many large cities that were part of this civilization and make new discoveries each year. The two most-researched and best-known cities in the region are Harappa and Mohenjo-daro.6Social Studies Techbook6.1 Geography of India> Explore p. 6, paragraph 2These seals contain images of real and mythical animals as well as examples of writing. Historians and linguists have only partially decoded the language, which consists of 250 to 500 characters. Many scholars are beginning to connect the language to the Dravidian language family (which includes the modern language of Tamil spoken in southern South Asia).These seals contain images of real and mythical animals as well as examples of writing. Historians and linguists have not been able to decode the language, which consists of 250 to 500 characters. Scholars continue to debate how the language is connected to other world language families and have not found an artifact like the Egyptian Rosetta Stone that would allow them to translate the text into a better-known ancient language.6Social Studies Techbook6.2 Indias Rulers and Society> EngageThese words come from the Bhagavad Gita, an ancient text of the Hindu religion that became part of the Indian culture between 400 BCE and 200 CE. Ancient Indian rulers used Hindu teachings to create a social order.These words come from the Bhagavad Gita, one of Hinduisms most well-known and widely read texts. Social classes have existed in India since ancient times and have changed over thousands of years.6Social Studies Techbook6.2 Indias Rulers and Society> EngageVideo Segment: Visiting the Village of Angul, IndiaRemove6Social Studies Techbook6.2 Indias Rulers and Society> Did the Aryans Invade India?Outdated researchRemove 6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 1Video Segment: Migrants and Aryan NomadsRemove 6Social Studies Techbook6.2 Indias Rulers and Society> Graphic Organizer: Main Idea WebAs you read the text and view the media, use the web below to list characteristics about the Aryan people and their cultural beliefs. History of the Aryan People The Aryans Cultural ContributionsAs you read the text and view the media, use the web below to list characteristics about the Vedic Period. History of the Vedic Period The Vedic Cultural Developments 6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2, paragraph 1As noted earlier, a few historians argue that Aryans were not migrants from across the mountains at all but that they were natives of the northern portions of the subcontinent whose ideas blended, over time, with those of their Dravidian neighbors from farther south.As noted earlier, a few historians argue that Aryans were not migrants from across the mountains at all but that they were natives of the northern portions of the subcontinent whose ideas blended, over time, with those of their neighbors from farther south.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2, paragraph 1As the religion became more defined in practice, this supreme force became known as Brahma. Scholars called the religion Brahmanism.As the religion became more defined in practice, this Supreme Being became known as Brahma. Scholars called the religion Brahmanism.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2Video Segment: The History of HinduismRemove 6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2Image: The Caste SystemRemove6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2Video Segment: The Caste SystemRemove 6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 2 paragraph 4Many Hindu sages of that period were not born as Brahmins.Many Hindu sages of that period, who continue to be revered by Hindus, came from all four varnas.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 3 paragraph 2Artists created many beautiful statues of Buddha and the Hindu gods and goddesses, as well as temples and other structures.Artists created many beautiful statues of Buddha and the Hindu Gods and Goddesses, as well as temples and other structures.6Social Studies Techbook6.2 Indias Rulers and Society> Elaborate Life in My CasteRemove6Social Studies Techbook6.2 Indias Rulers and Society> Elaborate Aryan Impact on India, p. 18 - Image: Two Boys from the Dalit CasteRemove6Social Studies Techbook6.2 Indias Rulers and Society> Evaluate Card 1, Why Does It Matter?The Aryans changed Indian culture and society forever. Hinduism remains the most prominent religion in India to this day, and the Sanskrit texts the Aryans helped write are the ancient scriptures used by the followers of this religion. Also, the caste system created a social order that still continues to impact social and political divisions in modern India.The Aryans changed Indian culture and society forever. The Sanskrit Vedas formed the basis for Hinduism, which remains the most prominent religion in India to this day.6Social Studies Techbook6.2 Indias Rulers and Society> Explore p. 6, paragraph 4In the mid-200s BCE, Ashoka fought his last battle against the kingdom of Kalinga, which was near the Bay of Bengal. Using army elephants and trained soldiers, the Mauryans easily defeated the Kalingas. This should have made Ashoka happy, but the death and destruction he saw at the end of the war changed him forever. At the end of war against the Kalingas, Ashoka converted to a religion of peace: Buddhism.In the mid-200s BCE, Ashoka fought his last battle against the kingdom of Kalinga, which was near the Bay of Bengal. Using army elephants and trained soldiers, the Mauryans eventually defeated the Kalingas. This should have made Ashoka happy, but the death and destruction he saw at the end of the war changed him forever. Ashoka, who had converted to Buddhism several years before the Kalinga war, turned away from war and began to advocate peace and growth across his kingdom6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Engage, paragraph 1His favorite subject is math, but he is also studying English because he hopes to study computer science at a university in England or the United States.His favorite subject is math, but he is also very good at English, which he and his friends speak almost as much as they do Hindi and Bhojpuri. He hopes to study computer science at a university in Mumbai, England, or the United States.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Engage, paragraph 2It is important for Sanjay to learn this and many other rituals, as he will someday inherit his fathers position. His ancestors have been priests at the local temple for 20 generations.It is important for Sanjay to learn this and many other rituals, so he can stay connected to the ancient Hindu roots of his community, even if he moves far from home.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 1, paragraph 4Although the Vedas teach that there is one spiritual power, Brahman, which created and controls the universe, Hindus honor many gods and goddesses as aspects of that power. Planets, stars, chemical elements, and all forms of life are considered divine. This is one reason why Hindu teachings encourage humans to revere nature and animals as representatives of GodAlthough the Vedas teach that there is one Supreme Being, Brahman, who manifests as the entire creation, Hindus honor many Gods and Goddesses as expressions of Brahman. Planets, stars, chemical elements, and all forms of life are all considered manifestations of Brahman. This is one reason why Hindu teachings encourage humans to revere nature and animals as forms of God.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 1Replace video segment History of HinduismMove segments from Roots of Hinduism (already in service) to page  HYPERLINK "https://app.discoveryeducation.com/player/view/assetGuid/7b4ca350-5eb4-4d56-ab41-917422b40fe2" https://app.discoveryeducation.com/player/view/assetGuid/7b4ca350-5eb4-4d56-ab41-917422b40fe2 Caption: Hindus consider all Gods and Goddesses manifestations of Brahman, the Supreme Being.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 2What gods and goddesses hold special importance in Hinduism?What Gods and Goddesses hold special importance in Hinduism?6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 2, paragraph 1Most Hindus believe in Brahman, a universal force present in all things. However, instead of directly worshipping Brahman, most worship deities, or gods and goddesses, who represent different aspects of Brahman.Most Hindus believe in Brahman, a Supreme Being present in all things. However, to develop a closer personal relationship with a chosen deity, most Hindus worship Gods and Goddesses who represent different aspects of Brahman.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 3Image: Sacred Cows in India around 1905Remove6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 7Focus Question: Why did Ashoka convert to Buddhism? The story of Emperor Ashoka reads like a folktale. Ashoka, sometimes also called Asoka, was the third ruler of the Mauryan Empire and the grandson of its founder, Chandragupta. Ashoka became emperor about 265 BCE and set out to expand his empire by force What is certain is that soon after his conquest of Kalinga, Ashoka became a Buddhist. He renounced war and began a reign of peace and nonviolence.Focus Question: Why did Ashoka pursue peace? The story of Emperor Ashoka reads like a folktale. Ashoka, sometimes also called Asoka, was the third ruler of the Mauryan Empire and the grandson of its founder, Chandragupta. Unlike his predecessors, Ashoka was a Buddhist. Ashoka became emperor in the 260s BCE and set out to expand his empire by force What is certain is that soon after his conquest of Kalinga, Ashoka embraced some of the peaceful teachings of Buddhism. He renounced war and began a reign of peace and nonviolence.6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Explore p. 8Focus Question: How did Ashokas conversion to Buddhism change India? After his conversion, Ashoka encouragedFocus Question: How did Ashokas embrace of Buddhism change India? Ashoka encouraged 6Social Studies Techbook6.3 Indias Religions: Origins and Characteristics> Evaluate Card 1Replace video The Caste SystemMove video segment Hindu Beliefs (already on Explore page 3) to page. Caption: Hindus believe that every action has corresponding good or bad reactions that influence life.7Social Studies Techbook1.1 The World in 300 CE> Explore p. 5 paragraph 9The large empires of Europe, Asia, and Africa were far-flung, but historical evidence shows they were interconnected. Archaeologists have unearthed Roman coins in Egypt and Indian metalworking in China. How did these goods travel such long distances? There were trade networks that connected each of these empires. In addition, there was a network of smaller kingdoms that built their wealth and power off of trade.Delete7Social Studies Techbook1.1 The World in 300 CE> Explore p. 1In fact, many of the languages of western Europe todayFrench, Spanish, Italiancome from local variations of Latin that developed during the Roman Empire.In fact, many of the languages of Europe todayincluding French, Spanish, Italian, Portuguese, and Romaniancome from local variations of Latin that developed during the Roman Empire.7Social Studies Techbook1.1 The World in 300 CE> Explore p. 3The arts and sciences flourished during this time. Hinduism became the state religion, and many great works of Hindu literature were written during the time.The arts and sciences flourished. Hinduism became the state religion, and many great works of Hindu literature were written during the time.7Social Studies Techbook1.1 The World in 300 CE> Explore p. 5They have found a large and complex city with large boulevards, intricate temples, and well-preserved pyramids.They have found a large and complex city with grand boulevards, intricate temples, and well-preserved pyramids.7Social Studies Techbook1.1 The World in 300 CE> Explore p. 9The political and economic structures of each of these groups was different, but they did share some characteristics.The political and economic structures of each of these groups were different, but they did share some characteristics.7Social Studies Techbook4.2 Islamic Expansion> Explore p. 2, paragraph 4The state religion of the Sassanid Empire was Zoroastrianism, which followed the words of their prophet Zarathustra and is considered the first major monotheistic religion.The state religion of the Sassanid Empire was Zoroastrianism, which followed the words of their prophet Zarathustra and is considered one of the first major monotheistic religions.7Social Studies Techbook11.1 The Reformation> Explore p. 8, paragraph 4Christianity was not the only religion to change during the time of the Protestant Reformation.The Protestant Reformation was not the only revolutionary religious development during this time.7Social Studies Techbook11.1 The Reformation> Explore p. 8, paragraph 5After this, the 10th and last guru, Gobind Singh, made the Sikh order more military so they could protect themselves.After this, the 10th and last guru, Gobind Singh, codified specific practices to unify the Sikh community, called the Khalsa.7Social Studies Techbook11.1 The Reformation> Explore p. 8, paragraph 5kanja (a wooden comb)kanga (a wooden comb)7Social Studies Techbook2.4 Roman Culture: Life and Legacy > Explore p. 6, paragraph 1Remnants of Roman roads are still in use today in Europe and North Africa.Remnants of Roman roads are still in use today in Europe, Asia, and North Africa.7Social Studies Techbook3.3 Medieval Society and Politics> Explore p. 12 Both Christians and Muslims consider the land in present-day IsraelChristians, Muslims, and Jews consider the land in present-day Israel7Social Studies Techbook3.1 Christianity: Origins and Characteristics> Explore p. Video Segment: The Bible  HYPERLINK "https://app.discoveryeducation.com/player/view/assetGuid/6d85c3b7-78ea-4daa-94d4-e020e18d9105" https://app.discoveryeducation.com/player/view/assetGuid/6d85c3b7-78ea-4daa-94d4-e020e18d9105 Replace with Video Segment: The Bible  HYPERLINK "https://app.discoveryeducation.com/player/view/assetGuid/105f6ca2-b5e5-46bf-9614-e7cdfebb92d3" https://app.discoveryeducation.com/player/view/assetGuid/105f6ca2-b5e5-46bf-9614-e7cdfebb92d3 7Social Studies Techbook5.1 South Asia> Explore p. 3Various kingdoms arose in northern India over the next few centuries, although none of them were as powerful or influential as the Guptas had been.Various kingdoms arose in northern India over the next few centuries, although none of them was as powerful or influential as the Guptas had been.7Social Studies Techbook5.1 South Asia> Explore p. 3Many mosques, or Muslim places of worship, were built in inside the territories of the sultanate.Many mosques, or Muslim places of worship, were built inside the territories of the sultanate.7Social Studies Techbook5.1 South Asia> Explore p. 6In 629, he began a 16-year pilgrimage to India along the Silk Road, which was a trade route between China and the western world.In 629, he began a 16-year pilgrimage to India along the Silk Road, which was a network of trade routes between China and the western world.7Social Studies Techbook5.1 South Asia> Explore p. 4Image: The Hindu Caste SystemRemove7Social Studies Techbook5.1 South Asia> Explore p. 6, paragraph 4Both the Guptas and the Cholas were Hindu, and so they supported Hinduism over all other religions. Because of this, Buddhism began to decline during the Gupta and Chola ages.Both the Guptas and the Cholas were Hindu and Hinduism grew during their reigns. Though rulers in both dynasties supported the construction of Buddhist temples and monuments, Buddhism began to decline during the Gupta and Chola ages.8Social Studies Techbook3.2 Britain vs. the Colonists> Explain, Quickwrite ActivityI might have been better offI might have been better off if our side hadnt won the French and Indian War...8Social Studies Techbook3.2 Britain vs. the Colonists> Explore p. 8, paragraph 1 It also placed a tax on that tea.The tea prices included a tax, which had been placed on tea with the Townshend Acts.8Social Studies Techbook4.3 A More Perfect Union> Model Lesson, Session 1 MaterialsA More Perfect Union: Vocabulary ChartA More Perfect Union: Comparison Chart8Social Studies Techbook4.3 A More Perfect Union> Explore p. 1, Graphic Organizer calloutA More Perfect Union: Categorization ChartA More Perfect Union: Comparison Chart8Social Studies Techbook4.4 The Bill of Rights> Explain, Quickwrite Activitycreate an appropriate balance between individual rights andcreate an appropriate balance between protecting individual rights and maintaining order.8Social Studies Techbook8.1 Industrialization>EvaluateExtended Constructed Response: Human-Environment Interactions in North Africa and Southwest Asia (Spanish Version)Remove8Social Studies Techbook11.2 The Growing West> Explore p. 11, paragraph 8In 1912, the first gurdwara, or Sikh templeIn 1912, the first gurdwara, or Sikh house of worship8Social Studies Techbook7.2 Native American Experience>Explore p. 3 paragraph 3The five tribes also changed their lifestyles. Men gave up their reliance on hunting and gathering and turned to farming, which had traditionally been the role of women...The five tribes also changed their lifestyles. They adopted European family structures and gender roles. Communities reorganized to show individual, rather than communal, land ownership. Men gave up their reliance on hunting and gathering and turned to farming, which had traditionally been the role of women. Traditionally, many native American nations had diverse gender roles that did not fit into the strict male and female divisions of European Christians. For example, the Cherokee referred to some people as taliqwodidantvn or people with two hearts because they had mixed male and female roles. To assimilate many Native American groups stopped recognizing these two-spirit roles.8Social Studies Techbook7.4 Life in the West> Explore p. 10Page Title: Challenges and Opportunities for WomenOpportunities, Challenges, and Gender in the West8Social Studies Techbook7.4 Life in the West> Explore p. 10 paragraph 5The Wests most famous stagecoach driver, Charley Parkhurst, was born a woman. Charley lived as a man, and his gender at birth was only discovered upon his death. Stagecoach drivers had to be tough and quick because there were so many robberies on the frontier. Charley earned a reputation for being especially skilled at defending his passengers and cargo. His life is an example of the ways people could define their own lives on the western frontier.[add subheading] Forging New Gender Identities in the West The Wests most famous stagecoach driver, Charley Parkhurst, was born a woman. Charley lived as a man, and his gender at birth was only discovered upon his death. Stagecoach drivers had to be tough and quick because there were so many robberies on the frontier. Charley earned a reputation for being especially skilled at defending his passengers and cargo. His life is an example of the ways people could define their own lives on the western frontier, outside the traditional expectations for men and women that were common in the East.8Social Studies Techbook7.4 Life in the West> Explore p. 10[none]Add image: A Miners Ball  HYPERLINK "http://www.gettyimages.co.uk/license/3335270" http://www.gettyimages.co.uk/license/3335270 Caption: In this engraving, the artist imagines the scene at one of the danced held by miners during the Gold Rush. How did life on the frontier change traditional gender roles?8Social Studies Techbook9.1 Slave Life and Culture> Explore p. 1 paragraph 9They could be sold, passed on to heirs, or given as gifts. Some slave codes restricted harsh beatings and made it illegal to kill an enslaved person, but these legal protections were almost never enforced.They could be sold, passed on to heirs, or given as gifts. Many enslaved people were sexually abused by their owners or overseers and were often forced to bear their owners children. Some slave codes restricted harsh beatings and made it illegal to kill an enslaved person, but these legal protections were almost never enforced.8Social Studies Techbook9.1 Slave Life and Culture> Explore p. 2 paragraph 3Despite these restrictions, many enslaved families developed strong bonds. Parents often named children for family members and kept in touch with kin on neighboring plantations. When parents were absent, aunts, uncles, or cousins cared for children.Despite these restrictions, many enslaved families developed strong bonds and formed alternative family structures within their communities. Parents often named children for family members and kept in touch with kin on neighboring plantations. When parents were absent, aunts, uncles, or cousins cared for children.8Social Studies Techbook10.1 Unity and Division> Explore p. 1 paragraph 3The nearly four million newly freed African Americans had problems of their own. The Thirteenth Amendment meant they were no longer enslaved and could no longer be owned as property. Nor could they be sold and separated from their families.The nearly four million newly freed African Americans had problems of their own. The Thirteenth Amendment meant they were no longer enslaved and could no longer be owned as property. They could reunite with their separated families and legally marry for the first time in many states. Also move the video segment Family Structures to this page:  HYPERLINK "https://app.discoveryeducation.com/player/view/assetGuid/165c469b-7555-4f35-8d80-637b0e7105fb" https://app.discoveryeducation.com/player/view/assetGuid/165c469b-7555-4f35-8d80-637b0e7105fb Caption: How did the Reconstruction impact African American families?8Social Studies Techbook11.2 The Growing West> Explore p. 8 paragraph 3However, the Dawes Act allowed individual Native Americans to own pieces of land on their reservation and use it for farming. The people who wanted more land for settlement supported the Dawes Act. For them, the key aspect of this law was severalty, or separateness. They realized that if members of the nations individually owned land, then large amounts of land on the reservations would become available for settlement.However, the Dawes Act divided up the land on the reservations by male-headed households, giving each household its own land to use for farming. Non-Native Americans who wanted more land for settlement supported the Dawes Act. For them, the key aspect of this law was severalty, or separateness. Supporters realized that if large pieces of Native American lands traditionally used for hunting and collecting food were divided up into smaller family farms, then the rest of the land on the reservations would become available for settlement by outsiders.8Social Studies Techbook11.2 The Growing West> Explore p. 8 paragraph 6Students typically spent half the day in the classroom and half on work assignments. Work assignments were given according to traditional white gender rolesStudents typically spent half the day in the classroom and half on work assignments. Although Native American cultures had diverse roles for men and women - and many cultures even recognized alternative two spirit genders - the clothing requirements, behavior expectations and work assignments at these schools were given according to traditional white gender roles8Social Studies Techbook11.4 City Life>Explore p. 9 paragraph 1Urban residents sometimes sought an escape from the challenges of daily life, and as American cities grew, new leisure activities emerged to fulfill this need.Urban residents sometimes sought an escape from the challenges of daily life, and as American cities grew, new businesses and civic projects gave people places to go. Families, who would be at separate jobs and schools much of the day, could go on outings to spend time together. Young men and women could find time to mingle, away from their families or crowded group homes, on dates that were much less formal than traditional courtship. Young men, who were paid more than young women, were expected to arrange and pay for these dates. Also move a portion of the video segment Immigrant Women to this page:  HYPERLINK "https://app.discoveryeducation.com/player/view/assetGuid/5420c5a7-01b2-40fb-9fb9-3ce1cd266a90" https://app.discoveryeducation.com/player/view/assetGuid/5420c5a7-01b2-40fb-9fb9-3ce1cd266a90 (Clip from 0:00 0:40) Caption: Why did urbanization lead to dating among young people? First Choice Educational Publishing, E Pluribus Unum: The American Pursuit of Liberty, Growth, and Equality, 1750-1900, Grade Eight Program Summary: E Pluribus Unum: The American Pursuit of Liberty, Growth, and Equality, 1750-1900 includes: Student Edition (SE), Teachers Guide (TG), Blackline Masters (BLM), Unit Assessments (UA), Historians Apprentice (HA). Recommendation: E Pluribus Unum: The American Pursuit of Liberty, Growth, and Equality, 1750-1900 is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 8, SE 128-138, 248-255, 359-360, 407-410, 412-413. Criterion #2: Grade 8, SE 8-9, 154-157, 181. Criterion #14: Grade 8, SE 85-86, 311, BLM 8.4.4. Criterion #17: Grade 8, SE 128-158, 418-419. Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade 8, TG, S.14, Suggested Teaching Calendar. Criterion #5: Grade 8, SE, The American Revolution, 44-59, 68-90, 102. Criterion #8: Grade 8, SE, Colonial Government, 25-30, leads to main events building up to the American Revolution, 50-57, then to the American Revolution, 68-76. Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #2: Grade 8, UA, Entry-Level Readiness Test. Criterion #3: Grade 8, SE, 38, 62, 94, What Do You Know? Criterion #4: Grade 8, UA, Unit Test 1-5. Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #4: Grade 8, TG, 5-2 to 5-4; TG, 5-11; TG, 5-13. Criterion #6: Grade 8, SE, 204, HA #5; SE, 393, HA #5-8. Criterion #8: Grade 8, SE, 138, Research Projects; SE, 138, 185, HA #2; 263, HA #3; 358, HA #1; 394, HA #2; 467, HA #3. Criterion #10: Grade 8, SE, 7-9, 418-420, 533-534. Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #4: Grade 8, TG, S-14 to S-15, Suggested Teaching Calendar for E. Pluribus Unum. Criterion #5: Grade 8, SE, 44-59, 68-90, 102. Criterion #8: Grade 8, BLM, The Impact of Immigration, Chapter 11. Criterion #9: Grade 8, TG, 12-1 to 12-7. Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Chapter 13, Section: Pioneer Women in the West, pp. 359-360: Change title Pioneer Women and Womens Rights to Womens Rights and Gender Roles in the Pioneer Era. Publisher-Submitted Errata GradeComponent NamePage and LocationIdentified ErrorCorrection8E Pluribus Unum, Student Edition (hereafter SE)iiiSuperfluous of after Course: Part IV The Causes, Course of and Consequences of the Civil WarDelete superfluous of to read: Part IV The Causes, Course and Consequences of the Civil War8SEivThis in subhead should not be capitalized: Special Features of This Book Special Features of this Book8SE9, bottom leftfour partsfive parts8SE9, upper rightDescription of parts does not match earlier Table of Contents: Part 1. The Development of American Constitutional Democracy Part 2. Envisioning a New America Part 3. The Divergent Paths of the American People: 1800-1850 Part 4. The Rise of Industrial America, 1877-1900Part I. The Birth of American Constitutional Democracy Part II. Envisioning a New America Part III. The Divergent Paths of the American People: 1800-1850 Part IV. The Causes, Course and Consequences of the Civil War Part V. The Transformation of Industrial America, 1877-19008SE21, top boxDelete Middle in first line of box on Indentured Servants: Many later settlers in the Middle colonies came as indentured servants.Delete Middle in first line of box on Indentured Servants: Many later settlers in the colonies came as indentured servants.8SE21, top boxChange Middle in the bottom line of box with all the: Enslaved Africans were also used the Middle colonies as farm workers and skilled craftsmen.Enslaved Africans were also used in all the colonies as farm workers and skilled craftsmen.8SE32, left column, third paragraph, line 6In Boston, In Massachusetts,8SE32, second to last line on leftExtra phrase sense of between what should be two sentences: listening to their ministers sense of Salvation (going to Heaven) became an individual act.listening to their ministers. Salvation (going to Heaven) became an individual act.8SE34, line 6Missing a period: bottomless gulf Godbottomless gulf. God8SE56, right column, The Boston Tea Partyboarded the ship at nightboarded three ships at night8SE134, right column of text, paragraph 2Confederate CongressConfederation Congress8SE137, top right, Alexander HamiltonDelete the extra a before life: the President should be chosen for a life.the President should be chosen for life.8SE137, middle right, James WilsonMake Fifths lower case to conform with rest of book: Three-Fifths CompromiseThree-fifths Compromise.8SE137, bottom right, Gouvernor MorrisCorrect misspelling: Gouvernor MorrisGouverneur Morris8SE146, left column, second bulletsMake subject-verb agreement consistent by changing supports to support: When a majority of each House of Congress supportsWhen a majority of each House of Congress support 8SE155, right column, line 3Correct misspelling: Gouvernor MorrisGouverneur Morris8SE156, right column, first pointThree-Fifths Compromise Three-fifths Compromise8SE167, Standard 8.1.3Add missing period after France: especially Franceespecially France.8SE195, captionFix caption by deleting 195 from middle of word: Sedit195onSedition8SE214, question 12Put court case in italics: Marbury v. Madison (1803)Marbury v. Madison (1803)8SE217, Paragraph No. 8Put two court cases in italics: Fletcher v. Peck (1810) and Dartmouth College v. Woodward (1819)Fletcher v. Peck (1810) and Dartmouth College v. Woodward (1819)8SE218, left column, line 2Capitalize early: days of the early RepublicDays of the Early Republic8SE220, right column, top line (under table)Add missing zero: 50,0050,000 8SE220, right column, end of first paragraph Change colon to period: largest cities today:largest cities today.8SE230By the end of the 1830s, there were still only about 15,000 Jewish Americans. They mainly lived in larger towns or cities. Almost all Jewish Americans were engaged in some way in commerce. Some were wealthy merchants who traded timber, grain or furs, or were active in overseas trade. Others owned small stores. Still others were poor peddlers who went from house to house selling goods in rural areas. The Jewish Americans in each city often acted as a united community. They had their prayer books, scrolls and prayer shawls sent from Europe. In the 1840s and 1850s, Jewish immigrants began coming from Germany in larger numbers. By 1860, there were over 100,000 Jews living in the United States.Salomon helped lead a successful fight against requirements barring Jews from public office in Pennsylvania. By the end of the 1830s, were about 15,000 Jewish Americans. They lived mainly in larger towns or cities. Most were in the professions (doctors and lawyers), served in the military, or engaged in some way in commerce. Some were wealthy merchants who traded timber, grain or furs, or were active in overseas trade. Others owned small stores. Still others were peddlers who went from house to house selling goods in rural areas. Jewish Americans in each city often acted as a united community. They were active in civic affairs. In the 1840s, Jewish immigrants began coming from Germany in larger numbers. By 1860, over 100,000 Jews were living in the United States.8SE231, photograph of women at lower right We will replace the existing photograph with a drawing of women at work in textile factory in 1840. Either Carding at: http://b01.deliver.odai.yale.edu/c5/cf/c5cf78c2-9375-4787-9932-da2ab033adb4/ag-obj-122273-001-pub-large.jpg (Link no longer available Caption: Women at work in a British textile factory in 1840 similar to early factories in the United States. Or Warping and winding at: http://b03.deliver.odai.yale.edu/b0/fb/b0fb281b-7011-48c5-abb8-45aef63c14ad/ag-obj-122277-001-rpd-large.jpg (Link no longer available) Caption: Women tending spinning machines in a textile factory in 1840.8SE233, right column, second paragraph, first sentenceSome women and men were also cross dressers at the time , such as Charley Parkhurst (see Chapter 13). Some women and men, such as Charley Parkhurst (see Chapter 13), chose to spend their lives as a different gender than the one with which they were born.8SE233, middle of right side of pageDelete extra space between time and the comma: time , suchtime, such8SE233, right column, second paragraph, last sentenceTransgender operations were, of course, impossible at the time because medical knowledge was too limited.Gender confirmation medical operations were not possible at the time because medical knowledge was too limited.8SE234, top of right columnFix word spacing: one outof fourone out of four8SE239, mid-page, in the sentence that begins, The Legend of Sleepy HollowChange school house to one word: one-room school houseone-room schoolhouse8SE240, 2nd paragraph, line 1Add comma after: (1823)(1823), introduced8SE240, 5 lines from bottomChange then to than in: then to be firingthan to be firing8SE242, box on Free African Americans Correct misspelling: Olaudah Equaino Olaudah Equiano 8SE242, box on Jewish AmericansAdd qualifier to Jewish Americans: Worked in commerce and lived in citiesMainly worked in commerce and lived in cities8SE243, Questions 2, 3, 4 and 5Question 2.A. sentence needs a period. Question 3.A. sentence needs a period. Question 3.B. sentence needs a comma after the word garden: They tended gardens, did household chores . . . Question 4.A. needs a period. Question 5.C. change third to last word: form to from.2. A. . . . machinery to farm. 3. A. . . . and plowing. 3.B. . . . tended gardens, did household chores, . . . 4. A. . . . in garden plots. 5. C. . . . from other cities.8SE244, bottomChange numbering of Short- Answer Questions from 8 to 9, and change later numbers to make sequential.9. Describe the accomplishments . . . 10. Identify one group . . . 11. Describe the daily life . . .8SE254, top leftMake Union lower-case: (leaving the Union).(leaving the union).8SE266Add missing hyphen: Star Spangled Banner Star-Spangled Banner8SE272, middle columnCorrect case name: Cherokee v. GeorgiaCherokee Nation v. Georgia 8SE272Incorrect numbering of Guiding Questions with two 6s. Change numbering of Guiding Questions from 5, 6, 6, 7, 8, 9 to 5, 6, 7, 8, 9, 108SE280, right column, third paragraph, Missing sentence regarding Johnson v. MIntosh belongs just after the first sentence. In the earlier case of Johnson v MIntosh (1823), the Supreme Court had already ruled that Indian tribes had no ownership rights to lands they occupied.8SE287Question 3 belongs in Chapter 11 or in the Unit Assessments. It should be replaced with a new question here in Chapter 10.3. The passage below is from a speech to the Senate by President Andrew Jackson in July 1832. It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes.. . . .[W]hen the laws . . . grant . . . exclusive privileges, to make the rich richer and the potent more powerful, the humble members of societythe farmers, mechanics and laborerswho have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their Government. Which action did President Jackson undertake in support of these beliefs? A. Relocating Indians in the Southeast to territories west of the Mississippi River B. Opposing Vice President John C. Calhouns doctrine of nullification C. Eliminating all federal property requirements for voting in elections D. Refusing to renew the charter of the Second Bank of the United States8SE296, photograph of children at lower rightWe will replace the existing photograph either with a drawing of women at work in textile factory, Carding, drawing, roving and spinning (1836), first published in Memoir of Samuel Slater, found at the Library of Congress, Digitial Id: cph 3a43018 //hdl.loc.gov/loc.pnp/cph.3a43018, LCCN Permalink:  HYPERLINK "https://lccn.loc.gov/2007681632" https://lccn.loc.gov/2007681632  Caption: Women tending spinning machines in an early textile factory. Or one of the two images suggested for page 231 above if not used on this earlier page, viz. Carding at: http://b01.deliver.odai.yale.edu/c5/cf/c5cf78c2-9375-4787-9932-da2ab033adb4/ag-obj-122273-001-pub-large.jpg (Link no longer available) Caption: Women at work in a British textile factory in 1840 similar to early factories in the United States. Or Warping and winding at: http://b03.deliver.odai.yale.edu/b0/fb/b0fb281b-7011-48c5-abb8-45aef63c14ad/ag-obj-122277-001-rpd-large.jpg (Link no longer available) Caption: Women tending spinning machines in a textile factory in 1840.8SE302, Chart, Isaac SingerAn inventor who developedSinger, whose father was a German-Jewish immigrant, invented8SE311, top paragraph in left column Add sentence to end of paragraph: Emerson thus encouraged individualisma focus on personal freedom and self-reliance.8SE316, Concept map, bottom right box (Northern Cities Grow)Free African-AmericansFree African Americans8SE320, Question 11Missing a space between early and 1800s. early 1800s8SE323, first and second standardsMisnumbered standards under 8.9: 4. Describe the leaders . . . 9. Describe the lives . . .8.9. Students analyze the early . . . 1. Describe the leaders . . . 6. Descrive the lives . . .8SE334, right column, end of top paragraphCorrect double period after white guardian: a white guardian.. a white guardian.8SE342, Guiding Question No. 6Remove superfluous hyphen: Mexican-Americans Mexican Americans8SE343, Paragraph 16 (lower right)cross-dressers like Charley Parkhurstthose like Charley Parkhurst who was born as a woman but preferred to live as a man.8SE353, right column, endDelete superfluous They: Mexican vaqueros, or cowboys, They taught ranchers how toMexican vaqueros, or cowboys, taught ranchers how to8SE355, right column, toward end of middle paragraphCorrect misspelling: Sam Bannan Sam Brannan 8SE355, right column, toward end of middle paragraphBackground information that could be useful for illustrating cultural diversity was omitted: Merchants, saloon owners and others supporting the minerslike Sam Bannan, the clothes-maker Levi Strauss, or the store owner Leland Stanfordoften became richer than the miners themselves.Merchants, saloon owners and others supporting the minerslike Sam Brannan (a Mormon), the clothes-maker Levi Strauss (a German-Jewish immigrant), or the store owner Leland Stanfordoften became richer than the miners themselves.8SE360, upper leftWhen Parkhurst died, neighbors thought Charley was a man until, when they prepared her body for burial, they were surprised to discover she was a womanWhen Parkhurst died, neighbors thought Charley was a man until, when they prepared the body for burial, they were surprised to discover Parkhurst was a woman.8SE366, Question 12Incorrect punctuation: 12. Explain two consequences of the Mexican-American War?12. Explain two consequences of the Mexican-American War.8SE375, last sentence on right.Unclear phrasing: He argued that Douglas approach would one day end by extending slavery to all states.He argued that Douglas system of popular sovereignty would lead to an extension of slavery to all states.8SE376, in excerpt, end of second paragraphUnnecessary space between South and final period: North as well as South . North as well as South.8SE391, second paragraphUnion ArmyUnion army8SE392, end of second excerptEnd of second excerpt is missing closing quotation marks: through the camp . . .through the camp . . .8SE415, left side at bottom under The Economic Dependence of African AmericansSpacing between lines is off.Tighten the spacing between lines.8SE418, right side, bottom three linesSpacing between lines is off.Tighten the spacing between lines.8SE439, upper rightMap is missing caption.Add caption: The spread of railroads helped create a national market.8SE442, middle of left columnAwkward phrasing: Andrew Carnegie (1835-1919) was a penniless immigrant from Scotland as a child.At the age of 13, Andrew Carnegie (1835-1919) came to America from Scotland as a penniless immigrant.8SE442, bottom rightOmission of shading to land areas of map showing Carnegies transport of iron ore to steel mills.Add green shading to land areas of map showing Carnegies transport of iron ore to steel mills.8SE443, upper left columnText that belongs in the upper left of page is missing.Add the following missing text: By the end of the century, Carnegie was producing one-quarter of all the steel made in the United States. He sold his company to J. P. Morgan in 1901 for $225 million. He spent the rest of his life giving his money away in acts of philanthropy, including millions to establish public8SE443, bottom right columnDelete the: In 1895, Morgan formed the J.P. Morgan & Company, a commercial and investment banking institution.In 1895, Morgan formed J.P. Morgan & Company, a commercial and investment banking institution.8SE443, upper rightPolitical cartoon of King Rockefeller is currently covering part of the text.Push some of the text in the upper right down to make room for political cartoon of King Rockefeller, which is currently covering part of the text.8SE444, top leftEliminate the duplicate text at the top of this page, which repeats the bottom paragraph of page 443. Because of changes to page 443, some of the text will be pushed from the bottom of page 443 onto the top of page 444.8SE446, The Historians ApprenticeEnd of Robert Anderton Naylor excerpt, incorrect spacing near the question mark: What next ? What next?What next? What next?8SE456, Essay QuestionsNumbering should be continuous and consecutive. Change Essay Questions numbers 1 and 2 to numbers 15 and 16.8SE460Incorrect font size in the paragraph entitled Child Labor.Adjust font size.8SE462 (left column) - 463 (top of page)A new nationwide labor organization was founded in 1881 by Samuel Gompers, a Jewish immigrant who worked making cigars. In 1886, it adopted a new name as the American Federation of Labor, or AFL. Unlike the Knights of Labor, the AFL was a federation of several national craft unions, including those of carpenters, cigar-makers, and shoemakers. Its membership was restricted to skilled workers. The AFL also did not admit women. At first, Gompers insisted that the affiliated craft unions admit African-American workers, but when several refused to do so, Gompers backed down. As a result, only the United Mine Workers and a few other AFL unions admitted African Americans in these years. African-American leaders complained that the unions were holding African Americans back, especially by refusing to admit young blacks as apprentices. Gompers also failed to counteract ethnic prejudice against different nationalities within particular craft unions.A new nationwide labor organization was founded in 1881. Samuel Gompers, a Jewish immigrant from England, quickly became its leader. Gompers had begun making cigars at the age of 10, moved with his family to America at the age of 13, joined a local cigar-makers union at 14, and was elected as the head of his local union at the age of 24 in 1874. In 1886, Gompers organization renamed itself as the American Federation of Labor, or AFL. Unlike the Knights of Labor, the AFL was a federation of several national craft unions, including those of carpenters, cigar-makers, and shoemakers. Its membership was restricted to skilled workers. Except for a brief period of time, the AFL did not admit women. Gompers had at first insisted that the affiliated craft unions admit African-American workers, but when several refused to do so, Gompers backed down. As a result, only the United Mine Workers and a few other AFL unions admitted African Americans in these years. African-American leaders complained that the unions were holding African Americans back, especially by refusing to admit young African Americans as apprentices. Gompers also failed to counteract ethnic prejudice against different nationalities within particular craft unions.8SE467Missing period at end of sentence in lower right column: New York passed new factory laws and women garment workers formed unionsNew York passed new factory laws and women garment workers formed unions.8SE468, The Historians Apprenticeon-line online8SE470, end of first paragraphcity-life city life8SE472, second headingFormat of second heading does not match that of first heading: The New Immigrants, 1880- 1924The New Immigrants (1880-1924)8SE473. . . a gift from France that came to symbolize Americas willingness to accept the tired and poor . . . . huddled masses of other lands, yearning to be free.. . .a gift from France that came to symbolize Americas willingness to accept the downtrodden. At the statues base is a poem by the Jewish-American poet Emma Lazarus, welcoming the tired and poor . . . huddled masses of other lands, yearning to breathe free.8SE474Immigrant children were eventually assimilatedor made similar to other AmericansImmigrant children eventually assimilated and became similar to other Americans.8SE479Add Triangle Shirtwaist Factory Fire to Concept Map, Milestones of the Early Labor MovementTriangle Shirtwaist Factory Fire8SE502, upper rightTeachers attempted to convert their students to Christianity while telling them that tribal beliefs were wrong.Teachers attempted to convert their students to Christianity while telling them that many traditional tribal beliefs, such as respect for female and two-spirit authority, were wrong. 8SE503, left column, third paragraphAdd new third sentence to the paragraph to explain the impact of the Dawes Act on traditional female authority.Giving ownership to men also weakened the traditional authority of women in many tribal societies. 8SE508, Concept map(1) Diagram is missing line connecting Relocation of the Indians with Sioux Indians; (2) Plains Indians box has superfluous period; (3) Southwest box has superfluous period; (4) Reservations box capitalizes Attempt.(1) Add line connecting Sioux Indians to Relocation of the Indians (2) Delete period in Plains Indians box (3) Delete period in Southwest box (4) In Reservations box: attempt.8SE515, painting captionEliminate duplicative the from caption: the the the8SE517, top rightdelete hyphen: African-AmericanAfrican American8SE525, upper rightPortrait of Oliver Hudson Kelley covers part of text.Move illustration away from text. 8SE525, bottomPicture of Grange meeting is missing.Add public domain image of Grange meeting found at: https://upload.wikimedia.org/wikipedia/commons/e/e4/Grange1873.jpg8SE529, third bullet in The Historians ApprenticeCorrect misspelling: William Jenning BryansWilliam Jennings Bryans8SE530, Question 3, Choice C.Unnecessary period: Great Plains.Delete final period: Great Plains8SE531, Question 5, top right boxMake singular: the transcontinental railroadsthe transcontinental railroad8SE532, Question 10.Correct misspelling: William Jenning Bryans speechWilliam Jennings Bryans speech8SE551-554, IndexCorrect index entries to have last name first: Andrew Carnegie Samuel Morse John D. RockefellerCarnegie, Andrew 442-444, 446 Morse, Samuel 301-302, 434 Rockefeller, John D. 443, 449Correct misspelling of index entry: Equaino, Olaudah 228Equiano, Olaudah 2288SE551-554, IndexAdd additional entries to index: Immigrants Brannan, Samuel Triangle Shirtwaist Factory Fire Immigrants 457-459, 462, 465, 467, 470-479 Brannan, Sam 354-355 Triangle Shirtwaist Factory Fire 458, 467, 479 GradeComponent NamePage/ locationIdentified errorProposed correction8Black Line Masters (hereafter BLM)8.2.1, Ch. 5Spacing error Missing punctuationAdd line space between first two paragraphs. In the shaded excerpt, fourth item, add a period at the end of the sentence.8BLM8.3.3, Ch. 5Bottom left of page has superfluous copyright symbol.Change Full (c) faith and Credit Clause to Full Faith and Credit Clause.8BLM8.4.4, Ch. 11, John BrewsterParagraph 2, middle sentence, incorrect word (until). Replace until with with by changing to communicate until others to to communicate with others8BLM8.4.4, Ch. 11, Helen Keller, page 1End of first paragraph refers to question in the singular, when should be plural.Change end of sentence from the question that follows to the questions that follow.8BLM8.4.4, Ch. 11, Helen Keller, page 1, bottom paragraph In line 3 of the bottom paragraph, sentiment or tenderness should be sentiment of tenderness. In line 5 of bottom paragraph, text is missing from the original source between cause of my and hand.In line 3, change sentiment or tenderness to sentiment of tenderness. In line 5, after cause of my insert the following text: discomfort was removed.She brought me my hat, and I knew I was going out into the warm sunshine.. . .We walked down the path to the well-house, attracted by the fragrance of the honeysuckle with which it was covered. Some one was drawing water and my teacher placed8BLM8.4.4, Ch. 11, Wong Chin Foo, page 2, boxed excerpt There is an incorrect line break in the excerpt, and three hyphens appear as the letter a and a blank space. In the second sentence of the boxed excerpt, change illa treated to ill-treated and remove line break on line 3 after nation. On line 7, of the excerpt, change hoisted on an occasional gina mill to hoisted [raised] on an occasional gin-mill. On line 11 of the excerpt, change ruma selling interest to rum-selling interest.8BLM8.6.3, Ch. 11, Irish Potato Famine, pages 1, 2 and 3,First name of author is misspelled.Change Gegrid to Gearid 8BLM8.6.3, Ch. 11, The Growth of CitiesQuestion 1 has do instead of does (error in subject-verb agreement)Change 1. What do the way the streets to 1. What does the way the streets 8BLM8.6.5, Ch. 8, The Role of Private and Religious Schools, page 1First paragraph needs two hyphens. End of fourth paragraph has line spacing problem. Last paragraph has a misspelled name.Add hyphens, to read: mid-nineteenth and state-run Fix line spacing. Change Philips Exeter Academy to Phillips Exeter Academy.8BLM8.6.5, Ch. 8, The Role of Private and Religious Schools, page 2End of third paragraph has o instead of dash.Change 1783o 1876 to 1783-18768BLM8.7.4, Ch. 12, Free African Americans in the North and the SouthErroneous line break occurs in Statement 5, also creating incorrect numbering. Statement 10, which will become Statement 9, has an incorrect word (inters racial). Statement 11, which will become Statement 10, has church instead of churches and at end is missing and South.Remove unnecessary line break in Statement 5. Then number all the statements consecutively from 1 to 17. 9. Change inters racial to inter-racial 10. Change church to churches and In both the North, to In both the North and South,8BLM8.8.5, Ch. 13, Americas Mexican Heritage, page 2Second sentence has a duplicate word (independence).Change declared independence his nations independence to declared his nations independence.8BLM8.8.5, Ch. 13, Americas Mexican Heritage, page 3Misspelling of name in first line of fourth paragraph.Change Santa Ana to Santa Anna8BLM8.11.2, Ch. 18, Buffalo Soldiers, page 1Copyright symbol mistakenly appears between keen and sightedness; Line 6 has out instead of ourDelete copyright symbol: keen sightedness Line 6, second excerpt, change from out experience to from our experience8BLM8.12.1, Ch. 16, Patterns of Industrial DevelopmentSecond paragraph is missing the in first sentence at the end.Change industry in period from 1865-1900 to industry in the period from 1865-19008BLM8.12.1, Ch. 19, Patterns of Agricultural DevelopmentFirst paragraph, line 5, there is an extra theChange southward to the northern Texas to southward to northern Texas8BLM8.12.5, Ch. 19, Queen Liliuokalani, pages 1 and 2The name Liliuokalani is misspelled on page 1 (fourth paragraph) and on page 2 (end of excerpt).Correct spelling to Liliuokalani8BLMHSS-Analysis Skills, Ch. 14, Historical InterpretationLine 6 of excerpt has an extraneous the before the word protectedChange a government of limited powers that the protected the rights . . . to a government of limited powers that protected the rights . . .8BLMHSS-Analysis Skills, Ch. 5, Historical Interpretation, page 1Extraneous word is appears in paragraph 2 at the end of line 1. In paragraph 6, the book title should be italicized and comma removed.Change provides is a good to provides a good Change In 1913, historian Charles Beard published An Economic Interpretation of the Constitution. to In 1913, historian Charles Beard published An Economic Interpretation of the Constitution.8BLMHSS-Analysis Skills, Ch. 5, Historical Interpretation, page 2Question 3 has an extra 3.Change 3. 3. Based on . . . to 3. Based on . . .8BLMHSS-Analysis Skills, Ch. 3, Historical InterpretationParagraph 2, line 8 is missing of Paragraph 3, W.E.B Du Bois requires a period following B and the title of his book should be italicized. In the last line of Paragraph 3, and should be had. Paragraph 6, first line is missing most before recent and the title of Eric Foners book should be italicized.Change Some those to Some of those Change W.E.B. Du Bois to W.E.B. Du Bois Change Black Reconstruction in America to Black Reconstruction in America Change historians and ignored to historians had ignored Change The most interpretation of Reconstruction to The most recent interpretation of Reconstruction Change Reconstruction: Americas Unfinished Revolution to Reconstruction: Americas Unfinished Revolution.8BLMHSS-Analysis Skills, Ch. 3, Fact/ Opinion, page 1Incorrect word (spice) is used in the example.Change This food is too spice! to This food is too spicey!8BLMHSS-Analysis Skills, Ch. 3, Fact/ Opinion, page 2Bottom right should be Chapter 3; numbers on second page should continue with Statement 7 (not 13).Correct numbering errors.8BLMHSS-Analysis Skills Ch. 3, Fact/ Opinion, page 2Add these two sentences at the end of the questions: Now look at the excerpt from Thomas Paine on page 74 of E Pluribus Unum and the quotation from Dr. Benjamin Rush at the top of page 78. Which of their statements are opinions and which are facts?8BLMHSS-Analysis Skills, Ch. 9, Information To avoid confusion, replace relevant boxes in the instructions at the top with appropriate boxes The last sentence is missing the final word independence.Change end of sentence from in the relevant boxes to in the appropriate boxes Complete final sentence on page by adding independence.8BLMHSS-Analysis Skills, Ch. 6, InformationThere is an extra the in the second sentence of fourth paragraph.Change She is writing a report on the George Washington to She is writing a report on George Washington.8BLMHSS-Analysis Skills, Chs. 11 & 12, InformationTo avoid confusion, replace relevant boxes in the fourth paragraph with appropriate boxes. Change end of sentence from in the relevant boxes to in the appropriate boxes. 8BLMHSS-Analysis Skills, Chs. 6, 9, 10, MatrixThe introductory paragraph on each of the three of the Matrix worksheets contains some incorrect wording, using identify to place for situate and space for placeChange the introductory paragraph on each Matrix worksheet from: The study of history requires an understanding of both time and space. The historian must be able to identify to place people and events in a matrix of time and place and identify the central issues they faced. To the following: The study of history requires an understanding of both time and place. The historian must be able to situate people and events in a matrix of time and place and be able to identify the central issues that these people faced.8BLMHSS-Analysis Skills, Ch. 9, Matrix In first question below the matrix, War of 1813 erroneously appears instead of War of 1812.Change War of 1813 to War of 1812.8BLMHSS-Analysis Skills, Ch. 3, ChronologyComma is in wrong place in introductory sentence at top: An event can take place before, at the same time, as or after another event Sentences 2 and 9 are missing final periods.Change introductory sentence to: An event can take place before, at the same time as, or after another event. Add final period to Sentences 2 and 9.8BLMHSS-Analysis Skills, Ch. 7, TimelinesEvent 10 has Derby instead of Derna.Change 10. U.S. Marines capture Derby in Tripoli to 10. U.S. Marines capture Derna in Tripoli8BLMHSS-Analysis Skills, Ch. 10, Timelines3. Cherokee v. Georgia should be 3. Cherokee Nation v. GeorgiaChange 3. Cherokee v. Georgia to Cherokee Nation v. Georgia8BLMHSS-Analysis Skills, Ch. 14, Timelines, page 1Event 9. misspelling of Douglas Event 10. misspelling of Harpers FerryChange: 9. Lincoln-Douglass Debates (1858) to 9. Lincoln-Douglas Debates (1858) Change: 10. . . . Harpers Ferry to 10. . . . Harpers Ferry8BLMHSS-Analysis Skills, Ch. 14, Timelines, page 23. Monitor v. Merrimack should not be italicizedChange 3. Monitor v. Merrimack (March 1862) to 3. Monitor and Merrimack (March 1862)8BLMHSS-Analysis Skills, Chapters 3, 8, 9, 10, 12 and 16, QuestionsThe first question on each of these worksheets contains an extraneous word (and) between historical and research.Change by further historical and research to by further historical research8BLMHSS-Analysis Skills, Ch. 12, CredibilityThe line above the second box is missing the word a.Change Explain why you think this is, or is not, credible source to Explain why you think this is, or is not, a credible source.8BLMHSS-Analysis Skills, Ch. 10, Cost/ Benefit, War on the BankLast sentence above the box has an e instead of a dash. Change 281e 283 to 281-2838BLMHSS-Analysis Skills, Ch. 10, Cost/ Benefit, The Indian Removal ActParagraphs 2 and 3 need a blank line between them.Add a line to separate paragraphs 2 and 3.8BLMA Word to Parents, page 1Paragraph 3, line 3, is missing the word of.Change It is the story how we can all participate . . . to It is the story of how we can all participate. . .8BLMA Word to Parents, page 2First line of paragraph 2 should have chapter not chapters. First line of paragraph 3 should have The Historians Apprentice in italics.Change The information in each chapters to The information in each chapter Change The Historians Apprentice to The Historians Apprentice. GradeComponent NamePage/ locationIdentified errorProposed correction8Teachers Guide (hereafter, TG)S-3Incorrect capitalization of Levels in Under Inquiry Skills, second line.Change: These Levels include the following: To read: These levels include the following: 8TGS-4In far left column, capitalize T in SOAPSTone.Change: SOAPStone To read: SOAPSTone8TGS-5Wrong word. Right column, Prior Knowledge sentence.Change: that would help you understanding this To read: that would help you understand this8TGS-6 Right column of OPTICS section: First sentence, missing indefinite article. Second Objects sentence is missing word: WhatChange: how to read visual. To read: how to read a visual. Change: Overall impression does the visual present? To read: What overall impression the visual present?8TGS-8Two errors. #7 has incomplete bolding of a word. RAFT right column, wrong word.Change: summarizing this To read: summarizing this Change: What format with this writing take? To read: What format will this writing take?8TGS-15Unit heading inconsistent with Student Edition. In far right column, 2 of the 5 sentences are missing final punctuation.Change: The Rise of Industrial America To read: The Transformation of Industrial America Each Overview sentence should have a final period (1 and 3).8TG1-2Guiding Question 4 has inconsistent capitalization with the Student Edition. Change Colonies to colonies.Change: New England Colonies, Middle Colonies, and Southern Colonies To read: New England colonies, Middle colonies, and Southern colonies8TG1-3Pre-Reading Activity 2 is missing phrase during the Colonial Era.Change: about life in based on To read: about life during the Colonial Era based on8TG1-4Stray bolding of text in middle column of graphic organizer.Change: Trade between the colonies To read: Trade between the colonies8TG1-5Capitalization, punctuation and italicization errors in paragraphs 2, 3, 5, 6a and graphic organizer 2. Change: Strategies section To read: Strategies section Change: Teacher Guide To read: Teachers Guide 3. Change: (See example below). To read: (See example below.) 5. Change: their work discuss To read: their work, discuss 6a. lower case last word, changing: Colonies to colonies. Graphic organizer: change Colonies to colonies in 2nd and 3rd rows.8TG1-7First sentence and Posting on a Digital Bulletin Board, paragraph 1.First sentence change: teacher guide To read: Teachers Guide Change: 1. Have students discuss and the rephrase To read: 1. Have students discuss and then rephrase8TG1-8Inconsistent use of italics and capitalization in the red ACES line.Change: (See the Strategies Section To read: (See the Strategies section8TG1-10AThe Avalon Project missing letter t.Change: Complete ext of To read: Complete text of8TG2-7Missing apostrophe in heading of table in paragraph 5. One-Sentence Summaries - introduction First italicized sentence Second italicized sentence First bulletChange: Colonists Reactions To read: Colonists Reactions Change: America colonies To read: American colonies Change: which led to many colonists ignore To read: which led many colonists to ignore Before therefore, change comma to semi-colon: French and Indian War; therefore. Before therefore, change comma to semi-colon: thought that _________; therefore 8TG2-8In #1, inconsistent capitalization. Under Loyalist, second bulletChange: Pre-Revolutionary era To read: Pre-Revolutionary Era Change: Sons of Liberty To read: Sons or Daughters of Liberty8TG2-10#3, fourth line, incorrect capitalization Change: American revolution To read: American Revolution8TG2-10Rubric, right column, third entry, missing conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG2-17Middle of paragraph frame is missing text Change: The colonists again felt the l b To read: The colonists again felt the law was unfair because8TG3-4Posing Question #2 typoChange: pose ten (10) question To read: pose ten (10) questions8TG3-6Under American Revolution Hall of Fame, The Historians Apprentice should capitalize and italicize theChange: the Historians Apprentice To read: The Historians Apprentice8TG3-9Second sentence in rubric should be capitalized and divided into two sentences to match formatting of others.Change: containsthe thesis; Demonstrates To read: Containsthe thesis. Demonstrates8TG3-9Under Meet American Revolutionary Heroes, first sentence, there is a double word thatChange: Ask students to imagine that that they To read: Ask students to imagine that they8TG4-6Formative and Summative section, first line has understand instead of understanding.Change: to demonstrate mastery and understand of the chapter To read: to demonstrate mastery and understanding of the chapter8TG4-8Inconsistent headingChange: Website Address with Free Online Resource for Teachers To read: Website Addresses with Free Online Resources for Teachers8TG4-8Incorrect positioning of apostropheChange: Shays Rebellion To read: Shays Rebellion8TG5-3Guiding Question #2. Incorrect referencing of publicationChange: the Federalist Papers? To read: The Federalist Papers?8TG5-4At top, paragraph 8: Delete s from U.S. ConstitutionsChange: U.S. Constitutions To read: U.S. Constitution8TG5-4Vocabulary Acquisition, paragraph 1 requires italics.Change: Names and Terms You Should Know To read: Names and Terms You Should Know8TG5-5Top line requires E to be italicized.Change: E Pluribus Unum To read: E Pluribus Unum8TG5-7Paragraph 6 is missing word has and final punctuation.Change: the Constitution three main parts To read: the Constitution has three main parts End the sentence with a period.8TG5-7#3. In the first sentence, the word student should be students.Change: ask student To read: ask students8TG5-8Under Create a Founding Fathers Facebook Page or Bio-Cube, # 1, in the template, in line 6, there is a missing hyphenChange: AntiFederalist To read: Anti-Federalist8TG5-8At bottom of page, # 3 is missing the end of the sentence. Change the period after the closing parenthesis to a comma. Add: they should create a Bio-Cube on leading Founders.8TG5-9In RAFT section, first line of Topic section, beginning of sentence is incorrect.Change: why the person to whome To read: Why the person to whom8TG5-10The sentence above the rubric is missing a possessive.Change: Teacher Guide To read: Teachers Guide8TG5-10Rubric, right column, third entry, missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG6-3Incorrect word in #6.Change: financial crises To read: financial problems8TG6-4#1 parenthetical sentence error.Change: (They will likely to be able to To read: (They will likely be able to8TG6-7End of #1 is missing hyphen.Change: Democratic Republicans To read: Democratic-Republicans8TG6-8#5 is missing italicization.Change: In this Teachers Guide below is a sample rubric to evaluate student work. Other rubrics are also located in the Strategies section at the beginning of the Teachers Guide. To read: Below is a sample rubric to evaluate student work. Other rubrics are also located in the Strategies section at the beginning of this Teachers Guide.8TG6-8Error in syntax in second sentence of paragraph under President Washington Foldable.Change: Using pages 170-172 and ask students to create To read: Ask students to use information from pages 170-172 to create8TG6-9Rubric, right column, third entry, missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG7-1In chapter title, Democratic-Republicans has a colon instead of a hyphen.In title of Chapter 7, change: Democratic: Republicans To read: Democratic-Republicans8TG7-1In the footer to this chapter Democratic-Republicans is missing a hyphen. This error affects all the pages of this chapter.In footer of Chapter 7, change: Democratic: Republicans To read: Democratic-Republicans8TG7-5In #3, member should be members.Change: other group member To read: other group members8TG7-6Top of page, #1, first sentence has an extraneous definite article before President Jefferson.Change: accomplishments of the President Jefferson To read: accomplishments of President Jefferson 8TG7-6Top of page, #2, first sentence is missing was constitutional,Change: whether the Louisiana Purchase on pages To read: whether the Louisiana Purchase was constitutional, on pages8TG7-7Top of page, first sentence, delete orChange: mastery and understanding of the chapter objectives or in addition to answering multiple-choice questions. To read: mastery and understanding of the chapter objectives in addition to answering multiple-choice questions.8TG7-7Last sentence on page is missing phrase is available onlineChange: A template for creating a Jeopardy game in PowerPoint To read: A template for creating a Jeopardy game in PowerPoint is available online8TG7-8Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG7-8The third online resource requires a hyphen.Change: Anti Federalists To read: Anti-Federalists8TG7-8The fourth online resource has a double word: the theChange: Lessons on the the To read: Lessons on the8TG8-3Question 2 requires a question mark at the end.Change Question 2 to read: 2. What was family life like in the Early Republic?8TG8-5Turn and Talk #1 Capitalize r in republic Add s to page Change: republic To read: Republic Change: the maps on page 535-536. To read: the maps on pages 535-536.8TG8-6Class Discussion, #1, change the word Colonies to lower case to match usage in Student Edition. In first bullet, make ship building one word.Should read: New England colonies, Middle colonies, Southern colonies. Change: ship building To read: shipbuilding.8TG8-6#5, second sentence, replace change with chance.Change: After students have a change to skim To read: After students have a chance to skim8TG8-7Remove hyphen from Free African Americans in #1.a. and in first row of table.Change: Free African-Americans To read: Free African Americans8TG8-7Bottom of page #1, colon should be a period.Change: Students can use a variety of formats for their timeline summaries: To read: Students can use a variety of formats for their timeline summaries.8TG8-9First paragraph, end of line 5, misspelling of name.Change: Hawekeye To read: Hawkeye8TG8-10Errors in rubric.Second Response, change: the thesis; Demonstrates To read: the thesis. Demonstrates Final Response: add period.8TG9-2Question 2 is missing definite article.Change: through War of 1812? To read: through the War of 1812?8TG9-2Question 3 is missing apostrophe.Change: United States relationship To read: United States relationship8TG9-3#2 excerpt, end of first sentence, Era of Good Feelings should be placed in quotation marks.Should be: Era of Good Feelings.8TG9-4Top of page, #1, Adams requires an apostrophe.Change: Adams To read: Adams8TG9-5#3. Third bullet: add apostrophe #3.Fourth bullet: make the part of the anthems title.Change: Why did the Americans ability To read: Why did the Americans ability Change: the Star-Spangled Banner To read: The Star-Spangled Banner8TG9-7Analyzing Music, #1 and #2: make the part of the anthems title.Change: the Star-Spangled Banner To read: The Star-Spangled Banner8TG9-7Breaking News: Place the era in quotation marks.Change: Era of Good Feelings To read: Era of Good Feelings8TG9-7Breaking News, #1, last sentence, subject-verb agreement error.Change: The graphicand the textprovides To read: The graphicand the textprovide8TG9-8First sentence, change understand to understanding.Change: mastery and understand of To read: mastery and understanding of8TG9-9Rubric, right column, third entry is missing the conjunction and.Change last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG9-10Middle resource has extraneous hyphen.Change: Free African-Americans To read: Free African Americans8TG9-10Final resource: italicize the U.S. Supreme Court decision.Should be: McCulloch v. Maryland8TG10-2#3. Make officeholders one word to be consistent with the Student Edition.Change: office holders To read: officeholders8TG10-3#10 has misspelling.Change: raiseed To read: raised8 TG10-9#2, second paragraph, lines 3 and 4, has incorrect text.Change: invention or other contribution to the Second Industrial Revolution including the impact of the contribution, a quote, and To read: accomplishment including the impact of that accomplishment, a quotation, and 8TG10-9Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG11-6#1. Place title in italics.Should be: Golden State Nuggets of Knowledge8TG11-8Right side of graphic organizer, fourth bullet should not have a period to be consistent with the rest of the graphic organizerRemove period from end of sentence in right column, fourth bullet8TG11-9End of #2 is missing or she.Change: what he contributed To read: what he or she contributed8TG11-14Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG12-8In organizer, left side has unnecessary hyphen.Change: Free African-Americans To read: Free African Americans8TG12-8In organizer, right side, there is an unnecessary indefinite article.Change: Political: tended toward a states rights To read: Political: tended toward states rights8TG12-9Third bullet from the bottom is missing a definite article.Change: invention of cotton gin? To read: invention of the cotton gin?8TG12-11#2. Make the word Question plural.Change: Asking Question and Making Inferences To read: Asking Questions and Making Inferences8TG12-11#3. Make the word question plural.Change: pose three question To read: pose three questions8TG12-12First sentence, change understand to understandingChange: mastery and understand of To read: mastery and understanding of8TG12-13Historical Tweets: add a hyphen between 140 and characterChange: 140 character To read: 140-character tweets8TG12-13Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG13-9Top of page, #3, second sentence, make student plural. Change: Then ask student to recombine into discussion groups To read: Then ask students to recombine into discussion groups8TG13-9Gallery Walk, #1, end of first sentence, inconsistent capitalization.Change: in the west. To read: in the West.8TG13-9Analyzing Timelines, #1, end of first sentence, incorrect possessive instead of plural.Change: the move of Americans westward. To read: the move of Americans westward.8TG13-10Mexican-American War, #1, fourth bullet, inconsistent hyphen.Change: Guadalupe-Hidalgo To read: Guadalupe Hidalgo8TG13-11Breaking News, missing prepositionChange: a topic this era of To read: a topic from this era of8TG13-12Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG13-12Website Addresses, bottom of page, inconsistent term use.Change: Trans-Continental Railroad To read: Transcontinental Railroad8TG13-13Middle of page, change period to a colon.Change: For a timeline of key events in Californiawater rights. To read: For a timeline of key events in Californiawater rights:8TG14-6Do Now: Reflective Writing, #5. requires a period at end. Vocabulary Acquisition, #1, put title of feature in italics.Change: write their responses To read: write their responses. Change: Names and Terms You Should Know To read: Names and Terms You Should Know8TG14-11Civil War Presentations, third bullet, eliminate double comma after Grant.Change: Grant,, or Lee To read: Grant, or Lee8TG14-11Rubric, right column, third entry is missing the conjunction andChange: This response shows little organization contains To read: This response shows little organization and contains8TG15-2Additional Guiding Questions, #5, is missing conjunction.Change: in the Reconstruction Era what were To read: in the Reconstruction Era and what were8TG15-3Additional Guiding Questions, #12, court case should be italicized.Change: Plessy v. Ferguson To read: Plessy v. Ferguson8TG15-3Visual Analysis, #5, error in terminology Change: a post-chart paper with To read: a post-it chart with8TG15-4Vocabulary Acquisition, #5, line 4, incorrect punctuation. #5, lines 5 and 6: change Blacks to Colored to correspond with the segregation sign on page 417 of the Student Edition, and remove the last sentence from the paragraph.Change: to separate the races by law. To read: to separate the races by law. Change: I would probably make a No Blacks Allowed sign like or copy the sign on page 417 about rest rooms. I also could use the symbol for prohibited and the word Blacks underneath it. To read: I would probably make a Colored Seated in Rear sign or copy the sign on page 417 about rest rooms. 8TG15-4Graphic organizer, right column, second row.Remove the term Blacks and leave the space blank for students to create their own symbols.8TG15-5Bottom of page #2, last sentence, incorrect punctuation.Change: one kind of effect, however To read: one kind of effect; however8TG15-6Peer-to-Peer Collaborative Learning Groups, #3: incorrect verb form.Change: Have each group prepare a presentation or poster a description To read: or poster describing8TG15-8Online Research, #2,missing definite article.Change: to answer following To read: to answer the following8TG15-8Online Research, #4, missing letter mChange: and have the discuss To read: and have them discuss8TG15-8Writing Ideas, #2, delete extraneous in theChange: A letter to a friend in the describing To read: A letter to a friend describing8TG15-9Creative Products, #1, is missing a hyphen. Change: 140 character tweets To read: 140-character tweets8TG16-4Additional Guiding Questions, #6, incorrect date in parentheses.Change: (during the 1930s and 1840s) To read: (during the 1830s and 1840s)8TG16-4Additional Guiding Questions, #7, African American requires a hyphen.Change: African American and women inventors To read: African-American and women inventors8TG16-4Pre-Reading Activity, #1, delete extraneous the before Chapter 16.Change: Have students preview the Chapter 16 To read: Have students preview Chapter 168TG16-5Vocabulary Acquisition, #2, make student plural.Change: Ask student to To read: Ask students to8TG16-6Top of page, #4, make student plural.Change: Then ask student to recombine into discussion groups To read: Then ask students to recombine into discussion groups8TG16-6Comparing Benefits and Costs of Big Business, #2, place title in italics.Change: E Pluribus Unum To read: E Pluribus Unum8TG16-9First sentence at top of page, change understand to understanding.Change: mastery and understand of To read: mastery and understanding of8TG16-10Rubric, right column, third entry is missing the conjunction and.Change last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG17-4Pre-Reading Activity, #1, subject-verb disagreement.Change: illustrations To read: illustration8TG17-6Top of page, d., inconsistent capitalization of established term.Change: Pacific Coast To read: Pacific coast8TG17-8Reading Like a Historian, first sentence, has extra preposition.Change: the lessons on from the To read: the lessons on the8TG17-8Bottom of page, a., is missing verb.Change: What settlement patterns you see? To read: What settlement patterns do you see?8TG17-9First sentence, change understand to understanding.Change: mastery and understand of To read: mastery and understanding of8TG17-9Writing Ideas (See Strategies Section . . ., incorrect capitalization in subheading.Change: Strategies Section To read: Strategies section8TG17-9In RAFT, Format: delete extra ofChange: An editorial on behalf of either labor or of management To read: An editorial on behalf of either labor or management8TG17-11Rubric, right column, third entry is missing the conjunction andChange last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG18-2Pre-Reading Activity, #1, extra words.Change: Andrew Jackson in the what is labeled the Trail of Tears. To read: Andrew Jackson in the Trail of Tears.8TG18-4Examining Cause and Effect, #1, missing preposition.Change: Use the E Pluribus Unum text Chapter 18 To read: Use the E Pluribus Unum text from Chapter 188TG18-5Top of page, #2, make student plural.Change: Have student predict To read: Have students predict8TG18-5Create a Facebook Page, #1.a., has incorrect punctuation.Change: and at least three friends. To read: and at least three friends.8TG18-5Formative and Summative Performance-Based Assessments, change understand to understanding and delete or.Change: mastery and understand of the chapter objectives or in addition to To read: mastery and understanding of the chapter objectives in addition to8TG18-5Writing Ideas (See Strategies Section . . . has incorrect capitalization in the subheading.Change: Strategies Section To read: Strategies section8TG18-7Rubric, right column, third entry is missing the conjunction and.Change last sentence: This response shows little organization contains To read: This response shows little organization and contains8TG19-3Pre-Reading Activity, #1, first sentence has extraneous definite article before Chapter.Change: skim the visuals in the Chapter 19 To read: skim the visuals in Chapter 198TG19-3Pre-Reading Activity, #2, has inconsistent capitalization of a previously established term.Change: in the west To read: in the West8TG19-4First line on page, incorrect punctuation. Change comma to semi-colon.Change: category, however, To read: category; however,8TG19-4In graphic organizer, first paragraph (The Homestead Act), change the comma after land to a period.Change: unclaimed federal land, A homesteader To read: unclaimed federal land. A homesteader8TG19-4In graphic organizer, third paragraph (cattle industry), the second sentence begins with a lower case letter.Change: plains. because To read: plains. Because8TG19-6JigSaw Grouping, #4, line 2, make student plural.Change: Then ask student to recombine into discussion groups To read: Then ask students to recombine into discussion groups8TG19-7Formative and Summative Performance-Based Assessments, change understand to understanding.Change: mastery and understand of To read: mastery and understanding of8TG19-7Writing Ideas (See Strategies Section . . . has incorrect capitalization in the subheading.Change: Strategies Section To read: Strategies section8TG19-7In the inset box, so is missing from the last sentence.Change: __and___ To read: __and so__ 8TG19-8Rubric, right column, third entry is missing the conjunction and.Change last sentence: This response shows little organization contains To read: This response shows little organization and contains8TGA-2Chapter 10, Question 3: if proposed changes to Student Edition are approved, the asterisk and Errata notice can be deleted here.Chapter 10, #3: remove asterisk and Errata notice.8TGA-3Unit Test I: if proposed changes to the Unit Tests are approved, questions 6 to 20 will be renumbered consecutively to follow Question 3 and the Errata notice will be deleted here.Unit Test I: remove asterisk from #3 and Errata notice and renumber questions in consecutive order.8TGA-5Unit Test III: if proposed changes to the Unit Tests are approved, questions 4-7 will be removed, remaining questions will be renumbered consecutively, and the Errata notice will be deleted here.Unit Test III: remove asterisk, remove questions 4-7, renumber remaining consecutively, remove Errata notice.8TGH-3Chapter 3, second Homework Assignment, missing letter. Change: describe the actual condition of most Americans To read: describe the actual conditions of most Americans8TGH-3Chapter 3, third Homework Assignment, missing period.Change: E Pluribus Unum List each To read: E Pluribus Unum. List each8TGH-5Chapter 6, third Homework Assignment, end of sentence requires a question mark rather than a period.Change: Democratic-Republican. To read: Democratic-Republican?8TGH-5Chapter 6, fourth Homework Assignment, requires italicization.Change: Teachers Guide To read: Teachers Guide8TGH-8Chapter 9, third Homework Assignment from top of page, page should be singular.Change: pages 256 To read: page 2568TGH-8Chapter 9, third Homework Assignment from top of page, removed extraneous the and unnecessary quotation marks.Change: for the Henry Clays American System. To read: for Henry Clays American System.8TGH-11Chapter 13, second Homework Assignment is a heading without content.Delete this heading. 8TGH-16Chapter 19, fifth Homework Assignment has misspelled name.Change: Liluokalani To read: Liliuokalani 8TGH-17Field Trips, first paragraph, line 5, add comma to placename.Change: Washington D.C. To read: Washington, D.C. 8TGH-17In paragraph 3, bulleted sentences 1, 3 and 5 each need a concluding period.Add periods to bulleted sentences 1, 3 and 5.8TGH-17Before the trip, last sentence is missing word transportation.Change: Arrange adequate and To read: Arrange adequate transportation and8TGH-18Prepare students, first sentence on page has an extraneous indefinite article.Change: to make a field trip a successful is to To read: to make a field trip successful is to8TGH-18During the trip, #3 is in the wrong font. The number needs to be bolded to match the numbering format of the list.Bold 3.8TGH-18During the trip, #5, thank you letter requires a hyphen to match thank-you notes, which is in the line directly below it.Change: thank you letter To read: thank-you letter GradeComponent NamePage/ locationIdentified errorProposed correction8Unit Assessments (hereafter, UA)Unit Test I, page 1The title of Unit Test I does not match Part I of the Student Edition.Change: The Development of American Constitutional Democracy To read: The Birth of American Constitutional Democracy8UAUnit Test I, page 2, Question 1Incorrect reference in Answer Choice B: remove Second.Change: B. Aspects of the Second Great Awakening To read: B. Aspects of the Great Awakening8UAUnit Test I, page 3, Questions 4 and 5Questions 4 and 5 are duplicates of Questions 2 and 3; Questions 4 and 5 of Unit Test III belong in this unit.Replace Questions 4 and 5 with Questions 4 and 5 of Unit Test III, page 4.8UAUnit Test I, page 3, Question 6Second line of question is not indented.Adjust indentation.8UAUnit Test I, page 5, Question 12Capitalization of an established term is inconsistent with Student Edition.Change: Three Fifths Compromise To read: Three fifths Compromise8UAUnit Test I, page 6, Question 14Italicization of publication title is inconsistent with Student Edition.Change: The Federalist Papers To read: The Federalist Papers 8UAUnit Test II, page 8Two of the questions in Unit Test III belong instead in Unit Test II.Insert Questions 6 and 7 from Unit Test III, pages 4-5, to the top of this page as Questions 15 and 16. Move Performance-Based Task to page 9 and renumber as Question 17; move Essay Question to page 10 and renumber as Question 11.8UAUnit Test II, page 2, Question 2Spacing in Answer Choice D is too wide.Adjust spacing.8UAUnit Test III, pages 4-5, Questions 4-7These four questions belong in other Unit Tests. Also there is no Question 11 in this Unit Test.Move Questions 4-5 to Unit Test I; move Questions 6-7 to Unit Test II; renumber remaining questions (Questions 8-10, 12-18 become Questions 4-13).8UAUnit Test III, page 9Student Edition, Chapter 10, page 287, Question 3 should be moved to page 9 of Unit Test III.Move Student Edition, Chapter 10, page 287, Question 3 to Unit Test III, page 9 as Question 15; renumber Questions 19-21 on pages 10-12 as Questions 16-18.8UAUnit Test IVThe title of Unit Test IV does not match Part IV of the Student Edition: remove of after Course.Change: The Causes, Course of and Consequences of the Civil War To read: The Causes, Course and Consequences of the Civil War 8UAUnit Test IV, page 3, Question 4Second line of question is not indented.Adjust indentation.8UAUnit Test V, page 1Unit Test title does not match Student EditionChange: The Rise of Industrial America, 1877-1914 To read: The Transformation of Industrial America, 1877-19008UAUnit Test V, page 6, Question 14Answer Choice D has a period, inconsistent with the other answer choices.Change: D railroad companies and grain elevator operators. To read: D railroad companies and grain elevator operators Houghton Mifflin Harcourt Publishing Company, HMH Kids Discover California Social Studies, Kindergarten through Grade Six Program Summary: Kids Discover California Social Studies includes: Student Edition (SE), Digital SE (Online Student Magazine; includes Skill Lessons and Citizenship Feature); Teachers Guide (TG, Print and Digital); Digital-Only Ancillaries: Get Set to Read/Anticipation Guide, School to Home Newsletters, Vocabulary Activities, Vocabulary Network, Magazine Glossary, Literature Selection, Annotated Bibliographies, Pacing Guides, Collaborative Discussion Rubrics for ELD, Performance Task Guidelines and Rubrics, Answer Key, Magazine Assessment, Benchmark Assessments, Pre/Post Assessments, HMH FYI, HHM In the News, Media Explorations, Core Online Student Content (COSC). Recommendation: Kids Discover California Social Studies is not recommended for adoption because the instructional materials do not meet all the criteria in category 1. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program does not meet all of the evaluation criteria in category 1, specifically criteria statements 3, 4, and 10. The program has numerous errors that exceed the definition of minimal in number as specified in the California Code of Regulations, Title 5 (Education) (5 CCR), Section 9510(h). The program also includes depictions of individuals from various religious groups that constitute adverse reflections as defined in the State Board-adopted Standards for Evaluating Instructional Materials for Social Content, 2013 edition, and are not consistent with criteria statement 1.10. It is the judgement of the Instructional Quality Commission that correcting these issues would require rewrites to the program as defined in 5 CCR Section 9510(r), which are not permitted per 5 CCR Section 9524(a)(5). Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #3: Grade 4, SE, Spanish Exploration and Colonization, pp. 2-17, TG pp. 66-81; Grade 5, SE, American Revolution, pp. 2-5, 10-11, 16-17, TG pp. 290-293, 298-299, 304-305. Criterion #5: Grade 3, TG pp.127, 133, 135; Grade 5, TG pp.389, 543, 549; Grade 6, TG p.65. Criterion #8: Grade K, SE, Jobs, pp. 2-3, 4-5, 6-7, 8-9, TG pp. 66-67, 68-69, 70-71, 72-73; Grade 2, SE, America: Heritage and Culture, pp. 4-7, TG pp. 208-211. Criterion #9: Grade 3, SE, Settling the Land, pp. 16-18, TG pp. 164-166; Grade 6, p. 81. Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #2: Grade 2, Introduce, TG p. 10.; Grade 2, Online Resources TG p. 3 Criterion #3: Grade 4, Assess, TG p. 151. Criterion #4: Grade 3, Assessment, TG p. 140. Criterion #8: Grade 5, Research, TG p. 165; Grade 5, Summarize, TG p. 165; Grade 5, Digital, Assessment, Collaborative Discussion Rubric for ELD; Grade 5, Digital-Only, Assessments, Plains Indians Performance Guidelines and Rubric: First Hand Account. Criteria Category 4: Universal Access Program materials effectively provided both universal and equitable access to high-quality curriculum and instruction for all student groups. It provided teachers with many options allowing for differentiation for EL students and students with special needs. Citations: Criterion #5: Grade K6 (all grades), TG pp. 32, 35; Grade 1, TG pp.157, 218219. Criterion #8: Grade 3, TG pp. 50-51, 292 -293; all grades p. 33. Criterion #10: Grade 6, TG pp.10, 70, 73, 250, TG (all grades) p. 33. Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #1: Grade 1, TG pp. 158-159; Grade 4, TG pp. 22-33, 236-237. Criterion #2: Grade 2, TG pp.17, 68, 72,180, 181, 208; Grade 5, TG pp. 38-39, 77,178,494-495, 461. Criterion #3: Grade 6, TG pp. 177,181,185, SE, Early Greeks, Digital-Only Critical Thinking Skill: Compare Primary and Secondary Sources; Grade 3, SE, Protecting Resources, Digital-Only, Reading Social Studies Skill: Compare and Contrast. Criterion #9: Grade 4, TG pp. 161,179. Criterion#13: Grade 5, TG pp. 80, 94,122. Criterion #16: Grade 4, TG p.82, SE, Spanish Exploration and Settlement, p. 18. Criterion #23: Grade 3, TG pp. 23, 278. Edits and Corrections: The Commission recommends the following edits if the program is adopted: Grade 5, SE, Benjamin Franklin, p. 17, TG p. 417: substitute supported for devised in the following sentence: He was a member of the Constitutional Convention, where he devised the Great Compromise Grade 6, SE, Ancient India, p. 17, TG p. 277: Substitute the picture of Hanuman with one of Rama. Edit the text that begins The Ramayana tells a storyto the following: The Ramayana tells the story of how the good king Rama rescues his wife, Sita, from the evil demon Ravana. Grade 6, COSC, SE, Ancient India Digital-Only Skill: :Think Like a Historian: (COSC 120-121) move to Archaeology (COSC 50-56). Grade 1, COSC, p. 93 Digital Resources Learn MoreAmerican Families, replace Amercian with American. Grade 1, COSC, p. 74, SE, Yesterday and Today, Digital-Only Skill: Use a Time Line, Make a time line to show how you have changed since you were a baby. Should read Make a time line to show how you have changed since you were younger. Grade 2, Family Histories, p. 2 (add bolded): The Wilson-Brand Family: Lara was just a baby when she left Brazil to be adopted by her fathers, Jake Wilson and Greg Brand. Lara loves skateboarding. Jake and Greg have learned to cook Brazilian food, but Laras favorite dish is spaghetti! Grade 2, Heroes, p. 12 (add bolded): Meet an Explorer: Sally Ride: Sally Ride was the first American woman and lesbian to go into space. She did experiments in space. Ride also used a robot arm to pick up things in space. She later became a college professor. Grade 2, Heroes, p. 15 (add bolded): Jane Addams: Jane Addams wanted to help immigrants, the people who came from other countries to live in the U.S. So she set up a place called Hull House in Chicago, Illinois with her romantic partner, Ellen Starr. At Hull House, immigrants could get help and learn more about American life. Grade 4, Gold Rush p. 8: change text to read, Parkhurst was born a female but lived as a man and drove a stagecoach for almost 30 years. Stagecoaches were a vital part of life in California.Sometimes Parkhurst would drive all night and through all sorts of weather. Parkhurst was known for courage and kindness. For example, Charley always carried candy for young passengers. Grade 4, Mexican Settlement and Rule, p. 4 (add bolded): But once California Indians were baptized, they were forced to abandon their customs and traditions, such as two spirit traditions that were lost as new Anglo-American gender roles were imposed. Grade 5, Revolutionary Women: Replace graphic on front page of section. Grade 5, Revolutionary Women, Page 4: revise to read, Women were not allowed to serve in George Washingtons Continental Army. But evidence shows that at least four women became part of the fighting force. Boys as young as 14 joined the army. So a woman could wear loose clothing and serve in the army by passing as a young man. One woman from Maine joined up with her brother in 1775. She served until the war ended in 1781. In 1776, an unidentified Cherokee woman was found dead on a battlefield. She wore face paint like male warriors did, and she had a bow and arrows. Address the issues raised in the public comment 9-25 Hindupedia (1), pp. 31-51, table entries 1-16, 21-57. All minor edits and corrections submitted by the publisher (files are stored on the CDE Box.com account within the folder entitled 9-21 HMH K-6). Social Content Citations: The Commission recommends that the following social content citations be addressed if the program is adopted. A-1: Mesopotamia (cover) TE (29, 31, 33, 35, 37) caricature patronizes males & females by having one figure comment, nice skirt. (Cartoon) on front page. Caption women in trousers & men in skirts patronize people & the accepted clothing people should wear. Remove all Edit. G-1: Edit and remove: Mesopotamia (9), TE (45) cartoon shows priests where they look at a disguised sheep. B-3: Mesopotamia (12-13) TE (48-49) art depiction with caption so you want anchovies with that? Depiction minimizes culture. C-3: On p. 2, the photograph used to define family shows a multigenerational heteronormative family. No other images of other types of families are displayed. B-1: Cartoon depictions of AsianAmerican children with eyes shaped differently from other children: pages 39, 41, 42, 44, 48, 51, 134, 154, 155, 157, 160, 163, 164, 186. (Remove above citations) B-1: In several instances, cartoon images of apparently of apparently Asian children are given, differently shaped eyes than the cartoon images of other children: Change all depictions. -Rules & Laws TE p. 20, SE p. 12 (boy writing) TE p. 25, SE p. 16 (girl) -The American People TE p. 208, SE p. 4 (boy with hands in pockets) TE p. 220 221, SE pp. 1617 (from left, figures 1, 7, 8, 14) - Holidays TE p. 150, SE p. 2 (boy jumping rope & flying a kite) - Weather TE p. 95 & 98, SE p. 3 & 6 (Mia) TE p. 100 SE p. 8 TE p. 103 SE p. 11 TE p. 104 SE p. 12 TE p. 107 SE p. 15 TE p. 109 SE p. 17 - Goods and Services TE p. 9, SE p. 3 (boy thinking about baseball) A-3, A-6, A-9: Change p. 465 Cartoon caption should say In the past prior to Men, women, and children Cartoon only depicts man and boy working with chicken, when all worked with animals. p. 557 Shopping caption: change mothers chatted to parents chatted. B (various): SE/TE Ancient India cover violates ethnic and cultural group education codes B.1. Adverse Reflection; B.2. Proportion of Portrayals; B.3. Customs and Lifestyles. SE pp.1011, TE pp. 270271, picture needs to be replaced, it violates B.1. Adverse Reflection; B.2. Proportion of Portrayals; B.3. Customs and Lifestyles. TE pp. 274275, SE pp. 1415 Caste System cartoon needs to be taken out. It violates, B.1. Adverse Reflection; B.2. Proportion of Portrayals; B.3. Customs and Lifestyles. Also, the Oops! I must be in the wrong class cartoon. TE p.333, SE p. 17 take out cartoons of Chinese eating, it violates B.1. Adverse Reflection; B.2. Proportion of Portrayals. SE/TE front cover p. 1 take out the donkey cartoon, Why the long face? It violates B.2. Proportion of Portrayals. G-2: SE/TE pp. 138139 Students are asked to make a totem pole, which is asking them to participate in a religious activity for the Northwest Coast Peoples. B-1: SE Cover/TE (141) Hebrew heros caricature demeans group. SE 9/TE (157) Caricature demeans Jewish Diaspora to hitchhiking. SE Cover/TE 197 Hippocrates Hippo caricatures demean Hippocrates, the Greek. B-1: K.5 p. 10 SE, p. 186 TG Remove cartoon that depicts Asian doctor with slanted eyes. Columbus Day remove cartoon character of Chinese girl. G-1: Core Online Student Content (p. 119) Ancient India Topic 8 Roots of Hinduism. Remove image does not accurately portray content. B-1: Page 67: Cartoon with speech bubble What band are you in? is patronizing to Native Americans. Please remove it. Page 97: Cartoon is patronizing. Please remove it. Page 134: Cartoon is patronizing. Please remove it. B-1: Page 9: Cartoon on enslaved people. Change image of man so tongue is not sticking out. B-1: Page 40: Add the word traditionally prior to men cleared. C-3, B-1: Remove the graphics listed below: A Family Tree TE pages 18 and 19 C.3. (graphic), A Playground of Nations TE pages 18 and 19 B.1 girl with fan (graphic), A Factory Tour TE page 161 B.1 African American woman, nacho cheese (graphic). C-3: On pages 220-221, there is no picture that clearly shows a family that is not heteronormative. B-3: Please remove all cartoons/graphics listed below: SE Pre-Columbian people: pages 13, 14. TE page 42, 49, 50, 97 (remove cartoons). SE Mexican Settlements: page 5 cartoon. B-1, B-3, B-5, G-1: Ancient Indian: Omit the following phrase on the front cover: SE Were Unicorns Real? and TE pages 253261. SE Hows your Karma Doing? and TE pages 253261. Remove picture of cows eating trash on SE page 13 and TE page 273. It violates B.3. and B.5. Remove cartoons of the caste system on SE pages 15 and TE page 275. Ancient India Magazine: SE pages 10-11 Peering into the Past: Remove picture. TE pages 270-271: Violates B.3. Indian Empires: Remove Buddhists on a mission cartoon on SE front cover and TE pages 281289. It violates G.1. Remove picture of workers with monkeys on SE pages 45 and TE pages 292293. It violates B.3. D-1: In SE page 9 and TE page 45 delete cartoon. B-2: White predominance throughout images: North America SE, p.2-11, 18; TE p.74. Location SE, p.2-18. Family Histories SE, p.2-18 A-2: Women depicted primarily as teachers and caregivers while males are depicted as providing rescue: Leaders and Government SE p.2, 3, 4. COSC p.36, 37, 38, 39. TE p.92, 95, 96, 97, 100, 104, 105, 108, 111. Why People Work SE p.2, 4, 8. C-3: Proportion of portrayals. Family Histories SE cover, p.3, 4, 5, 7, 10, 11, 13, 14, 16, 17. COSC p.3, 4, 14. TE p.12, 13, 15, 18, 19, 21, 22, 24, 25. America: Heritage & Culture SE p.13, 19. Leaders and Govt SE p. 2, 3. Why People Work SE p.4, 14, 19. TE p.129, 152, 162. Communities and Resourced SE p.9. Heroes p.19 B-1: Females of color portrayed as bullying white female student. Rules and Laws SE p.19 (image). If the program is adopted, the Commission recommends that the following publisher-submitted solutions be implemented (references are to publisher files posted at the CDE Box.com account within the folder entitled 9-21 HMH K-6): From Kindergarten Social Content Citations.pdf: 5, 6, 14, 42; From Grade 1 SocialContentCitations.pdf: 8, 25-27, 30, 33, 34, 39, 42; From Grade 2_SocialContentCitations.pdf: 5, 24, 36, 38, 42; From Gr 3 Social Content Citations.pdf: 8, 16, 20, 42; From Grade 4 SocialContentCitations.pdf: 29, 42; From Grade5_SocialContentCitations.pdf: 9, 19, 23, 42; From Grade6_SocialContentCitations.pdf: 1-4, 10, 13, 15, 17, 18, 32, 35, 42. Houghton Mifflin Harcourt Publishing Company, Social Studies for California, Grades Six through Eight Program Summary: Social Studies for California includes: Print and digital edition (SE); Print Teachers Guide (TE)in 2 volumes in Grade 6 (Volume 1: Modules 16, Volume 2: Modules 712); in 3 volumes in Grade 7 (Volume 15, Volume 2: Modules 610, Volume 3: Modules 1115); in 4 volumes for Grade 8: (Volume1: Modules 16, Volume 2: Modules 712, Volume 3: Modules 1319, Volume 4: Modules 2024); Digital Teachers Guide; Guided Reading Workbook; English/Spanish Guided Reading Workbook; Document-Based Investigation Workbook: Online Resources: Vocabulary Network Worksheet, Pricing Guide, Collaborative Discussion Rubrics for ELD, Module and Lessons Assessments, Benchmark Assessments, Pre/Post Assessments, HMH Current Events (In page citations, CC indicates a California Connections feature, SOE indicates a Site of Encounter feature). Recommendation: Houghton Mifflin Harcourts Social Studies for California is not recommended for grades six through eight because the instructional materials do not meet all of the criteria in Category 1. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program does not meet all of the evaluation criteria in category 1, specifically criteria statements 3, 4, 10, and 14. The program has numerous errors that exceed the definition of minimal in number as specified in the California Code of Regulations, Title 5 (Education) (5 CCR), Section 9510(h). The program includes depictions of various religious groups that are not consistent with criteria statement 1.10. The program does not include sufficient examples of the contributions of lesbian, gay, bisexual, and transgender Americans to the development of California and the United States, as required by criteria statement 1.14. It is the judgement of the Instructional Quality Commission that correcting these issues would require rewrites to the program as defined in 5 CCR Section 9510(r), which are not permitted per 5 CCR Section 9524(a)(5). Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion # 3: Grade 6, TE, Volume 1, Language X-Ray, 137 ELD 5-1; Grade 7, TE, Volume 2, Vocabulary Network, 371 ELD 10-2. Criterion # 4: Grade 8, SE 224-228; Grade 6, TE Volume 1, 149. Criterion #6: Grade 6, TE, Volume 2, 243; Grade 7, TE, Volume 2, 333. Criterion #10: Grade 6, SE 42; Grade 7, TE, Volume 1, Vocabulary Network, 39 ELD 2-2. Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student progress toward mastering the content. Citations: Criterion #5: Grade 7, SE, Pre-Test 170, Chapter/Lesson Assessment 174, Summative Module 6 Assessment, 242-243; Grade 8, SE, Pre-Test 302, Chapter/Lesson Assessment 305, Summative Module 9 Assessment 322-323. Criterion #7: Grade 7, Online Alternative Assessment Handbook, Analytical Rubrics 1-43; Grade 8, TE, Focus on Writing, 349a. Criterion #8: Grade 7, TE, Volume 2, Selective Response, 271b, Performance Based Task, 271a, Speech, 281; Grade 8, TE, Volume 2, Tiered Activity, 357, Research, Speech, Debate, 364-365. Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #1: Grade 6, Online: Complete audio of the student editions. Module 1: Uncovering the Past. Online: Closed captioning of the videos and interactive components. Multimedia Connections Module 7; Grade 8, Online: Complete audio of the student editions. Module 1: America, Africa, and Europe in 1500. Online: Closed captioning of the videos and interactive components. Multimedia Connections Module 1. Criterion #6: Grade 6, TE, Volume 1, Advanced/Gifted 43, TE, Volume 1, Advanced/Gifted 89; Grade 8, TE, Volume 1, 28b, TE, Volume 1, 39. Criterion #7: Grade 6, TE, Volume 1, 31, 84, 88; Grade 8, TE, Volume 1, 45b and 54. Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards- based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #6: Grade 6, TE, Volume 1, CA 2-CA 15; Grade 7, TE, Volume 1, CA 2-CA 17; Grade 8, TE, Volume 1,CA 4-CA 25 Criterion #9: Grade 6, TE, Volume 1, 11c; Grade 7, TE, Volume 1, 11c; Grade 8, TE, Volume 1, 11 Criterion #16: Grade 6, 69b; Grade 8, 62, 65, 75 Edits and Corrections: The Commission recommends the following edits if the program is adopted: Grade 6, SE/TE: change all references to god/gods/goddesses to Deities capitalized throughout. Grade 6, SE/TE 165 CC06-2: Sikhism blends teachings from Islam and Hinduism, should be Sikhism preached a path that was both independent from Hinduism and Islam. Grade 6, SE/TE 167: Chandra Gupta I founds the Gupta Empire, should be Chandragupta Maurya. Grade 6, SE/TE 185: His teachings blended ideas from Hinduism and Islam, but he preached a path that was independent from both, should be In reaction to ideas of Hinduism and Islam, he preached a path that was independent from both. Grade 7, SE/TE 87 CC03-2: Many Jews did not convert to Christianity, and over time Judaism and Christianity split into two separate religions, should be Many Jews did not convert to Christianity. Over time, Judaism and Christianity split into two separate religions. Grade 7, SE/TE 97: Some people began to call him Jesus Christ, from the Greek word for Messiah, Christos, should be Some people began to call him Jesus Christ, from the Greek word for Anointed One (Messiah), Christos. Grade 7, SE/TE 107: One common symbols they used was a fish, should be One common symbol they used was a fish. Grade 7, SE/TE 107: The fish became a Christian symbol because the Greek word for fish begins with the same letters as the Greek words for Jesus and Christ, should be The fish became a Christian symbol because the Greek word for fish is an acronym using the first letter for the Greek words for Jesus Christ Son of God, Savior. Grade 7, SE/TE 131: Other women who wanted power and influence joined the most powerful of institutions, the Christian Church, should be Other women who wanted power and influence joined the most powerful of institutions, the Christian Church (religious orders). Grade 7, SE/TE 158: Acamedic Vocabulary: should be Academic Vocabulary. Grade 7, SE/TE 372: About the Photo: In this photo, Sikhs share a meal sitting in a straight line with no one sitting behind or in front of someone else. This signifies a strong belief in social equality, should be About the Photo: In this photo, Sikhs share a meal sitting on the ground together. This signifies a strong belief in social equality. Grade 7, SE/TE 389: Sikhism in India, should be Sikhism in South Asia. Grade 7, SE/TE 389: It contains the actual words spoken by the Sikh gurus, which Sikhs believe to be the word of Wahegure, or God, should be It contains the actual words spoken by the Sikh gurus, which Sikhs believe to be the word of Waheguru, or God. Grade 7, SE/TE 389: While Guru Nanak was raised Hindu, Sikhs do not consider their religion a branch of Hinduism, though some have argued otherwise, should be While Guru Nanak was raised Hindu, Sikhs do not consider their religion a branch of Hinduism. Grade 7, SE/TE 389: Sikhs believe that each of these gurus was inhabited by a single spirit. Each time a guru died, this spirit or eternal Guru, transferred itself through reincarnation to the next human guru, should be Sikhs believe that each of these gurus was inhabited by a single spirit. Each time a guru died, this spirit or eternal Guru, transferred to the next human guru. Grade 7, SE/TE 390: In this photo, a Sikh is wearing traditional dress and turban in a religious ceremony, should be In this photo, a Sikh is wearing traditional dress and performing martial arts. Grade 7, SE/TE 390: Everyone must sit in a straight line. This practice came about as a protest against the caste system. Sitting in a straight line, with no person ahead or behind someone else, is a symbol of social equality, should be Everyone must sit together on the ground, regardless of caste. This practice came about as a protest against the caste system. Sitting together on the ground is a symbol of social equality. Grade 7, SE/TE 390: However, some aspects of the caste system are still observed in two areas of Sikh societymarriage and some gurdwaras, or places of worship. Sikhs are expected to marry someone of their own caste. Some castes have also created gurdwaras for their caste only, should be However, some aspects of the caste system are voluntarily observed in two areas of some Sikh societiesmarriage and some gurdwaras, or places of worship. While not required, some Sikhs may choose to marry someone of their own caste. Some castes have also created gurdwaras. Grade 7, SE/TE 390: These articles include a turban, a sword, a metal bracelet, and a wooden comb, should be These articles include uncut hair, a religious sword, a metal bracelet, and a wooden comb. Grade 7, SE/TE 391: The Mughals controlled much of what is now India, should be The Mughals controlled much of what is now India, Pakistan, and Bangladesh. Grade 7, SE/TE 391: Kara: a metal bracelet, which represents strength, should be Kara, a metal bracelet which is worn on the hand, is a reminder to do good deeds in daily activities. Grade 7, SE/TE 406: European Christians wanted to convert more people to their religion to counteract the spread of Islam in Europe, Africa and Asia, should be European Christians wanted to convert more people to their religion. Grade 8, SE/TE 372: The U.S. government tried to avoid disputes by negotiating the Treaty of Fort Laramie, the first major treaty between the U.S. government and Plains Indians, should be The U.S. government tried to avoid disputes by imposing the Treaty of Fort Laramie, the first major treaty between the U.S. government and Plains Indians. Grade 8, SE/TE 372: In 1868, under the Second Treaty of Laramie, the US government agreed to close the Bozeman Trail, abandon the forts, and provide reservations to the Sioux, should be In 1868, under the Second Treaty of Laramie, the US government agreed to close the Bozeman Trail, abandon the forts, and forced some of the Sioux onto reservations. Grade 8, SE/TE 373: The U.S. government also negotiated for southern Plains Indians to move off their land, should be The U.S. government also required some of the southern Plains Indians to move off their land. Grade 8, SE/TE 375: Many Sioux left the reservation in protest, should be Many Sioux families left the reservation in protest. Grade 8, SE/TE 375: Later that year, the U.S. Army shot and killed about 150 Sioux near Wounded Knee Creek in South Dakota, should be Later that year, the U.S. Army shot and killed about 150 Sioux men, women, and children near Wounded Knee Creek in South Dakota. Grade 8, TE 277 CC8-2: Explain that you as read aloud the content for that framing question, students should listen for the information they need to complete each sentence and write down their answers, should be Explain that as you read aloud the content for that framing question, students should listen for the information they need to complete each sentence and write down their answers. Module 11: Westward Expansion, California Connections 349 CC11-1: change What was life like for pioneer women to What was frontier life like for people of diverse genders? Change subsequent text to read, Many women found more opportunities in the West than in the East, and skewed gender ratios provided many opportunities for men to live less conventional lives. Western territories passed more favorable divorce laws and allowed women to vote. They found jobs as teachers. In the Southwest, women had greater rights as landowners. Minority women found little equality in the West. Asian immigrant women could not own land or marry outside communities of their national origin. Some African Americans started small communities. Women there could work as teachers. In Module 11, youll learn more about gendered lives on the American frontier. California Connections 349 CC112 (add bold): The government next tried to eliminate Indian culture, by altering Native American social systems, family diversity, and gender roles. Main Module 11, p. 337: change text to read, The U.S. government also sent many Native American children to boarding schools in an effort to Americanize them. These schools forced Native children to dress in European-style clothes, learn English, pushed into Anglo-American gender roles and expectations, and often spent part of the day farming or doing other work. They were discouraged from practicing their own culture, such as two-spirit traditions, or speaking their own language. Many were separated from their families for years at a time. All minor edits and corrections submitted by the publisher (files are stored on the Box.com account within the folder entitled 9-21 HMH 6-8), with the exception of the deletion of two paragraphs in the grade six SE, page 84. Social Content Citations: The Commission recommends that the following social content citations be addressed if the program is adopted. A-1: TG p. 379 states, Many single women moved West. The Homestead Act granted land to unmarried women, which was unusual for the time. The word unusual is patronizing and negative to womens rights and right to separate property. More careful scholarly research, would prove this statement to be discriminatory and false. According to The Gilder Lehrman Institute of American History, article titled The Legal Status of Women, 1776-1830 by Marylynn Salmon, In every state, the legal status of free women depended upon marital status. Unmarried women, including widows, were called femes soles, or women alone. They had the legal right to live where they pleased and support themselves in any occupation that did not require a license or college degree restricted to males. Single women could enter into contracts, buy and sell real estate. Furthermore, according to the Library of Congress - American Women - Law Library of Congress - Married Womens Property Laws states that certain state constitutions such as New York (1848) and California (1849), maintained that real and personal property of a woman prior to marriage shall continue to be her sole and separate property. Additionally, in an effort from the publisher to meet criteria for certain demographic groups, the publisher does not give equal treatment to different demographic groups of women, particularly Native American women vs. white women. Page 18 of the 8th grade Student Edition states, In many North American groups, women owned property in their own right and hold considerable power. For example, Iroquois clan mothers appointed the chief. If certain tribes of Native American women are praised as being independent property owners, then why cant white women be praised positively? Instead of writing the word unusual write something to the effect of political and economic advancement for womens rights C-2: According to Social Content Standard C.2: Whenever developments in history or current events, or achievements in art, science, or other fields, are presented, the contributions of persons of gay, lesbian, or bisexual orientation, or transgender persons, particularly prominent persons, should be included and discussed when it is historically accurate to do so. The descriptions and depictions in the Grade 8 SE/TE do not specifically refer to the sexual orientation of historical actors of the LGBTQ community, whose orientation has been established through current historical research (and cited as satisfactory criterion for evaluation criteria 1.14), including but not limited to: Grade 8, SE/TE 677: Jane Addams Grade 8, SE/TE 515: Emily Dickenson Grade 8, SE/TE 553-554; 560-564: James Buchanan Grade 8, SE/TE 513-514: Ralph Waldo Emerson Grade 8, SE/TE 515: Nathaniel Hawthorne Grade 8, SE/TE 515: Walt Whitman Grade 8, SE/TE 387 CC12-2: Charley Parkhurst The absence of specific labels regarding sexual orientation creates an adverse reflection because the identity of these individuals is not honored and demeans their contributions to history. The depictions of these individuals do not specifically refer to achievements in art, science, or other fields as LGBTQ contributors. McGraw-Hill School Education, Impact: California Social Studies, Kindergarten through Grade Five Program Summary: California Impact: Inquiry Journal (IJ), Research Companion (RC), Teacher Edition (TE), Explorer Magazine (EM), Explorer Magazine Teaching Guide (EMTG), Language Learners Teaching Guide (LLTG). Recommendation: California Impact is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 5, IJ 54-59, RC 58"67, LLTG 35"39 Criterion #4: Grade K, RC 64"65; Grade 2, TE 152; Grade 4, RC 168; Grade 5, EM 54"55 Criterion #7: Grade 2, RC 51,116,144, 204, 269; Grade 2, IJ 12, 20, 28, 66, 112, 128, 144, 240 Criterion #18: Grade 2, RC 224"225; Grade 3, RC 158"159, 206"207; Grade 4, RC 214"219 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade K, TE xxiv-xxv; Grade 1, xxvi-xxvii; Grade 2, TE xxiv; Grade 3, TE xxiv-xxv; Grade 4, TE xxvii-xxxl; Grade 5, TE xxvii-xxxi Criterion #3: Grade 5, LLTG 49, IJ 69 Criterion #7: Grade 4, RC 82, TE T184T185 Criterion #9: Grade 2, IJ 1011 Criterion #10: Grade 3, LLTG 5455 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #2: Grade 1, TE 224225; Grade 4, TE 340341, 418419 Criterion #3: Grade K, TE xxiv-xxv, RC 37l, IJ 34-35, RC 33-37 and 51; Grade 2, IJ 144145, RC 122219, TE 381; Grade 5, TE xxviiixxix Criterion #5: Grade 3, RC 17 and 51, TE T40,T122, IJ 60,114 Criterion #8: Grade 4, IJ 9697, IJ 146147, EM 63, 83; Grade 5, IJ 138139 Criterion #9: Grade 5, TE T90T91, T254T255 Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #2: Grade 1, TE 163; Grade 3, TE 41; Grade 4, TE 441 Criterion #7: Grade K, TE 105; Grade 2, TE 395; Grade 5, TE 229 Criterion #8: Grade K, TE 183; Grade 3, TE 85; Grade 4, TE 299 Criterion #9: Grade 1, LLTG 1215; Grade 2, LLTG 45; Grade 4, LLTG 154155 Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #1: Grade K5, SE 2a-7a, TE xiv-xxvii Criterion #3: Grade 2, TE T4-T5, T14 I15, T34-T35; Grade 5, TE T4-T5, T12T13, T32T33 Criterion #6: Grade 1, TE xvi-xxiii, LLTG LL10-LL11; Grade 3, TE xxii, LLTG-LL11 Criterion #16: Grade K, TE vii-xi; Grade 4, TE vii-xiv Criterion #22: Grade 2, TE T102, T24, T440; Grade 5, TE T232, T344, T742 Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade K, RC 3: License plate number needs to be blurred out. Grade K, RC 57: PDF Pass Printed on photograph. Grade K, RC 166: The First Thankgiving should be The First Thanksgiving. Grade 1, RC 9: Ellen De Generes, a lesbian and a humanitarian, is a famous comedian. Add text in quotes. Grade 1, RC 47: Incorrect spelling; top paragraph helped, 4th paragraph should be there. Grade 1, RC 49: Incorrect spelling; third paragraph sa should be sad. Grade 1, RC 61: Photo of Central Valley at top isnt flat. Change the photo to match the text. Grade 1, RC 79: Accuracy, not all of Northern California is cool and wet. Sacramento and Redding are hot, change to read parts of or some or much of. Grade 1, RC 120: Insert grizzly between many bears to read. Many grizzly bears used to live in our state. Accuracy lots of bears still live in our state. Grade 1, RC 212: Caption: Langston Hughes was a famous gay African American poet. Add word in quotes. Grade 2, RC 24: Lea likes to go to the beach with her dads. Replace text with quotes. Photo top right of page. Grade 2, RC 30: Caption Israel is misspelled. Grade 2, RC 30: Change to, In Israel, apples dipped in honey are a traditional dish at the Jewish New Year, Rosh Hashanah. Grade 2, RC 56: Some worked in mines. Others built railroads. move these sentences to the end of the first paragraph. Grade 2, RC 291: Blur the Nike swoosh on the photo of the uniform. Grade 2, RC 295: Caption on photo bottom right corner. Billie Jean King, a bisexual, has also spoken out for gay rights. Add text in quotes. Grade 2, RC 261: Nikki Giovanni is a lesbian poet. Add text in quotes. Grade 2, RC 268: Caption on photo. Change: On June 18, 1983, she became the first Lesbian American woman to travel in space. Add text in quotes. Grade 3, RC 125: The word for saint is San or Santa. Not completely correct Santo should also be included. Santo is used for words that begin with to or do i.e. Santo Tomas or Santo Domingo. Grade 3, RC 171: A few years later, she became the first Lesbian American woman to travel in space. Add text in quotes. Grade 3, more to investigate extended bibliography: Cleve Jones, a gay man, is a gay rights activist. Add in quotes. Grade 4, RC 42: Change to collected mussels and caught fish. Grade 4, EM 90: Car license plate needs to be blurred. Grade 4, RC 91: Did not specify Franciscans as Spanish Missionaries Grade 4, RC 98: Check numbers- Mission Indians or Indians in the entire state, need to clarify which population the publishers is referring to in the sentence. Grade 4, IJ 172: The last sentence of the bottom paragraph should read Stagecoach companies hired only men. Delete phrase Parkhurst dressed as one to get the job add, What might be the reasons that Parkhurst lived for many years as a man? Grade 4, RC 218: Blur out phone number of business. Grade 4, RC 240: Index problems, Index page numbers do not match ( Pony Express, Harvey Milk, Chinese Exclusion Act, John Wayne e.g.) Grade 4, TE 702: Background info. For the next five decades, the [Missing Word] served as a museum until completion. Grade 5, RC 152: Skips a line spacing than half of the population of the colony. Same mistake in TE page 319. Grade 5, IJ 187: referred to Valley Forge Pennsylvania and then later referred to it in New York on page 204, please correct. Grade 2, Chapter 5, Lesson 3, What Difference Have Scientists Made?, Scientists Help People, photo caption, p. 279: change to read, Albert Einstein was a Jewish German immigrant. Grade 2, Chapter 5, People Who Made a Difference, Lesson 3, What Difference Have Scientists Made?, Scientists Help People, Jonas Salk, p. 281, para. 2, l. 1, change to read, Jonas Salk was a Jewish American scientist. Grade 4, Chapter 6, Californians, Struggling and Working Together, Lesson 3, Who Worked for Change in California?, Gay Rights, p. 268, para. 1, l. 1, change to, Harvey Milk was a Jewish American gay activist who was born in New York. Grade 4, Chapter 7, California in the Modern Era, Lesson 1, How Have Californian Innovations Changed the World?, California's Companies, p. 287, para. 3, l. 1, change to, Another innovator is Jewish Russian immigrant Sergey Brin, a founder of Google. Brins family emigrated from Moscow when he was six to escape anti-Jewish discrimination. Grade 4, Chapter 7, California in the Modern Era, Lesson 2, How Has California Inspired the Arts?, Film Studios and the Movie Industry, p. 292, para. 1, l. 3, change to, In the mid-1920s, two young Jewish immigrants created a new film company. Those immigrants were Samuel Goldwyn from Poland and Louis B. Mayer from Russia. Grade 4, Chapter 7, California in the Modern Era, Lesson 2, How Has California Inspired the Arts?, The Arts in California, p. 245, para. 1, lines 1-4, change to, California is famous as one of the worlds most important centers of arts and entertainment, especially movies and television. As movie makers like Jewish Russian immigrant Louis B. Mayer might have said, entertainment has no state or national boundaries. Grade 5, Chapter 2, The Age of Exploration, Lesson 1, Why did the Spanish Explore the Americas? A Time of Change in Europe, p. 58, para. 1, l. 7, change to, Some went as far away as areas in the Middle East considered the "Holy Land" by Jews, Christians, and Muslims." Grade 5, Chapter 3, A Changing Continent, Lesson 5, How Did Economics Impact People in the Southern Colonies?, Virginia and Maryland, p. 147, para. 3, l. 8, change to, "Fortunately, Maryland's charterThe Maryland Toleration Act, passed in 1649protected them. This protection did not extend to Jews or to all Christians, but it was a significant stepping stone toward religious freedom in the colonies." Grade 5, Chapter 5, The American Revolution, People You Should Know, Haym Salomon, p. 199, lines 1-2, change to, Haym Salomon, a Jewish American businessman, was a strong supporter of the American Revolution. Grades 2-4, change all references to huts to homes in discussion of American Indian tribes. Grade 4, Lesson 4, p. 41: change any kind of long weeds to bulrush or cattails. Grade 2, Inquiry Journal, Chapter 1, Lesson 2, p. 17: add to text of poem, Do our families look alike?/No. Some are very small./Some have one dad, some have two,/And some have none at all. Grade 5, Inquiry Journal, p. 138-147: add to Jamestown section, It was also an all-male colony. Even after women began to arrive, the gender ratio remained skewed throughout most of the seventeenth century. This social structure posed significant challenges for a society that saw family as a main center of social order, economy, and survival. Social Content Citations: The following social content citations must be addressed as a condition of adoption: Grade K, RC 31 Supreme Court picture, update with current picture (A2, B2). Grade K, RC 24: Banner with Oakley logo, blur logo (L1). Grade K, RC 37: Blur the shoe logo (L1). Grade K, RC 53-54: School Layout Map, Girls Bathroom/Boys Bathroom, add All Gender Restroom (C3). Grade K, RC 73: Canada, Where do people live? people living in Igloos: India also people living on boats, perpetuating stereotypes (B3). Grade 1 RC 187, Remove gender specific language regarding clothing (A1). Grade 1, RC 57, Nike shoe blur logo (L1). Grade 1, RC 187, Photo of boy in blue shirt and girl with pink shoes, change color of shirts and shoes (A1). Grade 2, RC 251, Blur the Brita logo, Pepsi logo and Pqr logo (L1). Grade 2, RC 102, People living in Igloos near the North Pole is not accurate (B1). Grade 3, RC 192: Steam roller in photo has a brand name, blur name (L1). Grade 3, RC 208: Good citizen- fundraising the shirt has a cross on the back, blur cross in photo (G3). Grade 3, RC 82: Native people, Indians, labeled as Digger Indians. This is regarded as an ethnic slur (B1). Grade 4, RC 78: Fieldtrip vessels; feminine pronoun is not accepted; in the narrative the vessel is a she. Dont use a gendered pronoun and use gender neutral language. Use it not she (A8). Grade 4, RC 117: Juana Briones, she raised 8 kids alone while running her own rancho. Take out references to children (A9). Grade 4, RC 316: Clara Shortbridge Foltz, raised 5 kids. Take out references to children (A9). Grade 4, WE 107: On the photo on this page, Riding a Boat blur the name of the ferry company Catalina Express. (ISBN: 978-0-07-899374-9) Publisher-Submitted Errata GradeComponent NamePage NumberLocationIdentified Errors/ Proposed CorrectionKInquiry Journal ISBN: 9780078993978xi Table of Contents; right column; line 1-2Correct typo: Change Analyze the Source: Community Workers to "Analyze the Source: Service Workers" KResearch Companion ISBN: 978007899364014a Using Globes; line 1; 2nd wordCorrect grammar: Capitalize the The earth is round. Text should read: The Earth is round.KResearch Companion ISBN: 9780078993640203Top of Page; line 1Correct factual error: Change "There are 40,000 post offices in our country." to "There are more than 30,000 post offices in our country."KResearch Companion ISBN: 9780078993640R5Top of Page; Section headCorrect punctuation: Delete symbol and replace with apostrophe after Presidents to read Presidents' DayKWeekly Explorer Magazine ISBN: 978007899379456Poetry Corner; I Work for You!; 1st stanzaCorrect punctuation: Line 1: Delete comma after eyes Line 2: Add And at beginning of the line and change comma after ears to a period Line 4: Change comma after tears to a period KWeekly Explorer Magazine ISBN: 978007899379456Poetry Corner; I Work for You!; 2nd stanzaCorrect punctuation: Line 1: Change comma to a period after heartKWeekly Explorer Magazine ISBN: 978007899379457Poetry Corner; I Work for You!; 3rd stanzaCorrect punctuation: Line 2: Add a period after be Line 4: Add a period after keyKWeekly Explorer Magazine ISBN: 978007899379457Poetry Corner; I Work for You!; 4th stanzaCorrect punctuation: Line 1: Change comma to period after writeKTeachers Edition ISBN: 9780078993640T82Explore Main Topic and Key Details; 2nd blue head Collaborate; Line 1 & 2 (Direction line and answer)Correct instruction: Change direction line to read "Have children work with partners to tell the main topic and key details." Change answer to read (Main topic: community; key details: fire station, library, grocery store.)KTeachers Edition ISBN: 9780078993640T326Analyze the Source; 2nd orange head 2 Find Evidence; 2nd blue headLook Again; 2nd bulletCorrect typo: Change question wording from What did Betsy types of things did Betsy make? to What types of things did Betsy make?KTeachers Edition ISBN: 9780078993640T516Analyze the Source; 2nd orange head - Find Evidence; 6th questionCorrect factual error: Change answer to (more than 30,000)KTeachers Edition ISBN: 9780078993640T572T579Index Correct all inaccurate page citations KLanguage Learners Teaching Guide ISBN: 978-0-07-899389-377Chart at top of page; right-hand column titled Homophone; line 2 Correct typo: Change "their to "there"KLanguage Learners Teaching Guide ISBN: 978-0-07-899389-391Top right-hand of page; under the thumbnail image of the Research Companion Correct typo: Change page reference from Pages 178-181 to Pages 176181KLanguage Learners Teaching Guide ISBN: 978-0-07-899389-393Top of page; under Teach Academic Vocabulary; 3rd column of the chart; line 1Correct definition: Change the definition of "order" to read the way events are organizedKLanguage Learners Teaching Guide ISBN: 978-0-07-899389-393Top of page; under Teach Academic Vocabulary; paragraph under the chart; line 1Correct typo: Underline the word "order"KLanguage Learners Teaching Guide104Under Teach Content Vocabulary; paragraph under the chart; line 4Correct typo: Reverse the order of the words, "a" and "also". The sentence should read: A computer is also a tool because it helps people do their job.1Inquiry Journal ISBN: 9780078993954110Side column; Inspect; 2nd bullet; "who made laws. for the people in the colonies."Correct punctuation error. Delete extra period after "laws"1Inquiry Journal ISBN: 9780078993954132Talk About It; line 2; What kind of building toCorrect typo. Change "to" to "do"1Research Companion ISBN: 97800789940679Jonas Salk; 2nd sentence; "In 1955, he created a vaccine for polio."Correct factual error. Delete the sentence and replace it with: "He invented a vaccine against polio. The U.S. government approved the vaccine in 1955."1Research Companion ISBN: 9780078994067110Caption of the photo; 2nd line; amendment in 1964.Correct factual error. Change "1964" to "1967"1Research Companion ISBN: 9780078994067110Caption of the photo; last line; when a vice-president might become president.Correct punctuation error. Delete the dash between vice and president "vice president"1Research Companion ISBN: 9780078994067115 2nd paragraph; last line; in more than 200 pieces.Correct factual error. Change "pieces" to "boxes"1Research Companion ISBN: 9780078994067224Caption for image of Sequoyah; Sequoyah lived from 1770 to 1843.Correct factual error. Change date of birth from "1770" to "1776"1Research Companion ISBN: 9780078994067235Did You Know?; 2nd line; religions and speak at least 360 languages!Correct factual error. Change the number of languages from "360" to "350"1Research Companion ISBN: 9780078994067221Tribe on map; Southern portion of CA; FERANDEOCorrect spelling error. Change FERANDEO to FERNANDEO1Research Companion ISBN: 9780078994067238Image caption; Dancers wear colorful costumes at a powwow.Correct factual error. Change costumes to regalia1Weekly Explorer Magazine ISBN: 978007899377044Image caption; bottom left panel; "In 1923, the "Correct factual error. Change the date from 1923 to 19081Weekly Explorer Magazine ISBN: 978007899377044Image caption; top right panel; "In 1997, riders "Correct factual error. Change the date from 1997 to 19941Teachers Edition ISBN: 9780078993633xxviChart; Chapter 2 column; 2nd row; Exploring Our CommunityCorrect the chapter title. Delete word Exploring1Teachers Edition ISBN: 9780078993633xxviChart; Chapter 3 column, 2nd row; Celebrating Our CountryCorrect the chapter title. Change Our Country to America1Teachers Edition ISBN: 9780078993633xxviChart; Chapter 3 column; 3rd row; Essential Question; How Do We Show Love and Respect for Our Country?Correct the Essential Question. Change to How Do We Celebrate Our Country?1Teachers Edition ISBN: 9780078993633xxviiChart; Chapter 4 column, 2nd row; Now and Long AgoCorrect the chapter title. Change to Past and Present1Teachers Edition ISBN: 9780078993633xxviiChart; Chapter 5 column, 2nd row; Our Country with Many PeopleCorrect the chapter title. Change to People of America1Teachers Edition ISBN: 9780078993633xxviiChart; Chapter 5 column; 3rd row; Essential Question; Why Is It Important to Understand Different Cultures?Correct the Essential Question. Change to "How Do Many Different People Make One Nation?"1Teachers Edition ISBN: 9780078993633T186Analyze the Source; Find Evidence; Relate; pink text in parenthesesCorrect the answer. Change California to on the west coast, south of Oregon1Teachers Edition ISBN: 9780078993633T278Collaborative Conversations box; last sentence of paragraphCorrect typo. Change Mode to Model1Teachers Edition ISBN: 9780078993633T326Analyze the Source; Make Connections; line 3Correct grammatical error. Change has names to lists the names1Teachers Edition ISBN: 9780078993633T326Analyze the Source; Make Connections; line 3; end of sentenceCorrect grammatical error. Change on the wall to in the war1Teachers Edition ISBN: 9780078993633T341Bibliography; Explore People, Places, and Events; 2nd bulletCorrect the title. After the word Throat add : Historys Strangest Cures1Teachers Edition ISBN: 9780078993633T387Chart, 1st column; last row: Speaking and ListeningCorrect reference. Delete standards listed and replace with SL.1.1; SL1.31Teachers Edition ISBN: 9780078993633T585Bibliography; Explore People, Places, and Events; 3rd bullet; author nameCorrect spelling error. Change Ziesert to Ziefert1Teachers Edition ISBN: 9780078993633T585Bibliography; Explore People, Places, and Events; 5th bullet; publisher nameCorrect publisher name. After Schuster and before the comma, insert Books for Young Readers1Teachers Edition ISBN: 9780078993633T585Bibliography; Explore People, Places, and Events; 8th bullet; publisher informationCorrect factual error. Change publisher information to Atheneum, 19901Teachers Edition ISBN: 9780078993633T671Background Information; Veterans Day; line 8Correct factual error. Change date May 24 to June 11Teachers Edition ISBN: 9780078993633T671Background Information; ThanksgivingCorrect text. Replace paragraph after the red run-in head Thanksgiving with: In 1620, the Pilgrims sailed from Europe to North America and became the first English settlers in what is now the state of Massachusetts. Once there, the Pilgrims encountered the Wampanoag people. In October of 1621, the Pilgrims and Wampanoag people held a three-day feast, sharing food such as deer, duck, goose, and wild turkey. This celebration is commonly referred to as the first Thanksgiving. In 1863, President Abraham Lincoln signed a bill that established Thanksgiving as an official holiday.1Language Learners Teaching Guide ISBN: 978-0-07-899388-63Connect Through Literature; Sentence preceding the list of words in bold faceCorrect reference. Change the word poem to fable 1Language Learners Teaching Guide ISBN: 978-0-07-899388-620Yellow box; 3rd column; Language Objectives; 2nd bulletCorrect the objective. Delete text and replace with "Understand the prepositions from and to."1Weekly Explorer Magazine Teaching Guide ISBN: 9780078993718T26Background Information; last sentenceFactual correction. Delete sentence and replace with: ShakeAlert is a system being developed on the West Coast to predict earthquakes, which will help keep people safe.1Weekly Explorer Magazine Teaching Guide ISBN: 9780078993718T441 Inspect; 1st bulletCorrect factual error. Change date 1923 to 19081Weekly Explorer Magazine Teaching Guide ISBN: 9780078993718T45Explore the Infographic; 4th bullet Correct factual error. Change date 1997 to 19941Weekly Explorer Magazine Teaching Guide ISBN: 9780078993718T45Major column; 3 Make Connections, 2nd bulletCorrect capitalization error. Change System to system2Inquiry Journal ISBN: 978007899394735Graphic Organizer; middle column; 2nd row; 3rd lineCorrect punctuation; Insert comma after the word free2Inquiry Journal ISBN: 978007899394748Side column; 1 Inspect; 1st bullet; 3rd lineCorrect grammar; Change Wright Brothers to Wright brothers2Inquiry Journal ISBN: 978007899394748Side column; 1 Inspect; 3rd bullet; 3rd lineCorrect grammar; Change Wright Brothers to Wright brothers2Inquiry Journal ISBN: 978007899394748Text under blue heading-First in Flight; 2nd paragraph; 4th lineCorrect grammar; Change They to The brothers2Inquiry Journal ISBN: 978007899394748Text under blue heading-First in Flight; 2nd paragraph; 8th lineCorrect grammar; Insert missing word; Change humans had flown an airplane to humans had successfully flown an airplane.2Inquiry Journal ISBN: 9780078993947117Top of page; above the 3 picturesInsert missing title: Bread: From Me to You2Inquiry Journal ISBN: 9780078993947235Bottom of page; caption under photoCorrect factual error; Change the word during to after2Inquiry Journal ISBN: 9780078993947259Middle of page; Speaker 2 dialogue; 6th lineCorrect date. Change 1938 to 19392Research Companion ISBN: 9780078994036R28R35Index Correct all inaccurate page citations2Research Companion ISBN: 97800789940363Past and Present; caption below photo of stethoscopeCorrect grammar; Change hearts to heart2Research Companion ISBN: 97800789940361181st paragraph; 3rd line Correct factual error; Change Grasses dot the plains. to Grasses cover the valleys.2Research Companion ISBN: 97800789940361181st paragraph; 3rd line Correct factual error; Change word The plains, desert, and to The valleys, deserts, and 2Research Companion ISBN: 97800789940361582nd paragraph; 2nd line Correct grammar; Change Others make services. to Other provide services.2Research Companion ISBN: 9780078994036250Under the blue Helping Others head; 9th lineCorrect date. Change In 1882, to In 1881,2Research Companion ISBN: 97800789940362511st paragraph; 3rd line Correct fact. Change 187 other countries to about 190 other countries2Research Companion ISBN: 97800789940362511st paragraph; 8th lineCorrect grammar; Change: They even teach people health and safety tips to be prepared to help in an emergency. to "The Red Cross even teaches people health and safety tips to help them prepare for emergencies."2Research Companion ISBN: 97800789940362671st paragraph; 1st line Correct grammar. Change Florence Nightingale was a nurse over to Florence Nightingale was a nurse more than2Research Companion ISBN: 97800789940362671st paragraph; 3rd line Correct fact. Change during a war in Italy. to during a war in Turkey.2Research Companion ISBN: 9780078994036292Under the blue Jean Driscoll head; 2nd paragraph; 2nd line Correct grammar; Change disease in her spine. to disease of the spine.2Research Companion ISBN: 9780078994036292Under the blue Jean Driscoll head; 3rd paragraph; 4th line Correct grammar; Change She played basketball and ran track there. to She played basketball and joined the track team. 2Research Companion ISBN: 9780078994036292Under the blue Jean Driscoll head; 3rd paragraph; 3rd sentenceChange "Coaches asked her to come to the University of Illinois." to "Coaches at the University of Illinois asked her to come to their school."2Weekly Explorer Magazine ISBN: 978007899376391st Paragraph; 2nd line Correct factual error; Change teenagers leave the lagoons, then to other adults leave the lagoons,2Weekly Explorer Magazine ISBN: 978007899376392nd Paragraph 2 (white text); 3rd line Correct grammar; Change spy-hopping to spyhopping (remove hyphen)2Weekly Explorer Magazine ISBN: 978007899376328Middle of the page; Text to the left of Underground Home photo; 2nd line Correct factual error; Change above 130 to above 1002Weekly Explorer Magazine ISBN: 978007899376328Middle of the page; Text to the left of Underground Home photo; 7th line Correct grammar; Change because its cooler. to because the temperature is cooler.2Weekly Explorer Magazine ISBN: 978007899376363Top right panel; caption text above the pictureCorrect factual error; Change About 400 Code Talkers are sent to the Pacific. to About 400 Code Talkers send codes during the war.2Teachers Edition ISBN: 9780078993626T657-T664Index Correct all inaccurate page citations2Teachers Edition ISBN: 9780078993626viiiChapter 2 Table of Contents; Lesson 1; Inquiry ToolChange Explore Main Idea and Key Ideas to Explore Main Idea and Key Details2Teachers Edition ISBN: 9780078993626viiiChapter 2 Table of Contents; Lessons 2 and 4; Inquiry ToolChange Explore Key Ideas to Explore Key Details2Teachers Edition ISBN: 9780078993626viiiChapter 2 Table of Contents; Lesson 3, Inquiry ToolChange Explore Key Ideas to Explore Cause and Effect2Teachers Edition ISBN: 9780078993626xiChapter 5 Table of Contents; Light blue banner near the top of the pageCorrect Essential Question; Change How Can a Person Make a Difference in the Lives of Others? to "How Can People Make a Difference in Our World?"2Teachers Edition ISBN: 9780078993626xiTop left side; under read Chapter Planning head; 7th entry; Connect Through Literature Correct Title; Change Big Ed Pulaski: Wildland Firefighting Legend to Big Ed Pulaski: Wildland Firefighting Legend2Teachers Edition ISBN: 9780078993626T161Bottom of the page; English Learners Scaffolds box; Last column titled Bridging; 4th lineCorrect grammar; Change " model how to build on other's responses " to " model how to build on others' responses" 2Teachers Edition ISBN: 9780078993626T238Top of page; Background Information box; 2nd entry Jean-Michel CousteauCorrect misspelling; Change "Jean-Michel Cousteau founded the Ocean Future Society," to "Jean-Michel Cousteau founded the Ocean Futures Society,"2Teachers Edition ISBN: 9780078993626T257Bottom of the page; English Learners Scaffolds box; 1st column titled Emerging; 7th lineCorrect typo; Delete period in middle of sentence.Add period to the after the word apart; Change to break the word.apart to break the word apart.2Teachers Edition ISBN: 9780078993626T432Top blue headingCorrect Heading; Change Analyze the Biography" to "Analyze the Source"2Teachers Edition ISBN: 9780078993626T642Left side column, CCSS Standards, 1st standard in listCorrect Standard citation; Delete the G5 standard CCSS.ELA.RL.5.5 2Teachers Edition ISBN: 9780078993626T642Left side column, CCSS Standards, 2nd standard in listCorrect Standard citation; Replace G5 standard with this G2 standard: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA.RF. 2.4b2Teachers Edition ISBN: 9780078993626 T642Left side column, CCSS Standards, 3rd standard in listCorrect Standard citation; Replace G5 standard with this G2 standard: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CCSS.ELA.SL.2.32Language Learners Teaching Guide ISBN: 978007899385518Middle of the page; Under the Unpack the Text blue head; 1st line Correct instruction; Change write the following sentences on the board and read it aloud. to Write the following sentence on the board and read it aloud.2Language Learners Teaching Guide ISBN: 978007899385518Middle of the page; Under the Unpack the Text blue head; Lines 4, 6, and 8 Correct grammar; Replace comma with colon after "Say" 3 times 2Language Learners Teaching Guide ISBN: 978007899385518Middle of the page; Under the Unpack the Text blue head; 4th line Correct grammar; Change "happened and a cause it why it happened. to "happened and a cause is why it happened.2Language Learners Teaching Guide ISBN: 978007899385518Bottom of page; Productive activity; 2nd line Correct question; Change "rewrite the sentence using because." to "answer the question."2Language Learners Teaching Guide ISBN: 978007899385520Top of the page; Yellow area; under Content ObjectivesCorrect objective; Change Explain what it was like to immigrate to the United States. to Explain what it was like to move to the United States.2Language Learners Teaching Guide ISBN: 978007899385533Middle of the page; Report Your Findings; Write About It; EMERGING Correct typo; Replace w before the first write-on line with a. Should read: "I read that a _____ is used for _____."3Inquiry Journal ISBN: 978007899393017Main column; Caption under photoCorrect number. Change 761,268 to 748,3463Inquiry Journal ISBN: 978007899393031Caption at top of photo; line 2Correct grammar. Change is good to are good3Inquiry Journal ISBN: 978007899393038Lesson Outcomes; What Am I Learning?; end of 2nd line Correct grammar. Transpose word order of also will to will also3Research Companion ISBN: 978007899402966Photo CaptionMislabeled picture. Change to A Chumash Indian Home 3Inquiry Journal ISBN: 9780078993930163Main column; Paragraph 1; line 3; first wordCorrect grammar. Change cars to singular car3Inquiry Journal ISBN: 9780078993930217Investigate!; 1st Line; page referenceCorrect page reference. Change 204-213 to 206-2153Research Companion ISBN: 97800789940295Bottom right; caption under photo; 3rd line Correct page reference. Change number 6 to 8 3Research Companion ISBN: 9780078994029181st Paragraph; middle of 2nd lineCorrect fact. Change number 40 to 503Research Companion ISBN: 9780078994029561st bulleted paragraph; line 3Correct fact. Change word weather to climate3Research Companion ISBN: 9780078994029981st Paragraph; 6th line; after the word LargerCorrect fact. Change word beads to shells. Sentence will read Larger shells were worth more than small shells.3Research Companion ISBN: 97800789940291303rd Paragraph; 2nd sentence; 2nd line Correct fact. Change In the early 1900s, to By 1900, 3Research Companion ISBN: 97800789940291303rd Paragraph; 2nd sentence; 3rd line Correct fact. Change steam and electricity to steam, electric, and gasoline engines 3Research Companion ISBN: 97800789940291361st Paragraph; 3rd lineCorrect fact. Change word weather to climate3Research Companion ISBN: 9780078994029145Stop and Check; 2nd line Correct grammar. Change word take to make"3Research Companion ISBN: 9780078994029149Primary Source; caption textCorrect caption. Change to "Photograph of street in Santa Clara, about 1909."3Research Companion ISBN: 9780078994029248Bottom right; Caption for photo Correct caption. Change Using a pickaxe to look for gold to "A pickaxe is used to look for gold."3Research Companion ISBN: 9780078994029R28-R37Research Companion IndexCorrect all inaccurate page citations.3Weekly Explorer Magazine ISBN: 978007899375642nd Paragraph; 4th line Correct typo. Insert hyphen between 2-inch and long; should be 2-inch-long3Weekly Explorer Magazine ISBN: 978007899375643rd Paragraph; 2nd line Correct fact. Insert word last before century3Weekly Explorer Magazine ISBN: 9780078993756263rd Paragraph; 2nd line Correct fact. Change on the last weekend to on a weekend3Teachers Edition ISBN: 9780078993619T34Main column; 1 Inspect; 2nd bullet; pink text in parenthesesCorrect fact. Change number 28 to 93Teachers Edition ISBN: 9780078993619T150Main column; 1 Inspect; 2nd line Correct typo. Change with similar names to that lived along the coast3Teachers Edition ISBN: 9780078993619T1571st Photo Caption Correct fact. Change hut to Home3Teachers Edition ISBN: 9780078993619T249First PP; 6th Line in upper left inset of textCorrect fact. Change from larger beads to Larger shells3Teachers Edition ISBN: 9780078993619T438Main Column; Analyze the Source; Find Evidence; 2nd Identify question; 1st line Correct fact. Change word executive to legislative3Teachers Edition ISBN: 9780078993619T567Main column; Make Connections; Connect to ELA; Writing; 3rd line Correct standard. Change Standards reference from W.3.1 to W.3.23Teachers Edition ISBN: 9780078993619T568Sidebar; HSS Standards; 3rd standardCorrect standard. Change standard reference number from HAS.HI.1 to HAS.HI.23Teachers Edition ISBN: 9780078993619T661-T670Teachers Edition IndexCorrect all inaccurate page citations.3Language Learners Teaching Guide ISBN: 978007899384812Teach Academic Vocabulary; chart, Definition column; first row (definition for cliff)Correct fact. Change rocks to land3Language Learners Teaching Guide ISBN: 978007899384823Compound Words; first row of word list below paragraph; 3rd word in top rowCorrect fact. Change surefooted to eyelid3Language Learners Teaching Guide ISBN: 978007899384840Modifying the Land; Collaborate activityCorrect fact. Replace text with: "Have students work in groups of three or four to find the word but in the literature selection at the beginning of the chapter."3Language Learners Teaching Guide ISBN: 9780078993848115Report Your Findings; Talk About It; 2nd lineCorrect spelling. Change choose to chose3Weekly Explorer Magazine Teaching GuideT381 Inspect; 1st bullet; 2nd line; pink textCorrect grammar. Insert to between land and dry out; should be causes land to dry out3Weekly Explorer Magazine Teaching GuideT68Background Information; 5th line Correct grammar. Insert a between of and mobile; should be of a mobile refrigeration unit4Inquiry Journal ISBN: 978007899390937Talk About It; Compare; 2nd sentence, 6th wordCorrect typo; Delete the4Inquiry Journal ISBN: 978007899390980Talk About It box; 3rd lineCorrect fact; change (men in black) to (men on horses)4Inquiry Journal ISBN: 9780078993909188Chart; Major California Droughts; Chart; row 7Correct Date; Change: "1912-1916" to "1912-1913"4Research Companion ISBN: 9780078994012pp. R22-R35Index Correct page references throughout index 4Research Companion ISBN: 978007899401241A Chumash House numbered labels; #4, Fire, 2nd lineCorrect fact. Change hut to house.4Research Companion ISBN: 978007899401272Left column; Juan Bautista de Anza biography; white text in purple barCorrect Spelling; Change: "Batista" to "Bautista"; Add "u" between "a" and "t"4Research Companion ISBN: 978007899401272Left column; Juan Bautista de Anza biography; Paragraph 1, 9th lineCorrect Spacing; Add space between "a" and "dangerous." 4Research Companion ISBN: 978007899401291Timeline headerCorrect Spelling; Change Timeline to Time Line4Research Companion ISBN: 978007899401291Caption under imageCorrect number; Change: "1,500" to "1,000" 4Research Companion ISBN: 9780078994012100Presidios; Paragraph 1, line 5Correct Grammar; Insert "possible" before "attacks" 4Research Companion ISBN: 9780078994012117Left column; Juana Briones biography; line 12Correct date; Change "1879" to "1889"4Research Companion ISBN: 9780078994012117Right column; Johann Augustus Sutter biography; line 9 Correct Grammar; Insert a after "became" and before "state"4Research Companion ISBN: 9780078994012164Biography; dates under Mariano Guadalupe Vallejo Correct date; Change "1808" to "1807" 4Research Companion ISBN: 9780078994012164Biography; Mariano Guadalupe Vallejo; 1st paragraph; 4th line Correct date; Change "1808" to "1807" 4Research Companion ISBN: 9780078994012164Biography; Mariano Guadalupe Vallejo; 1st paragraph; 8th lineCorrect date. Change "1838" to "1836" 4Research Companion ISBN: 9780078994012164Biography; Mariano Guadalupe Vallejo; 4th paragraph; 3rd lineCorrect Grammar; Capitalize constitutional convention in last sentence 4Research Companion ISBN: 9780078994012262Higher Education; Paragraph 2; line 12Correct number. Change nearly 240,000 to more than 270,000. 4Research Companion ISBN: 9780078994012333Sutters Fort section; 1st line Change the first sentence "In 1841, Johann John Sutter built a fort..." Should read: In 1839, Johann John Sutter began building a fort...4Weekly Explorer Magazine ISBN: 978007899374921Pedro: The Angel of Olvera Street; Introduction; 2nd line Correct fact. Insert text. Add and Mexican between Spanish and heritage 4Teachers Edition ISBN: 9780076771219pp.T764-T784Index Correct page references throughout index 4Teachers Edition ISBN: 9780076771219T26Analyze the Source; Make Connections; 4th wordCorrect grammar. Delete extra "are" between "maps" and "an"4Teachers Edition ISBN: 9780076771219T126Map Skills; 1st bulletCorrect typo. Change "Northwest" to "Northeast"4Teachers Edition ISBN: 9780076771219T126Map Skills; 2nd bulletCorrect typo. Change "Northeast" to "Northwest" 4Teachers Edition ISBN: 9780076771219T170Background Information; 3rd line; 11th wordCorrect typo. Delete "s" at end of "Americans" 4Teachers Edition ISBN: 9780076771219T704Background Information; 3rd Line Correct number. Replace 600 with 29,000 4Teachers Edition ISBN: 9780076771219T704Stop and Check; 4th lineCorrect Grammar. Add with between touch and his.4Language Learner Teaching Guide ISBN: 978-0-07-899383-152Unpack the Text; line 6Correct Typo. Add accent mark over final a in Portol 4Language Learner Teaching Guide ISBN: 978-0-07-899383-152Unpack the Text; line 8Correct Typo. Add accent mark over final a in Portol4Language Learner Teaching Guide ISBN: 978-0-07-899383-152Modal Verb Would; line 4 Correct page number. Change "82" to "84"4Language Learner Teaching Guide ISBN: 978-0-07-899383-152Modal Verb Would; line 5Correct page number. Change "80" to "82"4Language Learner Teaching Guide ISBN: 978-0-07-899383-157Top right side columnCorrect page range. Change pages 90-93 to pages 90-974Language Learner Teaching Guide ISBN: 978-0-07-899383-157Teach Academic Vocabulary; Chart, 2nd entryCorrect word list. Remove the word thrive from chart. 4Language Learner Teaching Guide ISBN: 978-0-07-899383-157Right-hand column; Academic Vocabulary List in red font; 2nd entryCorrect word list. Remove thrive4Language Learner Teaching Guide ISBN: 978-0-07-899383-157Collaborate; line 2Correct page numbers. Replace "8890" with "9097"4Language Learner Teaching Guide ISBN: 978-0-07-899383-1163Teach Academic Vocabulary; Chart; 4th entry; Part of SpeechCorrect typo. Replace adjective with "noun" 4Language Learner Teaching Guide ISBN: 978-0-07-899383-1175Right-hand column; Academic Vocabulary list in red font; 3rd entryCorrect word list. Replace "figure out" with "role".4Weekly Explorer Magazine Teaching Guide ISBN: 9780078993688T32Background Information, line 2-3Correct fact. Change 2nd sentence to read: In the mid-1800s, several hundred land grants were awarded.4Weekly Explorer Magazine Teaching Guide ISBN: 9780078993688 T55Word Blast; 2nd questionCorrect text to match student prompt. Change question from "If a miner brought gold to be exchanged at the store, what might he get in return?" To "If a miner exchanged gold at a store, what might he get? (Items might include paper money, food, tools, and clothes.)"4Weekly Explorer Magazine Teaching Guide ISBN: 9780078993688T55Word Blast; 3rd questionCorrect text to match student prompt. Change the question from "Name the product John Studebaker produced and tell how it changed his life. (His product was wheelbarrows. He made enough money to go home and build a huge wagon business.)" to "What product did John Studebaker produce? (His product was wheelbarrows.) 4Weekly Explorer Magazine Teaching Guide ISBN: 9780078993688T55Word Blast; 4th questionCorrect text to match student prompt. Change the question from "What tool do you think a prospector might have valued the most? Why?" to "What tool might a prospector have valued most? Why? (Students should list a tool and explain its importance.)"5Inquiry Journal ISBN: 9780078993657106Lesson Outcomes; What Am I Learning; second lineCorrect fact. Delete English from English Middle Colonies5Inquiry Journal ISBN: 9780078993657204Narrator; 1st lineCorrect date. Change "1789" to "1778"5Inquiry Journal ISBN: 97800789936572901st paragraph; 1st lineCorrect fact. Change the Battle at San Jacinto to the Battle of San Jacinto5Inquiry Journal ISBN: 97800789936572902nd paragraph; 4th lineCorrect grammar. Capitalize President (s/b former President Andrew Jackson)5Research Companion ISBN: 978007899398522 Green Map Skills section; 2nd lineCorrect spelling. Change Athabaskan to Athabascan5Research Companion ISBN: 978007899398547Map titleCorrect date. Change 1500 to 1600 5Research Companion ISBN: 978007899398555Think About It box; 1st question; 1st lineCorrect grammar. Insert to between Dominic and travel 5Research Companion ISBN: 9780078993985104"Then and Now" box; 4th lineCorrect fact. Change A graduate student to An archaeologist.5Research Companion ISBN: 97800789939851121st paragraph; 2nd lineCorrect fact. Change western United States. to western parts of North America.5Research Companion ISBN: 97800789939851222nd paragraph; 2nd line Correct fact. Change "called itself" to "later became known as"5Research Companion ISBN: 97800789939851523rd paragraph; 9th lineCorrect fact. Change state to state to colony to colony. 5Research Companion ISBN: 97800789939851553rd paragraph; 1st lineCorrect fact. Change In the third stage, to In the Americas5Research Companion ISBN: 97800789939851732nd paragraph; 1st lineCorrect spelling. Change "Louisburg" to Louisbourg"5Research Companion ISBN: 9780078993985201Time Line at top of page; May 1775 entryCorrect fact. Add Second before Continental Congress5Research Companion ISBN: 9780078993985201Time Line title at top of pageCorrect spelling. Change Timeline to Time Line5Research Companion ISBN: 97800789939852402nd paragraph; 3rd lineCorrect date. Change 1871 to 17815Research Companion ISBN: 9780078993985R28-R39Research Companion IndexCorrect all inaccurate page citations.5Weekly Explorer Magazine ISBN: 978007899373211caption under photoMislabeled picture. Change caption to: Mohawk parents share their important traditions with their children.5Weekly Explorer Magazine ISBN: 978007899373231caption under photoMislabeled picture. Change caption to: The kitchen from George Washington's home at Mount Vernon has features that were typical in colonial times.5Weekly Explorer Magazine ISBN: 9780078993732623rd paragraph, 5th lineCorrect fact. Insert "Culper" before "Spy Ring"5Teachers Edition ISBN: 9780078993107T108Under blue Build Citizenship head; 1st and 2nd questionsCorrect fact. Change" Iroquois Council" to "Iroquois Confederacy"5Teachers Edition ISBN: 9780078993107T108Under blue Build Citizenship head; 3rd questionCorrect grammar. Change "Do you think the Iroquois Confederacy had more similarities or more differences with our government?" to "Do you think the Iroquois Confederacy and our government had more similarities or more differences?"5Teachers Edition ISBN: 9780078993107T308Under orange Investigate! head; Take Notes section; 2nd lineCorrect fact. Change "states" to "colonies"5Teachers Edition ISBN: 9780078993107T600Background Information section; 4th lineCorrect grammar. Change "27 total amendments" to "a total of 27 amendments"5Teachers Edition ISBN: 9780078993107T600Background Information section; 5th lineCorrect grammar. Change "some" to "two"5Teachers Edition ISBN: 9780078993107T600Background Information; 7th lineCorrect fact. Change "outlaw multi-millionaires by having" to "have"5Teachers Edition ISBN: 9780078993107T600 Under blue Then and Now head; Explain; pink textCorrect fact. Change "and voting rights for all Americans" to "and protect the voting rights of American citizens"5Teachers Edition ISBN: 9780078993107T779-T793Teachers Edition IndexCorrect all inaccurate page citations.5Language Learners Teaching Guide ISBN: 978007899380040In chart at bottom of page; left-hand column, under Primary Source Text; 1st lineCorrect text. Change in which they took great pleasure to in which they took much pleasure 5Language Learners Teaching Guide ISBN: 978007899380052In chart at bottom of page; left-hand column, under Literary English; 2nd row.Correct text. Change on the point of entrance to on the point at the entrance5Language Learners Teaching Guide ISBN: 97800789938001745th paragraph, 3rd line (under the first "Productive" icon head)Correct fact. Change "Pioneers" to "Immigrants" 5Weekly Explorer Magazine Teaching Guide ISBN: 9780078993671T3Under blue Analyze the Visuals head; bulleted section; pink text; 2nd line of pink textCorrect answer. Change "such as tree bark, plants such as reeds," to"such as bones, reeds, and stones"5Weekly Explorer Magazine Teaching Guide ISBN: 9780078993671T24Under orange 1 Inspect head; 1st bullet; pink textCorrect answer. Pink text should read: an English sailor; the first English sailor to circumnavigate the globe5Weekly Explorer Magazine Teaching Guide ISBN: 9780078993671T56Correct fact. Under orange 3 Make Connections head; 1st bullet; 1st lineDelete "in the United States" to read: "How are the three examples of boycotting similar and different?"  McGraw-Hill School Education, Impact: California Social Studies, Grades Six through Eight Program Summary: California Impact includes: Student Edition (SE), Inquiry Journal (IJ), Teacher Edition (TE), Chapter Tests and Lesson Quizzes (CTLQ), McGraw-Hill Education Online edition of the program (Online), Chapter (Chp), Question (Q), Page number/page numbers in printed materials (p./pp.). Recommendation: California Impact is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade levels and meet all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 6, available online only, Online: Ch. 7: Ancient India>Lesson1>Ancient Indian Society>Guiding Question>How Was Society in Ancient India Organized?> Ancient Indian Society, TE/SE 6769, IJ 4243, TE/SE 118, IJ 7273, TE/SE 258259; Grade 7, available online only, Online: Resources>Additional Course Content>Chart: Causes of the Expansion of Rome; TE/SE 910, 16, IJ 4; TE/SE 6162, 66, IJ 3839; Grade 8, TE/SE 184188, 202209, 348350, 392393, 447453, IJ 354357 Criterion #7: Grade 6, SE 12, 255, 303, TE 234, TE 63E; Grade 7, SE 102103, 258, TE 12, 53E, IJ 180, 258; Grade 8, SE 195199, 206209, TE 197, 199200, IJ 9697 Criterion 13: Grade 6, IJ 3435, 158159, TE 12, 143, 281; Grade 7, IJ 6869, 9091, TE 21, 69, 131, 139; Grade 8, IJ 6667, TE 497, 499, 576 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade 6, TE T5253; Grade 7, TE T5657; Grade 8, TE T2829 Criterion #2: Grade 6, TE 35A; Grade 7, TE 175A; Grade 8, Planner, TE 425A Criterion #7: Grade 6, SE 485492; Grade 7, SE 465472; Grade 8, SE 754760 Criterion #13: Grade 6, TE T511; Grade 7, TE T511; Grade 8, TE T515 Criterion #13: Grade 6, SE xiii; TE T1415; Grade 7, SE xii; TE T14; Grade 8, SE xv, TE T17 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #4: Grade 6, CTLQ. 2934; Grade 7, CTLQ 7782; Grade 8, available online only, Online: Tests & Quizzes>My Test Library>My Tests>Grade 8 Course-Level Tests>First Semester U.S. History Test Criterion #5: Grade 6, CTLQ 14; Grade 7, SE 5052; Grade 8, available online only Summative, Online: Tests & Quizzes> My Test Library>My Tests>Grade 8 Course-Level Tests>Second Semester U.S. History Test Criterion #7: Rubrics available online only, Grade 6, Online: Chp 1: Early Humans and the Agricultural Revolution>CHAPTER ACTIVITIES, PROJECTS, AND WORKSHEETS>Inquiry-Based Learning>Inquiry Journal: Visual Essay Rubric; Grade 7, Online: Chp 1: Rome and the Rise of Christianity>CHAPTER ACTIVITIES, PROJECTS, AND WORKSHEETS>Inquiry-Based Learning>Inquiry Journal: Historical Play Rubric; Grade 8, Online: Chp 2: Colonial America>CHAPTER ACTIVITIES, PROJECTS, AND WORKSHEETS>Inquiry-Based Learning>Inquiry Journal: Essay Rubric Criterion #8: Grade 6, TE/SE 29; Grade 7, TE/SE 17; Grade 8, TE/SE 173 Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #2: Grade 6, TE 63K; Grade 7, TE 117IJ; Grade 8, TE 89KL Criterion #5: Grade 6, TE 76, 136; Grade 7, TE 35, 105; Grade 8, TE 464466 Criterion #6: Grade 6, TE 35H, 63C, 63J; Grade 7, TE 67, 53K; Grade 8, TE T79, 161 Criteria Category 5: Instructional Planning and Support The instructional materials do contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #2: Grade 6, TE/SE 92; Grade 7 TE 155; Grade 8, TE/SE 9697 Criterion #4: Grade 6, TE 35DE, 155DE; Grade 7, TE 53DE; Grade 8, TE 175DE; Grade 8, TE 45DE, 361DE Criterion #9: Grade 6, TE 63DJ; Grade 7, TE 117DE; Grade 8, TE 259DH Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 6 Please add dates of original sources throughout the text (dates of twentieth-century reproductions in captions do not count) wherever possible throughout Grades 6 and 7 course materials. Examples from the student editions include Story Begins (SE 168, Grade 6; SE 231, Grade 7), Points of View (SE 226227, Grade 6; SE 426, Grade 7), Analyzing Sources (SE 280281, Grade 6; SE 354355, Grade 7), and throughout the text (SE 183, 336, Grade 6; SE 70, 192193, Grade 7). (Grade 7 IJ 212 provides a good example of the problem: Raimond de Cornet lived almost two hundred years before Luther.) SE/TE HT 5: Delete last seven words, an accidental inclusion: age of exploration and trade in 1700. SE/TE 44: What does topic does Analyzing Key Ideas and Details Q2. Delete first does. SE/TE 54: peoplecalled in Paragraph One. Add space SE/TE 137: Background: author describes of various Delete of SE/TE 143: Marginal comment is unclear: first sentence mentions Alexanders Greek Empire, but the second sentence mentions another first-century empire. Its unclear which empire the second sentence refers to, but it certainly isnt Alexanders. If it is meant to be Alexanders then change 1st to 3rd century. SE/TE 158, Sidebar: discoveries at of Grove Circle. Delete of. SE/TE 166, cap.: Add or affirmation: When people today take the American oath or affirmation of citizenship, a new life of rights and responsibilities begins. SE/TE 166: Delete first sentence. Many California citizens (like the woman in the image), let alone US citizens, werent born here. The sentence could be corrected, but it would be a fairly lengthy diversion from the topic at hand. SE/TE 166: Missing adjective in paragraph 4: In early Greece, wars were fought This is necessary in order to make the rest of the paragraph make sense. SE/TE 182: Page 181 gets the story right, but Making Connections on p. 182 needs to be changed. He is thought to have run from Marathon to Athens. Delete to Sparta. SE/TE 205: shaped in Why Does it Matter to Me? Delete d from shaped so text reads, shape. SE/TE 211: In paragraph 3, either Helens abduction nor the Trojan Horse are actually in the Iliad. Therefore, In the Iliad, According to Greek legends, a prince of Troy falls in love Delete In the Iliad. SE/TE 262: In paragraph 1, Shiva the God the Destroyer, and Sarasvati the Goddess of learning. Framework l.873. Delete the Destroyer and replace with who transforms it. SE/TE 263: In paragraph 1, kama, or pleasure, and Framework l.884. Replace pleasure with love. SE/TE 270: Penultimate paragraph directly repetitive of the previous paragraph. Delete. SE/TE 270, 271, 273: Change Chandra Gupta to Chandragupta (for father and son). Also on IJ 176. SE/TE 293: Typo? For example, the ideograper ph that stands for forest Paragraph 3. SE/TE 304: 2.000 miles should be rendered as 2,000 miles (in quote) SE/TE 321, 352: The location of Ostia, especially on p. 321, is incorrect on the map(s). The dot needs to be placed on the Mediterranean that would be the only reason why Ostia would be on these maps. SE/TE 325: This meant that his description of events focused on morality and the personality traits of important Romans rather than politics. Biography of Livy. Change rather than to in addition to. SE/TE 328: Integrating Visual Information has an incorrect word that needs that to be replaced: What does the painting reveal about Roman soldiers? This needs to be changed on TE 328 as well. This is important to relate to IJ 252. Change painting to mosaic. SE/TE 333: The Citizenship marginalia propagates many outdated myths about the Twelve Tables. It needs to be toned down: Having a set of codified, or written laws ensured that Roman citizens from all backgrounds were treated fairly. The United States Constitution is much like the Twelve Tables. The Constitution outlines laws that all Americans must follow. It also guarantees and protects certain rights of all Americans, thus ensuring that everyone is treated equally under the law. Revise to read, Having a set of codified, or written laws advanced the notion that Roman citizens from all backgrounds should be treated fairly. Similarly, the United States Constitution is much like the Twelve Tables. The Constitution outlines laws that all Americans must follow. It also guarantees and protects certain rights of all Americans, again advancing the notion that everyone is treated equally under the law. SE/TE 345: To reconcile the Biographies with the text about Antony and Cleopatra, add the following to the last sentence of the Cleopatra biography: she then took her own life to avoid capture. SE/TE 349: the laws were applied to everyone. Paragraph 3. Replace everyone with nearly all non-slaves. SE/TE 352: All citizens were treated equally under Roman laws. Women were not (see SE/TE 364-65). Paragraph 3. Add male before citizens. SE/TE 365: Then he would put on a white toga Paragraph 2. Non-citizens couldnt wear togas, and colors were reserved for citizens based on status. Change to, Then, if he was a citizen, he would put on a toga. SE/TE 374: We believe this is the first instance where CE is dropped from dates in Chapter 10, but then CE reappears a bit later in Chapter 10 and then all throughout Chapter 11. The same passages in the Grade 7 book has the CE (SE/TE 12). For consistency, Id recommend that all dates in the Grade 6 book have BCE or CE. SE/TE 375: Many, however, were fleeing from the Huns, a fierce group of warriors from Mongolia in Central Asia. Paragraph 1. Their origin is disputed safer to go with Central Asia. Delete Mongolia in. SE/TE 378: Many Western Europes new Germanic rulers adopted the Latin language Paragraph 1. SE/TE 378: Like the Romans, Building on Roman concepts, we believe that everyone is equal under the law. Paragraph 3. Delete like the Romans. TE 378: R1 Reading Skills (Everyone is equal under the law;... Everyone (non-citizens, women) were not equal under the law in Rome. Change Everyone is equal to Equality. SE/TE 383: It was located on a peninsula between the Black Sea and the Aegean Sea. Paragraph 4. The maps RA 13, RA 15, RA 20, and RA 22 all show the Sea of Marmara. Replace Aegean Sea with Sea of Marmara, which connects to the Aegean Sea. SE/TE 397: Change timeline: c.597 C.E. Monks bring Christianity to Britain IJ 32 also makes it clear that at the very least Patrick, a Christian, was in Britain before 597. The map on SE/TE 34 of Grade 8 also makes this clear. Replace Britain with the Anglo-Saxons of Britain. SE/TE 406: However, they also believed in the Christian Trinity, Paragraph 4. Some large Christian denominations do not believe in the Trinity. TE406 needs changing too. Replace they with many Christians. SE/TE 413: As in the early days of Christianity, the Roman Church is still led by a pope today. Making Connections to Today Delete As in the early days of Christianity. SE/TE 421: In Britain, the Anglo-Saxons pushed aside the Celts (KEHLTS), the people already living there. Some Celts fled to remote mountainous areas of Britain, and some of these had accepted the Christian faith. Others crossed the sea to Ireland Paragraph 3. (The map on SE/TE 34 of Grade 8 also makes this clear.) TE421 response to How did Christianity finally reach Britain needs to be updated accordingly. SE/TE 428: Change Tenochtitlan to Tenochtitln, as it appears on the map, etc. This is correct in 7th grade SE/TE 252. Geographic Reasoning #1. Also TE answers. TE 441: The Digital Teaching Option recommendation on Machu Picchu is incorrect. This video isnt included in the 6th grade Digital Teaching Options (it appears, correctly, in the 7th grade). Perhaps TE441 was supposed to refer to the Palenque video? SE/TE 447: Similarly, change Chichen Itza, Yucatan to Chichn Itz, Yucatn. Caption. SE/TE 454: Delete Early in map title The spread of Christianity in the Western Hemisphere is not the same as the spread of Buddhism to China or the Jewish diaspora. SE/TE 442: The Maya settled in an area that at first seemed like a bad idea. Replace that at first seemed like a bad idea with with many geographic challenges. SE/TE 471: This Pawnee is wearing traditional dress Replace traditional with ceremonial. SE/TE 473: In the Obama quote, the date of MLK Jr. dedication should be 2011 not 2001. Caption. SE/TE 475: Change: These events only made the rest of the nation sympathetic to Dr. Kings cause. Replace the rest of with many across. SE/TE/IJ: The big red quotation marks are used inconsistently throughout. For example, on IJ114, but throughout (for block quotes in textbook, IJ 176: Ashoka Gupta should be Ashoka Maurya. IJ 8283: Change: Gods Message to Joshua and the Israelites Isaiah's Message to the Israelites to Help the Hungry and the PoorFrom the Hebrew Bible, Isaiah 58:114 the current heading is a duplicate heading from a previous page. IJ 210: The image is stretched out of its original proportion quite badly:  HYPERLINK "http://c8.alamy.com/comp/B21CGN/etruscan-etruria-tomb-painting-7th-century-bc-t-italy-civilization-B21CGN.jpg" http://c8.alamy.com/comp/B21CGN/etruscan-etruria-tomb-painting-7th-century-bc-t-italy-civilization-B21CGN.jpg IJ 234: Repetitive instructions (write a letter). WE 47: If a person is born in the Unites States, he or she is a citizen to A citizen is a person born in the United States or naturalized. This was a problem in SE/TE as well. CT/LQ 92: Q9: the textbook doesnt refer to Brahmanism as a religion, and public commentators wouldnt like to see it referred to one here. CT/LQ 96: Q6: same comment. SE/TE p. 134: Asserts that Today, Sikhism is the worlds fifth-largest religion, but page 353 contradicts it and states that Today, Sikhism is the worlds ninth largest religion. This should be corrected so that both sentences correctly state that Sikhism is the worlds fifth-largest religion. SE/TE page 248: delete The arrival of the Aryans brought great changes in India, including social system and beliefs that would become Hinduism. SE/TE page 253: "We know about the Indus culture from studying the ruins of two major cities, Mohenjo-Daro (mohen-HEHN-joh DAHR-oh) and Harappa (huh-RA-puh). Mohenjo-Daro was discovered in the 1920s by archeologists. Replace with, We know about the Indus culture from studying the ruins of hundreds of sites excavated along the banks of the rivers Indus and Saraswati. Important among them are the two major cities, Mohenjo-Daro (mohen-HEHN-joh DAHR-oh) and Harappa (huh-RA-puh) which were the first to be excavated in the 1920s by archeologists." SE/TE page 255: Historians have found many clay seals, stamps, statues, and figurines in Harappa. Some of these show features that are all present in modern Indian religions, such as male and female figures that resemble different deities, as well as small clay figures in traditional greeting poses. Replace with, Historians have found many clay seals, stamps, statues, and figurines in Harappa. Some of these show features that are all present in Hinduism today, such as male and female figures in meditative pose that resemble different deities, as well as small clay figures in traditional greeting poses - 'Namaste'. SE/TE page 258: Not all religious teachers or sages were Brahmins. Change to, Some religious teachers or sages, such as Vyasa and Valmiki, were not born Brahmins. SE/TE page 259, delete In India's leading families, a boy had a guru (GURoo), or teacher, until he attended school in the city. SE/TE page 265, delete Many people accepted the Buddha's message especially Untouchables and Indians in the lower jati. For the first time, these groups heard that they, too, could reach enlightenment. SE/TE page 269, After a particularly bloody battle, Ashoka no longer wished to fight. The loss of life before his eyes changed the way he viewed the world. The emperor of mighty Mauryan Empire converted to Buddhism, that greatly affected how he ruled ancient India. Ashoka commited his life to spreading the teachings of the Buddha to his people." Replace with, After a particularly bloody battle, Ashoka no longer wished to fight. It is believed that the loss of life before his eyes changed the way he viewed the world. The emperor of mighty Mauryan Empire, who had embraced Buddhism a few years before the war, now committed his life to spreading the teachings of the Buddha to his people. SE/TE page 272, Ashoka's able leadership helped the Mauryan Empire prosper. India's good roads helped it become center of a large trade network the stretched to the Mediterranean Sea. Change to, The able leadership of Ashoka and other Maurya rulers helped the Mauryan Empire prosper. India's good roads helped it become center of a large trade network the stretched to the Mediterranean Sea." SE/TE page 273, Gupta rulers practiced the Hindu religion as did many of their subjects. They donated money to support Hindu scholars and build Hindu temples. Change to, Gupta rulers practiced the Hindu religion as did many of their subjects. They donated money to support Hindu and Buddhist scholars and build Hindu temples and Buddhist Viharas. SE/TE page 275, Some writings about mathematics from the Gupta dynasty have survived. The math formulas were changed into poems called sudras. Correct spelling of sutras. SE/TE page 280, The Laws of Manu, a part of the Vedas. Remove a part of the Vedas. SE/TE page 264, add a reference that meditation originated in Hinduism. Grade 7 Please add dates of original sources throughout the text (dates of twentieth-century reproductions in captions do not count) wherever possible throughout Grades 6 and 7 course materials. Examples from the student editions include Story Begins (SE 168, Grade 6; SE 231, Grade 7), Points of View (SE 226227, Grade 6; SE 426, Grade 7), Analyzing Sources (SE 280281, Grade 6; SE 354355, Grade 7), and throughout the text (SE 183, 336, Grade 6; SE 70, 192193, Grade 7). (Grade 7 IJ 212 provides a good example of the problem: Raimond de Cornet lived almost two hundred years before Luther.) SE/TE: Throughout texts, capitalize all God, Gods, Goddess, Goddesses, Deity, and Deities. Examples include, but are not limited to, 160, 161, 170. TE: Throughout, 21st Century Skills should be 21st-Century Skills SE/TE HT5: The last sentence on the page suggests that the book will cover all history up to 1700 it seems to be missing a phrase such as you will study history from to the end of the age of exploration SE/TE 7: Change timeline: c.597 C.E. Monks bring Christianity to Britain. The above map makes this clear. Replace Britain with the Anglo-Saxons of Britain. SE/TE 13: Many, however, were fleeing from the Huns, a fierce group of warriors from Mongolia in Central Asia. Their origin is disputed safer to go with Central Asia. Delete Mongolia in. SE/TE 15: Like the Romans, we believe that everyone is equal under the law. Replace Like the Romans with Building on Roman concepts. SE/TE 15: Add Some of Western Europes new Germanic rulers adopted the Latin language... SE/TE 17: Review and Activities #1 relates to material found in Lesson 2, not Lesson 1. SE/TE 19: Located on a peninsula between the Black Sea and the Aegean Sea The maps RA 13, RA 15, RA 20, and RA 22 all show the Sea of Marmara. Replace Aegean Sea with Sea of Marmara, which connects to the Aegean Sea. SE/TE 33: However, they also believed in the Christian Trinity... Some large Christian denominations do not believe in the Trinity. TE 33 needs changing too. Replace they with many Christians. SE/TE 40: Latin-speaking Christians in the western part of the empire Greek-speaking Christians in the eastern part of the empire, however, would not Non-Latin speaking peoples also accepted the pope as head, as did many non-Greek speaking people deny that authority. It doesnt make sense to use language as the dividing line in this paragraph. Change Latin speaking and Greek speaking to Many. SE/TE 43: Merge two sentences to make it clear that the pope believed that he was the successor and first bishop of Rome, rather than simply that Peter was the first bishop of Rome (a debated issue): He believed he was a successor, or person who follows another person, to Peter, disciple of Jesus and first bishop of Rome. SE/TE 4647: In Britain the Anglo-Saxons pushed aside the Celts (KEHLTS), the people already living there. Some Celts fled to remote mountainous areas of Britain, and some of these had accepted the Christian faith. Others crossed the sea to Ireland The map on SE/TE 6 makes this clear. TE 47 response to How did Christianity finally reach Britain needs to be updated accordingly. SE/TE 54: The map is not an accurate map of Europe from 950 or 1300. Replace map and map title with map on SE/TE 83 and edit questions accordingly on SE/TE 54. SE/TE 57: The Germanic groups consisted of Ostrogoths, Visigoths, Franks, Vandals, Angles, and Saxons. See map on SE/TE 58. Change to, Angles, Saxons, and others. SE/TE 61: most Western Europeans Charlemagnes empire was big, but not that big. Change most to many. SE/TE 65: They joined with some of Italys cities to resist the emperors forces. SE/TE 71: Every castle had two parts. Change to Most castles had two parts. SE/TE 75: By 1200, these Italian cities Genoa and Venice controlled the profitable Mediterranean trade with the Byzantine Empire. See framework l.1250. SE/TE 81: Runnymede, a nearby meadow. Should say Runnymede, a meadow near London. SE/TE 83: This meeting began the Estates-General, Frances first parliament representative assembly. France had parlements, which like the Estates-General, were not comparable to parliament. TE 83 Reading Skills also incorrectly describes the EG as a parliament. SE/TE 98: Sentences are repeated. Delete duplicate sentences. SE/TE 105: the Maid: (move the colon outside of the quotation mark). SE/TE 125: Change the subtitle The Islamic State to An Islamic State. This change would bring the subtitle into accordance with the following paragraph, but more importantly would remove a very loaded (and in this context unnecessary) phrase from the textbook. (Also change phrase Q6 on SE/TE 126) SE/TE 131: The Persian and Arab custom of women. See framework ll.554560. Delete and Arab. SE/TE 133-34: The following chapter spells Mogul Empire (as it appears on SE/TE 133134) as Mughal Empire. Change spelling on SE/TE 133134? Answer on TE133 also spells it as Moguls. SE/TE 139: The Thousand and One Nights. Later pages (SE/TE 141143) refer to the same story as A Thousand and One Nights. Either one is fine just be consistent. Maps: Chapter text and framework refers to Sri Lanka, but maps on SE/TE 163, 168 refer to it as Ceylon. The map on SE/TE 207 lists both names but it is unclear why. It should probably be Sri Lanka. SE/TE 168: Akbars conquests created one of the greatest Indian empires since the ancient Mauryan dynasty. This statement (greatest) seems unnecessarily grandiose, especially given what the textbook says about the Gupta Empire on SE/TE 134. SE/TE 172: Q4A Although Hindu Kush appears on some maps, it does not appear on the map on this page to answer question 4A. SE/TE 233: Q2: Shinto: Way of the Spirits. Delete. SE/TE 266: claimed he was descended from Change to was believed to be descended from. TE266: Change Chichen Itza to Chichn Itz. Background Knowledge. TE268: Lake Texoco should be Lake Texcoco. Differentiate. SE/TE 295: c.e. should be capitalized in paragraph 2. SE/TE 296: c.e. should be capitalized in paragraph 2. SE/TE 32526: Remove references to Renaissance Humanism, as this chapter now precedes the Renaissance chapter? Add a parenthetical (discussed in the next chapter) On page 325: Change the sentence: Many educated Europeans were influenced by Renaissance humanism to read: Many educated Europeans were influenced by a new set of ideas known as Renaissance humanism (which are discussed in detail in chapter 10). On page 326: Change the sentence: Renaissance humanism led to a new movement called Christian humanism. to read: Renaissance humanism (see Chapter 10) led to a new movement called Christian humanism. SE/TE 330: Soon after Lutheranism began in Germany, many people in nearby Switzerland accepted Protestant ideas. From The Reformation Spreads. Change Soon after to While. SE/TE 338: Protestant and Catholic states began to carry out witch hunts. Paragraph 2. SE/TE 365: Integrating Knowledge and Ideas should be moved to SE/TE 366 or 367 because the pictures the questions are about are on those pages. SE/TE 366: Image caption should describe Marco Polo as a Venetian merchant. SE/TE 375: capitalize title stories in Vasari quote about Michelangelo. SE/TE 384: Remove scientific in Inferring caption this will help students: Do you think Aristotles scientific method could have been used to discover the spectrum? SE/TE 385: Modify this sentence, because this section does not concern human society this is not taken up until the next lesson. European thinkers soon began to apply the ideas of science to human society. These thinkers believed science revealed the natural laws of the universe. Delete soon began to apply the ideas of science to human society. These thinkers SE/TE 388: Hobbes is misspelled in the margin. SE/TE 390: The Declaration of Independence stated that Paragraph 3. SE/TE 411: letter from Hernn (L should be capitalized) SE/TE 434: Delete Early in map title The spread of Christianity in the Western Hemisphere is not the same as the spread of Buddhism to China or the Jewish diaspora. SE/TE 453: In the Obama quote, the date of MLK Jr. dedication should be 2011 not 2001. Caption. SE/TE 455: Change: These events only made the rest of the nation sympathetic to Dr. Kings cause. Line 2. Change the rest of to many across. IJ: The big red quotation marks are used inconsistently throughout. For example, on IJ 132 and SE/TE 375. IJ 10: Incorrect title: this is not the Ancyra Inscription. Table of Contents is correct: Code of Justinian. IJ 214: This painting is not a primary source as Q2 on IJ 215 makes clear. Re-label. IJ 224: Again, this painting is not a primary source I believe it was painted in 1830: Guru Gobind Singh lived 1666-1708. Perhaps this is the wrong image as the introduction refers to a yellow Sikh flag (as does question 4). IJ 18: No version given for Luke 15:1132. IJ77: Change Q4 Explain why Mustafakhan believes CT/LQ 23: No version given for Luke 15:1-7. CT/LQ 136: The map appears on CT/LQ 150, where I think it is meant to be was another map intended for 136? CT/LQ 152: On Q8, change Chichen Itza to Chichn Itz. SE/TE page 160, Bhakti derives from a sanskrit word that means to share. Since followers of bhakti choose one of the Hindu deities to express their love and devotion to, bhakti came to mean to choose. Change to, Bhakti derives from a Sanskrit root word that means "to devote". Followers of Bhakti express their love and devotion to a chosen deity who is their favorite expression of the Divine. SE/TE page 351, Guru Nanak challenged the authority of the Hindu Brahmins and the jati system. Change to, Guru Nanak challenged the authority of some priests and social abuses of the jati system. Grade 8 SE/TE 28: Add II to King Philip of Spain. SE/TE 31: Because, the French colony grew slowly SE/TE 34: Replace Roman government with Western Roman Empire: After the Roman government fell in 476 C.E. Replace Roman government with Western Roman Empire. SE/TE 37: Voltaires name should be pronounced (vohl-TARE) not (vol-TAR). SE/TE 52: The House of Burgesses was the first legislature in North America elected by the people. The Iroquois Confederacy predated the House of Burgesses, which should therefore not be credited as the first legislature in North America elected by the people. Replace people with colonists. SE/TE 53: Pilgrims called themselves Separatists Strike out called themselves and replace with were called. Should read Pilgrims were called Separatists. SE/TE 54: Date for English separation from Rome is 1534 on this page, but 1533 on SE/TE 28. The year 1533 is the more obvious choice, but 1534 could work. Either way, choose one and be consistent. SE/TE 54: The Protestants who wished to reform the Anglican Church were called Puritans. Change The Protestants to Some Protestants. SE/TE 78: Delete the adjective dull. SE/TE 138: Declaration of Independence contains a typo/error of significance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislature. Legislature should be legislatures. SE/TE 297, 323: Replace Santo Domingo with Saint-Domingue (including the hyphen) throughout the texts. SE/TE 313: Native American Treaties. Treaties ended some conflicts, while in others by requiring Native Americans gave to give up lands Edit sentence to read, Some treaties ended conflicts by requiring Native Americans to give up lands or by specifying exact boundaries between Native American lands and lands open to settlers. SE/TE 315: Fearing a massacre by the Native Americans The word massacre is only used in reference to Native Americans. Change to defeat. SE/TE 397: In Citing Text Evidence, change to Whitman Massacre to Whitman Incident. Also in paragraph four on the same page. SE/TE 416: Because of her famous exploits, newspapers around the country told Charleys story. Delete, Because of her famous exploits. SE/TE 426: The United States is an expanding nation in 1840. Change is to was. SE/TE 448: Pie chart colors arent distinct enough to answer the questions about Southern Population, 1860. SE/TE 571: On the map, date of Tennessees rejoining of the union should be 1866 (this is necessary in order to answer Q1 correctly on SE/TE 570. SE/TE 621: At first, many Native Americans agreed to move to reservations. Change to, Many Native Americans were coerced to move to reservations. SE/TE 673: In the image all of the lines are pointing about a quarter of an inch too high on the illustration. SE/TE 737: In the Obama quote, the date of MLK Jr. dedication should be 2011 not 2001. TE: Throughout, 21st Century Skills Activity should be 21st-Century Skills Activity. SE/TE/IJ: The big red quotation marks are used inconsistently throughout. For example, SE/TE 464 and IJ 390. SE/TE Chapter 11, Manifest Destiny, Lesson 4, California and Utah, p. 416, para. 3, The Life of a Forty-Niner, para. 5, change to read: Boomtown merchants, however, made huge profits. They could charge whatever they liked for food and other essential items because there were no other nearby stores that sold these products. Other merchants invented new products to meet new needs. For example, a Jewish German immigrant named Levi Strauss sold the miners sturdy pants made of denim. His innovative "Levi's" were riveted for strength; their popularity among the miners earned him a fortune. SE/TE Chapter 19, A Changing Society: 1865-1920, Lesson 1, The New Immigrant, Entering the Unites States, p. 693, change to, The stirring words of Jewish American poet Emma Lazarus, inspired by her work with immigrants, appear inside the statues base, welcoming the newcomers: Not like the brazen giantI lift my lamp beside the golden door SE/TE Lesson 1 Page 6, Line14-15: Muhammad, left the city of Makkah for Madinah. This was 622 B.C.E. in the Christian calendar. It should be C.E. not B.C.E. SE/TE Lesson 2 Page 29. Line 19: All Americans have the right to seek life, liberty, and happiness. Should be, life, liberty, and the pursuit of happiness. SE/TE Chapter 3 Lesson 1 Page 95: THE FRENCH AND INDIAN WAR, 17541763 Diagram: The Key is not correct in the diagram. It shows no French or British Victories and incomplete French troop movement. SE/TE Chapter 5, Lesson 1, pp 187, Northwest Territory Map. The sections in the Township in the Northwest Territory Map are numbered wrong. The Northwest Ordinances of 1758-1787 show the correct numbering of a Township. SE/TE Chap 7, The Federalist Era, Lesson 3, p. 279, Alien and Sedition Acts, Para 2, Sentence 2: Sedition means activities aimed at weakening the government. Use Merriam-Webster definition, incitement of resistance to or insurrection against lawful authority. SE/TE Chap 8, The Jefferson Era, Lesson 1, p.291, last Para, sentence 1: The issue of states rights would remain an important issue in American politics for many years. Change to, States rights has remained an important issue in American politics up to the present. SE/TE Chap 8, The Jefferson Era, Lesson 1, p.291, last Para, sentence 1: In the House Federalists tried to keep Jefferson from becoming president by supporting Burr. Change to, In the House each party worked for its own candidate. SE/TE Chapter 11, Manifest Destiny, Lesson 2, page 403, Para 2, Sentence 3: Tensions with Mexico developed when Americans refused to follow Mexicos rules. Change to, Tensions in Mexico developed after Santa Anna stationed convict troops in American settlements to enforce the laws. SE/TE Chapter 13Page 466, 2nd paragraph: Thoreau went to jail in 1846 rather than to pay a tax to support the war with Mexico. Change to, Thoreau spent one night in jail in 1846 rather than pay a tax to support the war with Mexico. SE/TE Chapter 15 Lesson 2 p.545 Jail Without Trial: when in cases of rebellion or invasion, the public safety may require it. Change to, when in Cases of Rebellion or Invasion, the public Safety may require it. (keep capitals) SE/TE Chapter 16 Lesson 3, p.588 Education and Farming: Formerly enslaved people who were involved in alternative forms of relationships, however, faced discrimination when seeking assistance from the Bureau. The publisher needs to explain what this phrase means: involved in alternative forms of relationships. The student should know if this means racially mixed marriage. SE/TE p. 371, delete Although only part Cherokee. SE/TE Chapter 17: Opening the West: change publishers definition of two-spirit to, two-spirit, or what today we might consider lesbian, gay, bisexual, or transgender, Native Americans. SE/TE Chapter 19, A Changing Society, p. 710: change to, Reservation schools and boarding schools opened to educate and train Native Americans. Although these schools provided useful training, they also isolated, or cut off, Native Americans from their languages and cultural traditions, instead enforcing U.S. settler gender roles, social practices, and English-only education. Social Content Citations: The following social content citations must be addressed as a condition of adoption: Grade 6 A.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of male and female roles. By omitting or contradicting the framework for some male and female roles, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of men and women that demeanmales or females due inaccuracies or omissions. SE/TE 332 SE 332 incorrectly states that Women who were not enslaved could attain citizenship, but did not have any political rights. Framework ll.12311232 explain what political rights they did have perhaps instead of political rights the textbook can just use the language on ll.12281231. B.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of minority groups. By omitting or contradicting the framework for some groups, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of minority groups throughout history defined in terms of culture, not just ethnicity (as allowed) that demean due to inaccuracies or omissions. SE/TE Textbook doesnt mention the Horatius brothers. See Framework l.1204. SE/TE 257 Old Tamil (along with Teugu) is specifically mentioned in the framework, but the text only uses the term Dravidian languages. Framework ll.844, 847, 855. F.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of entrepreneur and labor. By omitting or contradicting the framework for some entrepreneurs or workers, but not for others, the materials indicated below contribute to adverse reflections. The following instances use references of that demean peoples occupations or vocations due to demeaning inaccuracies or omissions. SE/TE 378 Textbook doesnt include a large framework section on Roman citizenship (wealthy Romans who paid for public structures and events). See Framework ll.12151224. It might work best on SE 378. G.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of religion. By omitting or contradicting the framework for some religions, but not for others, the materials indicated below contribute to adverse reflections. The following instances hold religious belief up to ridicule by portraying accuracies in some religions and inaccuracies or omissions in other religions. SE/TE Framework ll.100912 (for grade, on the Maya) emphasizes sacrificial bloodletting by members of the elite and royal families, but textbook doesnt include this. SE/TE Throughout texts, capitalize all God, Gods, Goddess, Goddesses, Diety, and Dieties. Example includes, but is not limited to SE/TE 248. SE/TE 132 JPS suggested change appears correct: In Jewish synagogues, the Torah is read from scrolls kept in a cabinet called the Holy Ark. These Torah scrolls are handled with great respect and care during worship. The Torah scroll depicted here is housed in a wooden case called a tik. Some Torah scrolls are kept in a highly decorated cloth cover. SE/TE 134 Keep the text of the caption (as it addresses the framework) but add that this photo relates specifically to a seder. SE/TE 248 Change The arrival of the Aryans brought great changes in India, including social system and beliefs that would become Hinduism to The Aryans influenced the culture of India and Hindu beliefs. SE/TE 255 Framework ll.828832 states that Harappan artifacts show features that are all present in modern Hinduism but neither in the text or Making Connections SE 255 is Hinduism mentioned. This is an important omission, as the framework indicates features of Hinduism before the Vedic period, whereas the textbook does not. The digital video, Indus People Artifacts also doesnt mention possible Hindu connections, and neither does the source in IJ 166 or the section in WE 6263. Public comment by Hindupedia agrees with me here. SE/TE 263 Framework ll.881883 states that dharma is obedience to the moral law of the universe which also refers to performance of social duties. The book says that dharma is their personal duty to society without mention of the moral law of the universe. SE/TE 274, 281 For clarification and consistency with framework, add to the appositive after Rama. It tells the story of Rama, an incarnation or avatar of Vishnu and the perfect king, and Sita (274) and the story of Rama, an incarnation or avatar of Vishnu and a good king whose wife is kidnapped (281) SE/TE 266 The caption for the mandala photograph is misleading. The significance of the mandala is not that the shapes/patterns have special powers, but rather its significance lies in Buddhist meditation/mindfulness. TE 266 Background Knowledge provides a much better explanation. SE/TE 299 The Making Connections marginalia, about the endurance of Confucianism to this day, appears to contradict a sentence on the same page that suggests that Confucianism no longer shapes Chinese society and government: Confucianism continued to shape Chinese society and government until the early 1900s C.E. Change sentence to read, Although Confucianism continues to influence Chinese society today, the Chinese government is no longer based on Confucianism. SE/TE 402 Add version for Matthew 5:312. SE/TE 409 The official religion of Rome required people to honor the emperor and the state. This religion did not offer help to people when they experienced personal or economic problems. Christianity, however, provided comfort The error is that, as stated on SE/TE 366, the Roman religion was not just about honoring the emperor and the state and that each Roman home included an altar for its household gods. So, this entire paragraph is misleading and it advocate[s] one religion over another by mischaracterizing one religion. SE/TE 413 Making Connections states that As in the early days of Christianity, the Roman Catholic Church is still led by a pope today. This is a controversial statement, both among historians and believers. Even the framework (Grade 7, l.437) goes as far as stating that Around b, popes began to assert their control over the church hierarchy. Thats a far cry from the early days of Christianity. I recommend changing it to The Roman Catholic Church is led by a pope today. The video St. Peters Tomb, Digital Teaching Option, doesnt make this suggestion. SE/TE 414 Q5 Write a journal entry from the viewpoint of Constantine after the battle that he believed God helped him win. SE 412 instructs students about Constantines interpretation of Gods role at the Battle of Milvian Bridge. Students would have to place themselves in the role of believer in the Christian God in order to answer this question. SE/TE 417 Merge two sentences to make it clear that the pope believed that he was the successor and first bishop of Rome, rather than simply that Peter was the first bishop of Rome (a debated issue): He believed he was a successor, or person who follows another person, to Peter, disciple to Jesus and first bishop of Rome. SE/TE 453 The map of World Religions Today that completely denies religious diversity. For instance, the religion of California is Roman Catholic, according to this map. This, despite the fact that (according to the Pew Research Center), there are more Protestants than Catholics in California. However, color-coding California brown (Protestant) would do an equal disservice to religious diversity in the state. What about red (Christian-mixed)? This would negate the diversity of the other world religions in California. Students somehow need this geographic information but either the title and/or the map itself and/or the key needs to be changed. Explanations in SE/TE should also be added. IJ 138 Change title to The Temple of Apollo and Theatre at Delphi. Also, add This image shows the ruins of the Temple of Apollo at Delphi, along with the Theatre at Delphi in the foreground. Alternately, choose a different image of the temple that minimizes the importance of the theatre. As it stands, students will likely answer the questions based upon the theatre (much of which is Hellenistic and Roman) and not the temple. WE 100101 The word pagan is derogatory. Ironically, according to the OED, Tertullian was likely responsible for the Latin use of the word in a religious context. Regardless, among several possible negative depictions, the first definition sums it up: A person not subscribing to any major or recognized religion, esp. the dominant religion of a particular society; spec. a heathen, a non-Christian, esp. considered as savage, uncivilized, etc. Besides replacing the word, the last sentence on WE 100 is also in violation of 1.10: It [Christianity] provided answers about lifes questions that pagan religions were unable to offer. Grade 7 A.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of male and female roles. By omitting or contradicting the framework for some male and female roles, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of men and women that demeanmales or females due inaccuracies or omissions. SE/TE 422 This page presents a painting by Jean Leon Gerome Ferris (18631930), which he produced for early-twentieth-century exhibitions in Philadelphia. The textbook, however, doesnt mention the date, and the image appears factual alongside the text. At any rate, in this image, the central focus of the image is a woman serving food to a man (a native woman to a European man). Additionally, this image is derogatory to Native Americans. The main problem is that this image says more about gender and relations with Native Americans in the early-twentieth century than it does about the early-seventeenth century. But, also, the woman in this painting is not even the reason why the painting was included (that is to say, it wasnt meant to facilitate a discussion of colonial women, but rather the submissive woman was incidentally included). All in all, the image reinforces patriarchal stereotypes without discussing seventeenth-century patriarchy. We recommend replacing the image. B.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of minority groups. By omitting or contradicting the framework for some groups, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of minority groups throughout history defined in terms of culture, not just ethnicity (as allowed) that demean due to inaccuracies or omissions. SE/TE No mention of Majorca as a Site of Encounter or any of the synthesis of creative energies mentioned in the framework ll.12571278. SE/TE 182 Framework ll.803815 emphasizes among other things, about the Song, its strongest and most centralized government, and the Northern/Southern Song split. SE 182 mentions none of these (it briefly mentions the governments move south but not as the framework states). SE/TE 197 SE 197 mentions the division of the Mongol empire, but in far less detail than the framework, which goes over the four khanates. Framework ll.11871195. SE/TE 199 SE 199 (Government jobs were open to non-Chinese people, including Mongols and Turks. However, the Yuan rulers respected Confucian writings and allowed Chinese scholar-officials to keep their posts.) contradicts the framework ll.11971198. SE/TE 294-98 Like the framework for grade six (ll.699705), which asks students to compare points of view between Herodotus and the Persians about the Persians, the framework for grade seven (ll.11321146) asks for a comparison between Sundiata and the works of Muslims in West Africa. While all of the sources are presented, the textbook does NOT address the question How did Arab/North African and West African perspectives differ on West African kingdoms? The framework is looking for real point of view work. SE/TE 422 In addition to fleets, framework l.1389 describes French and English pirates battling Spanish fleets. Pirates dont appear on SE 422. SE/TE 424-25 Framework states that its important for students to know that Europeans didnt take over China, India, Africa, and most of Asia (Framework ll.13961400). But, unlike the framework, SE 424425 doesnt explain why: these places were too strong for Europeans to take over. SE/TE 395 Russia is mentioned as one of the gunpowder empires in Framework l.1478, but this isnt clear in the textbook. SE 395 mentions improvements to the military only. SE/TE 381 SE 381 emphasizes role of universities in spreading science, citing their spread to Americas but does not specifically mention Mexico, Peru, and North America. Framework ll.16611662. G.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of religion. By omitting or contradicting the framework for some religions, but not for others, the materials indicated below contribute to adverse reflections. The following instances hold religious belief up to ridicule by portraying accuracies in some religions and inaccuracies or omissions in other religions. SE/TE Framework ll.10071013 emphasizes sacrificial bloodletting by members of the elite and royal families, but textbook doesnt include this. SE/TE Textbook does not include framework call for a diagram showing how modern Christian churches descended from splits in Protestantism, or the emphasis on education and social discipline. Framework ll.15271531. SE/TE Throughout texts, capitalize all God, Gods, Goddess, Goddesses. Examples include, but are not limited to SE/TE 160, 161, 170. SE/TE 28 Add version for Matthew 5:312. SE/TE 35 The official religion of Rome required people to honor the emperor and the state. This religion did not offer help to people when they experienced personal or economic problems. Christianity, however, provided comfort The error is that, as stated in grade SE/TE 366, the Roman religion was not just about honoring the emperor and the state and that each Roman home included an altar for its household gods. So, this entire paragraph is misleading and it advocate[s] one religion over another by mischaracterizing one religion. This obviously wont offend many Californian worshipers of Roman gods, but it definitely suggests a superiority of Christianity. SE/TE 40 Q5 Write a journal entry from the viewpoint of Constantine after the battle that he believed God helped him win. SE 3738 instructs students about Constantines interpretation of Gods role at the Battle of Milvian Bridge. Students would have to place themselves in the role of believer in the Christian God in order to answer this question. SE/TE 90 Q 6 Work in small groups to compose new lyrics to a song you already know in order to tell a story about the Crusades. It can be a tune from the radio, a folk tune, a hymn, or even your schools fight song. The lyrics might be a call to action, a story about a battle, or a remembrance of fallen soldiers. After you have finished, share your song with the class and discuss how it relates to the Crusades. Even the best-intentioned student would have to portray Islam/Muslims as inferior, and more than likely Islam/Muslims will be held up to ridicule. SE/TE 97 People received bread and wine to remind them of the death of Jesus. This is one of the most controversial and misleading statements in the book. I highly recommend deleting it replacing it in one or two sentences would be equally controversial and misleading. SE/TE 129 Information about the Sasanian Empire (religious toleration, Jews and Christians, tax from trade, warfare against Byzantines) arent included on SE 128. SE 129 even claims that the Sasanian Empire was intolerant of those who practiced other faiths (besides Christianity and Zoroastrianism, which is in conflict with l.494. See Framework ll.493498. SE/TE 129 SE 129 doesnt include that some Muslim rulers did force some non-Muslims to convert (SE 130 talks about a Jew being forced to leave but not convert) or that non-Muslims had to pay a special tax. SE 134 talks about the special tax in an Ottoman context, but this is obviously much later. See Framework ll.529531. SE/TE 134 Address Sikh phonetic pronunciation issue (currently SE/TE 134 presents one pronunciation and SE/TE 350 presents another pronunciation). Perhaps, in both cases, Sikh (SIHK or SEEK). Or, at a minimum, choose one for both pages. SE/TE 134, 353 As public comment points out, 134 (and TE 134) states that Sikhism is the worlds fifth largest religion, but 353 states that it is the ninth largest religion. I cant locate any credible citations to support either claim but this needs to be addressed. The chart on SE/TE 434 is unclear on this regard, and the basis for the chart .adherents.com appears dubious. SE/TE 160 Are framework priestly elites the same as elite priests (framework, l.718)? SE/TE 167 In southern India, most subjects remained Hindu. Subjects? Safer to stick with the language of the framework: In southern India, the majority of the population remained Hindu. Framework l.767. SE 198 SE 198 lists some positives about the Mongols, but doesnt mention religious toleration. Framework l.1203. SE/TE 243 Framework ll.917920 states that the Japanese gradually adapted Buddhism to fit with older Shinto practices and that Zen Buddhism spread widely among laboring men and women. SE/TE 243 doesnt mention either. SE/TE 301302 SE 301302 discusses the Mali government but omits that they collected tribute from African farmers, that the royal court employed staffs of both foreign and native-born Muslims as administrators. Framework ll.11071110. SE/TE 322323 Map. Like the map on SE/TE 453, this map of world religions oversimplifies things. Im sure experts in different fields will note different problems, but for me its hard to overlook Ireland. By 1700, Protestantism was established in Northern Ireland (especially in the east). Clarify the title and/or map and/or key and/or text SE/TE or TE. And source the map. SE/TE 322 Geographic Reasoning Q1 asks students where Shia Muslims are located, but the map does not differentiate between Shia and Sunni. Muslim areas are all one color (green). SE/TE 327-28 SE 327328 discusses Luthers belief, but not the frameworks identification of Luthers critique on the validity of 5 of 7 sacraments. SE/TE 331 Delete sentence about Tyndales Bible being the first in English (SE/TE 325 makes this claim for Wycliffes Bible). SE/TE 332 The following passage is riddled with errors. After Henrys death, the Anglican Church accepted some Protestant ideas, but it kept most Catholic rituals. Many English Catholics wanted more. They supported Henrys Catholic daughter, Mary, when she became queen. Change to The Anglican Church accepted some Protestant ideas English Catholics supported Henrys Catholic daughter, Mary, when she became queen SE/TE 333 Elizabeth did not tolerate the Puritans. TE 333 H1: Puritanism is not a religion. SE/TE 339 The Edict of Nantes also allowed Hugeuenots to worship freely. Replace worship freely with some religious freedoms. Update Q3 on SE/TE 356, History Social Science Skills on TE 339, and answer to Checking for Understanding on TE 341. SE/TE 350 Address Sikh phonetic pronunciation issue (currently SE/TE 134 presents one pronunciation and SE/TE 350 presents another pronunciation). Perhaps, in both cases, Sikh (SIHK or SEEK). Or, at a minimum, choose one for both pages. SE/TE 351 I would delete the second sentence of the paragraph beginning Guru Nanak. The Grade 6 book went to great lengths to separate the jati system from Hinduism, but the first two sentences can be read together to suggest that Hindus discriminate on the basis of social class, race, religion, and gender. TE 350 marginal notes also are less careful with jati system and Hinduism. SE/TE 433 The map of World Religions Today that completely denies religious diversity. For instance, the religion of California is Roman Catholic, according to this map. This, despite the fact that (according to the Pew Research Center), there are more Protestants than Catholics in California. However, color-coding California brown (Protestant) would do an equal disservice to religious diversity in the state. What about red (Christian-mixed)? This would negate the diversity of the other world religions in California. Students somehow need this geographic information but either the title and/or the map itself and/or the key needs to be changed. Explanations in SE/TE should also be added. Digital video The beginnings of Islam. The textbook is careful to avoid visual depictions of Muhammad but the video shows an image of Muhammad on his night journey. This might be intentional, but its worth making everyone aware of. Grade 8 A.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of male and female roles. By omitting or contradicting the framework for some male and female roles, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of men and women that demeanmales or females due inaccuracies or omissions. SE/TE Womens experiences on the frontier are discussed in the framework at some length, but only marginally addressed in the textbook. SE 416 does include a biography of Charley Parkhurst, but the textbook does not discuss white men far outnumbered white women, creating some opportunities where the latter became more valuable than previously; they were thus able to achieve some rights in the West before their counterparts elsewhere (Framework, ll.627629 and ll.649650). Instead, quite the opposite is discussed on SE 341. Although SE 480 makes the point in reference to Nantucket, Massachusetts whaling community. Also, nothing in the textbook about white men marrying Mexican women with greater frequency (ll.632633). Nothing in the textbook about women of diverse racial and ethnic backgrounds [feeling] trapped or limited by their gender in a place and time so dominated by men (ll.636638). SE 476471 discusses the womens movement, but it doesnt afford a special place to women on the frontier, which is the overall purpose of ll.626651. SE/TE 29, 53 These pages present paintings by Jean Leon Gerome Ferris (18631930), which he produced for early-twentieth-century exhibitions in Philadelphia. The textbook, however, doesnt mention the date, and the images appear factual alongside the text. Page 53 does attribute the painting to Ferris, but 29 doesnt. At any rate, in both images, the central focus of the image is women serving food to a man (a native woman to a European man on p. 29 and a European woman to a native man on p. 53). Additionally, of these images but especially the image on SE/TE 29 are derogatory to Native Americans. The main problem is that these images say more about gender and relations with Native Americans in the early-twentieth century than they do about the early-seventeenth century. But, also, the women in each painting arent even the reason why the paintings were included (that is to say, it wasnt meant to facilitate a discussion of colonial women, but rather the submissive women were incidentally included). I would cite other images in this chapter, especially the engravings of agricultural life in colonial Virginia, but Im unable to ascertain the authorship of the paintings/engravings. The image citations direct readers to websites that stock photos, but these websites have no image attributions either. All in all, the images reinforce patriarchal stereotypes without discussing seventeenth-century patriarchy. We recommend replacing the image on SE/TE 29 and explaining the image on SE/TE 53. B.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of minority groups. By omitting or contradicting the framework for some groups, but not for others, the materials indicated below contribute to adverse reflections. The following instances use descriptions of minority groups throughout history defined in terms of culture, not just ethnicity (as allowed) that demean due to inaccuracies or omissions. SE/TE The textbook often quotes from the letters of the Lowell women workers, but it does not mention Charles Dickens American Notes (which is not included as a such as in the framework ll.395-96). SE/TE 95-100 Framework refers to the Seven Years War, known in the colonies as the French and Indian War (Framework l.60), but it is only referred to as the French and Indian War in the textbook. Both names should appear in the text (at least once). SE/TE 224 The framework ll.188-92 asks for special emphasis to be placed on who was actually allowed to participate during THIS PERIOD. SE 224 Voting Rights addresses some of these issues since the Amendment, but not from the period under consideration (the early republic). An image caption on SE 229 (and marginalia on SE 252) does mention property limitations on voting but not on office holding (as specified in framework). Change paragraph on page 368 to read, In the nations early years, only men who owned property or paid taxes could vote or hold political office. By the 1820s, many states had loosened these requirements. White male sharecroppers, factory workers, and others could now participate in the political process. By 1828, nearly all states let voters, rather than state legislatures, choose presidential electors. Women still could not vote or hold political office. African Americans and Native Americans had few rights of any kind." SE/TE 264 Framework l.141 adds that the Articles lacked a national judiciary the textbook doesnt mention this. SE 264 comes close but doesnt mention Articles. SE/TE 526-27 Framework l.722 includes West Point as a resource that the North had over the South. SE 526527 does not. SE/TE 545-46 Framework ll.729735 includes the advantage of a strong central government that the north had over the South. SE 545 even makes it seem that the South had a comparably strong central government to suspend habeas corpus. SE/TE chap 19 Framework (ll.981982) mentions Immigration Act of 1917. Textbook does not. F.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of entrepreneur and labor. By omitting or contradicting the framework for some entrepreneurs or workers, but not for others, the materials indicated below contribute to adverse reflections. The following instances use references of that demean peoples occupations or vocations due to demeaning inaccuracies or omissions. SE/TE Framework l.672 mentions the Ostend Manifesto as an important marker in how slavery had become the key problem dividing political leaders. It doesnt appear to be in the textbook. SE/TE 537-38 Framework ll.767769 discusses self-emancipation but textbook does not. SE/TE 660 Framework ll.910914 discusses Social Darwinism and eugenics as a contemporary apology for treating workers poorly. SE 660 has a marginal comment on Social Darwinism, but only to explain why some industrial leaders succeed, NOT as a justification for child labor [and] unregulated working conditions. SE/TE 695 Framework ll.976979 differentiates California labor contributions of Asian farmers development of irrigation systems and farming from Mexican farmers increasingly provided the labor force for the cultivation whereas SE 695 lumps them together (Asian and Mexican immigrants often supplied farm labor). G.1 Adverse reflection. The Framework, all of it, seeks to avoid adverse reflection of religion. By omitting or contradicting the framework for some religions, but not for others, the materials indicated below contribute to adverse reflections. The following instances hold religious belief up to ridicule by portraying accuracies in some religions and inaccuracies or omissions in other religions. SE 437 SE 437 mentions that Allen and Jones founded new churches but not the name of the church (African Methodist Episcopal Church) or the date (1816) as mentioned in the framework. l.410 Publisher-Submitted Errata GradeComponent NamePage/ locationIdentified errorProposed correction6Entire ProgramThroughout all componentsTimeline/timelineChange to: Time line/time line 6Entire ProgramThroughout all componentsB.C./A.D. referencesChange to: B.C.E./C.E.6Entire ProgramThroughout all componentsTable of ContentsCorrecting entries as needed to match titles and page references throughout the book6Student EditionP. iii, Authors PhoenixChange to: Phonics6Student EditionP. v, Academic ConsultantsEmeritiaChange to: Emerita6Student EditionP. RA28, Scavenger HuntAnswers appear on student page.Delete answers from student page.6Student EditionP. HT6Western nations begin their calendar on the year in which Jesus was thought to have been born. The Jewish calendar begins about 3,760 years before the Christian calendar. This is the time when Jewish tradition says the world was created. Muslims date their calendar from the time their first leader, Muhammad, left the city of Makkah for Madinah. This was 622 B.C.E. in the Christian calendar.Change to: The most commonly used Western calendar was originally Christian; it begins with the year in which Jesus was thought to have been born. The Jewish calendar begins about 3,760 years before the Western calendar. This is the time when Jewish tradition says the world was created. Muslims date their calendar from the time their prophet, Muhammad, left the city of Makkah for Madinah. This was 622 C.E. in the Western calendar.6Student EditionP. HT10...physical features, such as mounts, waterways,...Change to: ...physical characteristics, such as mountains, waterways,...6Student EditionP. HT28You have gathered information and answered the questions on your note cards. Then organize your cards into categories. Once your cards are sorted, you can use them as an outline for writing your research paper.You must carefully review all URLS when conducting research to ensure that your sources are factual and are free of bias. You must also use your own words in your writing.6Student EditionP. HT29All Americans have the right to seek life, liberty, and happiness.Change to: All Americans have the right to life, liberty, and happiness.6Student EditionP. 1PhotoReplace photo6Student EditionP. 29Broze Change to: Bronze6Student EditionP. 72hieroglyphics Change to: hieroglyphs 6Student EditionP. 89Why does Cuno suggest Change to: Why do Cuno and Martin suggest 6Student EditionP. 89How do the arguments of Bell and Cuno differ? Change to: How does the argument of Bell differ from that of Cuno and Martin? 6Student EditionP. 108downhill flow. Change to: delta marshes.6Student EditionP. 117The departure of the Israelites out of slavery in Egypt is known as the Exodus (EHK suh duhs). Jews celebrate a holy festival called Passover to remember their freedom from slavery.Change to: The departure of the Israelites out of slavery in Egypt is known as the Exodus (EHK suh duhs). Jews celebrate a holiday called Passover to remember their journey from slavery to freedom.6Student EditionP. 117make Israel Change to: make the Israelites 6Student EditionP. 134Photo and caption do not match. Replace the photo with one of a Sabbath dinner, to match the current caption.6Student EditionP. 153Egypt and KushChange to: the Israelites6Student EditionP. 166photo of female Replace photo of female 6Student EditionP. 184office Change to: officer6Student EditionP. 206Which world event happened fifty years after Homer wrote the Iliad and the Odyssey?Change to: Which world event happened nearly thirty years before Homer wrote the Iliad and the Odyssey?6Student EditionP. 248GneshaChange to: Ganesha6Student EditionP. 254INFERRING Change to: EXPLAINING 6Student EditionP. 256Like most nomadic people, the early Aryans had no written language. After they settled in villages, they developed a written language called Sanskrit (SANskriht). Sanskrit gave people a way to record sales, trade, and land ownership. Eventually, Aryan hymns, stories, poems, and prayers were also written in Sanskrit. Later, they were recorded and collected into sacred texts known as the Vedas (VAYduhs). Examples of the Vedas remain today.Change to: Like most nomadic people, the early Aryans had no written language. Their prayers, hymns, stories, and poems, collectively called the Vedas (VAYduhs), were in a language called Sanskrit (SANskriht), and preserved and passed on through an oral tradition. Over time, they developed a written script for Sanskrit. Sanskrit also gave people a way to record sales, trade, and land ownership. The Vedas are still used today for many rituals, and taught in traditional religious schools called Veda pathashalas.6Student EditionP. 261They believed in many different deities that were more like people.Change to: They believed in many different Deities.6Student EditionP. 301photo of LaoziReplace photo of Laozi6Student EditionP. 310Image of acupuncture areas of footReplace image of acupuncture areas of foot6Student EditionP. 316Graphic organizerMove graphic organizer (pyramid diagrams) beside question 16Student EditionP. 324Photo of Romulus and RemusReplace image6Student EditionP. 365Image of Roman womenReplace image6Student EditionP. 404 CITING TEXT EVIDENCE Change to: INFERRING6Student EditionP. 444places Change to: palaces6Student EditionP. 477a national day of mourning on April 9 Change to: a national day of mourning on April 7 6Student EditionGlossaryCorrecting entries as needed to match vocabulary, definitions, and page references throughout the book6Student EditionIndexCorrecting entries as needed to match terms and page references throughout book6Teacher EditionAuthors PhoenixChange to: Phonics6Teacher EditionAcademic ConsultantsEmeritiaChange to: Emerita6Teacher EditionChapter, Lesson, and Inquiry Journal Planner pagesCorrecting entries to match titles, page references, and activity descriptions 6Teacher EditionP. HT4Some details students may point to include the section title Why Study History and Studying history also helps us develop the knowledge and skills we need to participate in public life as informed and responsible citizens. We can all be historians.Change to: Some details students may point to include the section title Why Study History? and the sentence Understanding the events that people experience can help us make sense of current eventsthings taking place today.6Teacher EditionP. HT6 English Leaners in two locationsChange to: English Learners6Teacher EditionP. HT11(Students should choose Southwest, Great Plains, or the South.) Change to: (Students might list the climate, landscape, or employment opportunities.)6Teacher EditionP. HT13Missing answerAdd ANSWERS box and text: Western: Pacific and Atlantic Eastern: Indian and Pacific6Teacher EditionP. HT15Winkel ProjectionChange to: Winkel Tripel Projection6Teacher EditionP. HT19Missing answer Add: MAKING CONNECTIONS PERSPECTIVES Students should determine that none of the evidence can be called fact until the evidence has been verified.6Teacher EditionP. HT21Missing answer Add: MAPS The map on the left is less precise than the one on the right and offers incorrect information. Historians could determine what the explorers in 1500 C.E. knew of their world.6Teacher EditionP. HT26advisorsChange to: advisers6Teacher EditionP. HT26moment accompaniedChange to: movement caused6Teacher EditionP. HT30Missing answersAdd ANSWERS box and text: THINKING LIKE A HISTORIAN 1. Rights: what all humans are entitled to, including the freedom to express oneself in speech, to worship as one chooses, and to receive a fair trial; duties: actions people are expected to perform like obeying laws, paying taxes, and serving on juries. 2. Countries are connected by economic ties and personal travel, so events in one country can affect the U.S. Students should describe a global event and how it impacted them.6Teacher EditionP. 2JordonChange to: Jordan6Teacher EditionP. 9Their brains were the same size, and they Change to: They6Teacher EditionP. 10hominidChange to: hominin6Teacher EditionP. 19As ocean levels lowered, the land bridge formed.Change to: As the Ice Age ended, warmer temperatures caused sea levels to rise and the land bridge became submerged under water; the land area in the region decreased.6Teacher EditionP. 33E. a time when glaciers covered most of the land and people were able to migrate from Asia to the AmericasChange to: E. a time when glaciers covered most of the land6Teacher EditionP. 37Wei RiverChange to: Huang He River6Teacher EditionP. 39Missing answerAdd: ANALYZING KEY IDEAS AND DETAILS (Top) Students should fill in the graphic with details about major inventions of the Sumerians and explain how these inventions were important to the success of the Sumerian civilization.6Teacher EditionP. 39Missing answer Add: DETERMINING MEANING having the same direction and never coming together6Teacher EditionP. 44Missing answers Add: CHECKING FOR UNDERSTANDING 1. City-states developed independently because mudflats and deserts made communication and travel difficult. 2. Sumerians believed that numerous gods controlled nature and guided what people did. Priests were in the upper class who once ruled the city-states. Only priests were allowed at the top of ziggurats.6Teacher EditionP. 46Missing answer Add: INTEGRATING VISUAL INFORMATION Answers will vary but should mention either chariots, wagons, or carts; students might add walking or by foot.6Teacher EditionP. 48Missing answer Add: CITING TEXT EVIDENCE Answers should cite the following sentences: I learned that there is death In Humbaba. And His face turned pale like someones witnessing a death[.] Death is mentioned twice. 6Teacher EditionP. 50Missing answer Add: ANALYZING KEY IDEAS AND DETAILS Students should use the graphic to organize information about the major Mesopotamian empires described in this lesson, and should cite text evidence to show the differences among the empires. 6Teacher EditionP. 52Missing answers Add: INFERRING Responses will vary but might mention the importance of displaying the code so that all citizens would see it and be aware of the laws; that displaying the code served as a reminder to obey the laws; that the Babylonians were proud of the code; or that the code was put on display to honor Hammurabi.6Teacher EditionP. 55Missing answer Add ANSWERS box and the following text: ANALYZING Accept all reasonable answers. Possible answer: Magnificent buildings were sources of pride to rulers, physical representations of their power, wealth, and greatness.6Teacher EditionP. 60ArcheologicalChange to: Archaeological6Teacher EditionP. 61Questions 2-16 on the reduced SE pageEach HSS code needs to have a period inserted; e.g., HSS REPV.36Teacher EditionP. 62HSS REPV3Change to: HSS REPV.36Teacher EditionP. 64The Arabian and Syrian DesertsChange to: the Nile River, the Red Sea, and the Mediterranean Sea6Teacher EditionP. 69Students should look up the Greek letter delta and describe its shape as a triangle, which resembles the shape of a river delta.Change to: Students should refer to the Geographic Dictionary and use this information to explain that deltas are fertile because they are made of deposits of fertile soil carried downstream by river waters.6Teacher EditionP. 72The Egyptians developed hieroglyphics, a system of symbols that represent sounds.Change to: The Egyptians developed hieroglyphics, a combination of pictures representing objects and ideas and symbols representing sounds.6Teacher EditionP. 75(excessive labour, location, dimensions; admiration and astonishment.)Change to: (Large, massive; students might describe how it would take a large labor supply to build the pyramids.)6Teacher EditionP. 75(dimensions and locations; phrases excessive labour and admiration and astonishment)Change to: (Diodorus views the pyramids as an amazing accomplishment; includes dimensions and location; excessive labour and admiration and astonishment.)6Teacher EditionP. 97AkhenatonChange to: Akhetaton6Teacher EditionP. 104SummarizingChange to: Comparing and Contrasting6Teacher EditionP. 104archeologicalChange to: archaeological6Teacher EditionP. 1181. The threat of the powerful Philistines was the motivation for Israelites to choose a king to unite them.Change to: 1. God had promised the land to them.6Teacher EditionP. 123Emerging AND Expanding text: terms: enterprise, conduct, and detachmentChange to: terms: covenant, dwelling, and outstretched6Teacher EditionP. 123(that all the peoples on Earth may know your name, to fear (or worship) you, as your people the Israelites do)Change to: (The temple will be a symbol for all people who are called to love God as the Israelites do.)6Teacher EditionP. 124Missing answer Add: ANALYZING KEY IDEAS AND DETAILS (Top) Answers may include the following: King David: defeated Goliath, united Israels tribes, built capital at Jerusalem, wrote psalms; King Solomon: built many cities, maintained peace, built the First Temple, wrote many proverbs.6Teacher EditionP. 131Missing answer Add: ANALYZING KEY IDEAS AND DETAILS Synagogues: established when Jews were in Babylon and had no temple (allowed Jews to continue to worship); Scribes: lectured in temples, taught in schools, helped write down and preserve the Torah (to ensure Judaism survived).6Teacher EditionP. 140Missing answer Add: DETERMINING MEANING Dreidel flew from one family member to the other, flapping his wings.6Teacher EditionP. 1402. The theme of this story is there are no coincidences. The parakeet seems lost but by the end of the story, the author hints there was a greater purpose to the birds actions. The theme of no coincidences is also supported by Zeldas belief that the bird played the role of matchmaker between her and her husband.] 3. Posting the notice establishes the point that David did all he could to find the birds owner. 4. The first part of the story follows a problem-solution structure. It introduces the reader to the idea that David and his family did not solve their original problem and creates the need for the solution to present itself in the second part of the story.Change to: 2. Posting the notice establishes the point that Papa did all he could to find the birds owner; a week went by and no one had claimed the bird. 3. The theme of this story is there are no coincidences. The parakeet seems lost but by the end of the story, the author hints there was a greater purpose to the birds actions. 4. The theme of no coincidences is supported by Zeldas belief that the bird played the role of matchmaker, meaning it was Davids story about finding the parakeet that had first brought Zelda and David together. 6Teacher EditionP. 142Missing answer Add: ANALYZING KEY IDEAS AND DETAILS (top) Greek rule: Greek language and culture spread; Roman rule: Romans chose a Jewish leader for Judah, but revolts; Both: Roman and Greek rule both led to revolts.6Teacher EditionP. 147Missing answerAdd: (Students answers might include: solemn, sacred, or holy.)6Teacher EditionP. 171ELA.RH.6.2Change to: ELA.RI.6.2 6Teacher EditionP. 171Delete textDelete: The Spartan leaders wanted their soldiers to defend and support one another.6Teacher EditionP. 181ran just over 26 milesChange to: ran 25 miles6Teacher EditionP. 203HSS HI.21Change to: HSS HI.26Teacher EditionP. 210Temple of DelphiChange to: Temple of Apollo at Delphi (2x)6Teacher EditionP. 216Delete textDelete: The works they produced are described as expressing virtues like harmony and balance. Their buildings were beautiful.6Teacher EditionP. 232Missing answerAdd: INTEGRATING VISUAL INFORMATION It supports the claim that Alexander was brave, by showing him fighting alongside his troops. It reinforces the idea that his army engaged in bloody battles.6Teacher EditionP. 248Gnesha and GneshasChange to: Ganesha and Ganeshas6Teacher EditionP. 249About 563 B.C.E. when BuddhaChange to: after 563 B.C.E., after Buddha6Teacher EditionP. 271c. 250 B.C.Change to: c. 250 B.C.E.6Teacher EditionP. 308Missing answerAdd ANSWER box and text: INFERRING Answers may vary. Students might say that she emphasized the need for education for women because she was a woman and probably had experienced first-hand the difficulty women had in getting an education.6Teacher EditionP. 338Julius Caesar from Marcus BrutusChange to: Julius Caesar6Teacher EditionP. 357Students definitions should align with the words meaning as it is used in the text.Change to: A. republica form of government in which citizens elect their leaders B. legiona large group of Roman soldiers C. patriciana member of Romes ruling class and a wealthy landowner D. plebeiana member of the Roman class that was below the patricians and included artisans, shopkeepers, and small farmers E. consulone of two patricians who headed the government in the Roman republic F. vetoto reject a decision G. dictatora ruler who led the Roman Republic during difficult times and had complete control H. civic dutythe idea that citizens have a responsibility to help their country I. latifundialarge farming estates J. Pax Romanaperiod of Roman peace lasting from 27 B.C.E. until about 180 C.E. Text will reflow to page 358.6Teacher EditionP. 387Missing answerAdd: (approximately 1,000 miles)6Teacher EditionP. 404Missing answerAdd: INFERRING Accept all reasonable responses. Students inferences might mention harsh treatment by the Romans.6Teacher EditionP. 414Missing answerAdd: CHECKING FOR UNDERSTANDING 1. The church had grown large and needed to be managed so all churches practiced the same beliefs and ceremonies. 2. The laity were regular church members who supported the priests and helped manage and work for individual churches.6Teacher EditionP. 414Missing answerAdd: PREDICTING His writings defined Christian beliefs and defended Christianity.6Teacher EditionP. 421All three leaders are responsible for spreading and upholding Christian beliefs. Priests led worship services and managed local church activities. Bishops oversaw several churches instead of one and managed the affairs of these different churches. Archbishops, similar to bishops, oversaw an entire region.Change to: In Eastern churches, church leaders usually supported the decisions of the emperor and recognized the emperor as having authority over the church and the government. In the West, the pope was not content to live under the authority of emperors or kings and often quarreled with political leaders. 6Teacher EditionP. 423ANALYZE THE TEXTChange to: 1ST THESSALONIANS6Teacher EditionP. 423ANALYZE THE TEXTChange to: AMBROSE6Teacher EditionP. 423ANALYZE THE TEXTChange to: SAINT JEROME6Teacher EditionP. 423Missing answerAdd: MULTIPLE PERSPECTIVES Each text reveals what life was like for early Christians. The first text is written to encourage others, whereas the other two recount events. Paul was an early follower of Jesus. Because he also experienced persecution, he may have been more likely to write encouraging words to others. The other two Christian leaders, however, lived when the Christian church had developed a doctrine and hierarchy, leading them to discuss matters pertaining to Church daily functions.6Teacher EditionP. 430archeologyChange to: archaeology6Teacher EditionP. 435Missing answerAdd: (Students might describe how the early river valley civilizations and the American civilizations developed economies, languages, belief systems, and so on.)6Teacher EditionP. 439DescribingChange to: Comparing and Contrasting6Teacher EditionP. 442Missing answerAdd: DETERMINING CENTRAL IDEAS Capturing the effigy represented Tikals and Jasaws renewed power over Calakmul. The people of Tikal were probably proud that after many years of weakness, their city-state was strong. 6Teacher EditionP. 445Missing answerAdd: INTEGRATING VISUAL INFORMATION Reasons might include to celebrate important occasions or for religious ceremonies. 6Teacher EditionP. 456achieve NirvanaChange to: achieve enlightenment 6Teacher EditionP. 478Missing answerAdd: DETERMINING MEANING President Johnson meant expressive or persuasive.6Inquiry JournalP. 9AUTHORS PURPOSE Change to: ANALYZING6Inquiry JournalP. 10 These photos show two different kinds of stone tools from the Paleolithic era: and arrowhead and fire stones. Change to: This photo shows two axe heads at left and other stone tools from the Paleolithic era. 6Inquiry JournalP. 13ANALYZING MAIN IDEAS AND DETAILSChange to: DESCRIBING6Inquiry JournalP. 22MesoptamiasChange to: Mesopotamias6Inquiry JournalP. 25REREAD Change to: COMPARING6Inquiry JournalP. 41REREAD Change to: IDENTIFYING EFFECTS6Inquiry JournalP. 41CAUSE AND EFFECT Change to: EXPLAINING EFFECTS6Inquiry JournalP. 45First row of graphic organizerInsert King/pharaoh in the JOB column; and insert highest in the SOCIAL RANK column 6Inquiry JournalP. 45Missing portion of graphic organizerIn question 3, below the JOB / SOCIAL RANK / LIFESTYLE: chart, insert a box with the text CONCLUSIONS: 6Inquiry JournalP. 52EXPLORE THE CONTEXT: This image of a vase shows a more advanced form of ancient Egyptian pottery. The earliest Egyptian pots found by archeologists were not glazed. Glazing is a process using high heat to produce shiny finish. Many of the earliest pots were black and red ware with some basic geometric designs etched on them.Change to: EXPLORE THE CONTEXT: This image of two dishes, a bracelet, and a small box shows pottery from the New Kingdom period of ancient Egypt. Pottery from this period was made from a ground quartz and covered with a fired glaze that was most commonly blue or green in color. Vases, small animal and human figures, and decorative wall tiles were frequently made using this difficult technique.6Inquiry JournalP. 53REREAD Change to: CITING TEXT EVIDENCE6Inquiry JournalP. 53DESCRIBE Examine the details on the vase and describe Change to: DESCRIBING Examine the details on the dishes and bracelet and, describe 6Inquiry JournalP. 57Graphic organizerDelete graphic organizer6Inquiry JournalP. 57 ANALYZING KEY IDEAS AND DETAILS Change to: ANALYZING INFORMATION 6Inquiry JournalP. 661A ANALYZING INDIVIDUALS What leadersChange to: 1 RELATING EVENTS Which leaders6Inquiry JournalP. 104Venn diagram headingsDelete the title Mycenaeans and Minoans; Change Alike to Mycenaeans; Change Different to Minoans 6Inquiry JournalP. 119REREAD Change to: DRAWING CONCLUSIONS6Inquiry JournalP. 125REREAD Change to: DRAWING CONCLUSIONS6Inquiry JournalP. 129ANALYZING DEVELOPMENT Change to: CITING TEXT EVIDENCE 6Inquiry JournalP. 134MAIN IDEAS AND DETAILS Change to: SUMMARIZING 6Inquiry JournalP. 134REREAD Change to: SUMMARIZING 6Inquiry JournalP. 137HISTORICAL INFERENCE The verse on the papyrus is familiar to us today as a piece of a famous Greek drama. What inference can you make about how pieces of literature were shared among people in ancient Greece?Change to: HISTORICAL INFERENCE The writing on the papyrus tells the story of an important battle in which a Greek fleet overpowered Persian naval forces that were much greater in number. What inference can you make about how documents such as this were shared among people in ancient Greece?6Inquiry JournalP. 137What conclusions can you draw about the artifact from knowing it was preserved alongside a mummy?Change to: What conclusion can you draw about the artifact from knowing that it has been preserved from ancient times?6Inquiry JournalP. 140REREAD Change to: SUMMARIZING 6Inquiry JournalP. 151HISTORICAL INFERENCE Change to: DRAWING CONCLUSIONS6Inquiry JournalP. 2032. EVALUATING EVIDENCE Evaluate what you observe in the image along with what you read in the text in Lesson 3 describing the growth of the Han Empire and the expanding trade routes. Why would there be many little shops along the entrance to the gate?Change to: 2. EVALUATING EVIDENCE Evaluate what you observe in the image along with what you read in the text in Lesson 3 describing the growth of the Han Empire.6Inquiry JournalP. 2033. ANALYZING How are the sculptured images rising along the sides of the gate depicted? Describe their positions and purpose.Change to: 3. COMPARING AND CONTRASTING How does the gateway in the image compare with the Great Wall of China in appearance and purpose?6Inquiry JournalP. 215IDENTIFYING CAUSES Change to: IDENTIFYING EFFECTS 6Inquiry JournalP. 248EXPLORING PLACE Change to: DRAWING CONCLUSIONS 6Inquiry JournalP. 254Graphic organizerInsert column at right labeled Byzantine Empire 6Inquiry JournalP. 282 This artifact is made of copper and dates to around 3000 to 1000 B.C.E. Change to: The image shows an assortment of ancient harpoons from Hog Island, Alaska.6CTLQP. 13C. ransformation modelChange to: C. Transformation model6CTLQP. 39D. Its valley and delta provide fertile soil for farming.Change to: D. It provides water for drinking, bathing, and growing crops.6CTLQP. 39Question 8 and answer choicesDelete question 8 and answer choices, and renumber 9 to 86CTLQP. 59C. Bar Kochba D. Simon ben Kosibain minutesChange to: C. Judas Maccabeus D. Simon ben Kosiba6CTLQP. 18813. C and DChange to: 13. A, C, and D6CTLQP. 1906. C and DChange to: 6. D6CTLQP. 2036. cChange to: 6. d6CTLQP. 204Missing answerAdd: 10. c6CTLQP. 204Missing answerAdd: 5. True and renumber 5-8 as 6-96CTLQP. 205Missing answerAdd: 10. d6CTLQP. 20515. bChange to: 15. c6CTLQP. 205Missing answersAdd: 17. All three religions are monotheistic, meaning they believe there is only one God. Also, all three religions believe that evil and suffering eventually will be replaced by goodness. 18. The kingdom of Israel is bordered to the east by the Dead Sea. Then renumber existing 17-19 as 19-21. 6Digital ProgramCh 1, L2, The Paleolithic Age, Card 5, Paleolithic Tools chartOlduvai George in TanzaniaChange to: Olduvai Gorge in Tanzania6Digital ProgramCh 3, L2, Religion in Egypt, Card 3The Ancient Egyptian Embalming interactive chart has a spelling mistake in the first pop-up: EgyptionChange to: Egyptian6Digital ProgramCh. 12, L1, Geography of the Americas, Card 3Highest Peaks in the United States Mountain Location Height (in feet) Denali (Mount McKinley) Alaska 20,320 South Peak Alaska 20,161 Churchill Peaks Alaska 20,161 Archdeacons Tower Alaska 19,470 North Peak Alaska 19,470 Mount Saint Elias Alaska 18,008 Mount Foraker Alaska 17,320 Mount Bona Alaska 16,358 Mount Sanford Alaska 16,237 Mount Blackbum Alaska 16,390 Highest Peaks in the United States Mountain Location Height (in feet) *Denali (Mount McKinley) Alaska 20,320 Mount Saint Elias Alaska 18,008 Mount Foraker Alaska 17,400 Mount Bona Alaska 16,500 Mount Blackburn Alaska 16,390 Mount Sanford Alaska 16,237 Mount Vancouver Alaska 15,979 Mount Churchill Alaska 15,638 Mount Fair-weather Alaska 15,300 Mount Hubbard Alaska 14,950 Source: U.S. Geological Society *Highest peak of Mt. Denali 6Digital ProgramCh. 12, L1, Geography of the Americas, Teaching Notes, Slide 3 of 7How much taller is Denali (Mount McKinley) than South Peak? (Denali [Mount McKinley] is 159 feet taller than South Peak.) What is the difference in the heights of Churchill Peaks and Mount Sanford? (The difference between the heights of Churchill Peaks and Mount Sanford is 3,924 feet.) What do all of these mountains have in common? (All of the mountains listed in the chart are in modern-day Alaska.) Tell students to create a fourth column to the Highest Peaks in the United States chart titled Height (in meters). Have students use the Height (in feet) column numbers to calculate each peaks height in meters. Provide the following formula to students: 1 foot = 0.3048 meter. (Denali [Mount McKinley] 6,194 m; South Peak 6,145 m; Churchill Peaks 6,145 m; Archdeacons Tower 5,955 m; North Peak 5,934 m; Mount Saint Elias 5,489 m; Mount Foraker 5,279 m; Mount Bona 4,986 m; Mount Sanford 4,949 m; Mount Blackburn 4,996 m)Change to: How much taller is Denali (Mount McKinley) than Mount Hubbard? (Denali [Mount McKinley] is 5,370 feet taller than Mount Hubbard.) What is the difference in the heights of Mount Blackburn and Mount Sanford? (The difference between the heights of Mount Blackburn and Mount Sanford is 153 feet.) What do all of these mountains have in common? (All of the mountains listed in the chart are in modern-day Alaska.) Tell students to create a fourth column to the Highest Peaks in the United States chart titled Height (in meters). Have students use the Height (in feet) column numbers to calculate each peaks height in meters. Provide the following formula to students: 1 foot = 0.3048 meter. (Denali [Mount McKinley] 6,194 m; Mount Saint Elias 5,489 m; Mount Foraker 5,304 m; Mount Bona 5,029 m; Mount Blackburn 4,996 m; Mount Sanford 4,949 m; Mount Vancouver 4870 m; Mount Churchill 4,766 m; Mount Fairweather 4,663 m; Mount Hubbard 4,557 m) 6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 45Graphic organizer correctionChange: Added box after graphic organizer with anno. Anno: Students may conclude that ones job and social ranking influenced his or her lifestyle.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 53people hunting and worshipping, battle scenes, animals, temples, hieroglyphs, simple, geometric designs for decoration. If there are scenes depicting Egyptian life, then those can be explained.Change to: One dish has a lotus flower originating in the middle of the piece. The other dish has a fish on it. The bracelet has simple, geometric designs on it. Students may say that the Egyptians used images of common items, such as the lotus, or common activities, such as fishing, to decorate pottery.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 104Had kings and palaces worshipped same Earth Mother ship buildersChange to: -Delete anno -Move text to Mycenaeans oval in graphic organizer: Mycenaeans made golden masks for their dead kings. Mycenaean nobles [fixed spelling] lived outside the palaces on estates. Mycenaeans made leather goods, swords, and shields.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 1372. Student answers will vary but may include: The image contains an artifact with poetic verses on it. This helps me understand that ancient Greeks likely valued poetry as a form of literature.Change to: 2. Student answers will vary but might include: The image contains an artifact with a description of the battle of Salamis on it. This helps me understand that ancient Greeks likely thought this was an important battle and they wanted to preserve information about it. 6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 1373. Student answers will vary but may include: I can infer that literature was copied many times and shared among people who could read.Change to: 3. Student answers will vary but might include: I can infer that documents were copied many times and shared among people who could read. This was a slow process, so only important cultural information was recorded.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 1374. Student answers will vary but may include: This suggests that the writing was very valuable to the person being buried or that the artifact was considered sacred.Change to: Student answers will vary but might include: This document has survived for centuries, so it was treated with great care. Only important documents and items of value probably are treated with this much care and attention.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 2032. Student answers may vary but could include: As the empire grew, trade grew; the gate may have been a grand entrance into a city; the sellers and traders would want to take advantage of those travelers by offering their wares as people came and went.Change to: 2. During the Han Empire, trade expanded. However, the 4,000-mile-long Silk Road was rugged and full of dangers, so a city gateway would be a welcome sight to weary travelers. It also offered the promise of prosperity and merchants who would be able to peddle the travelers goods.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 2033. Student answers may vary but could include: it appears the people are seated or are kneeling, perhaps in prayer; maybe they are performing religious rituals.Change to: 3. The Great Wall is immense compared with the gateway. The Great Wall was created to prevent invasions. The gateway was built to welcome those who came to the gates. It let visitors know that they were about to enter an important area.6Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 254large, carefully planned city; bread and circuses; religious tolerance; new ideas in science, art, architecture, literature, theater, and language Social problmes, like famine; weak government; economic problems; large empire difficult to rule, so split into two; poor treatment of Visigoths under protection, causing rebellion; more frequent Visigoth attacks on Rome; Vandals attacks on empire and sack of RomeChange to: [Rise/Roman Empire] Carefully planned city; bread and circuses; religious tolerance; new ideas in arts, language and science [Fall/Roman Empire] Social problems [fixed spelling], weak government, economic problems, attacks by Vandals [Rise/Byzantine Empire] Centrally located among trade routes; easy to defend from invaders; multicultural [Fall/Byzantine Empire] Loss of soldiers from Justinians Plague; lacked money for defending territories6Digital WorksheetsC02, Vocabulary Builder Activity: MesopotamiaCorrect letters: B.; B.; B.Change to: C.; D.; E.6Digital WorksheetsC02, Answer Key for Vocabulary Builder Activity: Mesopotamiacity-stateChange to: province6Digital WorksheetsC03, L03, Guided Reading Activity: Lesson 3 - Egypts EmpireRamsesChange to: Thutmose6Digital WorksheetsC08, L01, Guided Reading Activity: Lesson 1 - The Birth of Chinese CivilizationShangChange to: Zhou7Entire ProgramThroughout all componentsTimeline/timelineChange to: Time line/time line 7Entire ProgramThroughout all componentsB.C./A.D. referencesChange to: B.C.E./C.E.7Entire ProgramThroughout all componentsTable of ContentsCorrecting entries as needed to match titles and page references throughout the book7Student EditionP. iii, AuthorsPhoenixChange to: Phonics7Student EditionP. iv, Academic ConsultantsEmeritiaChange to: Emerita7Student EditionP. iv, Academic ConsultantsMA.Change to: M.A.7Student EditionP. HT6Western nations begin their calendar on the year in which Jesus was thought to have been born. The Jewish calendar begins about 3,760 years before the Christian calendar. This is the time when Jewish tradition says the world was created. Muslims date their calendar from the time their first leader, Muhammad, left the city of Makkah for Madinah. This was 622 B.C.E. in the Christian calendar.Change to: The most commonly used Western calendar was originally Christian; it begins with the year in which Jesus was thought to have been born. The Jewish calendar begins about 3,760 years before the Western calendar. This is the time when Jewish tradition says the world was created. Muslims date their calendar from the time their prophet, Muhammad, left the city of Makkah for Madinah. This was 622 C.E. in the Western calendar.7Student EditionP. HT10physical features, such as mounts, waterways,Change to: physical characteristics, such as mountains, waterways,7Student EditionP. HT16Like this map of Alexanders empire, special-purpose maps may also display historical information, such as battles or territorial changes.Change to: Like this map of the migration of early people to the Americas, special-purpose maps may also display historical information, such as routes or territorial changes.7Student EditionP. HT28You have gathered information and answered the questions on your note cards. Then organizer your cards into categories. Once your cards are sorted, you can use them as an outline for writing your research paper.You must carefully review all URLS when conducting research to ensure that your sources are factual and are free of bias. You must also use your own words in your writing.7Student EditionP. HT29All Americans have the right to seek life, liberty, and happiness.Change to: All Americans have the right to life, liberty, and happiness.7Student EditionP. 14VisigothsChange to: Ostrogoths7Student EditionP. 25JudeaChange to: Judaea7Student EditionP. 67Write your answers in a paragraph.Change to: Write three questions and then your answers in a paragraph.7Student EditionP. 75ArgoChange to: Arno7Student EditionP. 97Francis of AssisChange to: Francis of Assisi 7Student EditionP. 97uholdingChange to: upholding7Student EditionP. 101By what year did the Black Death reach Stockholm in northern Europe?Change to: By what year did the Black Death reach Danzig in Northern Europe?7Student EditionP. 113Agnolo de TuraChange to: Agnolo di Tura7Student EditionP. 113three citiesChange to: four cities7Student EditionP. 1251. IDENTIFYING PATTERNS What beliefs does Islam share with Judaism and Christianity? 2. EXPLAINING ISSUES Why is the Quran important in the daily life of Muslims?Change to: 1. IDENTIFYING CAUSES Why did Makkahs merchants and religious leaders oppose Muhammad and his message? 2. DESCRIBING How did Muhammad establish the foundation for an Islamic state?7Student EditionP. 1261. IDENTIFYING CAUSES Why did Makkahs merchants and religious leaders oppose Muhammad and his message? 2. DESCRIBING How did Muhammad establish the foundation for an Islamic state?Change to: 1. IDENTIFYING PATTERNS What beliefs does Islam share with Judaism and Christianity? 2. EXPLAINING ISSUES Why is the Quran important in the daily life of Muslims?7Student EditionP. 132Harun ar-RashidChange to: Harun al-Rashid7Student EditionP. 134AdigranthChange to: Guru Granth Sahib7Student EditionP. 147ancient Egypt and KushChange to: Islamic civilization7Student EditionP. 152FaixanChange to: Faxian7Student EditionP. 156The Growth of ReligionChange to: Religion and Literature7Student EditionP. 160Bhakti derives from a Sanskrit word that means to share. Since followers of bhakti choose one of the Hindu deities to express their love and devotion to, bhakti came to mean to choose.Change to: Bhakti derives from a Sanskrit word root that means to devote. Followers of bhakti express their love and devotion to their Ishtadeva, or chosen Deity, their favorite expression of the Divine.7Student EditionP. 189Workers then collect and unravel the valuable cocoons by hand.Change to: In the past, workers collected and unraveled the valuable cocoons by hand. Machines are now used for this process.7Student EditionP. 247Taniko ZenchikuChange to: Komparu Zenchiku7Student EditionP. 305What caused a unique brand of Islam to develop in parts of Africa?Change to: Why did the practice of Islam take on unique features in parts of Africa?7Student EditionP. 347BriathwaiteChange to: Braithwaite7Student EditionP. 348. . .that the Muslim community then elected Abu Bakr as their rightful leader.Change to: . . . Abu-Bakr was then selected to be the rightful leader of the Muslim community.7Student EditionP. 348However, a kinsman of the third leader named Muawiya. . . Change to: However, Muawiya, a kinsman of the third leader,. . .7Student EditionP. 350Punjab, the region of India where Nanak was born and grew up, was an especially diverse place.Change to: Punjab, a region of South Asia divided between current-day Pakistan and India, is where Nanak grew up.7Student EditionP. 353VERYFYINGChange to: VERIFYING7Student EditionP. 353The names of these five items all begin with the k sound: Kesh, uncut hair (covered by a special turban); Kanga, a wooden comb to be used twice daily to keep hair untangled and tidy; Kirpan, a short ceremonial dagger only to be used in self-defense or in defense of others; . . . Change to: The names of these five items all begin with the k sound: Kesh, uncut hair (often covered by a turban); Kanga, a wooden comb to be used daily to keep hair untangled and tidy; Kirpan, a religious article resembling a knife; . . .7Student EditionP. 357EXPLAING EFFECTSChange to: EXPLAINING EFFECTS7Student EditionP. 375Move this sentence from Paragraph 1: Michelangelo was an influential architect and poet as well as a sculptor and painter. Place sentence in Paragraph 2 after: Another great Renaissance artist was Michelangelo. 7Student EditionP. 386First Book of AphorismsChange to: The New Organon7Student EditionP. 396Missing titleInsert: New Ideas 140017507Student EditionP. 412Franciso PizarroChange to: Francisco Pizarro7Student EditionP. 413DETERMING CENTRAL IDEASChange to: DETERMINING CENTRAL IDEAS7Student EditionP. 457a national day of mourning on April 9Change to: a national day of mourning on April 77Student EditionP. 461Step 2Change to: Step 37Student EditionGlossaryCorrecting entries as needed to match vocabulary, definitions, and page references throughout the book7Student EditionIndexCorrecting entries as needed to match terms and page references throughout book7Teacher EditionP. T3 AuthorsPhoenixChange to: Phonics7Teacher EditionP. T4 Academic ConsultantsEmeritiaChange to Emerita7Teacher EditionChapter, Lesson, and Inquiry Journal Planner pagesCorrecting entries to match titles, page references, and activity descriptions 7Teacher EditionP. HT4Some details students may point to include the section title Why Study History and Studying history also helps us develop the knowledge and skills we need to participate in public life as informed and responsible citizens. We can all be historians.Change to: Some details students may point to include the section title Why Study History? and the sentence Understanding the events that people experience can help us make sense of current eventsthings taking place today.7Teacher EditionP. HT6English Leaners (2x)Change to: English Learners (2x)7Teacher EditionP. HT6means?Change to: means.7Teacher EditionP. HT11(Students should choose Southwest, Great Plains, or the South.)Change to: (Students might list the climate, landscape, or employment opportunities.)7Teacher EditionP. HT13Missing answerAdd ANSWER box and text: HEMISPHERES The Atlantic Ocean and the Pacific Ocean are found in the Western Hemisphere. The Indian Ocean and the Pacific Ocean are found in the Eastern Hemisphere. 7Teacher EditionP. HT15Winkel ProjectionChange to: Winkel Tripel Projection7Teacher EditionP. HT19Missing answerAdd: MAKING CONNECTIONS PERSPECTIVES Students should determine that none of the evidence can be called fact until the evidence has been verified.7Teacher EditionP. HT21Missing answerAdd: MAPS The map on the left is less precise than the one on the right and offers incorrect information. Historians could determine what the explorers in 1500 C.E. knew of their world.7Teacher EditionP. HT26advisorsChange to: advisers7Teacher EditionP. HT30Missing answerAdd ANSWERS box and text: THINKING LIKE A HISTORIAN 1. Rights: what all humans are entitled to, including the freedom to express oneself in speech, to worship as one chooses, and to receive a fair trial; duties: actions people are expected to perform like obeying laws, paying taxes, and serving on juries. 2. Countries are connected by economic ties and personal travel, so events in one country can affect the U.S. Students should describe a global event and how it impacted them.7Teacher EditionP. 3six photos Change to seven photos7Teacher EditionP. 37(Diocletion)Change to: (Diocletian)7Teacher EditionP. 551475 C.E.Change to: 15007Teacher EditionP. 71fuedalismChange to: feudalism7Teacher EditionP. 74Missing answerAdd ANSWER box and text: INTEGRATING VISUAL INFORMATION Rivers and wind provided power for mills.7Teacher EditionP. 83title, the compass rose,Change to: title and the compass rose.7Teacher EditionP. 83(Keivan Rus)Change to: (Kievan Rus)7Teacher EditionP. 89Missing answerAdd: (Students might say that the changes were dramatic and exciting.)7Teacher EditionP. 89Missing answerAdd: SUMMARIZING Geoffrey Malaterra states Roger was motivated by the proximity of the land to his own, material profit, and religious reasons."7Teacher EditionP. 101StockholmChange to: Danzig7Teacher EditionP. 145 (Ibn S+n) Change to:  (Ibn S+n s) 7Teacher EditionP. 145Missing answerAdd:  MULTIPLE PERSPECTIVES Ibn S+n stresses the importance of studying many subjects. Cities with experts and like-minded individuals are important to Ibn Khaldkn. Al-Ghazali emphasizes practicing what you have learned. Islamic civilization valued education, and scholars gave advice on how to achieve a well-rounded education. 7Teacher EditionP. 156 emvironments Change to:  environments 7Teacher EditionP. 163Sixteen yearChange to: 17-year7Teacher EditionP. 171state of nivanaChange to: state of nirvana7Teacher EditionP. 189Possible answer: Silk is made by hand as shown in the photograph. It is more expensive to make items by hand than by machine. Change to: Possible answer: It takes the threads of many silkworms to manufacture silk cloth. Two or three thousand cocoons yield a pound of silk cloth.7Teacher EditionP. 202Missing answerAdd: DRAWING CONCLUSIONS Emperors in the 1400s and 1500s banned sea trade. 7Teacher EditionP. 215DETERMINGChange to: DETERMINING7Teacher EditionP. 235an orante goldChange to: an ornate gold7Teacher EditionP. 235Missing answerAdd: INTEGRATING VISUAL INFORMATION Student answers will vary but should note the artistry, detail, and materials that suggest Buddhism was important in early Japan.7Teacher EditionP. 283Add answerAdd: MULTIPLE PERSPECTIVES In the first story, corn represents the material from which humans originated. In Cushings account, corn represents the generation of life, the material that sustains life, and the mother and father of corn crops. In Steele and Allens piece, corn represents a mothers power to conceive and bring forth much maize. These stories view corn as extremely important to the lives of the people growing it. The Maya author of the creation story probably had a more thorough understanding of the importance and sacredness of corn than did Cushing, Steele, and Allen. All of the authors, however, understand that corn is an integral part of these cultures.7Teacher EditionP. 3052. At times, the beliefs and practices of Islam contrasted with those of traditional African societies. As Africans adopted new ideas from Islam, they changed them to fit traditional ways. This blending caused a unique brand of Islam to develop in Africa.Change to: 2. As Africans adopted new ideas from Islam, they changed them to fit their culture and traditional ways. This blending caused unique features of Islam to develop in Africa.7Teacher EditionP. 322in Asia between the Persian Gulf and the Caspian SeaChange to: in or near India7Teacher EditionP. 331Missing answerAdd: DETERMINING MEANING Students should use federalism accurately in a sentence. 7Teacher EditionP. 343Missing answerAdd: IDENTIFYING EFFECTS Sufis considered whirling an activity that promoted meditation focused on Allah.7Teacher EditionP. 348MohammadChange to: Muhammad7Teacher EditionP. 352The MughulChange to: The Mughal7Teacher EditionP. 357he firstChange to: the first7Teacher EditionP. 357have GermanChange to: gave German7Teacher EditionP. 357daggarChange to: dagger7Teacher EditionP. 412Missing answerAdd: MAKING INFERENCES Corts sought to conquer more civilizations and gain greater wealth.7Teacher EditionP. 417reconcile these two actionsChange to: discuss this contradiction7Teacher EditionP. 436achieve NirvanaChange to: achieve enlightenment7Teacher EditionP. 458Missing answerAdd: DETERMINING MEANING President Johnson meant expressive or persuasive.7Inquiry JournalP. 15ANALYING INTERACTIONSChange to: ANALYZING INTERACTIONS7Inquiry JournalP. 42MONEYChange to: ARTIFACT7Inquiry JournalP. 80MasoudiChange to: Masudi7Inquiry JournalP. 104Greek Reports of IndiaChange to: The Buddha at the Ajanta Caves7Inquiry JournalP. 145SUMMARZINGChange to: SUMMARIZING7Inquiry JournalP. 153 David J. Lu, Japan, A Documentary History, M.E. Sharpe, 1997, pp. 27-28 Change to:  written by Prince Naka-no-Me and Nakatomi-no Kamatari 7Inquiry JournalP. 198 PRIMARY Change to:  SECONDARY 7Inquiry JournalP. 214 Hugenot Change to: Huguenot7Inquiry JournalP. 218DernChange to: Byrne7Inquiry JournalP. 234treatieseChange to: treatise7Inquiry JournalP. 243315Change to: 3777Inquiry JournalP. 264Insert missing textda7Inquiry JournalP. 264Insert missing textand His Viceroyalty7CTLQP. 22empiresChange to: churches7CTLQP. 59Whom did Calvinists believe should control the Church?Change to: What religion did rulers of the Gupta Empire practice?7CTLQP. 136Incorrect map. Delete Italy, c. 1500Insert map: Islam in 12507CTLQP. 139Who came up with the concept of gravity?Change to: Who published a book about the laws of gravity?7CTLQP. 195Missing answerInsert: 9. a7CTLQP. 195Missing answerInsert: 10. c7CTLQP. 2046. cChange to: 6. d7CTLQP. 20611. bChange to: 11. a7Digital ProgramCh1, L2 Self-Check Quiz, Card 6 (question 5)The answer to this question is no longer available in the narrative text.Change to: The interior of Hagia Sophia was decorated with ___ of saints and Byzantine emperors. A mosaics B stained glass C tombs D statues7Digital ProgramCh2, L1, Christianity in Europe, 5th cardIncorrect run-in header: Argumentative WritingChange to: Civic Participation7Digital ProgramCh04, L3, page 5 of 5: The Mughal Empire DeclinesIncorrect answer Checking for Understanding Question 1,  Bbur used gunpowder weapons that allowed him to defeat much larger armies. Change to:  Akbar used gunpowder weapons that allowed him to defeat much larger armies. 7Digital ProgramCh7, L1, Geography of the Americas, 3rd card, Denali (Mount McKinley) Alaska 20,320 South Peak Alaska 20,161 Churchill Peaks Alaska 20,161 Archdeacons Tower Alaska 19,537 North Peak Alaska 19,470 Mount Saint Elias Alaska 18,008 Mount Foraker Alaska 17,320 Mount Bona Alaska 16,358 Mount Sanford Alaska 16,237 Mount Blackbum Alaska 16,390Denali (Mount McKinley)* Alaska 20,320 Mount Saint Elias Alaska 18,008 Mount Foraker Alaska 17,400 Mount Bona Alaska 16,500 Mount Blackburn Alaska 16,390 Mount Sanford Alaska 16,237 Mount Vancouver Alaska 15,979 Mount Churchill Alaska 15,638 Mount Fairweather Alaska 15,300 Mount Hubbard Alaska 14,950 *Highest peak of Mt. Denali7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 79 descendentChange to: descendant7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 199Cowries were considered valuable because they were hard to find in West Africa. Students might also note that they were considered more valuable there than gold.Change to: Arab traders were carrying cowries from the Maldive Islands in the Indian Ocean to Egypt, then across the desert to the markets of sub-Saharan West Africa. Students should note that cowries were valuable in West Africa because the snail-like creatures lived in the waters of the Indian and Pacific Oceans far from West Africa."7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 216MohammadChange to: Muhammad7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 217SafaviyvaChange to: Safaviyya7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 238Missing wordInsert: example.7Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 243315Change to: 3177Digital WorksheetsC03, Vocabulary Builder Activity: Islamic Civilizationa water hole?Change to: a fertile area in a desert?7Digital WorksheetsC05, L01, Geography and History Activity: Understanding Location - Changan and HangzhouFirst, it was situated at the point where the Huang River and the He River meet. Change to: First, it was situated near the Huang He River and its largest tributary, the Wei River.8Entire ProgramThroughout all componentstimelineCorrect misspelling of time line when found in any component8Entire Program Throughout all componentsTable of ContentsCorrecting entries to match titles and page references throughout the book as needed for all components of the program8Student EditionP. ivEmeritiaChange to: Emerita8Student EditionP. HT1throughout your study of world history.Change to: throughout your study of United States history.8Student EditionP. HT4Plimouth PlantationChange to: Plimoth Plantation8Student EditionP. HT6...Western nations begin their calendar on the year. This was 622 B.C.E in the Christian calendar.Change to: The most commonly used Western calendar was originally Christian; it begins with the year in which Jesus was thought to have been born. The Jewish calendar begins about 3,760 years before the Western calendar. This is the time when Jewish tradition says the world was created. Muslims date their calendar from the time their prophet, Muhammad, left the city of Makkah for Madinah. This was 622 C.E. in the Western calendar.8Student EditionP. HT10These can be physical features, such as mounts, waterways, climateChange to: These can be physical characteristics, such as mountains, waterways, climate"8Student EditionP. HT28You have gathered information and answered the questions on your note cards. Then organize your cards into categories. Once your cards are sorted, you can use them as an outline for writing your research paper.Change to: You must carefully review all URLs when conducting research to ensure that your sources are factual and are free of bias. You must also use your own words in your writing.8Student EditionP. HT29All Americans have the right to seek life, liberty, and happiness.Change to: All Americans have the right to life, liberty, and happiness.8Student EditionP. 10 Quote incorrectly stated in question: Portugals rulers wanted to find a new, direct route to China and India in order to build their own trading empire. Change to: Portugals search for new trade routes began an era of exploration that would lead to great changes for civilizations in Africa, Asia, and the Americas.8Student EditionP. 24 Locator globe incorrect in top corner of mapFix globe to show Atlantic Ocean, North America, Africa, and Asia8Student EditionP. 33The Torah, the first five books of the Hebrew Bible.Change to: The Torah, the first five books of the Hebrew Bible, and a menorah, used to celebrate the Jewish holiday of Hanukkah, are shown here.8Student EditionP. 34 Locator globe incorrect in top corner of mapFix globe to show Europe8Student EditionP. 34Muslims also made advances in mathematics and medicine, and they introduced the system of Arabic numerals we use today.Change to: "Muslims also made advances in mathematics and medicine. The Arabic numerals we use today came from Muslims who had learned them from Hindus in India."8Student EditionP. 36Two Treatises of Civil GovernmentChange to: Two Treatises of Government8Student EditionP. 37Finally, after repeated experiments show that the hypothesis is true, then it is considered a scientific law.Change to: Finally, after repeated experiments by other scientists show that the hypothesis is true, then it is considered a scientific law.8Student EditionP. 74 Incorrect direction of arrows on mapChange pointers on map between Great Britain and West Indies8Student EditionP. 88 Error on primary source label: AdrianeChange to: Adriaen8Student EditionP. 112 A British patrol later captured Dawes and Revere. Another rider named Samuel Prescott carried the warning to Concord.Change to: A British patrol later captured Revere, but Dawes escaped. Another rider named Samuel Prescott carried the warning to Concord.8Student EditionP. 121 Question 3: Toward the end of the poem, Longfellow uses repetition. What does this repetition of Atime reveal about Revere?Change to: Toward the end of the poem, Longfellow uses repetition in consecutive opening stanzas stating the time by the village clock. What does this repetition of time reveal about Revere?8Student EditionP. 132subtility: subtlety; accomplished in a devious or dishonest mannerChange to: subtility: subtlety; cunning8Student EditionP. 143In time line: 1778-Act of Congress prohibits import of enslaved people in U.S.Change to: 1778- France becomes an ally against Britain8Student EditionP. 161 RogerChange to: Rogers8Student EditionP. 166 Marion FrancisChange to: Francis Marion8Student EditionP. 204 Replace image of John Locke Insert new image of John Locke8Student EditionP. 204 Two Treatises of Civil GovernmentChange to: Two Treatises of Government8Student EditionP. 210 How did Americans view these attempts at government of all the people?Change to: How did Americans view these attempts to create a national government that represented all citizens?8Student EditionP. 224that do appearChange to: that do not appear8Student EditionP. 229Replace image of voting in top corner Insert new image of voting8Student EditionP. 279Sedition means activities aimed at weakening the government.Change to: Sedition means activities aimed at encouraging rebellion against the government.8Student EditionP. 295...transferred control of the Mississippi River from Spain to the United States.Change to: ...transferred control of the Mississippi River to the United States.8Student EditionP. 297 SucceedChange to: Secede8Student EditionP. 331 Missing pointers for steps 1 and 2 in diagramAdd pointers to diagram for steps 1 and 28Student EditionP. 351American musicians used new instruments such as the banjo to play American tunesChange to: American musicians used instruments such as the banjo, which was brought by enslaved Africans and modified over time. They played American tunes8Student EditionP. 375 Treaty of EchotaChange to: Treaty of New Echota8Student EditionP. 378...planned to cross Sioux sites ofChange to: ...planned to cross land near Sioux sites of8Student EditionP. 410Native Americans learned to farm, weave, and other crafts.Change to: Native Americans learned European ways of farming, weaving, and making other crafts.8Student EditionP. 416...Charlotte had transformed herself into a man. Such transformations allowed women to take advantage of some of the Wests opportunities generally open only to men. Because of her famous exploits, newspapers around the country told Charleys story.Change to: ...Charlotte had transformed into a man. Newspapers around the country told Charleys story. In the West, such transformations may have been made for a variety of reasons. They gave women economic opportunities open only to men, or may have enabled different experiences or social freedoms living as a man.8Student EditionP. 474...only a few white people supported abolition.Change to: ...only a minority of white people supported abolition.8Student EditionP. 503...became also citizens or this new political body;Change to: ...became also citizens of this new political body;8Student EditionP. 506Write a letter to the editor of a local newspaper expressing your feelings about this case.Change to: Write a letter to the editor of a local newspaper as an abolitionist expressing your opinion about this case.8Student EditionP. 523 Missing label on time lineInsert: 1865-Civil War Ends to the end of the time line8Student EditionP. 533Replace image of USS Virginia Insert new image of USS Virginia8Student EditionP. 588Question 5: what you think Forten meant.Change to: what you think Grimk meant.8Student EditionP. 599Question 18: What were some ways white Southerners used to prevent African Americans from voting?Change to: What were some methods used by white Southerners to prevent African Americans from voting?8Student EditionP. 603Map is missing titleInsert: Native American Lands, 18601890 at the top of the map8Student EditionP. 658Side margin: Using the meanings of entrepreneur andChange to: Using the meanings of entreprendre and8Student EditionP. 677Question 2: EVALUATING How does the text provide evidence of the importance of the Panama Canals construction?Change to: CONTRASTING What is the difference between a protectorate and a territory?8Student EditionP. 678Question 2: Using information from the text, describe how the Rough Riders were formed.Change to: How does the text provide evidence of the importance of the Panama Canals construction?8Student EditionP. 700Harry ReeceChange to: Harry Reeces Story8Student EditionP. 701Replace diagram: Change to:  8Student EditionP. 710...they also isolated, or cut off, Native Americans from their cultural traditions.Add: For example, such schools enforced English-only education, as well as their expectations for gender roles and social practices.8Student EditionP. 711Yiddish is a language spoken by some Jewish people.Change to: Yiddish was and still is a language spoken by some Jews of Eastern European heritage.8Student EditionP. 731Question 6: After you have writing, discuss theChange to: After you both have finished, discuss the8Student EditionP. 741April 9Change to: April 78Student EditionP. 749 SuccessionChange to: Secession8Student EditionGlossaryCorrecting entries as needed to match vocabulary and page references throughout the book8Student EditionIndexCorrecting entries as needed to match terms and page references throughout book 8Teacher EditionLettered teacher pages preceding each chapter openerChapter, Lesson, and Inquiry Journal Planner Pages Correcting entries to match titles, page references, and activity descriptions throughout the book8Teacher EditionP. HT4Some details students may point to include the section title Why Study History and Studying history also helps us develop the knowledge and skills we need to participate in public life as informed and responsible citizens. We can all be historians.Change to: Some details students may point to include the section title Why Study History? and the sentence Understanding the events that people experience can help us make sense of current eventsthings taking place today.8Teacher EditionP. HT11Students should choose Southwest, Great Plains, or the South.Change to: Students should mention positive features of the area, such as climate, landscape, or employment opportunities.8Teacher EditionP. HT13Missing answerAdd ANSWERS box and text: Western: Pacific and Atlantic; Eastern: Indian and Pacific8Teacher EditionP. HT15...following the Mercator, Robinson, and Winkel Projections asChange to: ...following the Mercator, Robinson, and Winkel Tripel Projections as8Teacher EditionP. HT19Missing answerInsert: MAKING CONNECTIONS PERSPECTIVES Students should determine that none of the evidence can be called fact until the evidence has been verified.8Teacher EditionP. HT21Missing answerInsert: MAPS The map on the left is less precise than the one on the right and offers incorrect information. Historians could determine what the explorers in 1500 C.E. knew of their world.8Teacher EditionP. HT26...an important moment that rippled and The moment accompaniedChange to: An important movement that rippled and The movement caused8Teacher EditionP. HT30Missing answerInsert: THINKING LIKE A HISTORIAN 1. Rights: what all humans are entitled to, including the freedom to express oneself in speech, to worship as one chooses, and to receive a fair trial; duties: actions people are expected to perform like obeying laws, paying taxes, and serving on juries. 2. Countries are connected by economic ties and personal travel, so events in one country can affect the U.S. Students should describe a global event and how it impacted them.8Teacher EditionP. 3explortainsChange to: explorations 8Teacher EditionP. 4LeondardoChange to: Leonardo8Teacher EditionP. 10Answer missingInsert: EXPLAINING- With it, the ship was able to take advantage of wind even when it was blowing perpendicular to the direction the crew wanted to go.8Teacher EditionP. 33Remove: Religion; Judaism; Christianity and Judaism encouraged moral principles, treating all fairly, and preserving knowledge, reason emphasized the idea of natural law and how it applied to humans in all parts of life.Insert: Science: scientists like Copernicus believed the planets orbited the sun; advances could only be made through mathematics and experimentations, launching the Scientific Revolution; the scientific method was developed8Teacher EditionP. 42MississippeChange to: Mississippi8Teacher EditionP. 49...describing what they found in Raleigh.Change to: ...describing what they found in Roanoke.8Teacher EditionP. 50Missing answerInsert: ANALYZING VISUALS Yes, because White was drawing things that he actually saw.8Teacher EditionP. 52Answer #4: PowhatenChange to: Powhatan8Teacher EditionP. 70exceptChange to: excerpt8Teacher EditionP. 73SlaveyChange to: Slavery8Teacher EditionP. 130PainChange to: Paine8Teacher EditionP. 202constutionalChange to: constitutional 8Teacher EditionP. 202FranlinsChange to: Franklins8Teacher EditionP. 212Missing answerInsert: F. Northwest Ordinance creates the Northwest Territory (July 1787)8Teacher EditionP. 222The two governments are the State and Federal government. Students should provide a few specific examples of the various powers assigned to the two governments.Change to: Executive: veto power, appoint judges; Legislative: impeach president or judges, override veto, reject appointments, review treaties; Judicial: declare presidential or legislative acts unconstitutional8Teacher EditionP. 294Chief Justice in the Supreme CourtChange to: Chief Justice of the Supreme Court8Teacher EditionP. 305Missing answ erInsert: Both entries describe the challenges the party faced related to nature, such as the roughness of the rivers, storms and rain, and treacherous landscape.8Teacher EditionP. 312GevernorChange to: Governor 8Teacher EditionP 4381880Change to: 18008Teacher EditionP. 474bibliographyChange to: biography8Teacher EditionP. 4761851Change to: 18508Teacher EditionP. 489the states north of the red boundary lineChange to: the states that are yellow8Teacher EditionP. 489It separates free and slave statesChange to: the Union and the Confederacy 8Teacher EditionP. 506Students may either argue pro or con regarding Dred Scott v. Sandford, and should mention facts from the lesson in their letter.Change to: Students letters should reflect a clear understanding of the court case using facts from the lesson.8Teacher EditionP. 510...notice that Missouri, Kentucky, and West Virginia borderedChange to: ...notice that Missouri, Kentucky, West Virginia, Maryland, and Delaware bordered8Teacher EditionP. 530...the perspectives of young enlistees for both sides, and accurately portray the two sides different reasons for enlisting and hopes for the war.Change to: ...the strengths and weaknesses of each side as the war began, with appropriate music and interesting visuals.8Teacher EditionP. 559Missing answerInsert: The authors quoted add the human perspective to the events in the text. The authors give first-person accounts of the events.8Teacher EditionP. 570Missing answerInsert: The First Reconstruction Act passed in 1867. Reconstruction ended in 1877, ten years after the First Reconstruction Act passed.8Teacher EditionP. 637...U.S. forces go on the defensiveChange to: ...U.S. forces go on the offensive8Teacher EditionP. 639...produce west and manufactured goods east,...Change to: produce east and manufactured goods west8Teacher EditionP. 677The text provides statistical data showing how the canals completion dramatically shortened the distance that cargo ships had to travel to move between the Atlantic and the Pacific Oceans.Change to: A protectorate is an independent country under the control of another country. A territory is not independent and is completely controlled by another country.8Teacher EditionP. 678Theodore Roosevelt joined the army to fight in Cuba and formed the regiment called the Rough Riders. The regiment consisted of volunteers, most of whom were former college students and cowhands.Change to: The text provides statistical data showing how the canals completion dramatically shortened the distance that cargo ships had to travel to move between the Atlantic and the Pacific Oceans.8Teacher EditionP. 687LasChange to: ask8Teacher EditionP. 704SummarizingChange to: Identifying8Teacher EditionP. 706Paragraphs should include the idea that new bridges and improvements such as trolleys or streetcars connected parts of the city, making it possible to live in the suburbs and commute to the city. They also made it easier for people and goods to move around within the city itself.Change to: Student paragraphs will vary but should identify one positive and one negative effect of urban growth and should be developed with details found in the text or accounts from the students own experience.8Teacher EditionP. 714Reading for entertainment increased. There was new interest in sportsin both watching and participating in themand theater and movies became popular, as did jazz and other kinds of music.Change to: Writers of the era began to explore new themes and subjects, with realism and regionalism predominant among them. Their works contained characters with challenges and in settings familiar to their readers.8Teacher EditionP. 716Missing answerInsert: Reformers wanted the Seventeenth Amendment to eliminate the influence of corrupt party bosses and big business on the state legislatures, shifting the responsibility of choosing senators from the legislature to the voters.8Teacher EditionP. 725Missing answerInsert: Progressives were disappointed in Taft because he failed to fight for a lower tariff and because he changed some conservation policies to favor business.8Teacher EditionP. 742Missing answerInsert: DETERMINING MEANING President Johnson meant expressive or persuasive. 8Inquiry JournalP. 16ndispensable: absolutely necessaryChange to: indispensable: absolutely necessary8Inquiry JournalP. 28apt: quickChange to: apt: likely8Inquiry JournalP. 52photograph Change to: illustration (3 times)8Inquiry JournalP. 53photographChange to: illustration (3 times)8Inquiry JournalP. 62As its name implied,...Change to: As its name implies,...8Inquiry JournalP. 62Meetinghouses were used for religious servesChange to: Meetinghouses were used for religious services8Inquiry JournalP. 73Louis Coulon de Villiers, from his journal describing the attack on FortChange to: Louis Coulon de Villiers, from his journal describing the attack on Fort Necessity8Inquiry JournalP. 110Question 3 Chart: Foreign Individuals Who Helped During the American Revolution--missing headings for first two columnsInsert headings Person for first column, Country for second column8Inquiry JournalP. 113furrows: foolishnessChange to: furrows: rows in soil in which seeds are planted8Inquiry JournalP. 114Primary Source: SongChange to: Primary Source: Letter8Inquiry JournalP. 140Directions: Read these excerpts from the Bill of Rights Enshrined by the Northwest Ordinance.Change to: Directions: Read these excerpts regarding the individual rights guaranteed in the Northwest Ordinance.8Inquiry JournalP. 141Which sentence from the Bill of Rights shows that the federal governmentChange to: Which sentence shows that the federal government8Inquiry JournalP. 141What were the policies in the Bill of Rights regarding Native Americans?Change to: What were the policies regarding Native Americans?8Inquiry JournalP. 158Search for evidence in Chapter 4, Lesson 1Change to: Search for evidence in Chapter 6, Lesson 18Inquiry JournalP. 158Key Princples of the U.S. ConstitutionChange to: Key Principles of the U.S. Constitution8Inquiry JournalP. 160He wanted to start the convention with an agenda prepared so that they delegates wouldChange to: He wanted to start the convention with an agenda prepared so that the delegates would8Inquiry JournalP. 160Primary Source: BookChange to: Primary Source: Essay8Inquiry JournalP. 164Search for evidence in Chapter 4, Lesson 2Change to: Search for evidence in Chapter 6, Lesson 28Inquiry JournalP. 188Read the following article.Change to: Read the following excerpt.8Inquiry JournalP. 188In the following article, William Loughton Smith,...Change to: In the following essay, William Loughton Smith,...8Inquiry JournalP. 188Primary Source: ArticleChange to: Primary Source: Essay8Inquiry JournalP. 188accrued: burdenedChange to: accrued: resulted8Inquiry JournalP. 189Willianm Loughton Smith, South Carolina Congressman, in a letter dated October 8, 1796Change to: William Loughton Smith, South Carolina Congressman, Letters of Phocion8Inquiry JournalP. 200Read this excerpt from a new the accompanying questions.Change to: Read this excerpt from a newspaper editorial and then answer the accompanying questions.8Inquiry JournalP. 210Political cartoon titled The Happy Effects of that Grand Systom of Shutting Ports Against the English was incorrectly placed Change to political cartoon titled The Present State of Our Country8Inquiry JournalP. 220Review the evidence you gathered in Chapter 4.Change to: Review the evidence you gathered in Chapter 8.8Inquiry JournalP. 225Incorrect numbering and missing directions lineAbove the last chart on page, insert: 5 Complete the cause-and-effect chart below.8Inquiry JournalP. 237The Convention of 1818 set the boundary of the Louisiana Territory between the United States and Canada at the 49th parallel.Change to: The Convention of 1818 set the boundary of the Louisiana [blank write-on line] between the [blank write-on line] and [blank write-on line] at the 49th parallel. (Answers were incorrectly set in the question.)8Inquiry JournalP. 248In 1928 opponents of JacksonChange to: In 1828 opponents of Jackson8Inquiry JournalP. 256Primary Source: Transcript of a Dramatic ReadingChange to: Primary Source: Letter8Inquiry JournalP. 256In 1890, on his 80th birthday, Private John G. Burnett recorded a dramatic reading of his account of being ordered to accompany the Cherokee in their removal westward. The recording was made available publicly as a phonograph record. The name of the record and where it was sold or played is no longer known. The excerpted transcript below comes from a cassette tape recording of the now lost record.Change to: In 1890, on his 80th birthday, Private John G. Burnett wrote a letter to his children describing his experiences after he had been ordered to accompany the Cherokee in their removal westward. Burnetts moving account was recorded many years later by famous country musician Johnny Cash. Cash supported Native American causes, and his spoken-word recording honored the memory of the native peoples involved in the removal.8Inquiry JournalP. 260Analyze the political cartoon below and carefully readChange to: Analyze the political illustration below and carefully read8Inquiry JournalP. 260Primary Source: Political CartoonChange to: Primary Source: Political Illustration8Inquiry JournalP. 260Political illustration showing Harrison campaign parade was incorrectly placedChange to political illustration showing Van Buren in log cabin trap8Inquiry JournalP. 260Martin Van Buren was known by members of his party as Old Kinderhook because he came from the town of Kinderhook, NY. At convention, his followers often chanted O.K! which evolved to become our present-day expression, Okay. Andrew Jackson was nicknamed Old Hickory. A Democratic newspaper tried to discredit Harrison as too old to be president. They described him as someone who sits in his log cabin drinking hard cider and collecting his retirement pension.Change to: Martin Van Buren was known by members of his party as Old Kinderhook because he came from the town of Kinderhook, NY. His predecessor, Andrew Jackson, was nicknamed Old Hickory. A Democratic newspaper tried to discredit Van Burens Whig opponent, William Henry Harrison, as too old to be president. They described him as someone who sits in his log cabin drinking hard cider and collecting his retirement pension. The illustration shown here is from the sheet music for a pro-Harrison song. 8Inquiry JournalP. 262Primary Source: BookChange to: Primary Source: Song8Inquiry JournalP. 271What would you have found at the end of the tongue?Change to: What provided the power to move the prairie schooner?8Inquiry JournalP. 276Spanish Land Grant, 1818Change to: Florida Land Claim, 18278Inquiry JournalP. 276Spain encouraged settlement in Florida by granting, or giving away, land. This land grant was made to Geronimo Alvarez in 1818.Change to: Spain encouraged settlement in Florida by granting, or giving away, land. After Florida became a possession of the United States, landowners there had to confirm their land claims. The map shown here was part of a land claim filed on behalf of Geronimo Alvarez.8Inquiry JournalP. 276Primary Source: Spanish Land GrantChange to: Primary Source: Government Document8Inquiry JournalP. 276Image showing the wrong page of Florida Land Claim was incorrectly placed.Change image to correct page of Land Claim showing map of property.8Inquiry JournalP. 277This land grant came from the Spanish government, but it was written in English. What might you infer from this?Change to: This map from a land claim being presented to the U.S. government has notations written in Spanish. What might you infer from this?8Inquiry JournalP. 277Land Use of a Spanish Land Grant in FloridaChange to: Land Uses Shown on Florida Claim8Inquiry JournalP. 278The bravery is best expressed by a commander of the forces there, Stephen F. Austin. (Austin, the capital of Texas, is named for him.)Change to: The bravery is best expressed by a commander of the forces there, William Barret Travis.8Inquiry JournalP. 278...under General Santa Anna, Austin sent a messengerChange to: ...under General Santa Anna, Travis sent a messenger8Inquiry JournalP. 278Primary Source: Victory or DeathChange to: Primary Source: Letter8Inquiry JournalP. 278Missing last line of attributionInsert: February 24, 18368Inquiry JournalP. 320hand: someone who works on the fieldChange to: hand: farm worker8Inquiry JournalP. 328(pxhysical)Change to: (physical)8Inquiry JournalP. 328Below are an excerpt from Manns annual report that sparked a formal response by the Boston Masters, followed by a response from Joseph Hale, a schoolmaster in.Change to: Below is an excerpt from Manns annual report that sparked a formal response by the Boston Masters. On the next page, there is a response from Joseph Hale, a schoolmaster in.8Inquiry JournalP. 362license: freenessChange to: license: freedom to act8Inquiry JournalP. 390demagogues: speakers who attempt to motivate people to actChange to: demagogues: leaders who use false information and empty promises to persuade people8Inquiry JournalP. 398Search for evidence in Chapter 15, Lesson 4 to help you.Change to: Search for evidence in Chapter 15, Lesson 5 to help you.8Inquiry JournalP. 400stand from under: escape something falling down on youChange to: stand from under: take caution, beware8Inquiry JournalP. 418Use the excerpt from the document below to answer.Change to: Use the excerpt from the interview to answer.8Inquiry JournalP. 418Primary Source: Government DocumentChange to: Primary Source: Interview8Inquiry JournalP. 4203 Identifying Points of ViewChange to: 3 Determining Meaning8Inquiry JournalP. 4215 Disadvantages of the Sharecropping SystemChange to: 5 Identifying Effects8Inquiry JournalP. 431What gives comfort to the speaker of this poem?Change to: What gives comfort to the writer of this poem?8Inquiry JournalP. 431Do you think the speaker has any new ideas about Jim Crow?Change to: Do you think the writer has any new ideas about Jim Crow?8Inquiry JournalP. 463For example, one question might be: did industry change the lives of workers?Change to: For example, one question might be: How did industry change the lives of workers?8Inquiry JournalP. 507How do you think New Yorkers felt about the Woolworth Building when it was complete?Change to: How do you think New Yorkers felt about the Woolworth Building when it was completed?8CTLQP. 21explorationChange to: exportation8CTLQP. 36In chart, date for Connecticut is shown as 1635Change to: 16368CTLQP. 9111. Who developed the Virginia Plan,...Question belongs in previous chapter; change to following question from digital test bank: 11. For an amendment to be ratified, it must be approved by what fraction of the states?8CTLQP. 182Question 10, answer C: He established the American Anti-Slavery Society, which grew to more than 1,000 branches.Change to: He established both the New England and the American Anti-Slavery Societies, which grew to more than 1,000 branches.8CTLQP. 187Question 1: Who was the Quaker woman who gave lectures calling for temperance, peace, workers rights, and abolition?Change to: Who was the woman active in movements promoting temperance, suffrage, equal pay, and abolition?8CTLQP. 199activitiesChange to: activists8CTLQP. 241Nez PierceChange to: Nez Perce8CTLQP. 29418. B and DChange to: 18. B and C8CTLQP. 3005. CChange to: 5. B8CTLQP. 31810. BChange to: 10. C8CTLQP. 33520. presidios, pueblos, missionsPlace under Multiple Choice; change to: 20. a8CTLQP. 33521. tenant farmerPlace under Multiple Choice; change to: 21. c8CTLQP. 33523. Correct answers should include: Spain was interested in wealth, settlements, and spreading Christianity. Portugal wished to increase trade.Change to: 23. tenant farmer8CTLQP. 335Missing answersInsert: 24. one 25. Their motivations differed with Spain focusing its interests on settlements, wealth, and spreading Christianity, while Portugal was mainly interested in trade.8CTLQP. 33616. aChange to: 16. b8CTLQP. 33618. bPlace under Short Answer; change to: 18. farming8CTLQP. 33619. Maryland and GeorgiaChange to: 19. New England has many rivers.8CTLQP. 33620. 6Change to: 20. Government must respect civil liberties, or the rights belonging to all citizens.8CTLQP. 33621. playful oneChange to: 21. Men and boys planted crops, tended livestock, and built homes and barns. Women and girls did the cooking, cleaning, laundry, and took care of the children.8CTLQP. 33622. democratic or representativeChange to: 22. It inspired religious freedom and led to the formation of many types of churches. The strength of traditional churches declined.8CTLQP. 33623. Correct answers should include: The Quakers did not . . .Make this the answer to question 24.8CTLQP. 336Missing answerInsert: 23. representative government and democratic principles8CTLQP. 337Missing answersInsert: 7. They are born free and have a natural right to freedom. 8. friends, parents, country, marriage, children 9. a natural right to freedom8CTLQP. 3377. Correct answers should include an overview . . . .Renumber as question 108CTLQP. 33820. Correct answers should include: Virginia seems Change to: 20. The Native Americans were so important because they occupied the Ohio River Valley, the region of interest to both the French and the British. The French were not interested in taking the land away from the Native Americans but had established a relationship based on trade. The British wanted the resources and the land for settlement. Therefore, the French had the advantage.8CTLQP. 3409. aChange to: 9. b8CTLQP. 3439. cChange to: 9. d8CTLQP. 3446. Embargo Act of 1807Change to: 6. Correct answers should include: Many French and British merchant ships remained at home to avoid being destroyed or captured by enemy ships. This allowed American shippers to increase trade.8CTLQP. 34410. Correct answers should include: Many French.Change to: 10. Henry Clay and John Calhoun8CTLQP. 3491. bChange to: 1. d8Digital ProgramC04, L2, Self-Check QuizMislabeled titleChange to The War Continues8Digital ProgramC05 L2 The Constitutional Convention, Presentation Image: William PattersonTitle is Patterson, but should be spelled Paterson.Change to Paterson in title. Spelled correctly in text on card. Also fix Course title.8Digital ProgramC04, Digital Worksheet-Hands On Chapter ProjectPage 1 Copies of Paul Reveres RideChange to: Copies of Paul Reveres Ride found in the student edition American Literature feature.8Digital ProgramC09, Digital Worksheet-Hands On Chapter Project, Page 1To learn how the United States grew and changed immediately following the Louisiana Purchase by creating a scrapbook page depicting one aspect of U.S. growth and expansion following the Jefferson Era.Change to: Students will create a scrapbook page depicting one aspect of U.S. growth and expansion, such as with the development of transportation, the Industrial Revolution, or the Missouri Compromise."8Digital ProgramC09, Digital Worksheet-Hands On Chapter Project Technology ExtensionPage 2: Tell students that they will be working in small groups to create a scrapbook page depicting the growth and expansion experienced by the United States immediately following the Jeffersonian era. Along with their pages, students will provide a bibliography of their sources. Activate Background Knowledge Hold a class discussion about how cultures spread to help students think about methods by which people and ideas move from one part of the world to another. Possible methods include: Modes of transportationrailroad development, canal's, opening of Mississippi River to American commerce Modes of communicationPostal Service, telegrams (1844 or later) Attitude of explorationcertain individuals are predisposed to take risks and resist the "ordinary life" Military servicemembers of the military travel in service to their nation: War of 1812 took members of American military into western territoriesChange to: Tell students that they will be working in small groups to create a scrapbook page depicting topics dealing with the growth and expansion experienced by the United States through the development of transportation, the Industrial Revolution, or the Missouri Compromise. Activate Background Knowledge Hold a class discussion about how geography influences economics, technology, and growth. Modes of transportation --railroad development, canals, roadways to travel through different environments Inventions --improved agriculture and industry methods adapted to the environment Expansion - new regions brought new geological, political, and cultural challenges 8Digital ProgramC10, L2 Digital Worksheet--Guided ReadingWhy was it a hardship for the Native Americans to move?What objections did the Native Americans have to their forced move?8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 237 The Convention of 1818 set the boundary.Change to: Territory; United States; Canada8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 271ironChange to: Possible responses include wood, iron, or other metals.8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 277 Answers may vary. That the recipient read or spoke English, that English was the language of international business, and so on.Change to: Answers may vary. Students may suggest that the person claiming the land is Spanish, or received the land in Florida from the Spanish.8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 277 being grantedChange to: being claimed8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 327 Annos in chartChange as follows: Thoreau row, Civil Disobedience column: change Anti-war protest to Civil Disobedience; DIx row, Connection to Nature column: delete writing and leave cell blank; Thoreau row, Connection to Nature column: change Leaves of Grass to writing; Whitman row, Connection to Nature column: change Hiawatha to Leaves of Grass; Longfellow row, Connection to Nature column: add Hiawatha8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 447 fireplace, since there isChange to: fireplace or a wood-burning stove; there is 8Digital ProgramInquiry Journal, Teacher Annotated Edition, P. 447Horses and a dog. The horses were used for transportation and perhaps plowing. The dog might have been a watchdog or a hunting dog.Change to: Dogs and chickens; the dogs may have been hunting or herding dogs. The chickens were probably used for eggs and food. National Geographic Learning, National Geographic World History, Grades Six through Eight Program Summary: National Geographic World History includes: Student Edition (SE), Teacher Edition (TE). Recommendation: National Geographic World History is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s), and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 6, SE pp. 262-267 and 276-277; Grade 7 SE pp. 356-359; Grade 8, SE pp. 100-101, 104-105, and 150-151; Grade 8, TE pp. T10-T24 Correlations Chart Criterion #6: Grade 6, SE pp. 30-31 and 77 Criterion #8: Grade 8, SE pp. 4-11 The Story of a Continent Criterion #9: Grade 7, SE p. 87 Observations by an Assyrian King, SE p. 73 The Epic of Gilgamesh Criterion #13: Grade 8, SE p. 271, TE pp. 203, 259, and 537 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade 6, TE pp. 68-69 Criterion #6: Grade 8, TE TOC pp. xviii-xxi Criterion #8: Grade 6, SE pp. 81, 100, 180, and 294 Criterion #10: Grade 7, TE pp. 103, 183, and 357 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #1: Grade 6, SE pp. 45, 125, and 267 Criterion #4: Grade 7, TE Digital Teacher Resource Menu, Assessment tab to view program assessments Criterion #6: Grade 8, SE pp. 211, 291, and 471 Criterion #8: Grade 7, SE p. 361 and pp. 398-399 Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #2: Grade 7, TE pp. 385-387 Criterion #7: Grade 6, TE pp. 166-167 and 174-175 Criterion #9: Grade 8, TE p. 213D Word Wall, use pronunciation keys Criterion #10: Grade 8, TE pp. T6-T9 Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #2: Grade 6, TE pp. 244-245 Criterion #4: Grade 8, TE p. 261 Criterion #9: Grade 8, TE p. 255 Criterion #13: Grade 7, TE pp. 69, 115, 119, 127, 217, 313, and 363 Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 6, SE/TE p. 326: The work describes Dantes long journey to heaven led in part by the ancient poet Virgil. Should read The work describes Dantes long journey led in part by the ancient poet Virgil. Grade 6, TE p. 86: there are some misprinted fonts under Interpret Charts and Analyze Resources. Grade 6, SE/TE p. 170: Another man called Laozi is believed to have lived around the same time as Confucius. Should read Another thinker called Laozi is believed to have lived around the same time as Confucius. Grade 6, SE/TE p. 150: The pronunciation of the names of the Hindu Epics place emphasis on the wrong syllabus. Mahabharata should be MAH-ha-BHAR-ah-tah and Ramayana should be Rah-MAH-yah-nah. Grade 8, SE/TE p. 618: Sikhs (SEEKS) are followers of a religion called Sikhism, which was established in India in the mid-1400s. Should read Sikhs (SEEKS or SIKZ) are followers of a religion called Sikhism, which was established in India around 1500. Grade 8, SE/TE p. 618: About 7,000 Hindu and Sikh immigrants came from India to the United States Should read About 7,000 Hindu, Muslim, and Sikh immigrants came from India to the United States Grade 8, SE/TE p. 618: Built in 1915 in Stockton, California, this Sikh temple was the first permanent Indian religious building in the United States. Should read Built in 1915 in Stockton, California, this Sikh temple, which Sikhs call a Gurdwara (pronounced gur-DWAR-ah) was the first permanent Indian religious building in the United States Grade 6, SE/TE p. 12: Earlier hominins, or human-like species, are believed to have lived in Africa for millions of years before Homo sapiens. Should read Earlier hominins, or human-like species (Homo hobilis and Homo erectus), are believed to have lived in Africa for millions of years before Homo sapiens. Grade 6, SE/TE p. 153: The Ramayana is a love story should read The Ramayana is a story of a heroic journey Grade 8, SE/TE Chapter 2: American Story: The Missions of New Mexico: change to, They were also expected to adopt European gender roles, ways of dressing, eating, and farming, and the missionaries asserted strict control over their daily lives. Grade 8, SE/TE Chapter 3, Lesson 2.3 Document-Based Question: Foundations of Democracy (pp. 104-105): change to, Today, all citizens can participate fully in town hall meetings, regardless of gender, race, wealth, gender identity, or sexual orientation. Grade 6, SE/TE Chapter 10, Lesson 1.1 From Farm to Factory (pp. 328-329): change to, Furthermore, instead of working together on farms or in shops, men and women began to work in separate spheres and be seen as fundamentally different. This shift was especially true for the emerging middle class, and many women formed closed bonds as a result. Grade 6, SE/TE Chapter 10, Lesson 2.3 Slavery and Resistance (pp. 340-342): change to, Slave owners held a particularly ominous form of power over slaves with the constant possibility of family separation, sexual violence and denial of the right to marry. Just the threat of sale allowed slave owners to exercise enormous control over their slaves. Enslaved parents routinely saw their children sold away from them. Because spouses and siblings were separated, and they knew that future contact would be nearly impossible, they embraced alternative family structures. Grade 6, SE/TE Chapter 18, Lesson 3.4 Wounded Knee (pp. 598-599): change to, In 1887, Congress passed the Dawes General Allotment Act , which divided reservations into parcels, or specific sections, of land for each Native American family. Land was allotted to the male as the head of the family, disregarding the status of females and the authority of two-spirit people traditionally respected in many tribal societies. Grade 6, SE/TE Chapter 20, Lesson 1.1 Progressives Attack Problems (pp. 664-665): change to, In the election of 1892, the Populist Party nominated one of its members for president under the slogan Equal rights to all; special privileges to none. The Populist candidate didnt win, but the party influenced the rise of another social movement called progressivism. Middle class and college-educated, progressives aligned themselves with the American workforce. They believed deeply in equality for all people and called for people and the government to work together to bring about social change. Publisher-Submitted Errata GradeComponent NamePage/ locationIdentified errorProposed correction6Student EditionGT17The wrong Think Like a Geographer question was printed and makes no sense with the content.Change to the correct question: How do physical processes reshape Earths landforms?6Student Edition and Teachers Edition12Original text: Earlier hominins, or human-like species, are believed to have lived in Africa for millions of years before Homo sapiens.Change text to: Earlier hominins, or human-like species (Homo hobilis and Homo erectus), are believed to have lived in Africa for millions of years before Homo sapiens.6Teachers Edition86On the SE facsimile, there are misprinted fonts under Interpret Charts and Analyze Sources.Check TE files to correct the text overwriting error. (File is correct in the actual SE.)6Student Edition148, 149, 163The term Brahmin is misspelled at Brahman.Correct misspelling by changing to Brahmin.6Student Edition150The pronunciation of the names of the Hindu Epics place emphasis on the wrong syllables.Change phonetic respelling to reflect the correct pronunciation: Mahabharata should be (MAH-hah-BHAR-ah-tah) and Ramayana should be (rah-MAH-yah-nah).6Student Edition153Original text: The Ramayana is a love story . . . Change text to: The Ramayana is a story of a heroic journey . . .6Student Edition170Original text: Another man called Laozi is believed to have lived around the same time as Confucius.Change text to: Another thinker called Laozi is believed to have lived around the same time as Confucius.7Student EditionGT17The wrong Think Like a Geographer question was printed and makes no sense with the content.Change to the correct question: How do physical processes reshape Earths landforms?7Student Edition 326Original text: The work describes Dantes long journey to heaven led in part by the ancient poet Virgil.Change text to: The work describes Dantes long journey led in part by the ancient poet Virgil.7Student EditionChapter 10 Gallery, Image 4The name Chanakya is misspelled.Correct misspelling.8Student Edition and Teachers EditionSE 541, TE 693Need to include the term "cost-benefit analysis" in the SE and TE to better meet skill HI 6 by changing two questions.Revise questions on pages SE 541 and TE 693 to include additional language from skill HI 6. Update correlations chart for HI 6 to include new hits.8Student Edition and Teachers Edition293Change date in first question from 1800 to 1796.Change date in first question from 1800 to 1796.8Student Edition and Teachers Edition462There is a horizontal rule in middle of the map that should be removed. It goes from the Unorganized Territory, through MO., KY., and N.C., to the Atlantic Ocean.Horizontal rule in middle of map should be removed.8Student Edition and Teachers Edition618Original text: Sikhs (SEEKS) are followers of a religion called Sikhism, which was established in India in the mid-1400s. should read Sikhs (SEEKS or SIKZ) are followers of a religion called Sikhism, which was established in India around 1500.Change text to: Sikhs (SEEKS or SIKZ) are followers of a religion called Sikhism, which was established in India around 1500. Pearson Scott Foresman and Prentice Hall, California History-Social Science myWorld Interactive, Kindergarten through Grade Five Program Summary: California History-Social Science myWorld Interactive includes: Student Edition (SE), Teacher Edition (TE), Activity Guide (AG), Additional Resources (AR). Recommendation: California History-Social Science myWorld Interactive is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade levels, and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade K, SE/TE 18-25, 108; Grade 1, SE/TE 24-33; Grade 2, SE/TE 52-54, 56-57; Grade 3, SE/TE 88-95, 112-119; Grade 4, SE/TE 200-201, 223, 269, 276-277; Grade 5, SE/TE 222-223, 227, 228-229 Criterion #11: Grade 3, SE/TE 212-213 Criterion #15: Grade 3, SE/TE 20-27; Grade 4, SE/TE 150-151 Criterion #17: Grade 5, SE/TE 260-262, 265, 272-278 Criterion #21: Grade 4, SE/TE 262-263 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #3: Grade 1, SE v-ix, 28-29, 31, 33; Grade 3, SE 228, 260; Grade 5, SE v-xii, 148, 150, 151, 192-193, 196 Criterion #9: Grade K, SE 2-3, 31; Grade 2, SE 136, 137, 175; Grade 4, SE 174-175, 211 Criterion #10: Grade 1, TE 2, 6; Grade 3, TE v-x, 234, 235 Criterion #13: Grade K, TE T31-T33, 55; Grade 2, SE iv-xvi, R6-R29; Grade 5, SE iv-xxv, 291, R37-R73 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #2: Grades K-5, AR Assessment: Social Studies Skills Pretest Criterion #3: Grades K-5, AR Assessment: Chapter Test; Grades K-5, AR Lesson Quiz; Grades K-5, AR Quiz Remediation; Grade K, SE 69, 77; Grade 3, SE 9, 32; Grade 5, SE 257, 292 Criterion #5: Grades K-5, AR Lesson Quiz Criterion #8: Grade 1, SE 37, 109; Grade 2, SE 69, 133; Grade 4, SE 206, 253 Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #2: Grade K, TE T24-T33; Grade 1, TE T24-T33; Grade 2, TE T22-T32; Grade 3, TE T21-T31; Grade 4, TE T30-T39; Grade 5, TE T32-T41 Criterion #3: Grade K, SE/TE 52-53, TE T4-T15; Grade 3, SE 160-161, TE T4-T15 Criterion #6: Grade 4, TE T34, 52, 56; Grade 5, TE 34-45, 110, 244 Criterion #9: Grade 1, TE 9, 11, 117, 126; Grade 2, TE 54, 57, 65, 75 Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #4: Grade K, TE T4-T7, 82-83, AG 2-11; Grade 3, TE T4-T7, 2-3, 35, AG 103-108 Criterion #7: Grade 4, TE 50-57, 84, 162-163; Grade 5, SE 210-211, TE 258-259 Criterion #13: Grade 3, SE 23, 30, 85, 123; Grade 5, SE 22, 53, 92, 177, 187 Criterion #15: Grade 1, TE 13, 89; Grade 2, TE 40, 123; Grade 5, TE 31, 61, 91, 111 Criterion #18: Grades K-5, AR Realize: Digital Course Support: School-to-Home Newsletters; Grades K-5, AR Realize: Parent Letter (English), Realize: Parent Letter (Spanish) Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade Kindergarten, SE/TE 149: Ford and Toyota emblems should be blurred. Grade Kindergarten, SE/TE 158: Boys Tommy Hilfiger shirt label should be blurred. Grade 1, SE/TE 27: The president works with state leaders to make our countrys laws, should be, The president works with the leaders of Congress to make our countrys laws. Grade 1, SE/TE 63: Homes are built with machines called air conditioners to help people stay cool. The sentence should be, Homes have machines called air conditioners to help people stay cool. Grade 1, SE/TE 87: On July 4, 1776, leaders of the colonies signed a document, should be, On July 4, 1776, leaders of the colonies approved a document. Grade 1, SE/TE 140: The two pictures in the Critical Thinking and Writing section, should be of the exact same location during different periods of time. Publisher will change one or both pictures to show the same location in two different time periods. Grade 1, SE/TE 55: With a partner, draw a map of your town. The sentence should be, With a partner, draw a map of your community. Grade 2, SE/TE 84: The Supreme Court has nine judges. The sentence should be, The Supreme Court has nine justices. Grade 2, SE/TE 12: The photograph of the Traditional Jewish wedding should be replaced with a more accurate depiction of a Traditional Jewish wedding. Grade 2, SE/TE Chapter 5, Making A Difference Lesson 2, Heroic Leaders, "Golda Meir" p. 145, para. 1 l. 1, change to: Golda Meir was a Jewish Russian woman who grew up in Milwaukee, Wisconsin. She was one of Israels leaders. Grade 2, SE/TE Chapter 5, Making A Difference Lesson 4, Heroes Who Inspire Change, Heroes of Womens Rights, p. 148, para. 3, l. 3: change to: Betty Friedan was a Jewish American author who wrote Grade 2, SE/TE Chapter 5, Making A Difference, Lesson 4, Heroes Who Inspire Change, Heroes of Womens Rights, p. 149, para. 2, l. 4, change to: Bella Abzug was a Jewish American lawyer... Grade 2, SE/TE Chapter 5, Making A Difference" Lesson 4, Heroes Who Inspire Change, Heroes of Womens Rights, p. 149, para. 3, l. 1, change to: Gloria Steinem is also a Jewish American. She worked on behalf of womens issues too. Grade 2, SE/TE Chapter 5, Making A Difference, Lesson 4, Heroes In Science, Ideas That Changed The World p. 156, para. 1, l. 1, change to: Marie Curie, a French scientist, and Albert Einstein, a Jewish German scientist, were hard working scientists who made important discoveries. Grade 2, p. 172 (SE and TE): Jose Julio Sarria biography, change to read: SE: He told people he was gay and believed strongly in equal rights. TE: He told voters that he was gay and believed all people should be treated fairly and have equal rights.) Grade 3, TE 226: Integrated English Language Development box says, Emerging, Below Level, and Advanced, should be, Emerging, Bridging, and Expanding. Grade 3, SE/TE 89: Starting in the mid-1700s, change sentence to read, Starting in the mid-1700s, Catholic priests from Spain built settlements in the northern part of New Spain. Grade 3, SE/TE 201: It freed all enslaved African-Americans living in the southern states, should be, His purpose was to free all enslaved African Americans living in the southern states. Grade 3, SE/TE p. 62: change to, Religious ceremonies has traditional symbolic clothing and adornments, music, and dancing. For example, every summer and fall, the Hupa conducted two traditional dances Participants wore headdresses made of woodpecker and duck feathers while they danced and sang prayers. Also change photo caption to read, This Hupa man is wearing symbolic clothing and adornments for the White Deerskin Dance, a Hupa ceremony. Grade 4, SE/TE 103: The picture of a typical mission has 12 to 14 missionaries in it, but California missions typically had only 2 to 3 missionaries. The picture should only have 2 to 3 missionaries in it. Grade 4, SE/TE 115: After the Mexican government took control, 500 land grants were given out. This compared to about 20 land grants that were given out when Spain ruled the area. The sentence should read, After the Mexican government took control, 800 land grants were given out. This compared to about 20 land concessions that were given out when Spain ruled the area. Grade 4, SE/TE 117: Identify multiple reasons why the Mexican government issued land grants in the late 1800s should be, early 1800s. Grade 4, SE/TE 200: In 1913, work began on the Los Angeles Aqueduct. The sentence should be: In 1907... Grade 4, SE/TE 201: In the 1930s work on the Central Valley Project began. It was meant to bring water to the San Joaquin Valley, which is part of the Central Valley. The sentence should be, In the 1930s work on the Central Valley Project began. It was meant to control floods and bring water to the San Joaquin Valley, which is part of the Central Valley. Grade 4, SE/TE 239: Over 2,000 soldiers and sailors lost their lives, and 180 planes were destroyed. Change to, Over 2,000 soldiers and sailors lost their lives, and 180 planes and 19 naval vessels were destroyed or damaged. Grade 4, SE/TE 59: For example, Los Angeles is located where the Gabrielino lived, should be, For example, Los Angeles is located where the Gabrielino-Tongva lived. Grade 4, SE/TE 164: Replace artists view of Bernanda Ruiz with actual photo. Grade 4, Chapter 3, Lesson 2: California Indians and the Missions, p. 105: change to, The mixing of Spanish and Indian ways shaped a new culture and society in California. Many traditional practices, such as two-spirit traditions, however, were not continued or adapted because colonizers forced such Native Americans to conform to European gender roles. Grade 4, SE/TE Chap. 7, California in the Postwar Era, Lesson 5, Culture, Citizenship, Harvey Milk (1930-1978), Honest and Brave, p. 302, paragraph 1, change to: Harvey Milk was a Jewish gay American civil rights leader. Grade 5, SE/TE 151: Triangular trade map should include Brazil and the Dutch Colonies in South America. Grade 5, SE/TE 215: While writing the declaration, he used a phrase first written by Locke: life, liberty, and pursuit of happiness. The sentence should be, While writing the declaration, he used a phrase inspired by Locke: life, liberty, and pursuit of happiness. Grade 5, SE/TE 286: King had begun the Southern Christian Leadership Conference campaign in Selma, Louisiana. Louisiana should be replaced by Alabama. Grade 5, SE/TE 363: In 1793, Eli Whitney invented the cotton gin. The sentence should be, In 1793, Eli Whitney built an improved version of the cotton gin. Grade 5, SE/TE 343: the population of enslaved African Americans grew from 10,000 to 45,000 between 1810 and 1830. The sentence should be, The population of enslaved African Americans in Missouri grew from 10,000 to 45,000 between 1810 and 1830. Grade 5, SE 170: Title Primary Source should be deleted. Grade 5, SE/TE 223-225: Change: The Cherokee and Mohawk fought with the British, hoping that they would stop westward expansion, to Both the Mohawk, under their leader Joseph Brant, and the Cherokee fought with the British, hoping that they would stop westward expansion. Grade 5, SE/TE 395: The subheading The Motive for Profit should be, New Goods and Services Meet the Needs of the Forty-Niners. Grade 5, SE/TE Chapter 8, Westward Expansion, Who will you meet?, Levi Strauss, p. 359, change to, Levi Strauss Jewish German immigrant entrepreneur who started a clothing company. Grade 5, Page R17, right sidebar, change to, Government cannot promote religion or set up an official religion or stop people from practicing a religion. Government cannot stop people or newspapers from saying what they want. Social Content Citations: The following social content citations must be addressed as a condition of adoption: A-1: PP. 152-153 The Gold Rush Women During the Gold Rush. The following changes are made to correct the mis-gendering of Charley Parkhurst. The title of the section should be changed to Gender During the Gold Rush and the text that follows should be changed to read: One person who was born female but lived as a man and worked as a stagecoach driver. Charley Parkhurst was one of the best stagecoach drivers in the business and was well known throughout California. Stagecoaches are a type of wagon used to carry passengers, goods, or mail. Parkhurst survived more than one robbery and even killed a thief. After driving a stagecoach for almost 30 years, Parkhurst died in 1879. This revision reflects the consensus of historians about the gender of Charley Parkhurst. Parkhurst may have been a transgender man, a woman who dresses as a man to participate with social benefits, or any number of identities. Because of this, discussion of Parkhurst should not be located in a section about women. A-1: P. 124 A play about a very pushy woman who gets upset at everyone involved in building her new home. The word pushy would not be used to describe a man dealing with contractors building a house. This word reinforces the stereotype that men stand up for themselves but women complain. Change: "A play about a very pushy woman who gets upset at everyone involved in building her new home, to "A play about a woman who is in a hurry to move into her new house." A-2: P. 51 California Indians and their environment The first Californians were hunter gatherers. A hunter-gatherer is a person who collects plants and hunts wild animals for food. Men followed animals and hunted using spears, bows and arrows, or traps. They fished in the ocean, lakes, and rivers. Women gathered nuts, seeds, roots and fruit. They gathered acorns, which they turned into flour to make bread. Add sentence, Some tribes also recognized two-spirit people whose roles could come from wither mens or womens tasks or a mix of both. B-2, B-6: pg. 223 4th paragraph, sentence 2. Include: Thayendanegea or Joseph Brant, a Mohawk leader. Change: "The Cherokee and Mohawk fought with the British, hoping that they would stop westward expansion," to "Both the Mohawk, under their leader Joseph Brant, and the Cherokee fought with the British, hoping that they would stop westward expansion." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B: p. 363 Inventions Make Life Easier section. Despite the title, this section describes how the invention of the cotton gin led to the expansion of enslaved African Americans. This raises the question of easier for whom? Change the title to "Inventions Bring Changes." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B-2: B-2: Photos of life in the past disproportionately show only white people. Specifically, the photos on CA12, 14, 70, 73, 74, 144, 147, 148, and 162 only include white people. One photo on page 140 shows children who are white and African American. These depictions leave out persons of color and imply they were not part of the past. Publisher will replace pictures to show the following: p. 14: historical classroom showing children of various ethnicities; p. 73: historical classroom showing white and non-white children learning from their teacher; 148: African American settlers by their cabin on the plains. B-1: p. 134 Trailblazers section. Third paragraph refers to a trailblazers help from a friendly California Indian village. This implies a European perspective. The text would be less biased without the adjective friendly. Sentence will read: "After they received help from a California Indian village and two Indian guides, they safely reached Mission San Gabriel east of Los Angeles." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B-2: p. 33 Activity on Who is Your Hero? Four heroes are given as examples: George Washington, Benjamin Franklin, Abraham Lincoln, and Pocahontas. In keeping with proportion of portrayals, more persons of color could be listed as examples. Replace listing of Benjamin Franklin with Harriet Tubman. Listing will read: "Harriet Tubman - risked her life to lead enslaved African Americans to freedom on the Underground Railroad". B-2: p. 104 Activity 1 Pictures from the Past. All of the persons in all three pictures are white. In keeping with the standard calling for proportion of portrayals, some of the photographs from the past should include persons of color. These depictions leave out persons of color and imply they are not part of the past. Publisher will replace the photo of the person using an old-fashioned telephone with one showing a non-white person using an old-fashioned phone. B-1: p. 68 Citizenship, Juan Rodriguez Cabrillo. Cabrillo is used as an example to illustrate the good citizenship quality of determination. Cabrillo seems an odd choice for an exemplar of citizenship given that he claimed land for Spain that was already inhabited by Native Californians. Replace Juan Cabrillo as featured person in the Citizenship feature here, in Table of Contents, and in all other references. Feature will highlight the explorers of The Corps of Discovery. Text will read, "In 1804, Meriwether Lewis, William Clark, and their group set out to find a water route to the Pacific Ocean. They were called the Corps of Discovery. One of the guides was Sacagawea, a Shoshone Indian. The trip took determination. The group had to take care of any sick members and find enough food. They also had to find their way. They did not always know which direction to go. Circle how Lewis, Clark, and Sacagawea showed determination Talk and Share Tell about a time when you showed determination." Replace reduced student page and replace supporting text in TE wrap to say, "The Corps of Discovery Explorers Explain that when people show courage, they are brave and face their fears. Explain that explorers often had to travel long distances. They could encounter many challenges including bad weather. They also had to explore unfamiliar places, not knowing what they might encounter. Tell children that it took a lot of determination to go on these expeditions. Then ask: Why is having determination a good character trait to have? (Possible answer: It is a good trait because if you have determination you will be able to try activities that might frighten you and you will be able to stand up for what you believe in.) ACTIVE CLASSROOM Act It Out! Have children take turns acting out what it looks like when someone has determination." B: pp. 52-54. In discussing why people move, there is no material indicating that some groups of people do not move of their own accord but moved because they had to. This leaves students and teachers unprepared for discussions from members of the class whose families ancestors moved because of slavery. On p. 52, first paragraph, add this sentence to the end of the paragraph: "Some people have been forced to move." Paragraph will read: "People move, or migrate, from one place to another. Some move for a better life or to be safe. Others move for a new job. Some people have been forced to move." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B-2: Photos of life in the past disproportionately show only white people. Specifically, the photos on 120, 126, 130, 131, 134, 140, 168, and 208 only include white people. These depictions leave out persons of color and imply they were not part of the past. Publisher will replace pictures to show the following: p. 120: children of color walking to school in the 1950s; p. 126: an African American family in the early 1900s; p. 130: a child and parent of color bowling in the mid-1950s; p. 208: classroom with children of color in the mid-1950s. B: p. 189 Description of a family in New Orleans. The text notes that immigrants settled or moved there from Africa and parts of Europe. A more accurate description would be that persons from Africa were brought to Louisiana in slavery. Change from: "Long ago, immigrants settled, or moved, there from Africa and parts of Europe," to "Long ago, immigrants settled, or moved, there from parts of Europe, and enslaved people were brought from Africa." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B-1: p. 104 Land and Cultures Change. After describing how the missions changes the landscape and lives of Native Americans, the text reads As a result, more and more chose to live there. They came for the supply of food available at the missions. Change from As a result, more and more chose to live there." to "As a result, more and more had to live there. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. B: p. 93 The Spanish Missions. American Indians did the hard work of building the missions. This sentence makes it sound like that work was voluntary. 1st paragraph: Change The Spanish government sent missionaries to New Spain to make American Indians work on the very large ranches and farms the missions owned to The Spanish government sent missionaries to New Spain to force American Indians to work on the very large ranches and farms the missions owned... 2nd paragraph: Change American Indians did the hard work of building the missions. to The American Indians were forced to do the hard work of building the missions. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. E-2, E-5: Lacks contributions/proportion of portrayals of people with disabilities. Heroes, Citizenship: possible placement under these headings. Publisher will add reference to Harriet Tubman's disability on SE/TE p. 97. Add to end of 2nd paragraph: "She did this even though she had a disability that made her fall asleep without warning." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. Publisher will add reference to Wilma Rudolph's disability on p. 147 2nd paragraph. Change "Wilma Rudolph was one of the world's fastest runners in 1960." to "Wilma Rudolph wore a leg brace as a child and could not walk easily. Yet she worked hard and became one of the world's fastest runners." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. SE: p. 36 2nd paragraph: Change 1st sentence from "Mankiller worked to help many Cherokee find jobs and to improve healthcare for them." to "Mankiller suffered from serious health problems and physical disabilities. Still she was determined to help other Cherokee find jobs and to improve their healthcare." SE: p. 216 caption: Insert at the end: "Stephen Hopkins, a delegate with cerebral palsy, said 'my hands may tremble, my heart does not.'" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. AR Biography Cards. Change 2nd bullet from "Helped lead about 300 enslaved people to freedom on the Underground Railroad." to "Helped lead about 300 enslaved people to freedom on the Underground Railroad, despite her disability that made her fall asleep without warning." E-2, E-5: Limited/proportionate portrayals of people with disabilities. See above entry for edits. G: Chapter 1, Families Today and in the Past, Lesson 2, Different Kinds of Families, page 12, photo: Traditional Jewish Wedding, Change: A more representative photo should be found. Comments: Pearson is to be commended for including a photo representative of Jewish customs, yet this particular photo does not portray a Traditional Jewish wedding. Several elements usually included in traditional Jewish weddings, regardless of level of religious observance, are absent. For example, the two male guests in the foreground are not wearing kippot (skull caps), the man officiating is not wearing a tallit (prayer shawl), and neither the brides nor grooms parents are standing under the huppah (wedding canopy). G: Chapter 8, Westward Expansion, Lesson 4, The California Gold Rush, p. 395, header, The Motive for Profit, Change to: New Goods and Services Meet the Needs of the Forty-Niners. Comment: This header introduces a section that includes merchants who engage in price gouging, followed by a paragraph on Levi Strauss, a Jewish merchant. Mentioning a Jewish merchant immediately following a description of merchants who got rich by price gouging is unnecessary and may reinforce negative stereotypes. L-1, L-2: p. 301 (visible in stadium image) Context was highlighting sports as CA pastime/popularity thus, Toyota signage unnecessary. B-1: p. 189 (oriental school perhaps include disclaimer or explanation in the Teachers Edition that while the term was used at that time, it is not a favored way to describe this cultural group.) A-5: pp. 175, 89 Females in thinking/writing roles. 259, 307 Boys doing working at computer/mailing letter. Publisher will change image to obscure the Toyota logo. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. Publisher will add a note on TE p. 189 at the end of the Background Information note to say: " You might want to point out to students that schools for Asian American students at that time were called "Oriental Schools." Though the term was commonly used at the time, today the term "Oriental" to describe Asian Americans is not favored." Publisher will change photo on p. 89 to a boy doing school work with paper and writing implement. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. Publisher will change photo on p. 259 to a girl doing school work on a computer. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page. Publisher-Submitted Errata GradeComponent NamePage/ LocationIdentified ErrorProposed CorrectionKSE/TE10Dr. King should be identified with full name in first instance.Change "Dr. King" to "Dr. Martin Luther King, Jr." Since this will add a line, delete 7th line, "They did not give up." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.KSE/TE14Photos of life in the past disproportionately show only white people.Replace photo with one that shows a historical classroom showing children of various ethnicities. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.KSE/TE73Photos of life in the past disproportionately show only white people.Replace photo with one that shows a historical classroom showing white and non-white children learning from their teacher. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.KSE/TE106, mapMap label says "Puchase."Change to "Purchase" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.KTE159 (reduced student page, Your Turn question #1)Student answer is missing.Answer should be: "Drawings should show the start of a play."KAG5 (Step 3 Part 1)In paragraph 1, typo: "tacher."Correct typo to say "teacher."KAG33In keeping with proportion, more persons of color should be listed as examples.Replace listing of Benjamin Franklin with Harriet Tubman. Listing will read: "Harriet Tubman - risked her life to lead enslaved African Americans to freedom on the Underground Railroad"KAG104In keeping with proportion, more persons of color should be listed as examples.Replace photo of a white person using an old-fashioned telephone with a photo of a non-white person using an old-fashioned telephone.1SE/TEGlossary (page R6 and page R12)The vocabulary terms and definitions "Benefit" and "Beneficiarse" in Spanish are missing from the glossaries.Insert "benefit" in its appropriate alphabetical location (page R6) in the English glossary and "beneficiarse" in the appropriate alphabetical location (page R12) in the Spanish glossary. The English glossary entry will read: benefit To get something in return. VERB The Spanish glossary entry will read: benefit/beneficiarse Obtener algo a cambio. VERBO Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE68Cabrillo seems an odd choice for an exemplar of citizenship.Replace Juan Rodriguez Cabrillo as featured person in the Citizenship feature. Feature will highlight the explorers of The Corps of Discovery. Text will read, "In 1804, Meriwether Lewis, William Clark, and their group set out to find a water route to the Pactific Ocean. They were called the Corps of Discovery. One of the guides was Sacagawea, a Shoshone Indian. The trip took determination. The group had to take care of any sick members and find enough food. They also had to find their way. They did not always know which direction to go. Circle how Lewis, Clark, and Sacagawea showed determination. Talk and Share Tell about a time when you showed determination." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE97 (end of 2nd paragraph)Harriet Tubman not identified as disabled Insert: "She did this even though she had a disability that made her fall asleep without warning." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE120, photoPhotos of life in the past disproportionately show only white people.Replace photo with one that shows children of color walking to school in the 1950s. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE126, photoPhotos of life in the past disproportionately show only white people.Replace photo with one that shows an African American family in the early 1900s. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE130, photoPhotos of life in the past disproportionately show only white people.Replace photo with one that shows a child and parent of color bowling in the mid-1950s. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1SE/TE208, photoPhotos of life in the past disproportionately show only white people.Replace photo with one that shows a classroom with children of color in the 1950s. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.1TE68 (reduced student page and text in wrap)Cabrillo seems an odd choice for an exemplar of citizenship.Replace text in wrap related to Cabrillo with text related to the Corps of Discover. Text in side will read: "The Corps of Discovery Explorers Explain that when people show courage, they are brave and face their fears. Explain that explorers often had to travel long distances. They could encounter many challenges including bad weather. They also had to explore unfamiliar places, not knowing what they might encounter. Tell children that it took a lot of determination to go on these expeditions. Then ask: Why is having determination a good character trait to have? (Possible answer: It is a good trait because if you have determination you will be able to try activities that might frighten you and you will be able to stand up for what you believe in.) ACTIVE CLASSROOM Act It Out! Have children take turns acting out what it looks like when someone has determination."1TE65 (reduced student page)Student answer is missing a reference to any winter activity.Insert "skiing" at the end of the student answer for Lesson Check question #4. It should read, "Children may mention sports or swimming; skiing."1TE145 (reduced student page)Student answer is missing.Insert student answer in the draw box, "Drawings should show symbols that represent culture, such as food, clothing, or celebrations."1AG124 (introduction)"A play about a very pushy woman who gets upset at everyone involved in building her new home."Change to "A play about a woman who is in a hurry to move into her new house."2SE/TE12, picturePhoto lacks certain elements of a traditional Jewish weddingReplace present image with one that is more representative of a traditional Jewish wedding. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE52, paragraph 1Section does not indicate that some people have been forced to move.Add this sentence to the end of the paragraph: "Some people have been forced to move." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE54, paragraph 2Reference to match image on pageChange "... show you on a map ..." to "... show you on a globe ..." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE144, paragraph 2Typo; Change the date for the Battle of Little Bighorn Change "At the Battle of Little Bighorn in 1868 ... " to "At the Battle of Little Bighorn in 1876 ... " Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE147, paragraph 2lacks contributions/proportion of portrayals of people with disabilitiesChange "Wilma Rudolph was one of the world's fastest runners in 1960." to "Wilma Rudolph wore a leg brace as a child and could not walk easily. Yet she worked hard and became one of the world's fastest runners." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE172References to Jos Julio Sarria's being gay and dressing like a woman may be too sensitive or 2nd graders.Revise feature to read: Jos Julio Sarria Champion of Equal Rights Jos Julio Sarria was a leader in California. He ran for public office in 1961. He decided to be honest. He told people he believed strongly in equal rights. He felt all people should be treated fairly. He did not win. But he made people know they had to pay attention to the rights of all people. Jos Julio Sarria was the founder of a worldwide help group. This group fights for equal rights. For Sarria, honesty gave him strength. It inspired other leaders to run for office, too. Write about how Jos Julio Sarria's honesty inspired others to run for office. Interview Your Family Ask family members to describe a time when honesty helped them stand up for their beliefs. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE179, Step 1Change format of space for answerChange write-on-lines to a blank box for drawing. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE189, paragraph 1Description of family in New Orleans should say that persons from Africa were brought to Louisiana in slavery.Change from "Long ago, immigrants settled, or moved, there from Africa and parts of Europe." to "Long ago, immigrants settled, or moved, there from parts of Europe, and enslaved people were brought from Africa." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE199, paragraph 1The word "protect" is not a vocabulary word.Change boldface to roman and remove highlight for the word "protect" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2SE/TE200, paragraph 2President's Day should be "Presidents' Day" Change to correct spelling. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.2TE9, Reading Check #1Missing student answerInsert: "Answers will vary."2TE63, Common Misconceptions note, line 3 from bottomTypo Capitalize "Earth"2TE116, reduced student pageNatural resource answer (circle) is incorrect.Natural resource answer (circle) should be on the land, instead of on the watermelon.2TE172, side wrapReferences to Jos Julio Sarria's being gay and dressing like a woman may be too sensitive or 2nd graders.Insert below heading: "Write the quality of honesty on the board. Explain that Jos Julio Sarria was an example of honesty because he chose to speak out for what he believed in. Have children read the text, or read it aloud as children follow along. Explain to children that to run for office means to try to get people to vote for you to serve in governmentto try to get elected by voters. Ask: What was Sarria honest about? (He told voters that he believed all people should be treated fairly and have equal rights.) Engage children in a discussion about Sarrias honesty. Encourage them to discuss whether being honest or being elected is more important. Ask: Although Sarria was not elected, how was he a hero for equal rights? (Sarria spoke out about peoples rights and helped to start a help group that fights for rights around the world.) Talk with children about why Sarria might have inspired others to run for office." ACTIVE CLASSROOM Create a Flag Discuss with children that being proud of and comfortable with oneself can help a person be honest and confident. Encourage children to make a list of their own positive traits and write them on the board. The following may be some of the childrens traits: athletic, shy, musical, artistic, funny, creative, friendly, smart. Have children suggest icons, color blocks, or shapes to represent the traits and use them to create a class flag. Display your class flag for all to see at the front of the classroom. 2TE172, Curriculum Connection noteReferences to Jos Julio Sarria's being gay and dressing like a woman may be too sensitive or 2nd graders.Change: Discuss with children that although Sarria did not get elected, the movement for gay rights he inspired led to increasing equal rights for gay people in the United States. to If it is appropriate for your class, you might tell the children more details about Sarria. He told the public that he was gay and was a performer who dressed as a woman on stage. His political campaign inspired the movement for gay rights."2AG2, paragraph 1, before last sentenceNo mention of slavery in teacher instructions for activityInsert: "You may have children in your class whose ancestors were enslaved or had other experiences that will be difficult for children to learn about. If so, you may want to define "ancestor" to include only the previous two generations--parents and grandparents. In addition, you may want to review the essay in the Teacher Edition "The Culturally Responsive Classroom," on pp. T27-T28 for suggestions."3SE/TE84, mapOn the map "Early Explorers of California" the city of Navidad is incorrect.On the map "Early Explorers of California," change "Navidad" to "Barra de Navidad." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.3SE/TE212, Supporting Many Different CommunitiesIn the second paragraph, second sentence (line 3), the spelling of "Jeanette" is incorrect.Change the spelling of "Jeanette" to "Jeannette" (to include two n's). Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.3SE/TER17, sidebar note related to First Amendment note should not identify Congress as the only body affected by the Bill of RightsChange to "Government cannot promote religion or set up an official religion or stop people from practicing a religion. Government cannot stop people or newspapers from saying what they want."3TE179, Rap About ItThe word "Preview" in the sentence underneath the heading "Citizenship Is Simple" is highlighted in pink, but it shouldn't be.Remove the pink highlight over the word "Preview" in the sentence underneath the heading "Citizenship Is Simple."3TE180The fourth Learning Objective (about the Compelling Question) is missing.Add a fourth Learning Objective to the end of the bulleted list: % Discuss the compelling question  Which do you think is more beneficial to your community, voting or volunteering? after completing the Quest.3TE185Teacher support for the Quest Connection in the Student Edition is missing.Insert new teacher support in the wrap column below the "Make Connections" paragraph. Tell students that elected officials have a specific term of office. Then there is another election to decide if the official stays in office or whether we want someone else to do the job. Why do officials have limits on their term of office? (The term limit gives people a chance to change the official if they do not agree with what is being done or to give their approval by re-electing the official.)3AG115, 117All references to "Tweeting" need to be removed from this Readers Theater for copyright purposes.Change as follows: -p 115: Replace "Tweeting" in the title to "Internet" so the new title is "Internet Oranges." -p 117: Delete the entire first three lines of dialogue from Sarah, Grandad, and Grandma. Revise the next line of dialogue from Grandad ("You are all talking another language to me.") to "I really wish we could just keep doing things the way we have been!" 4SE/TECA26, orange heading"an Historical Document" should be "a Historical Document"Replace "an" with "a" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE51, paragraph 3lacks information about two-spirit peopleInsert before last sentence "Some tribes also recognized two-spirit people, whose roles could come from either men's or women's tasks or a mix of both." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE89, picture of student doing school workDisproportionate number of traditional gender roles shownChange photo to a boy doing school work with paper and a writing implement.4SE/TE104, paragraph 3does not reflect the fact that changes in the landscape and lives of American Indians led to little choice about whether to live on missions Change "As a result, more and more chose to live there. They came for the supply of food available at the missions." to "As a result, more and more had to live there. They came for the supply of food available at the missions." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE134, paragraph 3shows a European perspective in relation to California IndiansDelete "friendly," so the sentence will read "After they received help from a California Indian village and two Indian guides, they safely reached Mission San Gabriel east of Los Angeles." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE152, title and paragraph 4section is mis-titled; Charley Parkhurst is mis-genderedChange section title to "Gender During the Gold Rush." Change "Some opportunities were closed to women during the Gold Rush. One woman lived as a man and worked as a stagecoach driver....After driving a stagecoach for almost 30 years, Parkhurst died in 1879. Only then was it discovered that Charley Parkhurst was a woman." to "One person who was born female but lived as a man, worked as a stagecoach driver....After driving a stagecoach for almost 30 years, Parkhurst died in 1879." Changes will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE223, Word Wise, line 4Extra wordChange "the earth to to reach" to "the earth to reach" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE259, photo of student doing school workDisproportionate number of traditional gender roles shownReplace picture with one of a girl doing school work on a computer.4SE/TE282, last paragraphlacks information about the ethnic makeup of Iranian immigrantsChange "A new government took power, and many people fled from it." to "A new government took power, and many people including Muslims, Jews, and Armenians, fled from it." To make space, delete from the 1st sentence "and come to California." It will read "A major push factor also caused many Iranians to leave their country." Changes will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE301, photovisible brand logoobscure Toyota sign Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TE304, Assessment #5Incorrect headerChange "Interpret an Image" to "Analyze an Image" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.4SE/TER17, sidebar note related to First Amendment note should not identify Congress as the only body affected by the Bill of RightsChange to "Government cannot promote religion or set up an official religion or stop people from practicing a religion. Government cannot stop people or newspapers from saying what they want."4TE0 (page number does not appear), Jumpstart Activity, student response areaStudent response missingAdd the following as a student response: "Possible answer: I picked the Coast region because I like the beach."4TE4, Step 1 box, student response areaStudent response missingAdd the following as a student response: "Possible answer: We eat fruit and vegetables. Farms in our town grow food for us."4TE5, Step 2 box, student response areaStudent response missingAdd the following as a student response: "Possible answer: Grocery store, bakery, gas station."4TE9, mapIncorrect label for map legendOn the map, change "Key" to "Legend"4TE44, Jumpstart Activity, student response areaStudent response missingAdd the following as a student response: "Responses should reflect the weather in your community."4TE84, Jumpstart Activity, student response areaStudent response missingAdd the following as a student response: "Possible response: I learned how to use a calendar. Today, that helps me know when vacation is coming."4TE88, Step 1 box, student response areaStudent response missingAdd the following as a student response: "Possible question: Why were missions built?"4TE89, Step 2 box, student response areaStudent response missingAdd the following as a student response: "Possible answer: letters, diaries"4TE130, Step 1 box, student response areaStudent response missingAdd the following as a student response: "Possible response: paintings, statues, videos"4TE131, Step 2 box, student response areaStudent response missingAdd the following as a student response: "Possible response: Put things from the same time period together."4TE189, Background Information noteneeds explanation of the historical term "Oriental school" Insert at the end of the Background Information note " "You might want to point out to students that schools for Asian American students at that time were called "Oriental Schools." Though the term was commonly used at the time, today the term "Oriental" to describe Asian Americans is not favored." 4TE216, Step 1 box, student response areaStudent response missingAdd the following as a student response "Possible response: How did people help during the war? Did they get hurt?"4TE217, Step 2 box, student response areaStudent response missingAdd the following as a student response: "Students' responses should reflect their research."4TE254, Jumpstart Activity, student response areaStudent response missingAdd the following as a student response: "Students should list the effects of the change they discuss."4TE258, Step 1 box, student response areaStudent response missingAdd the following as a student response "Students should list questions about California's achievements"4TE259, Step 2 box, student response areaStudent response missingAdd the following as a student response: "Possible response: magazines, newspapers, books, websites."4TE304, teacher instructionIncorrect titleTeacher instruction/top of the page: Change "Key Terms and Ideas" to "Vocabulary and Key Ideas"4TE308, Jumpstart Activity, student response areaStudent response missingAdd the following as a student response: "Students should explain that rules are needed to play a game."5SE/TEviiiTitle of Field Trip Video in box in red margin bar is incorrect. Change title of Field Trip Video from "Museum of African American History: A Journey Through History" to "Children in Colonial Times" Change will be reflected on corresponding Teacher Edition page T54.5SE/TE36, paragraph 2lacks contributions/proportion of portrayals of people with disabilitiesChange "Mankiller worked to help many Cherokee find jobs and to improve healthcare for them." to "Mankiller suffered from serious health problems and physical disabilities. Still she was determined to help other Cherokee find jobs and to improve their healthcare." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE64, captionCaption has incorrect name of Salinas Pueblo Missions National Monument.Change last line of caption from "Today, it is part of Salinas Pueblo National Monument in Salinas Valley, New Mexico." to "Today, it is part of the Salinas Pueblo Missions National Monument in Salinas Valley, New Mexico." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE78First label "Key Terms and Ideas" is incorrect. Change "Key Terms and Ideas" to "Vocabulary and Key Ideas" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE84, mapMap shifted to the right; two labels are obscured by the white box.Move map slightly to the left so that the labels for "Massachusetts Bay Colony" and "Plymouth, Massachussets" can be read, and so that leader line points correctly to Jamestown. Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE93, paragraphs 1 and 2Text makes it sound as if the work of American Indians on the missions was voluntary.1st paragraph: Change "The Spanish government sent missionaries to New Spain to make American Indians work on the very large ranches and farms the missions owned" to "The Spanish government sent missionaries to New Spain to force American Indians to work on the very large ranches and farms the missions owned..." 2nd paragraph: Change "American Indians did the hard work of building the missions." to "The American Indians were forced to do the hard work of building the missions." Changes will be reflected on the reduced student edition pages of the corresponding Teacher Edition pages.5SE/TE171, Word WiseIncorrect referenceIn Word Wise, change "in the last paragraph on this page" to "in the first paragraph on this page." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TEp. 190 Chapter 5 QuestChange the Quest label. Change the Quest label from "Writing Using Sources" to "Project-Based Learning" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE216, captionlacks contributions/proportion of portrayals of people with disabilitiesInsert at the end: "Stephen Hopkins, a delegate with cerebral palsy, said 'my hands may tremble, my heart does not.'" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE223, paragraph 4, 2nd sentencedoes not mention Indian leaderChange "The Cherokee and Mohawk fought with the British, hoping that they would stop westward expansion." to "Both the Mohawk, under their leader Joseph Brant, and the Cherokee fought with the British, hoping they would stop westward expansion." Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE299, Who will you meet?The name "Sacajawea" is spelled incorrectly. Change spelling of name from "Sacajawea" to "Sacagawea" Change will be reflected on the reduced student edition page of the corresponding Teacher Edition page.5SE/TE363, titleTitle does not reflect the idea that the cotton gin did not make life easier for everyone.Change title from "Inventions Make Life Easier" to "Inventions Bring Changes." Change will be reflected in the reduced student edition page of the corresponding Teacher Edition page.5SE/TE395, section titletitle may reinforce negative stereotypes about JewsChange title from "The Motive for Profit" to "New Goods and Services Become Available." Change will be reflected in the reduced student edition page of the corresponding Teacher Edition page.5SE/TER17, sidebar note related to First Amendment note should not identify Congress as the only body affected by the Bill of RightsChange to "Government cannot promote religion or set up an official religion or stop people from practicing a religion. Government cannot stop people or newspapers from saying what they want."5SE/TER67, IndexFirst entry under "S" the name "Sacajawea" is spelled incorrectly.Change spelling of name from "Sacajawea" to "Sacagawea"5TE28, subhead titleTitle of subhead is incorrect. Change "Government of Large Nations" to "Governments Past and Present"5TE54Highlighted student answers make student edition text illegible in teacher edition. Make highlighting lighter so that text in reduced student page is legible in teacher edition. 5TE149Two Quest Connection entries should not appear on this page. Remove two Quest Connections headings and text from the side column. 5TE153Insert text to address Quest Connection and Interactivity in the side columnInsert the following text in the column " Quest Connection Ask students to read the Quest Connection box. Tell them that they should underline the difference between jobs in the city and jobs in the country throughout the subsection "Artisans and Craftspeople" Insert the following additional text in the column Interactivity "Go online so students can explore Life in the Colonies, which will help them complete the Quest."5TE154Move Word Wise teacher support from p. 149 to 154Insert this text at the bottom of the side column: "Word Wise Write the contraction didn't on the board, followed by the phrase did not. Ask students to think of other contractions made from a verb and the word not. Then have them brainstorm other examples of contractions. Write their responses on the board." 5TE165Remove the label "Understand the Quest Connection." Remove the label "Understand the Quest Connection"5TE166Highlighted student answers make student edition text illegible in teacher edition. Make highlighting lighter so that text in reduced student page is legible in Teacher Edition. 5TE169Interactivity box is missing from the bottom of the column. Insert the following text at the bottom of the column: "INTERACTIVITY Go online to help students review this lesson, reading main ideas and learning from images."5TE171Move Word Wise teacher support from p. 173 to 171Insert the following text in the column "Word Wise Read aloud the sentence with the word rule in the first paragraph on the page. Say: The word rule can mean more than one thing. It can mean to control or a directive on how to act or behave. Any time you come across a word with more than one meaning, you need to use context clues to figure out which meaning is used. Which definition makes sense here? (to control) Have students turn to the last paragraph of this lesson to practice with other multiple-meaning words: pushed, crossed, stage, set. Students should work with a partner to find at least two meanings and choose which meaning is used in the sentence. Check understanding by having volunteers share their findings."5TE173Incorrect placement of Quest Connections Remove the "Quest Connections" and "Understand the Quest Connection" headings and paragraphs.5TE175Incorrect placement of Quest ConnectionRemove the "Quest Connection" heading and paragraph from the side column.5TE177Move Word Wise teacher support from p. 175 to 177Insert the following text in the column near the top of the page: "Word Wise Read aloud the paragraph about synonyms. Have students work with a partner to find another word on the page that they know a synonym for. If they struggle, provide suggestions: felt, attacked, large, surviving. Have pairs share their findings with the class."5TE179Incorrect placement of "Understand the Quest Connection" label. Remove the label "Understand the Quest Connection"5TE235, Background Information noteDoes not provide information about Haym Salomon later in life.Below the current text on John Paul Jones, insert: " Haym Salomon On the student edition page, students learn how Salomon served his country during the war. You might want to share that, after the war, he continued to support the country by buying government bonds and encouraging others to do so. Unfortunately, Salomon died in poverty in 1785."5TE244a First Column in ChartIn first column in chart under "Connect" change "Big Question Video" to "Field Trip Video" Change "Big Question Video" to "Field Trip Video" 5TE337, Lesson 4 Check, Question 7Student answer says "Colonies such as Spain" Change student answer from "Colonies such as Spain should not try to recolonize in the Western Hemisphere." to "Countries such as Spain should not try to recolonize in the Western Hemisphere."5TE355 Writing TipsWriting Tips, line 2 has "movie proposal movie" Change "movie proposal movie" to "movie proposal." 5TE373Jumpstart Activity, line 6, word "with" is missing from the sentenceJumpstart Activity, line 6, change "Provide students a blank piece of paper " to "Provide students with a blank piece of paper"5AG39, Activity 2next to last paragraph, 5th line: sentence is missing words: people had for the colonies.Change "...people had for the colonies." to "...people had for coming to the colonies."5AG49, Activity 1st line is missing a word: a fictional character of choiceChange a fictional character of choice to a fictional character of their choice5AG101, intro paraline 3: Change of Questopolis choose a democracy. as Questopolis is choosing a form of government. Change: "...Questopolis choose a democracy." to "...Questopolis choose a form of government."5AG119, Readers Theater last Barnabus line of page: Changing reference to "President Washington" so as not to confuse students. Washington was the Convention president, but he had not been elected president of the U.S. yet.Change "First of all, General ererPresident Washington fought for our countrys independence." to "First of all, the president of the convention, George Washington, fought for our countrys independence." 5AG121, Readers Theater last Abigail line: she refers to President Washington. Changing reference to "President Washington" so as not to confuse students. Washington was the Convention president, but he had not been elected president of the U.S. yet.Change "I see President Washington!" to "I see George Washington!"5ARBiography Cards: Harriet Tubmanlacks contributions/proportion of portrayals of people with disabilitiesChange the second bullet from: "Helped lead about 300 enslaved people to freedom on the Underground Railroad" to "Helped lead about 300 enslaved people to freedom, despite her disability that made her fall asleep without warning." Pearson Scott Foresman and Prentice Hall, California History-Social Science: myWorld Interactive, Grades Six through Eight Program Summary: California History-Social Science myWorld Interactive includes: Student Edition (SE), Teacher Edition (TE), Active Journal (AJ), Additional Resources (AR) located online. Recommendation: California History-Social Science myWorld Interactive is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade levels and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 6, TE/SE pp. 113, 156-163, AJ pp. 30-37; Grade 7, TE/SE pp. 121, 130-133, 191, 269, 369, 480-483, AJ pp. 32-39, 122-135; Grade 8, TE pp. 171-182, SE pp. 126, 368-373, AJ pp. 66-75, AR Biographies: Elizabeth Cady Stanton Criterion #4: Grade 6, AR Quest Sources Topics 3; Grade 7, AR Quest Sources Topic 2; Grade 8, Quest Sources Topic 2 Criterion #6: Grade 6, AR Interactive Primary Sources Bhagavad-Gita; Grade 7, AR Interactive Primary Sources Travels lbn Battuta; Grade 8, AR Interactive Primary Sources Aint I a woman? Sojourner Truth Criterion #8: Grade 6, AJ pp. 104-105; Grade 7, AJ pp. 78-79; Grade 8, AJ pp. 38-39 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #1: Grade 7, TE pp. xxvii-xxxix, 6C-6J, 60A-60H; Grade 8, TE pp. xxx-xliii, 2A-2F, 38A-38H Criterion #5: Grade 6, SE pp. 59, 153-155; Grade 7, SE pp. 173, 376; Grade 8, TE pp. 134, 304-306, 572 Criterion #9: Grade 7, Quest Sources Topic 6, AJ pp. 134-141 Topic 8, AJ pp. 178-185; Grade 8, Quest Sources, Topic 5, AJ pp. 122-129, Topic 7, AJ pp. 174-181 Criterion #11: Grade 6, AJ pp. 13, 15, 23, 39, 44, TE pp. 60-61, 285, 288; Grade 7, AJ pp. 92, 94, 96, 97, 99 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student progress toward mastering the content. Citations: Criterion #1: Grade 6, AR Lesson Quizzes, Topic Tests, TE pp. 44-45; Grade 7, AR Lesson Quizzes, Topic Tests, TE pp. 298-299; Grade 8, AR Lesson Quizzes, Topic Tests, TE, pp. 164-165 Criterion #4: Grade 6, SE. p. 363, AR, Topic Test #5; Grade 7, SE p. 447, AR Topic Test #8; Grade 8, SE p. 313, AR Topic Test #2 Criterion #6: Grade 6, SE pp. 57, 76, 999, 126; Grade 7, SE pp. 244, 252, 259; Grade 8, SE pp. 132, 146 Criterion #7: Grade 6, AR Rubrics for Arguments; Grade 7, AR Rubric for Narrative Essay; Grade 8, AR Rubric for Civic Discussion Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #1: Grade 7, TE pp. 64, 286, 295, 306-307, AJ p. 129; Grade 8, TE pp. 46, 60 Criterion #5: Grade 7, TE pp. ELA1-ELA14; Grade 8, TE pp. ELA1-ELA14 Criterion #6: Grade 6, TE pp. 231, 236, 245; Grade 8, TE pp. 324, 336, 342 Criterion #8: Grade 7, TE p. 313; Grade 8, TE pp. 416 Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #1: Grade 6, TE pp. xxvi-xxxvii; Grade 7, TE pp. xxvii-xxxix; Grade 8, TE pp. xxx-xliii, pp. 138, 147 Criterion #2: Grade 6, TE p.138; Grade 7, TE p. 88; Grade 8, TE pp. 133, 395 Criterion #3: Grade 6, TE p. 20; Grade 7, TE p. 19; Grade 8, TE p. 134 Criterion #6: Grade 6, TE pp. 46A-46I; Grade 7, TE pp. 102A-102G; Grade 8, TE pp. 242A-242I Criterion #7: Grade 6, TE p. 147; Grade 7, TE p. 193; Grade 8, AJ pp. 2-13 Criterion #15: Grade 6, TE p. 133; Grade 7, TE p. 105; Grade 8, TE p. 115 Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 6, TE/SE p. 130: Under Indias early civilizations, the first sentence suggests that The early civilizations of India were nothing short of surprising. This statement can be interpreted as biased. Correction: remove were nothing short of surprising, and change to The early civilizations of India built vast empires Grade 6, TE/SE p. 132: The Indus Valley civilization is referred to as the Indus Sarasvati Civilization. This is a subject of controversy, not settled fact. Correction: Remove mention of Sarasvati and refer to it as Indus Valley Civilization as has already been done elsewhere in the program. Grade 6, TE/SE p. 136: Change the sentence, Indias first civilization grewand Sarasvati rivers, to Indias first civilization grew around the Indus valley. Change After the Indus Sarasvati Civilization to After the Indus Valley Civilization. Grade 6, TE p. 139: Remove reference to Sarasvati in Apply Concepts and replace with Indus Valley Merchants. Also remove Sarasvati in section called, What Mysteries Surround the Indus Valley Civilization? and replace with Indus Valley. Grade 6, TE/SE pp. 141-142: Under Who were the Indo-Aryans? Three theories are mentioned. All are speculative. None is either proved or disproved. Correction: Remove the sentence, This theory has proven to be false, however. Change In the past, many historians accepted the Aryan invasion theory, to In the past, many historians accepted the Aryan invasion theory, but many historians today reject this idea. Grade 6, TE/SE p. 145: Caste System Chart, Dalits are not part of the caste system. Remove the row Dalits. Grade 6, SE/TE p. 150, paragraph 4: They helped explain religious ideals and how people should live their lives. Correction: This sentence is repeated twice so omit the last sentence in this paragraph. Grade 6, SE/TE p. 151, paragraph 3: What are Hindus beliefs Section missing period at the end of penultimate sentence. Grade 6, AJ p. 174: Roman Numerals and Arabic Numerals are mislabeled in both columns. Correction: switch titles of columns. Grade 8, SE/TE p. 379, Topic 5, Lesson 6 Arts and Literature, line 4-6: Although Foster was a northerner, many of his songs such as Dixie, referred to southern traditions and were popular in the South. Stephen Foster did not write I Wish I Was In Dixie. It was written in 1859 by Daniel D. Emmett. Grade 6, SE/TE Topic 2, Civilizations and Peoples of the Fertile Crescent (3400 BCE to 70 CE), p. 49, introduction, timeline, map, map label: change to, Egypt, Phoenicia, Israel, Canaan, Syria, Assyria, Mesopotamia, Sumer, Persia Grade 8, Additional Resources, Biographies, list item, Haym Soloman (17401785), correct spelling: Haym Salomon Grade 8, Topic 8: Lesson 3: Hardship for American Indians, pp. 522-523: In Plains Indian nations, men and women had distinct jobs within society. While their roles were different, there was more flexibility than in white society. Add sentence, Some tribes had two spirit traditions, which were later lost when new Anglo-American gender roles were imposed. Grade 8, pp. 577-578: edit biography of Jane Addams to say: There, in an old mansion, she and her romantic partner, Ellen Starr, opened a settlement house named Hull House in 1889. Grade 8, Interactive Primary Sources section of the Additional resources includes a document called Two poems, Langston Hughes and should be edited to say: Langston Hughes, who was both African-American and gay, wrote about how it felt to be African American. Publisher-Submitted Errata GradeComponentPageDescription of LocationDescription of Correction 6Student18How Did Humans Adapt" para, last sentenceDelete "to" between "and" and "find": and find new6Student47Watch BoxAdd title to "Watch" box The Code of Hammurabi6Student48TimelineMove leader and marker for 3400 BCE date to right to correct position6Student49timelineRevise 720s BCE entry to read: "Assyria conquers northern Kingdom of Israel."6Student80first paragraph, line 6delete the word "even".6Student802nd paragraphRevise to read (revised text in bold): "The accounts of the Exodus and the Ten Commandments are important to Jews, Christians, and others. For them, a lesson of the Exodus is that if people believe in God and obey God's laws, God will protect them and support them. Memory of the journey from slavery to freedom teaches Jews to help oppressed people."6Student91The Kingdom Divides, paragraph 2capitalize 'Kingdom' x 26Student93Roman RuleChange "In response, in CE 70," to "In CE 70,"6Student93Captionchange families "takes part" to families "take part"6Student95ChartRevise for clarity from "Jews who accidently break the rule of the Sabbath are to perform prayers and observances focused on making the Sabbath a more spiritual experience." to "Jews observe the Sabbath as a day of rest from work, with communal prayer in the synagogue and time spent with family and friends during festive meals in the home." Also change ""The shofar is blown during synagogue services for Rosh Hashanah." to "Rosh Hashanah celebrates the world's creation with prayers in the synagogue, reflection on the past year, the blowing of the shofar, and festive meals." Also change: "In the Temple period, passover originally occurred on the celebration of the barley harvest." to "You shall not eat any food made with yeast; for seven days you are to eat matzah [unleavened bread], the bread of affliction; for you departed from the land of Egypt hurriedlyso that you may remember the day of your departure from the land of Egypt as long as you live." Deuteronomy 16:36Student96lines 5-6delete words supreme, invisible6Student112Thutmose III, line 3delete the word Palestine6Student137paragraph 2Revise text as follows for clarity: From "Archaeologists have found most of what we know about Indus Valley Civilization. In the 1920s, they discovered the ruins of two great cities: Harappa and Mohenjo-Daro. Since then, archaeologists have found more than a thousand other towns and villages from this civilization.' To "Archaeologists have found most of what we know about Indus Valley Civilization. In the 1920s, they discovered the ruins of two great cities: Harappa and Mohenjo-Daro. Since then, archaeologists have found more than a thousand other cities, towns, and villages from this civilization spread across the region."6Student139Government and Religion, paragraph 4Revise text as follows for clarity: From: 'However, some Indus Valley statues and small carvings have features that seem to show practices of Hinduism, a religion that developed later in this region. To: "However, some Indus Valley statues and small carvings have features that seem to show practices of what we now know as Hinduism."6Student139Government and Religion, paragraph 4Revise text as follows for clarity: From "Some Indus Valley carvings look like people meditating or offering a formal greeting, important practices in Hinduism today" To: "Some Indus Valley carvings look like people meditating or offering a formal greeting Namaste, important practices in Hinduism today."6Student145ChartRevise chart caption as follows. From: "Analyze Charts The caste system grouped ancient Indians into an occupation-based caste called jati and a religious status caste called varna. Summarize What did these types of groupings have in common?" To: Analyze Charts Ancient Indian society was grouped by varnas, or groups based on ones skills. These groups are thought to have later developed into the caste system. 6Student145How Did the Caste System Develop, Paragraph 2Revise text as follows for clarity; From "In fact, the evidence suggests that families could sometimes move from one varna to another. Hindu sages like Valmiki and Vyasa were not Brahmins, while some who were born into Vaisya or Sudra families became warriors." To: "In fact, the evidence suggests that families could move from one varna to another. Hindu sages like Valmiki and Vyasa were not born Brahmins, while some who were born into Vaisya or Sudra families became warriors.6Student149What Was Early Hinduism LikeRevise text as follows for clarity: From "During the Vedic Age, early Hinduism, also known by some scholars as Brahmanism, was a religion based on rituals, particularly sacrifices to the gods. The term Brahmanism referred to Brahman, the all-powerful deity that Hindus worship." To: "During the Vedic Age, early Hinduism was based on the principle of Brahman, the all-powerful principle that Hindus believe exists in all beings. It was made up of elaborate rituals to worship the various deities that were seen as manifestation of this divine principle."6Student149How Did Classical Hinduism DevelopRevise text as follows for clarity: From: "Some thinkers moved away from ritual and more openly embraced the concept of Brahman, a single spiritual power that existed beyond the Gods of the Vedas and resided in all things." To: "Some thinkers emphasized and built on top of the concept of Brahman, a single spiritual power that manifested in the Gods of the Vedas and resided in all things."6Student154third paragraphRevise text as follows for clarity. From: "Women were often not treated as equals in the Indian subcontinent. This often went against core Hindu teachings about the equality of genders. Women had rights to their own personal wealth, but in most cases, had fewer property rights than men. This was similar to other ancient societies. Women could also participate in religious ceremonies, and there were some women who became Hindu sages. But most often, women were not treated as equals." To: "Women were sometimes not treated as equals in the Indian subcontinent. This often went against core Hindu teachings about the equality of genders. Women had rights to their own personal wealth, but in most cases, had fewer property rights than men. This was similar to other ancient societies. Women could also participate in religious ceremonies, and there were some women who became Hindu sages.6Student158last paragraphRevise text as follows for clarity. From: ""Siddhartha began his search by studying with Hindu gurus. They taught him that life is a cycle of birth, death, and rebirth." To: "Siddhartha began his search by studying with Hindu gurus. They taught him meditation techniques and the different teachings of the Upanishads which he was to later build upon with his own insights."6Student166Success on the Battlefield, first sentenceRevise text as follows for clarify: From: "Kautilya trained his pupil well to become a brilliant military leader." To: Kautilya trained his pupil to become a brilliant military leader.6Student166Map Key, Maurya empire labelAdd the letter E after "BC" and set "BCE" in small caps: BCE6Student167Building a Government, 2nd paragraph, 2nd sentenceDelete the following sentence for accuracy: He patterned his government after that of the Persian empire.6Student167Buiding a Government, 3rd paragraph, last sentenceRevise text as follows for accuracy. From: "He used them to support a large army and his own costly lifestyle as well." To: "He used them to support a large army. 6Student167Connections to Other Regions, fifth sentence, etc. Revise text as follows for clarity. From: "Rather than engaging in all-out war, the two rulers settled their differences. They agreed on a peace treaty. Seleucus gave up control of some lands west of the Indus. Chandragupta, in exchange sent Seleucus 500 elephants." To: The two leaders agreed to a peace treaty in which Seleucus gave up territory west of the Indus in exchange for 500 elephants. 6Student168Kautilya's Advice, last paragraphRevise the text as follows for clarity. From: "On the other hand, the Arthashastra also advises the ruler to do whatever is necessary to keep power. Kautilya says that people cannot be trusted, and he urges severe punishments for crimes." To: "A good king also has self-control, consults with elders, stays up-to-date about threats to his kingdom . . . and enhances his knowledge in all areas of learning.6Student169#3, 3rd to last sentence/questionDelete the S from "takes": take6Student174First paragraph of lessonRevie text as follows for clarity. From: "After the collapse of the Mauryan empire, India broke into many small kingdoms. Armies from the north and west invaded India repeatedly." To: " After the collapse of the Mauryan empire, India broke into many small kingdoms. Armies from the north and west invaded India repeatedly but many invasions were repelled."6Student175First paragraphRevise text as follows for accuracy. From "Chandra Gupta's son, Samudra Gupta, conquered most of the remaining small kingdoms of northern India, calling himself the Exterminator of Kings. To: "Chandra Gupta's son, Samudra Gupta, conquered most of the remaining small kingdoms of northern India."6Student185TimelineSwap the positions of "206 bce Han Dynasty begins." and "221 bce Qin Dynasty begins."6Student2682nd head change "How Did the Greeks Improve of Technology?" to "How Did the Greeks Improve Technology?"6Student287Under heading What Were Rome's Natural Advantages? Line 6Change "seagoing sips" to "seagoing ships"6Student2923rd para, line 1change an officials by time in office to an officials time in office 6Student325In Jesus the Teacher Chead, line 5 change Hebrew scriptures to Hebrew Bible.6Student328Interactive boxInteractive box: title should be "Early Christian Symbols"6Student344Interactive boxInteractive box: title should be "3-D Model: The Pantheon"6Teacher11ELD Tip box, 2nd sentenceChange the first "to" to "two" "between two words to indicate"6Teacher46AUnder "Demostrate," Quest Findings headDelete the third i in "Findiings" Findings6Teacher46JHelp Struggling Learners headDelete the last S in "exercisess" and add a comma "exercises, and more."6Teacher94Botto channelIn bottom channel, beneath head, insert bold run in head at the start of text: Crop Rotation 6Teacher110Side columnDelete FPO and place video screen graphic6Teacher132Differentiated InstructionDI/Special Education: Change "continent's" to "subcontinent's."6Teacher142Side columnChange "or" to "of"6Teacher143IELD featureIELD feature: Change "certainly" to "certainty"6Teacher144top left: Identify Main Ideasline 3 - Change "has" to "had"6Teacher145top rt: compare/contrastline 5- Change "includes" to "include"6Teacher149How Did Classical Hinduism develop?line 3: Change "out" to "our"6Teacher152distinguishline 1- change 's to s' - should be "students' "6Teacher152distinguishline 7- insert "the" after "does"6Teacher164Guided Analysisline 2- insert 'in' after the word "phrases" 6Teacher178lesson check#5 - delete repeat of "Delhi" 6Teacher204bottom channelexpanding- fourth line- insert "to" after "students"6Teacher204IELD FeatureIELD feature: Change "Then ask students exchange their paragraphs with a partner to revise." to "to exchange"6Teacher222HLeft columnLeft column, Objective 2: delete the word what6Teacher222JInvestigate, ReadUnder Investigate, Read, correct misspelling of Hellenstic to "Hellenistic"6Teacher227bottom channelleft col, line 8- delete the word "is"6Teacher228How Did Geog. Shape the Greek World?1st parag- line 3- Change "affect" to "effect"6Teacher230bottom channelrt col- 3rd line from bottom- fix typo- "rivalries"6Teacher232writing workshopfifth line - delete extra "to"6Teacher232Writing WorkshopWriting Workshop explain ideas in the topic to to their teacher delete 2nd to.6Teacher234Distinguish Cause and EffectDistinguish Cause and Effect Change The phalanx allowed men who could not afford horses and armor to the army. to to join the army; 6Teacher235IELD featureIELD feature: Ask pairs of students read to to read6Teacher247Greek Economy/Synthesize Information: Change "faiure to failure; delete 2nd period.6Teacher251Differentiated Instruction: Advanced: Change Have them share parts Herodotus account with the class. to "parts of Herodotus account6Teacher264Active Journal/Take Notes: Change as the read the lesson to as they read the lesson6Teacher266Interactive Chart: Change "Greeks" to "Greek"6Teacher272Identify cause and effectsline 4- Change "it" to "its" 6Teacher272Take Notesline 3- Change "the" to "they" to read "they read the lesson"6Teacher275integrate info-1line 5- insert "was" after "it" to read "it was good"6Teacher278answers#7- correct: Mycenaean (line 2- delete extra c)6Teacher278Quest Findings: Add DOK 4 6Teacher348Active Classroom, 1st sentenceInsert the word "event" between "which" and "most". To read "which event most"6Active Journal72nd question in first boxChange "did" to "do" 6Active Journal17#5replace "that" with "who"6Active Journal22first boxchange "develped" to "developed"6Active Journal684th line of text in Team Challengechange "pharaoh" to "pharaohs"6Active Journal95#5delete the 2nd "is"6Active Journal1741st sentence of intro textadd BCE after 900: Between 900 BCE and 800 BCE, . . .6Quest Worksheet2Analyzing Primary Sources: 2. Cchange "he" to "the": lacked the power6Quest Worksheet3Vocab and Reading Support, #4insert "which": "an ailment which I will treat"?6Quest Worksheetpage 4 of 8Analyzing Primary Sources, 2. Cchange "makes" to "make"6Quest Worksheet25th line of text under titlechange "called" to "calls"6Quest Worksheet42nd line of text under titlechange "wrote" to "writes": . . . writes that the Romans made . . .6Quest Worksheet44th line of text under titlechange "become" to "became": . . . where some even became generals.7Student21In Jesus the Teacher Chead, line 5Change Hebrew scriptures to Hebrew Bible.7Student24Interactive boxInteractive box: title should be "Early Christian Symbols"7Student40Interactive boxInteractive box: title should be "3-D Model: The Pantheon"7Student137Last paragrph, ine 1last para, line 1, change "northerwest" to "northwest"7Student141Start upStart Up description--cap "God"7Student143Interactive boxInteractive box: change title to "Vedic Era Gods"7Student145CaptionChart caption: change "religious status caste" to "skill-based grouping"7Student148Chart, The Crusades, EffectsDelete: "Crusades find success and failure." Add "Many deaths of soldiers and civilians of people of all faiths;"7Student193Primary Source, attributionChange "Faxian" two words to "Fa Xian"7Student2122ndpara, lines 1-2 Change from: Known as the Golden Horde, the these Mongols ruled Russia for more than 100 years. to Known as the Golden Horde, this part of the empire ruled Russia for more than 100 years.7Student213Foreign Visitors Chead, line 2,Change such as as the one to such as the one.7Student215photo captionChange from The court of Kublai Khan in Marco Polos time to Kublai Khans court welcomes Marco Polo in this illustration from the 1800s7Student221Reading Support Item #5Change Manziwas the name used for southern China. To Manziwas an insulting name used for southern Chinese.7Student226Reading CheckChange from Identify Cause and EffectHow did technological innovations helped spur trade to Identify Cause and EffectHow did technological innovations help spur trade7Student230Lesson Check, #5 Change What affect did to What effect did7Student286Biography featureChange Huyana Capac to Huayna Capac 7Student301Video TitleChange video title from Interview With a Modern Griot to A Keeper of History7Student333Map, key, green arrow labelChange "Vasco de Gama" to "Vasco da Gama"7Student347"Renaissance Ideas Spread" head, 3rd sentenceMake "language" plural to read "languages"350In paragraph under Essential Question, 2ndsentenceChange How did written and oral traditions, as well as peoples movements along trade routes, allow those cultures to endure? to How did written and oral traditions allow those cultures to endure? What role did trade play?7Student4012nd para, last sentenceChange "Azecs" to "Aztecs"7Student402Pizarro image caption Change "Athualpa" to "Atahualpa" 7Student431Lesson Check, #3aDelete the extra word "positive."7Student4733rd para, 3rd sentenceChange "irights" to "rights"7Teacher44Active Classroom, 1st sentenceInsert the word "event" between "which" and "most" to read "which event most"7Teacher61Watch box, 2nd para, 2nd to last sentenceChange "mus" to "must"7Teacher61Watch box, 3rd para, 2nd to last sentenceChange "husband" to "husbands"761Watch box, 3rd para, 2nd to last sentenceDelete the word "a" between "In" and "family"7Teacher61Watch box, 3rd para, 2nd to last sentenceChange "business" to "businesses"7Teacher80Ntergrated English Language Development headAdd the missing I INTEGRATED7Teacher83Differentiated Instructions, Advanced para, 1st sentenceAdd "and" between "knights," and "serfs." to read "knights, and serfs."7Teacher110Emerging para, 4th sentenceChange "difference" to "differences"7Teacher114Hypothesize sub-head, 2nd sentenceAdd "think" between "you" and "France" to read "Why do you think France"7Teacher123Interactive Simulation box, 3rd sentenceDelete "to" between "students" and "share" to read "Have students share their ideas"7Teacher144Interactive Map box, 4th sentenceAdd the word "year" after "by" to read "year by year"7Teacher150cobjective 2Change "pled" to "played"7Teacher150Eobjective 1line 3- change "expland" to "expand"7Teacher150Fobjective3line 3- change "encourage" to "encouraged"7Teacher150Hobjective3 line 3- change "lead" to "led"7Teacher153Where Was the Islamic World line 3- change "appear" to "appears"7Teacher171Analyze Primary Sources: change "which is way Turkish soldiers are victorious" to "which is why Turkish soldiers are victorious"7Teacher172Lesson Check #4 change "They early caliphate was controlled by Arabs." to "The early caliphate was controlled by Arabs." 7Teacher178primary sourceline1- change "ace" to "bce"(Small caps)7Teacher193AssessAssess: "To assess this skill, have students have students" delete second "have students"7Teacher199analyze mapsline 5- change "mean" to "means" 7Teacher204IELD feature BridgingIELD feature/Bridging: change "build on each others ideas," to "build on each other's ideas," 7Teacher209learnline 2- change "student" to "students"7Teacher214change "Battutua" to "Battuta"7Teacher218ID c/e 1line 3- change "ship" to "ships" 7Teacher222bottom channel#2, line 4, change "Chau Ju kua" to "Zhou Rukuo"7Teacher251ID main idealine 3- change "wood" to "woods"7Teacher253learnline 2- change "student" to "students"7Teacher422Analyzing Primary Sources, 3, 1st sentenceChange "form" to "from"7Teacher466Two New Powers ..line 2- change "expended" to "expanded" 7Active Journal52table heading, 2nd columnchange "Fund" to "Find" and insert space between "Because" and 1st period: I Find Them Interesting Because . . . 7Active Journal52Lesson 2, last sentencechange "figure" to "figures"7Active Journal52Lesson 3, last sentencechange "their" to "his or her"7Active Journal54#2change to: "ruler's claim to throne" or "rulers' claims to thrones"7Active Journal64intro paragraphreplace "table" with "diagram"7Active Journals225Main Idea sample answerdelete extra "of"7Quest Worksheet25th line of text under titlechange "called" to "calls"7Quest Worksheet42nd line of text under titlechange "wrote" to "writes": . . . writes that the Romans made . . .7Quest Worksheet44th line of text under titlechange "become" to "became": . . . where some even became generals.Quest Worksheet1Close Reading and Vocab Support, #4replace "someone" with "people"7Quest Worksheet1Close Reading and Vocab Support, #4, 2nd linereplace "she" with "May"7QWpage 4 of 64th line of intro paragraphadd "s" to end of author's last name: Stearns7Quest Worksheet5Analyzing Primary Sources, 2. Dchange stricture to stricter7Quest Worksheet6first line under titlechange "Andrea" to "Andreas"8Student30image calloutChange "The Spirit of Laws" to "The Spirit of the Laws"8Student43Start Up copycorrect spelling of "Monongahela"8Student109new as of 2/21/17in map caption, #1, delete first "have"8Student151image calloutchange "foster cooperation" to "fosters cooperation"8Student159Academic Vocabulary calloutchange "responsibilities" to "responsibility" 8Student161chart sourcecorrect spelling of "Commission" in "Federal Election Commission"8Student171take notes copychange "your read" to "you read"8Student212image calloutchange "Untied" to "United"8Student223mapChange "Chippews" be "Chippawa"8Student267second paragraphchange "reign in" to "rein in"8Student327Second paragraph, lines 6-11Revise text to read as follows (Edits indicated in bold): "Men and women began to be viewed as fundamentally different, with distinct gender-based roles. Women were judged to be best suited to the domestic life, while men were expected to go out and earn a living in the world. As a result, women and men formed close bonds with one another inside their separate spheres, while at the same time were also expected to marry and raise a family.8Student356image calloutcorrect spelling of "abolitionist"Student368Early Calls for Women's Rights, 2nd paragraph, lines 3-6Insert bold text as follows for clarification: "As these women worked to end slavery, they became aware that they lacked full social and political rights themselves. They and many other women felt limited by their gender when society was so dominated by men. Both white and African American abolitionists, men and women, joined the struggle for womens rights.8Student382quest findings boxchange "eassy" to "essay"8Student420chart calloutcorrect spelling of "Analyze"Student466The Thirteenth Amendment Changes Life in the United States, Third paragraph, starting on line 5Insert bold text as follows for clarification: "Many thousands searched for and reunited with the family members who had been torn away by slavery. For many, Reconstruction meant a chance to rebuild the kinship ties that slavery had severed. 8Student503quest connections boxchange "railrods" to "railroads"8Student524Changing Traditional Ways of Life, First paragraphInsert bold text as follows for clarification: In 1867, federal officials established a peace commission to end the wars on the Plains. The government sent many American Indian children to government-run boarding schools, which forced them to dress in European-style clothes and learn English. They were discouraged from practicing their own culture or speaking their own language.8Student526third paragraphchange "calvary" to "cavalry" x28Student529Dawes Act, second paragraph, lines 3-6Insert bold text as follows for clarification: "With the Dawes Act, the government tried to lessen traditional influences on Indian society by making land ownership private rather than shared. The Act also ended some elements of female authority respected in many tribal societies.8Student541copy under "start up"change "soliders" to "soldiers"8Student547image calloutchange "why note" to "why not"8Student554question 3change "increased" to "increase"8Student565image calloutchange "Statute of Liberty" and "statute" to "Statue of Liberty" and "statue"8Teacher4top paragraphadd "were" after "years": "How many years were between Columbus's arrival..."8Teacher5top paragraphfirst sentence: remove "the" before "North America"8Teacher5interactive mapchange "a" to "an" "Goods from the Americas were the products of an agricultural-based economy..."8Teacher11interactive mapfirst sentence: remove second "the" before "Interactive Map"8Teacher28top paragraphchange "Enightenment" to "Enlightenment"8Teacher30history backgroundsecond paragraph: change "thrown" to "throne": "...to ascend the throne in 1689."8Teacher32determine author's purposechange "asnwer" to "answer"8Teacher48Cause and Effect side channel question 2: Change "her" to "he"8Teacher48Analyze side channel answer, line 2: Delete "be"; should read: "Students should show"8Teacher49history backgroundchange "backgroud" to "background" in title8Teacher49history backgroundlast paragraph: change "or" to "for" "it was a duel between Britain and France for colonial mastery"8Teacher52start up: top paragraphchange "is" to "it" before "shows"8Teacher52start up: hypothesizechange "homes" to "home"8Teacher58top orange headerchange "Townsend" to "Townshend"8Teacher60differentiated instructionadvanced: change "it" to "of" "Have students compare the illustration of the Boston Massacre..."8Teacher66history backgroundadd "to" after "refused" "Thoreau refused to pay..."8Teacher70interpret (third paragraph)remove second "to" before "emphasize": "Emerson wanted to emphasize..."8Teacher80top paragraphchange "unalieanable" to "unalienable"8Teacher90history backgroundchange "hisory" to "history" in title8Teacher94history backgroundChange "When" to "With": "With his ships big guns destroyed"8Teacher98lesson check 4change "opression" to "oppression"8Teacher98Lesson Check 2:Change "Guerilla" to "Guerrilla"8Teacher115Interactive Gallery titlechange "Delegates of the Constitutional Convention" to "Delegates to the Constitutional Convention"8Teacher154top paragraphchange "government" to "governments" in "Discuss the responsibilities local government have"8Teacher169History Backgroundchange "custice" to "justice"8Teacher173top headlinechange "How Does Alexander Hamilton Deal with the National Debt?" to "How Did Alexander Hamilton Deal with the National Debt?" 8Teacher178cite evidencechange "principals" to "principles"8Teacher185draw conclusionsadd question mark after "Why did Jefferson fear a strong federal government?"8Teacher185interpretchange "it" to "its" "Hamilton believed a national bank was necessary for the government to collect taxes and pay its bills."8Teacher196Hamilton and Burr Duelchange "fomulate" to "formulate"8Teacher205paraphrasechange "it's" to "its" in "its course and communication with the waters"8Teacher210summarizechange period to question mark after: "How was Jefferson's foreign policy challenged when pirates took the American ship Philadelphia and imprisoned its crew?"8Teacher222sequencechange "Washinton" to "Washington"8Teacher222sequencecapitalize "President's"/"President"8Teacher244first paragraphchange "1800" to "1824" in first sentence8Teacher244differentiated instructionchange "Fennimore" to "Fenimore"8Teacher262primary source boxchange "nulification" to "nullification"8Teacher242Etitlecapitalize "Indians"8Teacher408lesson check question 4, last sentencecorrect spelling of "territory"8Teacher444top paragraphcorrect spelling of "Pennsylvania"8Teacher558BSuggested Resourcesthird bullet: change "Lawrence" to "Laurence"8Active Journals76under the Government column, last bulletinsert "the" before "Supreme Court": . . . establishing the Supreme Court8Active Journals77first box under "Column 2"insert "a" before "profit": . . . making a profit in this way.8Active Journals108#1 change "towards" to "toward"8Active Journals1152nd bullet in sample entryChange first "American" to Americans (plural).8Active Journals119last paragraph on page, 4th line downchange readers to: readers'8Active Journals219last line of text in Lesson 3add s to differ: . . . how your evidence differs.BiographyCharlie ParkhurstRevise text as follows for clarity (Revisions in bold): "Charley Parkhurst (1812-1879) After Parkhurst died, acquaintances were very surprised at a revelation: Parkhurst had a female body. Parkhurst was born Charlotte Parkhurst in Lebanon, New Hampshire, in 1812. After Parkhursts mother died, she was placed in an orphanage. She ran away from the orphanage as a youth. During the 1800s, girls and women were very limited in the types of jobs and activities they could pursue; it may have been for this reason that Parkhurst started to dress and live as a young man. Parkhurst found work as a stable boy on a farm in Massachusetts. Parkhursts skill with horses was noticed, and Parkhurst was hired to drive a wagon team. The entire time, Parkhurst lived as a man. In 1851, Parkhurst made the long trip to California. The gold rush had begun in 1848, and there were many opportunities in the West. Parkhurst worked as a farmer, but he also found work driving stagecoaches in northern California. This work required a great deal of strength and skill. Parkhurst dressed in denim jeans and loose shirts and also wore a big hat that partially covered his face and gloves that concealed his small hands. Thus, Parkhurst passed herself off as a man throughout his career. In 1868, Parkhurst may have been the first person born as a female to vote in California. Infer Why would Parkhurst have been the first person born as a female to vote in California?"8Quest SourcesFirst line of text under title and source (TK) at bottom of page Change Corkwood to Kirkwood8Quest SourcesTopic 9 The Promised LandIntroductory paragraph, 2nd sentenceRevise to read: She came to meet her father, who had gone to America to escape pogroms and anti-Jewish persecution and to prepare a home for his family. Studies Weekly, California Studies Weekly Social Studies, Kindergarten through Grade Six Program Summary: California Studies Weekly Social Studies includes: Student Edition (SE), Teacher Supplement (TS), digital content. Recommendation: California Studies Weekly Social Studies is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade K, Week 12, page SE 1-2; Grade 1, Week 17, page SE 1; Grade 2, Week 4, page SE 2-3; Grade 3, Week 23, pages SE 2-3; Grade 4, Week 26, pages SE 2-3; Grade 5, Weeks 2-5, SE; Grade 6, Weeks 3-5, SE Criterion #7: Grade 5, Week 19, page SE 3 Criterion #9: Grade 6, Week 23, page SE 3 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2: Grade 3, Quarter 1, page TS 7 Criterion #3: Grade 4, Week 2, page SE 4 Criterion #7: Grade K, Week 1, page SE 1 Criterion #1: Grade 2, Quarter 1, pages TS 2-4 Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #1: Grade 2, Quarter 2, pages TS 58-59 Criterion #2: Grade 6, Quarter 1, pages TS 23-24 Criterion #3: Grade 3, Week 21, page SE 4 Criterion #6: Grade K, Quarter 4, page TS 49 Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #1: Grade 4, Quarter 4, page TS 42 Criterion #4: Grade 5, Quarter 2, page TS 27 Criterion #9: Grade 3, Quarter 3, page TS 16 Criterion #6: Grade 4, Quarter 2, page TS 64 Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #9: Grade 4, Quarter 1, pages TS 42-43 Criterion #16: Grade 5, Quarter 1, page TS 49 Criterion #17: Grade 2, Quarter 1, page TS 11 Criterion #10: Grade 1, Quarter 3, page TS 12 Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 1, SE 3-1: Change Good citizens are good sports, even when they lose the game, to Good citizens have a good attitude, even when they lose the game. Grade 1, SE 9, Crispus Attucks: The text states Crispus Attucks was one of the first patriots to die in the Revolutionary War. Change to, He died in the Boston Massacre in 1770, an event that led to the Revolutionary War. Grade 2, SE 11-4: Atlantic, Arctic, Indian, Pacific and Southern should have Ocean after each word Grade 2, SE 25-2: Existing text, Governments are formed to take care of the citizens (people). One way the U.S. government helps take care of citizens is to help protect the environment. Change to read, Governments are formed to take care of the people. One way the U. S. government helps take care of people is to help protect the environment. Grade 2, SE 27, Other Governments Dictatorship: The publisher might consider creating a caption for the image, identifying Benito Mussolini and Adolph Hitler as examples of 20th century dictators. Grade 2, TS 2-63: missing Protecting our Environment blackline master Grade 2, TS p. 77: Reserach should be research Grade 2, TS p. 105: Connectior should be Connection Grade 2, Week 36: People Making a Difference, Section 2: Sally Ride: change to, She joined NASA and became the first female and first lesbian American astronaut. Grade 2, Week 36: People Making a Difference, Section 4: Harvey Milks Legacy: change to, Harvey Milks Legacy Some people disagreed with Harveys views and his beliefs in equal rights for gay people and others. Grade 3, SE 1-1: tune into should be tune in to Grade 3, SE online 3-3: Mounnt Whitney should be Mount Whitney Grade 3, SE & TE 9-2 & p. 136: Irvine Meadows Amphitheatre should be deleted, as it is permanently closed Grade 3, SE 14-1: them and they had should be them, and they had Grade 3, SE 14-1: their land they were should be their land, they were Grade 3, SE 25-3: The British are coming should be The Regulars are coming Grade 3, SE 27-1: Change Twenty Places Every California Child Should See to Twenty Great Places to See in California Grade 3, SE 27-1: Change should visit to could visit Grade 3, SE 32-2: Change Burbank, be sure to take to Burbank, you could take Grade 4, 4-1: Remove the reference to using Card Catalogs as a research tool. Card Catalogs are obsolete. Language could mention use resources at your local library. Grade 4, SE Week 10, What is a Conquistador: Change ambiguous term in Conquistadors were good soldiers The term good might confuse students. Change to Conquistadors were well-trained soldiers. Grade 4, SE 16-2,3: Delete the repeated paragraph discussing the secularization of the mission. Grade 4, SE 23-2: succesful should be successful Grade 4, SE 24-1: [Title] Change Women in Early California to Gender in Early California Grade 4, SE 24-3: job but Charley should be job, but Charley Grade 4, SE 24-3: 1805 but she should be 1805, but she Grade 4, SE 24-3: she was a girl should be she was a woman Grade 4, SE 25-4: add missing line in Venn; there is an incomplete circle Grade 4, SE 30-1: failed and many should be failed, and many Grade 4, SE 30-1: life and many should be life, and many Grade 4, SE 30-1: 1870s and many should be 1870s, and many Grade 4, SE 30-3: here and those should be here, and those Grade 4, SE 30-3: work and most should be work, and most Grade 4, SE 33-3: family emigrated to should be family immigrated to Grade 4, SE 32-4: [Mother and it] should be [Mother, and it] Grade 4, SE 35-2: governments but should be governments, but Grade 4, Week 24: Women in Early California: change to, Section 6: Charley Parkhurst: One Tough Stagecoach Driver Have you ever wanted to do something brave or dangerous? Well, in the 1850s, Charley Parkhurst was a stagecoach driver. It was a dangerous job but Charley was known for being skilled with the horses and even for killing a robber who tried to attack the stagecoach. Charley was born in Vermont in 1805 but ran away from home at the age of 12. Charley learned about horses and stagecoaches and eventually moved to California during the Gold Rush. Charley drove stagecoaches and delivered people and packages all across California. But he never told anybody that he was born female. Being accepted as a man gave Charley freedoms that women didnt have. Besides driving stagecoaches, Charley owned a saloon and may have even voted in a California election. Charley was a trailblazer who broke boundaries to pursue a full life. Grade 5, Week 17, p. 2, Roots of Colonial Democracy: Re-order the sections on Roots of Democracy. The section Greek Roots should precede the Roman Roots section, reflecting how the Greeks influenced the Romans. This change also helps to establish the importance of chronology. Revised section will read: Ancient Greek Democracy People in Greece did not like the idea of a single leader, so they started a new system. They let people vote about what laws to pass and what plans to make. Not everyone in ancient Greece was allowed to vote, though. Only free male citizens had a voice. Women, slaves and foreigners were not allowed to have any say. The Greek system wasnt perfect, but it was a good start. Greek voters started making important changes. They realized their justice system had many problems. If someone was the victim of a crime, then they were in charge of punishing the criminal. This meant that if someone committed a murder, the victims family was allowed to seek revenge. Greek people realized they needed new laws to make the justice system fair. They decided to set up a system where a group of people called a jury would meet and decide whether someone was guilty or innocent. This idea sounded good to Greek citizens. Our Founding Fathers also thought it was a good idea. In the United States today, people who are accused of a crime have the right to let a jury decide whether they are innocent or not. Influential Greek Thinkers and Democracy Three famous men who were alive in ancient Greece have influenced most of the worlds democracies. Each of these men studied the world around them and asked questions that changed the way people thought about one another. The first was a philosopher named Socrates. He asked some simple but important questions like, What is wisdom? and, What is the right thing to do? He answered questions like these with more questions. Socrates wanted people to rely on their own thinking and to be honest with others. He had a lot of students who learned from him. One of these students was a man named Plato. Plato wrote down everything he learned from Socrates. He also taught his own students about living wisely. One of Platos most famous students was another philosopher named Aristotle. All three of these men taught that people should keep thinking about their beliefs in order to do the right thing for themselves and others. Roman Roots Rome was one of the worlds first republics. The citizens of Rome voted for who they wanted to lead the government and make decisions for them. The Romans had three branches of government. These branches were executive, legislative and judicial. Rome did not have a written constitution, but citizens still followed laws and traditions. The Roman Republic lasted for almost 500 years. In 27 B.C.E., a leader named Octavius decided he wanted more power than a republic could give him. He got the power he wanted by changing Romes government into an empire. Octavius also changed his name to Augustus Caesar and became an emperor. The Roman Empire became one of the most powerful countries in history. Even though it was no longer a democracy, the world never forgot the good ideas the people of early Rome used in its early government. As you learn more about the founders of the American government in the coming weeks, take a moment to look back and remember the ancient thinkers who came before them. Grade 5, 28-2, Eli Whitney: Publisher might mention that the cotton gin strengthened slavery in the South, since it allowed faster processing of cotton. Add sentence, Unfortunately the gin strengthened slavery in the South, since it allowed faster processing of cotton. Grade 5, 31-2, The Process of Freedom, 2nd column, 2nd paragraph: Use the word segregation. This would be an appropriate term for upper elementary. Change passage to read, Even with the new laws, things were not very fair. Segregation was rampant. As late as the 1950s, many states did not allow blacks and whites to go to school together. Grade 5, SE 32-1: Sequoya should be Sequoyah Grade 5, SE 32-3: less than five cents per acre should be less than three cents Grade 5, Week 10: Early English Colonies: Jamestown was a place of many firsts not all of them good. It was the first English settlement in America. It had the first representative government in the colonies. It was also the first English colony to use African slaves for labor. Add the following: It was also an all-male colony. Even after women began to arrive, the gender ratio remained skewed throughout most of the seventeenth century. This social structure posed significant challenges for a society that saw family as a main center of social order, economy, and survival. Grade 5, Week 13: New England Colonies: change to, A woman named Anne Hutchinson joined Roger Williams there. She was a mother of 15 children who also wanted to do things differently from the Puritans. Puritans believed that God created women as subordinate companions to men. Women who challenged male authority were sometimes identified with Satans rebellion against Gods authority. Four-fifths of those accused of witchcraft in colonial New England, for example, were women. Hutchinson was very religious, but she interpreted ideas in her own way. Both Williams and Hutchinson believed people should have the freedom to worship as they choose. Many people rejected Hutchinsons ideas. Soon other settlers looking for that kind of freedom came to Rhode Island. Grade 5, Week 14: Middle Colonies: In the Middle Colonies, anyone could practice any religion, including Quakers. Add the following: Quakers believed that divine truth was revealed through both the Bible and an inner light within each human being, regardless of social status, educational attainment, or gender. Quakers believed that women could take a leading role as preachers of religious truth. Many, including King Charles, saw this perspective as dangerous. Grade 6, SE 3-3: together and there should be together, and there Grade 6, TE 3-56: Us!h? should be Us! Grade 6, TE 3-125: is Dr. King should be is Dr. King. [period is missing] Grade 6, SE 4-1: Change Haq to Haq and Indian economist Amartza Sen Grade 6, SE 6-2: citystate should be city-state Grade 6, SE 9-2: Ancient Rest Areas needs to be in bold Grade 6, SE online 11-3: add caption for graphic missing online: Ancient Egyptian art typically includes bodies facing front, with heads and feet sideways. It usually has hieroglyphic captions. It glorified the gods and was believed to help people with their journey into the afterlife. Grade 6, SE 14-3: Change is an old religion to is a religion Grade 6, SE 17-2: From They were Reuben, Simeon, Judah, Issachar, Zebulon, Benjamin, Dan, Naphtali, Gad, Asher, Ephraim, and Manasseh, remove Ephraim and Manasseh and add Levi and Joseph to make the list accurate. Grade 6, SE 17-2: Change They found their way to Egypt to They ended up in Egypt due to Jacobs son, Joseph, who was governor of Egypt and gave them food. Grade 6, SE 17-2: Delete Egypt looked like a good choice. Grade 6, SE 19-2: Replace Irans leaders have struggled to cooperate with the rest of the world and agreements with other countries have fallen apart. with In modern Iran, agreements with other countries have often fallen apart. Grade 6, SE 20-2: citystate should be city-state Grade 6, SE 21-2: football should be football (soccer) Grade 6, SE 24-1: Brahmans should be Brahmins Grade 6, SE 24-1: Change Hinduism were in a different religion called to Hinduism evolved from Grade 6, SE 24-3: Delete text from Hard work to of years. Grade 6, SE 24-3: Change People from to In modern times, people from Grade 6, SE 24-1: Change Hindus believe their actions play an important role in their past and future. To Hindus believe their past and present actions play a role in their future. Grade 6, SE 24-2: Change like a prince. to like a Hindu prince. Grade 6, SE 24-1: Change Ancient Hindus were polytheistic, but their main god was Brahman and other gods were considered other faces of Brahman. to For ancient Hindus, the main God Brahman could take multiple forms. Grade 6, SE 24-3: To align content with language in the H-SS Framework, delete Unfortunately, there are still many people in India who change how they treat others based on their caste. Grade 6, SE 25-1: Replace the current map graphic displaying modern borders of India with a map graphic displaying the borders of ancient India. Grade 6, Weeks 26 & 27: Confucius is spelled two different ways in this section. Use consistent spelling of Confucius throughout. Grade 6, SE 25-2: Change his warrior caste to his purpose Grade 6, SE 27-2: was build in Changan should be was built in Changan Grade 6, SE 31-1: crucified and just should be crucified, and just Grade 6, SE 30-3: add Roman Empire with brown box to legend Grade 6, SE 31-2: Replace picture of Martin Luther with one appropriate to the time and the foundations of Christianity Social Content Citations: The following social content citations must be addressed as a condition of adoption: Kindergarten: B. Ethnic or Cultural Groups, 6. Achievements. Week 33, Section on Education: The text says Booker T. Washington was the first African American invited to the White House. The publisher might consider adding that he was the first invited to a formal dinner. SOURCE https://www.whitehousehistory.org/teacher-resources/african-americans-and-the-white-house Frederick Douglass and Sojourner Truth had visited the White House, previously. Correction: Booker T. Washington was the first African American invited to the White House for a formal dinner. Grade 1: B. Ethnic or Cultural Groups, 1. Adverse Reflection. Week 3, p. 2: Replace this picture to reflect the context (There are some things you should tell a parent or teacher if someone is being mean to you or hurting you.) more accurately. It conveys an adverse reflection of the African American minority group as being mean to their children (i.e., verbal abuse). It also suggests children should tell a teacher if a parent scolds a child for wrong-doing (characterized as being mean). Correction: Replace photo with a mom with her arm around the her kid; the two are talking. Grade 3: B. Ethnic or Cultural Groups, 1. Adverse Reflection or B. Ethnic or Cultural Groups, 3 Customs and Lifestyles. Week 17, p. 1, Immigrants Face New ChallengesToo Much Junk Food: Remove references to immigrants in this article. Saying that immigrant families like new food too much is an overgeneralization and that they are addicted to junk food is derogatory. Revise article to read: Challenge Dont Eat Too Much Junk Food People in the United States are faced with some cultural challenges, including learning new things, making new friends, listening to new music and even trying new foods. For some, food is one of the biggest challenges of all, not because people dont like it, but because they like it too much. Having a treat once in awhile is okay. Were talking about habits here. What are some good habits? People could spend their free time swimming in the ocean, hiking in the mountains or riding bikes. Families could make healthy meals from fresh foods found in the markets. People could try new foods theyve never tried before. One new way of eating we should all avoid is getting addicted to junk food! Eating junk food all the time for just a few months can result in becoming very unhealthy. We all need to find ways to stay healthy and live a full life. (rest of article unchanged) Corresponding TS, p. 108, change: In a paragraph or two, explain why new foods can be one of the biggest challenges for children when they move to the United States. To: In a paragraph or two, explain why too much junk food can be unhealthy for people. p. 102, and p. 103, bullet #14: change titles: Immigrants Face New Challenge Too Much Junk Food to Challenge Dont Eat Too Much Junk Food. p. 103, bullet #15: change teacher questions 4 and 5, which are to teacher question 4, which is p. 104, delete Teacher Question 5. Grade 3: B. Ethnic or Cultural Groups, 1. Adverse Reflection. Week 18, p. 1, Coming to CA: Discuss causes for immigration more generally; avoid correlating a singular reason for immigrating with a specific group. Saying that Mexicans immigrate because they are poor and Asians seek education perpetuates stereotypes. Also, replace the image to represent different cultures equitably. Grade 3: L. Brand Names and Corporate Logos, 1. Use of any such depictions. Week 17, p. 2, Los Angeles: Delete from sentence, including the Wizarding World of Harry Potter. Grade 4: B. Ethnic and Cultural Groups, 1. Adverse Reflection. Week 6, Pacific Coast Indians, pp. 2-3, Chumash: Change Chumash were the most advanced of all to Chumash were among the most advanced Grade 5: C. Sexual Orientation and Gender Identity, 1. Adverse Reflection. Week 31, p. 3, The Price of Freedom, last column, Harvey Milk: Change for his gay lifestyle to for being gay Grade 6: G. Religion, 1. Adverse Reflection (Criteria 1.10). Week 24 (Buddha): What parts of Gautamas story do you think are verifiable facts? Are there unverifiable facts? Again, discrimination against Buddhists who believe the entire life of Buddha is true (fact) verifiable. Allows for misinterpretation to be construed as all unverifiable. Delete last two sentences of Siddhartha Guatama section. Grade 6: G. Religion, 1. Adverse Reflection (Criteria 1.10). (Research, Evidence & POV) #2: Students distinguish fact from opinion in historical narrative and stories (Standard) The stories of Naomi & Ruth (students are asked to distinguish if any of the story is a fact and if any part are opinions. This allows for Judaism and Christianity to be considered as an opinionated story. Jews and Christians believe that this entire story is fact, not opinion, and therefore allows for offensive violation of a religion. In Week 17, Naomi and Ruth delete last 3 sentences of paragraph. This topic is also done in the Facts and Opinions section for the story of Moses. To religious people these events are historical facts. In Week 17 People on the Move, delete subheading Facts and Opinions and following paragraph. Use different examples for fact/opinion, Not religion. In Week 2, People Watchers, add to the end of Uncontacted Cultures section: What parts of this story are verifiable facts and how can that be determined? What opinions do you have, or do you think the scientists listed above would have, about these cultures? Grade 6: G. Religion, 1. Adverse Reflection. Week 16, pp. 2-3, paragraph 3, Ancient Israelites: Remove sentence containing New Testament tells us of the time of Jesus Grade 6: G. Religion, 1. Adverse Reflection. Week 31, p. 2, Origins of Christianity: Change First to believe in only one true god to They believed in one God Also, capitalize the words God and Goddess throughout to align with the H-SS Framework. Corrections: Change to They believed in one God.; change sent. 2 ...they believed in many Gods. Week 24, From Brahmanism to Hinduism, para. 4, change god/s to God/s (5x) and goddesses to Goddesses (2x). Grade 6: B. Ethnic or Cultural Groups, 1. Adverse Reflection. Week 24, TE p. 77, The Caste System Today: The pyramid caste worksheet is demeaning to others and promotes stereotypes. Delete the activity. Publisher-Submitted Errata GradePage/ LocationPublisher-Identified ErrorProposed CorrectionCA12/Week 31Some text is missing.It should say: "Farmers in California needed workers. Many Japanese people moved here to pick crops. Many people who came to California landed at Angel Island."CA2Week 4 TS/ Differentiated Instruction, Day 3Directs students to do additional research on Sally Ride, who is no longer presented in this week.p. 48 Delete: They will also learn about Sally Ride.; p. 49 Change: "...have them do additional research on Sally Ride." to: "...have them do additional research."CA33/Week 30 SE/Oh-ho the Wells Fargo Wagon is a- Comin'!Design team was supposed to replace Alfalfa article. Title and art are Wells- Fargo; text of article is Alfalfa.Text should say: Henry Wells understood how resources worked together to make life easier. In the 1800s, he found ways to make shipping and communications more efficient. Henry Wells partnered with William Fargo, who also aimed for quick deliveries and to expand services from the East to California, where gold was discovered. Gold needed quick, safe transport across the country. Wells and Fargo raised money, developed ideas and made shipping and communication better. In 1850, they combined capital resources to create the American Express Company, offering express mail and shipping. In 1852 they created Wells, Fargo & Company, specializing in banking services for California. The company grew, offering services for gold and freight between California and New York. Wells and Fargo were dedicated to succeed. They worked hard and used capital resources wisely. Today, Wells Fargo and American Express are successful, large companies, specializing in banking and financial services. Careful use of resources provides opportunities, goods and services needed to survive and enjoy life.CA44/Week 10 SE/Primary and Secondary Source SleuthsExisting directions make no sense.Directions should say: Good writers, researchers and students use primary and secondary resources to learn about the world around them. Remember, a primary source is created by someone who was at the event. A secondary source is created by someone who was not at the event. Pretty simple! Lets practice identifying primary and secondary sources. You can give yourself a score when youre finished.CA43/Week 30 SE/Paper MarblingWells-Fargo article was removed from SE inadvertently.Henry Wells partnered with William Fargo, who also aimed for quick deliveries and to expand services from the East to California, where gold was discovered. Gold needed quick, safe transport across the countryCA54/Week 22 SE/Founding Father Match Up!Lines in front of phrases and Founding Father identifiers are missing from SEIt should look like this: A. John Adams B. George Washington C. Patrick Henry D. Benjamin Franklin E. Thomas Jefferson _____ defended British soldiers in court _____ wrote the Declaration of Independence _____ founded a hospital _____ worked as a surveyor _____ never freed his slaves _____ was commander in chief _____ wanted fireworks for the Fourth of July _____ delivered a call to arms in Richmond, VirginiaCA54/Week 25 SE/Think and ReviewText in print says: Why did France and Spain want to help the Americans? Describe the end of the fighting between the British and Americans. Who was Baron von Steuben, and how did he help the Americans? What were the results of the Treaty of Paris? Did African Americans fight for the Continental Army?It's supposed to say: 1. Why did France and Spain want to help the Americans? 2. Who were the Hessians, and what was their role in the war? 3. Who was Baron von Steuben, and how did he help the Americans? 4. Describe Washington's surprise attack on the Hessians. 5. Did African Americans fight for the Continental Army?CA3Week 11 SEIn article about Santa Monica it says: "Douglas Aircraft Company, which builds airplanes, provides many jobs to people in the area as well." This is factually incorrect.Delete: Douglas Aircraft Company, which builds airplanes, provides many jobs to people in the area as well.CA31/Week 29 SEIndian Reservation photo is in Arizona.Replace with photo of Indian Reservation in CA.CA32/Week 31 SECarlsbad article says: "Other Carlsbad sites to visit are South Carlsbad State Beach, Childrens Discovery Museum and the Leo Carrillo Ranch." Children's Discovery Museum is no longer there."Other Carlsbad sites to visit are South Carlsbad State Beach and the Leo Carrillo Ranch." Teachers Curriculum Institute, Social Studies Alive! California Series, Kindergarten through Grade Five Program Summary: Social Studies Alive! California Series includes: Reading Further (RF), Interactive Tutorial (IT), Interactive Student Notebook (ISN), Student Text (Text), Teachers View (T), Student View (S), Reading Further (RF), Table of Content (TOC). Recommendation: Social Studies Alive! California Series is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1.2: Grade 1, S, Lesson 8, Explore: How Many People Make One Nation? Criterion #1.2: Grade 2, T, Lesson Guide Presentation, Lesson 12 How do Leaders help their Community? Criterion #1.11: Grade 3, S, Lesson 6, Section 6: Judy Heyman Helps Disabled People Standard 3.6.6 (Text/ISN). Criterion #1.18: Grade 4, S, Lesson 9: Section: Explore California, a Place for Immigrants. Criterion #1.20: Grade 5, S, Lesson Wrap Up: Being a good citizen, Section Explore Why we Celebrate Dr. Martin Luther King Jr. Standard 5.12 Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #2.1: Grade 1, T, TOC: click on CA Pacing Guide. Criterion #2.2: Grade 4, T, TOC: click on CA Pacing Guide. Criterion #2.4: Grade K5, see Teachers Curriculum Institute, alignment to CA CCELA K5 writing standards. Criterion #2.8: Grade 4, T, TOC: Progression Sequential. Criterion #2.9: Grade 3, S, Settling in CA, Literature Two Chinese Immigrant Stories (Text/ISN). Criterion #2.13: Grade K 5, T, TOC: click on How to use this program. Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #3.2: Grade 1, T, Assessment, Lesson: Geography of the Community, Teachers Curriculum Institute Unit Test. Criterion #3.3: Grade 2, Text: Interactive Tutorial. Criterion #3.4: Grade K5, T: Assessments, Summative. Criterion #3.5: Grade 3, S: Economics of Local Region, Lesson Game, (A curious State). Criterion #3.7: Grade 4, ISN/student view, Lesson 8: RF-Wells Fargo. Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #4.1: Grade 5, T: any lesson, click resources, and click other resources, Social Studies Alive! Methods to Transform Elementary Instruction pdf. Criterion #4.2: Grade 3, T: other resources using the inquiry Arc pdf. Criterion #4.4: Grade 4, T: other resources ELA_Literacy_SSA pdf. Criterion #4.10: Grade K, T: Resource, other resources, parent letter for teacher created accounts pdf. Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #5.1: Grade K5, T: Lesson Guide, Present, Video, Overview, Materials, Preparation. Criterion #5.2: Grade K5, T: Differentiating Instruction, Enhancing Learning. Criterion #5.4: Grade K5, T: Resources, Media Library, Pacing Guide, Correlations, Other Resources. Criterion #5.6: Grade K5, TOC: Tool Bar at top click on How to use this Program. Criterion #5.11: Grade K5, T: Lesson Guides, Future Updates, Learn More, Contact Us. Criterion #5.19: Grade K5, T, TOC: any lesson, Lesson Guides, Materials, Assignments, Assessment, Grade Book, and Resources. Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade K, Student Text (Text), Lesson 3, Section: Explore Good Citizenship. Last section (Be Patriotic) change first sentence to, You live in the United States. Reason: not all students are citizens. Grade K, Student Text (Text), Lesson 8, Section: Explore The Responsibility of Sacagawea. (4th paragraph) Omit the sentence She spoke the language of the American Indians. Grade K, Student Text (Text), Lesson: How do American Celebrate? ; Section: We sing song America the Beautiful add citation that the last 3 lines are omitted. Grade 1, Student Text (Text), Lesson 3, Section: Explore The Flag of the U.S. Insert the Pledge of Allegiance. Grade 2, Student Text (Text), Lesson 7, Section: Intro (paragraph #2) Remove all of the different ways. Grade 2, Student Text (Text), Lesson 8, Section: Explore: (paragraph #7) What we can buy today? People dont always likes (omit s). Grade 3, Student Text (Text), Lesson 5, Section: Liter Two Chinese Immigrants, Story One, 3rd line the word east omit s to make it eat. Grade 4, Student Text (Text), Lesson; Wrap Up; Section: Symbols of California (paragraph #3, line 4) add ed to kill. Grade 4, Student Text (Text), Lesson 4, Section 6: The Spread of Disease (line 4) attached should be attacked. Grade 4, Student Text (Text), Lesson 12, Section: Reading Further Art, Dreams and Learning (paragraph #14, 7th line) strike those change to a man. Grade 4, Student Text (Text), Lesson 4, Section: Reading Further Founding the CA missions (Section: Juan Bautista de Anza) add de before Anza (twice). Grade 4, Student Text (Text), Lesson 1, Section: Introduction The last paragraph add features after Californias diverse geographic _______, including Grade 4, Student Text (Text), Lesson 7, Section 3: (paragraph #3) by 1849, a loaf of bread costed omit ed. Grade 5, Student Text (Text), Lesson 3, Section: Explore American Indian Government (paragraph #4) add s to Indian; add comma after Pomo; strike comma after often. Grade 5, Student Text (Text), Lesson 7, Section 2: Massachusetts Bay: New England Colony (paragraph #1, sentence 2) strike were Puritans who, (sentence 3) strike Another and replace with A. Grade 5, Student Text (Text), Lesson 12, Section 1: Minuteman (paragraph #2), Lesson 18; Section 7; ceded (paragraph #7), no definition shows when clicking on the words. Grade 5, Student Text (Text), Lesson 20, Section: Explore Art, Music and Literature (paragraph #5), omit the e from end of Rockiese. Grade 5, Student Text (Text), Lesson 22, Section 1: Interactive Tutorial, all answers are marked incorrect. Grade K-5, Student Text (Text), Lesson: Key Biographies. Title: Albert Einstein Biography (paragraph #2) add bolded words: Einstein was born to a Jewish family in Germany. (paragraph #6) add bolded words: In 1933, Einstein, a refugee from Nazi Germany moved to the United States. Grade 4, Lesson 12, Californias Cultural Contributions, Section 1, The Entertainment Industry, para. 4, change to, Perhaps the greatest of the studios was MGM. The head of MGM was a Russian Jewish immigrant named Louis B. Mayer. Social Content Citations: The following social content citations must be addressed as a condition of adoption: H-2: Lesson 8, Section 1 photo of city shows smoggy city. Suggestion replace picture. B-8: Lesson 4, Section: Reading Further The First Thanksgiving. It was the tribes way to be polite and kind to strangers. This sentence is an inaccurate and should be removed. Also the picture of a Caucasian family should be replaced. B-2: Lack of representation of Muslims in list of key Biographies. C-3, C-4: Lesson 3, Grade 2 flip card and in Vocabulary the definition for Sibling says brother or sister. There are gender neutral Siblings and words that should be inserted here. The assumption that siblings fit neatly into a binary gender dichotomy is antiquated and inaccurate. B-3: In Lesson 5, In Grade One, in the Literature Fact or Fiction? How can you tell the difference? The second example of Lion and mouse is not obviously fiction for native people, and some African immigrants, who do not clearly delineate between animals who embody human characteristics and a real person like Mary Mclead Bethune. Assuming these cultures are less than because of their beliefs in history/myth/story is adverse. Some students may not clearly identify the second story as fiction. A more clearly fictional account that is not a common folk story would be a good solution. E-2: Throughout the curriculum, the proportion of visual portrayals of people with disabilities is inadequate. Publisher-Submitted Errata GradeComponent NameLocation (URL and descriptive pathway)Identified ErrorProposed Correction4Lesson GuideL11 Lesson Guide, Slide 24 Grammatical errors or misspellingsChange "Proessing" to "Processing"5Enrichment Reading - Student TextL23 ER Technological Changes and Challenges in Modern America, Student Text, Last Paragraph of "A New Revolution: High Technology" subsection. Grammatical errors or misspellingsChange "speeded" to "sped" "In addition, high-tech devices have sped up work in all kinds of businesses and industries."5Enrichment Reading - Student TextL19 Primary Source - Waves of Immigrants to a New Country, Student Text, First Paragraph in "A Wave Westware" subsection Grammatical errors or misspellings"Fur traders and mountaineers blazed trails west in search of valuable fur."4Lesson GuideL9 Lesson Guide, Slide 2 Grammatical errors or misspellingsSlide text should say "In a Response Group activity" NOT "an Response Group"4Student TextL4, Section 5, Student Text Simple factual errorsInside the missions, the lack of freedom made many California Indians unhappy. They had to give up their old ways of life, such as gender roles and religious beliefs, and were forced to live by the rules of a different culture. Some kept following the old ways in secret. But over time, many customs were forgotten, and native cultures began to fade.4Student TextL12, Explore - Civil Rights in California Simple factual errorsIn the 1950s, gay men and women did not have many people to speak for them. Some of the nations first gay rights organizations were formed in California such as the Daughters of Bilitis, the first lesbian civil rights organization in the U.S., which was founded in 1955 in San Francisco by two lesbians, Del Martin and Phyllis Lyon. Until the 1970s, many gay people were barred from working in some places. Gay rights groups successfully defeated a ballot initiative that would have banned gay men and women from being schoolteachers. Over time, groups like the Gay Liberation Front and the Human Rights Campaign fought for civil rights for gay people. Groups like these were able to organize protests and hire lawyers to help gay people get their civil rights. Teachers Curriculum Institute, History Alive! California Series, Grades Six through Eight Program Summary: History Alive! California Series includes: Reading Further (RF), Investigating Primary Sources (IPS), Interactive Tutorial (IT), Interactive Student Notebook (ISN), Student Edition (S), Teacher Edition (T). Recommendation: History Alive! California Series is recommended for adoption because the instructional materials include content as specified in the HistorySocial Science Content Standards for California Public Schools and meet all the criteria in category 1 with strengths in categories 25. Criteria Category 1: HistorySocial Science Content/Alignment with Standards The program supports instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level(s) and meets all of the evaluation criteria in category 1. Citations: Criterion #1: Grade 6, 6.T.Table of Contents (TOC), Standards Map; Grade 7.S., Wrap Up, California HistorySocial Science Content Standards. Criterion #4: Grade 6, 6.S.5, Reading Further; Grade 8, 8.S.11, Investigating Primary Sources. Criterion #7: Grade 7, 7.T.I, Lesson Guide; Grade 8, 8.T.8, Lesson Guide, Slides 19-45. Criterion #9: Grade 6, 6.S.5, LiteratureThe Hero of Sumer: King Gilgamesh of Uruk; Grade 8, 8.S.24, LiteratureImmigrant Experience in the Great Plains. Criteria Category 2: Program Organization The organization and features of the instructional materials support instruction and learning of the standards. Citations: Criterion #1: Grade 6, 6.T.TOC, CA Pacing Guide; Grade 7, 7.T.TOC; Grade 8, 8.T.TOC. Criterion #5: Grade 6, 6.S.3, IntroductionSummary; Grade 7, 7.S.7, IntroductionSummary; Grade 8, 8.S.21, IntroductionSummary. Criterion #9: Grade 6, 6.T.1, Lesson Guide, Slides 3, 15-24, 26-28; Grade 7, 7.T., The Evolution of Religion of South Asia, Enhancing Learning; Grade 8, 8.T.11, Lesson Guide, Slides 3, 20-35, 40-42. Criterion #13: Grade 6, 6.T.TOC; Grade 7, 7.S.1, Vocabulary Cards; Grade 8, 8.S.1, Summary. Criteria Category 3: Assessment The instructional materials provide teachers with assistance in using assessments for planning instruction and monitoring student process toward mastering the content. Citations: Criterion #5: Grade 6, 6.S., Timeline: Early Humans and the Rise of Civilization. Criterion #6: Grade 8, 8.S., IPS, ISN, see rubric under Constructing an Argument. Criterion #8: Grade 7, 7.T., The Achievement of the Gupta Empire, Lesson Guide, Slides 18-21; 7.S., The Evolution of Religion in South Asia, Site of EncounterCalicut (1400); Grade 8, 8.T.21, Assessments, select to open TCI Assessment: A Dividing Nation. Criteria Category 4: Universal Access Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students and provide teachers with suggestions for differentiation for students with special needs. Citations: Criterion #1: Grade 6, 6.T.33, Differentiating Instruction. Criterion #4: Grades 6-8, 6.T.5, Differentiating Instruction, 7.T.TOC, Reading Toolkit, 8.T.TOC, Writing Toolkit. Criterion #6: Grades 6-8, 6.T.6, 7.T.20, 8.T.TOC, Enhancing Learning. Criterion #8: Grade 6, 6.T.10, Differentiating Instruction; Grade 8, 8.T.22, Differentiating Instruction. Criteria Category 5: Instructional Planning and Support The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the standards. Citations: Criterion #1: Grade 6, 6.T.24, Lesson Guide, Slides 1-5, 12, 14, 24-27; Grade 7, 7.T, From Republic to Empire, Lesson Guide, Print Guide; Grade 8, 8.T, The Union Challenged, Lesson Guide, Slides 1-3. Criterion #9: Grade 6, 6.T.TOC, CA Pacing Guide; Grade 6, 6.T.6, Lesson Guide, Slides 1-5, 7-30; Grade 7, 7.TE.TOC, CA Pacing Guide. Criterion #14: Grades 6-8.T.TOC, How to Use this Program; Grade 8, 8.S. 18, Explore-Life for Northern Men, Women, and Families in the 19th Century ISN. Criterion #17: Grade 6, 6.T.1, Assessments; Grade 7, 7.T.1, Assessments; Grade 8, 8.T.1, Assessments, TCI Assessment Plan. Edits and Corrections: The following edits and corrections must be made as a condition of adoption: Grade 6, 6.S., Lesson 29: BiographyA Model Citizen: The Life of Pericles; 1st line after heading is a sentence fragment: leader who helped to rebuild Athens after the Persian Wars. Grade 6, 6.S., Lesson 15: ExploreThe Complex History of Ancient Indias Origins; document does not exist in T Resources and Standards Correlations. Remove references. Grade 6, 6.S., Lesson 19: ExploreIsolation in 15th-Century China; document does not exist in T Resources and Standards Correlations. Remove references. Grade 8, Lesson 20, Section 5: Controlling Slaves: change to, Some slaveholders used harsh punishmentsbeating, whipping, branding, sexual violence, and other forms of tortureto maintain that control, but punishments often backfired on slaveholders. Grade 8, Lesson 20, Section 7: Slave Families and Communities: change to, Despite many families being torn apart, most slaves found support in their families. Grade 8, Lesson 26, Explore: Jane Addams and the Settlement House Movement: change to, Addams and her romantic partner, Ellen Gates Starr, decided to start a settlement house in Chicago to serve that city's poor immigrants. Publisher-Submitted Errata GradeComponent NameLocation (URL and descriptive pathway)Identified ErrorProposed Correction7Interactive Student NotebookL10 SOE Norman Sicily - ISN, Question 4 Mislabeled pictures or objectsAdd UC Davis Blue Print source below flowchart.7Enrichment Reading - Student TextL19 ER Chinese Influence on Korea, Student Text, Second to Last Paragraph Grammatical errors or misspellingsChange "Hu-Paekche" to: Hu-Baekche7Enrichment Reading - Student TextL19 ER Chinese Influence on Korea, Student Text, 3rd Paragraph Simple factual errorsChange: Korean scholars, and later monks, also traveled to China to learn more about Buddhism. To: Korean scholars and monks also traveled to China to learn more about Buddhism. 6Lesson GuideAncient Persia and Its Context, Lesson Guide, Slide 2 Grammatical errors or misspellingsUnder Activity, need to change "orderto" to: order to7Enrichment Reading - Student TextL19 ER Chinese Influence on Korea, Student Text, Second to Last Paragraph Grammatical errors or misspellings"Offers" should be: officers6Student TextL15, Section 5, Student Text, 1st paragraph Grammatical errors or misspellingsTo the following sentence, we'd like to add a comma after "(wealth)". "For Hindus, achieving dharma is one of the most important goals in life, alongside kama (love), artha (wealth), and moksha (oneness with God)."6Student TextTimeline Challenge: Ancient Rome, Student Text, "Life of Jesus" Mislabeled pictures or objectsLife of Jesus in timeline challenge should extend from 6 B.C.E to 30 C.E on the actual timeline. Currently it is set at about 1 year.6AssessmentL15 Assessment, Q17 timeline image Mislabeled pictures or objectsChange timeline in question 17 so that Jesus's life extends from 6 B.C.E to 30 C.E7Interactive Student NotebookUnit Opener: Europe During Medieval Times, Setting the Stage section, Interactive Student Notebook, Q7 Incorrect direction givenchange to "Find the cities that are located along these rivers."8Enrichment Reading - Student Text (image)L8 ER Land Ordinances and the Settlement of the Northwest Territory, Student Text, image Mislabeled pictures or objectsmap is in Spanish, should be English8BiographiesBiographies, Sally Ride Simple factual errorsSally Ride was the first American woman and lesbian to travel in space.6Interactive Student NotebookL11, Section 3, Intactive Student Notebook, Question 1 Grammatical errors or misspellingsChange "Abraham " to: Abraham  6Student TextL11, Section 4, Image Caption Simple factual errors (attribution)Change "To acknowledge his importance, many artists portray Moses with rays of light protruding from his head" to : Because of a description of Moses in the Torah, many artists portray Moses with rays of light protruding from his head6Student TextL11, Biography - The Power of Friendship: The Lives of Naomi and Ruth Grammatical errors or misspellingsChange "Shavuot" to: Shavout6Student TextL11, Biography - The Power of Friendship: The Lives of Naomi and Ruth Simple factual errorsChange This holiday remembers the harvest time in Jewish history." to: This holiday remembers the harvest time in Jewish history and commemorates the giving of the Torah.6Student TextL11, Biography - The Power of Friendship: The Lives of Naomi and Ruth Simple factual errorsChange It was a troubled time for the Hebrew people." to: It was a troubled time for the Israelite people.6Student TextL11, Biography - The Power of Friendship: The Lives of Naomi and Ruth Simple factual errorsChange After returning to Canaan from enslavement in Egypt, the 12 tribes of Israel were fighting. Finally, ..." to: After returning to Canaan from enslavement in Egypt, the Israelites were first led by leaders known as the Judges. During that period, 6Student TextL11, Biography - The Power of Friendship: The Lives of Naomi and Ruth Simple factual errorsChange Ruth was not a Hebrew like Naomi; she was a foreigner. Even though there was still fighting among the 12 tribes of Israel, Ruth was devoted to Naomi and her way of life. She was willing to put her personal commitment to her friend over any problems she might face as a foreigner in an unstable land. She put faith not just in Naomi, but also in the Hebrew people. She was willing to take great risks to stay with her friend and adopt her religion." to: Ruth was not an Israelite like Naomi; she was a foreigner. Nevertheless, Ruth was devoted to Naomi and her way of life. She was willing to put her personal commitment to her mother-in-law over any problems she might face as a foreigner. She put faith not just in Naomi, but also in the Israelite people. She was willing to take great risks to stay with Naomi and adopt her religion.6Student TextL12, Introduction Simple factual errorsChange "Most of the people of Judah were exiled as captives to Babylon." to: Many of the leaders and prominent citizens of Judah were exiled as captives to Babylon.6Student TextL12, Section 4, Image Caption Simple factual errorsChange "Young Jewish girls have a similar ceremony called a bat mitzvah." to: Jewish girls have a similar ceremony called a bat mitzvah.6Student Text L12, Section 2, definition Imprecise definitionIn definition of "Jewish Diaspora," change "the scattering of the Jewish people outside their homeland, beginning in 586 B.C.E." to: the dispersal of the Jewish people outside their homeland, beginning in 586 B.C.E.6Student TextL12, Explore - The Historical Migration of the Jews Grammatical errors or misspellingsChange "You read how King Nebuchadnezzar of Babylon captured Jerusalem and burned down Solomon's temple and all of the houses in the city." to: You read how King Nebuchadnezzar of Babylon captured Jerusalem and burned down Solomon's Temple and all of the houses in the city.6Student TextL12, Explore - The Historical Migration of the Jews Simple Factual Error"Psalm 137, Change: 1 By the rivers of Babylon there we sat, sat and wept as we thought of Zion [the Jewish homeland]. 2 There on the poplars [a type of tree] we hung our lyres, 3 for our captors asked us there for songs, our tormentors, for amusement, , "Sing us one of the songs of Zion!" 4 How can we sing a song of the LORD on alien soil? 5 If I forget you, O Jerusalem, may my right hand wither. 6 Let my tongue stick to my palate if I cease to think of you, if I do not keep Jerusalem in memory even at my happiest hour. 7 Remember, O LORD, against the Edomites [another group of people] did on the day of Jerusalems fall; how they cried "Tear it down," they cried, Strip her, strip her to her very foundations!" 8 Fair Babylon, you predator, on him who repays you for in kind what you have inflicted on us6Student TextL36, Section 3 Simple factual errorChange "Two people passed by and ignored him, but then a Samaritan stopped and helped the injured traveler. In Jesus's time, the Judeans and Samaritans often did not get along. Because of the Samaritan's good deed, however, Jesus considered him a neighbor, worthy of love. Teachings like this shocked and angered some of Jesus's listeners. Some Jews perceived this way of thinking to be wrong and dangerous, while others worried that Jesus's growing following would cause trouble with the Romans. Although it was easy for some people to view him as a troublemaker, Jesus did not directly preach revolt against the Romans." To: Two local people passed by and ignored him, but then an outsider called a Samaritan stopped and helped the injured traveler. In this parable it is the outsider, and not the neighbors, who shows compassion and stops to help the traveler in trouble. Because of the Samaritan's good deed, Jesus considered him a neighbor, worthy of love. Some Judeans worried that Jesus's growing following would cause trouble with the Romans. Although it was easy for some people to view him as a troublemaker, Jesus did not directly preach revolt against the Romans.6Student TextL36, Summary Simple factual errorsChange Not much is known about his childhood, but when Jesus was about 30, John the Baptist identified him as the Messiah. to: Not much is known about his childhood, but when Jesus was about 30, John the Baptist presented him as the Messiah.6Student TextL36, Summary Religious attributionChange "Paul of Tarsus was a Jew who persecuted Christians. But after a vision, he became an important Christian missionary, spreading the religion around the empire. His letters to early churches remain part of the Christian Bible." to: According to the New Testament, Paul of Tarsus persecuted Christians. But after Paul reported a vision, he became an important Christian missionary, spreading the religion around the empire. His letters to early churches remain part of the Christian Bible.7Student TextL3, Section 3 Simple factual errorsChange "Jerusalem, which was a holy city to Jews, Christians, and Muslims alike, became a Muslim city. Between 1095 and 1270, Christians in western Europe organized several Crusades to recover Jerusalem and other sites of pilgrimage in that region. to: Jerusalem, which was a holy city to Jews, Christians, and Muslims alike, became a Muslim-controlled city. Between 1095 and 1270, Christians in western Europe organized several Crusades to recover Jerusalem and other sites of pilgrimage in that region.7Student TextL3, Section 5 Grammatical errors or misspellingsChange "small pox" to: smallpox7Student TextUnit 2, Unit Overview, The Religious of Islam, Paragraph 1 Factual errorChange: "You'll learn about how Muslim empires often did not force Christians or Jews to convert to Islam. Instead, they lived in coexistence with one another." to "You'll learn about how Muslim empires interacted with Christians and Jews."7Student TextL7, Section 2, Paragraph 1 Attribution/Factual errorChange " Muhammad's early life was ordinary" "According to Muslim tradition, Muhammad's early life was ordinary." 7Student TextL7, Section 2, Paragraph 6 Attribution/Factual errorChange: "Muhammad was still a young man when he began managing caravans for a widow named Khadijah" to "According to Muslim teachings, Muhammad was still a young man when he began managing caravans for a widow named Khadijah"7Student TextL7, Section 4, Paragraph 5 Attribution/Factual errorChange: "There, Muhammad met with earlier prophets, such as Abraham, Moses, and Jesus." to "According to Muslim teachings, Muhammed met met with earlier prophets, such as Abraham, Moses, and Jesus."7Student TextL7, Section 6, Section Title Grammatical errors or misspellingsChange " Section 6, The Four Caliphse to " Change: Section 6, The Four Caliphs7Student TextL7, Summary, Paragraph 2 Title AttributionChange: 'The Life of the Prophet Muhammad" to "The Life of Muhammad"7Student textL8, Section 5, Paragraph 6 Factual errorChange "Zakat is similar to charitable giving in other religions. For instance, Jews and Christians also ask for donations, called tithes (TYTHZ), to support their houses of worship and charitable activities." to Zakat is similar to charitable giving in other religions. For instance, Jews ask for charitable giving and actions to help the needy and the community, a concept called tzedakah (TZE-DAH-KAH), meaning justice and fairness. and Christians also ask for donations, called tithes (TYTHZ), to support their houses of worship and charitable activities."7Student TextL8, Section 3, Paragraph 2 AttributionChange "They believe that the truth of that God was revealed to humankind through many prophets, including Adam, Abraham, Moses, and Jesus, who appear in Jewish and Christian scriptures." to "They believe that the truth of that God was revealed to humankind through many prophets, including Adam, Abraham, Moses, and Jesus, who appear either the Jewish or Christian scriptures." 7Student textL8, Section 8, Paragraph 2 Factual error Change: "Jihad represents the human struggle to overcome difficulties and do things that would be pleasing to God." to "In another interpretation, jihad represents the human struggle to overcome difficulties and do things that would be pleasing to God"7Student textL9, Explore - Cultural Interaction in Abassid Baghdad, Cultural Coexistence, Paragraph 1 Factual ErrorChange: "Coexistence means living side by side, but without cultural exchange. In a process that was in progress until sometime in the 10th century, Islamic law developed a way of categorizing non-Muslims that included a special category for People of the Book, those who had a scripture revealed by (a) god." to "Coexistence means living side by side, but without cultural exchange. In a process that was in progress until sometime in the 10th century, Islamic law developed a way of categorizing non-Muslims that included a special category for People of the Book, those who had a scripture revealed by the monotheistic god."7Student textL9, Explore - Cultural Interaction in Abassid Baghdad, Cultural Coexistence, Paragraph 1 Factual Error Change: "This group included Jews, Christians, and Zoroastrians. These peoples were generally not forced to convert to Islam, but their full participation in Muslim society was restricted in certain ways. For example, they could not bear witness in court or marry Muslim women. They were not allowed to hold important public offices and had to pay special taxes." to "This group included Jews, Christians, and Zoroastrians. These peoples were generally not forced to convert to Islam, but their full participation in Muslim society was restricted in certain ways. For example, they could not bear witness in court or marry Muslim women. They were not allowed to hold important public offices, and had to pay special taxes.7Student textL9, Explore - Cultural Interaction in Abassid Baghdad, Cultural Adaptation and Adoption, Paragraph 1 Factual Error. Change: "Their socioeconomic situation would benefit by the avoidance of the special tax, while their political power could increase with the ability to hold higher public offices. Others converted because they underwent a religious conversion." to "Their socioeconomic situation would benefit by the avoidance of the special tax, their social status would rise, and their political power could increase with the ability to hold higher public offices. Others converted because they underwent a religious conversion."7Student TextL9, Explore - The Golden Age, A Golden Age?, Paragraph 4 Factual errorChange: "If there was a period of harmony and cooperation between the Muslim rulers and the religious minorities, by the 11th century, military conflicts became a regular struggle. As Christians and Muslims fought to rule the Iberian Peninsula, Jews were often caught in the middle. Some Jews chose to flee rather than face persecution at the hands of new rulers." to "Following a period of harmony and cooperation between the Muslim rulers and the religious minorities, by the 11th century, military conflicts became a regular struggle. As Christians and Muslims fought to rule the Iberian Peninsula, Jews were often caught in the middle. Some Jews chose, or were forced, to flee rather than face persecution at the hands of new rulers.7Student TextIncreasing Trade and Competition, Section 3, Majorca and Trade, Paragraph 7 Grammatical errors or misspellingsChange "Over time, many of these European Jews fled to countires like Poland, where they were given security and rights." to "Over time, many of these European Jews fled to countries like Poland, where they were given security and rights."7Student textL31, Explore - The Reformation Plants Seeds of Modern Democracy, Government Based on Agreement of the Governed, Paragraph 2 AttributionChange: The idea of covenants is rooted in the Bible. In the Old Testament, God is said to form a covenant with the Hebrew (Jewish) people. Both God and the Hebrews enter this covenant by their own choosing. In turn, covenants unite the different tribes of Hebrews under God's laws. To some Protestantsincluding many early Americansthe ancient Hebrew covenants were an early example of federalism." to "The idea of covenants is rooted in the Hebrew Bible. In the Hebrew Bible, called the Old Testament by Christians, God is said to form a covenant with the Israelite (Jewish) people. Both God and the Israelites enter this covenant by their own choosing. In turn, covenants unite the different tribes of Israelites under God's laws. To some Protestantsincluding many early Americansthe ancient Israelite covenants were an early example of federalism."8Student TextL25, Biography - Inventions Improve Life for Many, A Sturdier Pair of Pants: Levi Strauss (1829-1902), Paragraph 1 Grammatical errors or misspellingsChange "At 18 years of age, Levi Strauss immigrated to New York from Bavaria (part of modern-day Germany). Six years alter, he moved to San Francisco to make his fortune in the California gold rush" to "At 18 years of age, Levi Strauss immigrated New York from Bavaria (part of modern-day Germany). Six years later, he moved to San Francisco to make his fortune in the California gold rush."8Student TextUSI L26, Primary Source - Neighborhoods in 19th-Century New York City, Paragraph 7 Grammatical errors or misspellingsChange: "The tenement house population had swelled to half a million souls by that time, and on the East Side, in what is still the most densely populated district in all the world, China Hot excluded, it was packed at the rate of 290,000 to the square mile, a state of affairs wholly unexampled." to "The tenement house population had swelled to half a million souls by that time, and on the East Side, in what is still the most densely populated district in all the world, China not excluded, it was packed at the rate of 290,000 to the square mile, a state of affairs wholly unexampled.7Student TextMW L24, Site of Encounter -Tenochtitlan (1428-1600), The "Triple Alliance" Factual errorThe Aztec leader Itzcoatl allied his city with Texcoco and Tlacopan, called the Triple Alliance since the late 20th century. to The Aztec leader Itzcoatl allied his city with Texcoco and Tlacopan. This Alliance became known as the Triple Alliance.  Appendix A: Criteria for Evaluating Instructional Materials: Kindergarten through Grade Eight Adopted by the State Board of Education on July 14, 2016  This document provides criteria for evaluating the alignment of instructional materials with the HistorySocial Science Content Standards for California Public Schools (2000) and the HistorySocial Science Framework for California Public Schools. The content standards were adopted by the California State Board of Education in October 1998. They describe what students should know and be able to do at each grade level. The framework incorporates the standards and includes instructional guidelines for teachers and administrators. The framework, together with the standards, defines the essential skills and knowledge in historysocial science that will enable all California students to enjoy a world-class education. The instructional materials must provide guidance for the teacher to facilitate student engagement with the content standards, framework, and curriculum at each grade level and to teach students all the analysis skills required for the grade spans. Students should be able to demonstrate reasoning, reflection, and research skills. These skills are to be learned through, and applied to, the content standards and are to be assessed only in conjunction with the content standards. Special attention should also be paid to the appendixes in the framework, which address important overarching issues. To be adopted, materials must first meet in full Category 1, HistorySocial Science Content/Alignment with Standards. Materials will be evaluated holistically in the other categories of Program Organization, Assessment, Universal Access, and Instructional Planning and Support. This means that while a program may not meet every criterion listed in those categories, they must on balance meet the goals of each category to be eligible for state adoption. Programs that do not meet Category 1 in full and do not meet each one of the other four categories as judged holistically will not be adopted. These criteria may also be used by publishers and local educational agencies as a guide for developing and selecting instructional materials for grades nine through twelve. To assist the State Board in the evaluation of instructional materials, publishers will use a standards map template and evaluation criteria maps supplied by the California Department of Education to demonstrate a programs alignment with the standards. The criteria are organized into five categories: HistorySocial Science Content/Alignment with Standards: The content as specified in the Education Code, the HistorySocial Science Content Standards, and the HistorySocial Science Framework Program Organization: The sequence and organization of the historysocial science program Assessment: The strategies presented in the instructional materials for measuring what students know and are able to do Universal Access: Instructional materials that are understandable to all students, including students eligible for special education, English learners, and students whose achievement is either below or above that typical of the class or grade level Instructional Planning and Support: The instructional planning and support information and materials, typically including a separate edition specially designed for use by teachers in implementing the HistorySocial Science Content Standards and HistorySocial Science Framework Historysocial science instructional materials must support teaching aligned with the standards and framework. Materials that are contrary to or inconsistent with the standards, framework, and criteria are not allowed. Extraneous materials should be minimal and clearly purposeful. Any gross inaccuracies or deliberate falsifications revealed during the review process will result in disqualification, and any found during the adoption cycle will be subject to removal of the program from the list of state-adopted textbooks. Gross inaccuracies and deliberate falsifications are defined as those requiring changes in content. Category 1: HistorySocial Science Content/Alignment with Standards Instructional materials, as defined in Education Code Section 60010(h), support instruction designed to ensure that students master all the HistorySocial Science Content Standards for the intended grade level. Analysis skills of the pertinent grade span must be covered at each grade level. This instruction must be included in the student edition of the instructional materials; while there can be direction in materials for the teacher to support instruction in the standards, this cannot be in lieu of content in the student edition. The standards themselves must be included in their entirety in the student materials, either at point of instruction or collected together at another location. Instructional materials reflect and incorporate the content of the HistorySocial Science Framework. Instructional materials shall use proper grammar and spelling (Education Code Section 60045). Instructional materials present accurate, detailed content and a variety of perspectives and encourage student inquiry. History is presented as a story well told, with continuity and narrative coherence (a beginning, a middle, and an end), and based on the best recent scholarship. Without sacrificing historical accuracy, the narrative is rich with the forceful personalities, controversies, and issues of the time. Primary sources, such as letters, diaries, documents, and photographs, are incorporated into the narrative to present an accurate and vivid picture of the times in order to enrich student inquiry. Materials include sufficient use of primary sources appropriate to the age level of students so that students understand from the words of the authors the way people saw themselves, their work, their ideas and values, their assumptions, their fears and dreams, and their interpretation of their own times. These sources are to be integral to the program and are carefully selected to exemplify the topic. They serve as a voice from the past, conveying an accurate and thorough sense of the period. When only an excerpt of a source is included in the materials, the students and teachers are referred to the entire primary source. The materials present different perspectives of participants, both ordinary and extraordinary people, in world and U.S. history, and further student inquiry. Materials include the study of issues and historical and social science debates. Students are presented with different perspectives and come to understand the importance of reasoned debate and reliable evidence, recognizing that people in a democratic society have the right to disagree. Throughout the instructional resources, the importance of the variables of time and place history and geographyis stressed repeatedly. In examining the past and present, the instructional resources consistently help students recognize that events and changes occur in a specific time and place. Instructional resources also consistently help students judge the significance of the relative location of place. The historysocial science curriculum is enriched with various genres of fiction and nonfiction literature of and about the historical period. Forms of literature such as diaries, essays, biographies, autobiographies, myths, legends, historical tales, oral literature, poetry, and religious literature richly describe the issues or the events studied as well as the life of the people, including both work and leisure activities. The literary selections are broadly representative of varied cultures, ethnic groups, men, women, and children and, where appropriate, provide meaningful connections to the content standards in Englishlanguage arts, mathematics, science, and visual and performing arts. Materials on religious subject matter remain neutral; do not advocate one religion over another; do not include simulation or role playing of religious ceremonies or beliefs; do not include derogatory language about a religion or use examples from sacred texts or other religious literature that are derogatory, accusatory, or instill prejudice against other religions or those who believe in other religions. Religious matters, both belief and nonbelief, must be treated respectfully and be explained as protected by the U.S. Constitution. Instructional materials, where appropriate and called for in the standards, include examples of religious and secular thinkers in history. When the standards call for explanation of belief systems, they are presented in historical context. Events and figures detailed in religious texts are presented as beliefs held by members of that religion, are clearly identified as such, and should not be presented as fact unless there is independent historical evidence justifying that presentation. All materials must be in accordance with the guidance provided in the updated HistorySocial Science Framework, Appendix C, Religion and the Teaching of HistorySocial Science, and Education Code sections 51500, 51501, 51511, and 51513. Numerous examples are presented of women and men from different demographic groups who used their learning and intelligence to make important contributions to democratic practices and society and to science and technology. Materials emphasize the importance of education in a democratic society. For grades six through eight, the breadth and depth of world history to be covered are described in the HistorySocial Science Framework course descriptions. In addition to the content called for at grade six, instructional materials shall include the grade seven content standards on the Roman Empire (standard 7.1 and its sequence) and Mayan civilization (standard 7.7 and the applicable Mayan aspects of the sequence). In addition to the content called for at grade eight, materials shall include the grade seven content standards on the Age of Exploration, the Enlightenment, and the Age of Reason (standard 7.11 and its sequence). Student writing assignments are aligned with the grade-level expectations in the California Common Core State Standards for English Language Arts (adopted by the State Board of Education in 2013), including both the Writing Standards for K5 and 612 (as applicable), and the Writing Standards for Literacy in History/Social Studies 612, the California English Language Development Standards, and the English Language Arts/English Language Development Framework. Instructional materials use biography to portray the experiences of men, women, children, and youths. Materials shall include the roles and contributions of people from different demographic groups: Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups to the total development of California and the United States (Education Code Section 60040). Instructional materials, where appropriate, examine humanitys place in ecological systems and the necessity for the protection of the environment (Education Code Section 60041). Materials include instructional content based upon the Environmental Principles and Concepts developed by the California Environmental Protection Agency and adopted by the State Board of Education (Public Resources Code Section 71301) where appropriate and aligned to the historysocial science content standards. (See Appendix F) Instructional materials for grades five and eight shall include a discussion of the Great Irish Famine of 18451850 and the effect of the famine on American history (Education Code Section 51226.3[e]). Emphasis is placed on civic values, democratic principles, and democratic institutions, including frequent opportunities for discussion of the fundamental principles embodied in the U.S. Constitution and the Bill of Rights. When appropriate to the comprehension of pupils, instructional materials shall include a copy of the U.S. Constitution and the Declaration of Independence (Education Code Section 60043). Materials emphasize Americas multi-ethnic heritage and its contribution to this countrys development while explaining how American civic values provide students with a foundation for understanding their rights and responsibilities in this pluralistic society (Education Code sections 51226.5 and 60200.6). Materials on American life and history give significant attention to the principles of morality, truth, justice, and patriotism and to a comprehension of the rights, duties, and dignity of American citizenship, inspiring an understanding of and a commitment to American ideals. Examples of memorable addresses by historical figures are presented in their historical context, including the effect of those addresses on people then and now (Education Code sections 52720 and 60200.5). Materials for studying the life and contributions of Martin Luther King, Jr., and the civil rights movement shall be included at each grade level, with suggestions for supporting the respective holidays in honor of those men and the accompanying activities (Education Code Section 60200.6). In those grade levels when the life of King is not directly connected to the historical narrative (e.g., sixth grade), it is acceptable to include this content in a distinct product that is included as part of the core program for that grade level. However, these materials must be provided to all students using the program. Where appropriate to the topics being covered, materials highlight the life and contributions of Cesar Chavez, the history of the farm labor movement in the United States, and the role of immigrants, including Filipino Americans, in that movement (Education Code Section 51008). Category 2: Program Organization Sequential organization of the material provides structure concerning what students should learn each year and allows teachers to convey the historysocial science content efficiently and effectively. The instructional materials provide instructional content for 180 days of instruction for at least one daily class period. The content is well organized and presented in a manner consistent with providing all students an opportunity to achieve the essential knowledge and skills described in the standards and framework. The academic language (i.e., vocabulary) specific to the content is presented in a manner that provides explicit instructional opportunities for teachers and appropriate practice for all students. A detailed, expository narrative approach providing for in-depth study is the predominant writing mode and focuses on people and their ideas, thoughts, actions, conflicts, struggles, and achievements. Explanations are provided so that students clearly understand the likely causes of the events, the reasons the people and events are important, why things turned out as they did, and the connections of those results to events that followed. The narrative unifies and interrelates the many facts, explanations, visual aids, maps, and literary selections included in the topic or unit. Those components clearly contribute directly to students deeper understanding and retention of the events. The relevant grade-level standards shall be explicitly stated in both the teacher and student editions. Topical or thematic headings reflect the framework and standards and clearly indicate the content that follows. Each topic builds clearly on the preceding one(s) in a systematic manner. Topics selected for in-depth study are enriched with a variety of materials and content-appropriate activities and reflect the frameworks course descriptions. Each unit presents strategies for universal access, including ways in which to improve the vocabulary and reading and language skills of English learners in the context of historysocial science. The materials support the development of academic vocabulary for all students and provide instruction and opportunities for student practice and application in key vocabulary. Materials explain how historysocial science instruction may be improved by the effective use of library media centers and information literacy skills. The tables of contents, indexes, glossaries, content summaries, and assessment guides are designed to help teachers, parents/guardians, and students. Category 3: Assessment Assessments in the instructional materials should reflect the goals of Chapter 19 of the HistorySocial Science Framework. Assessment tools measure what students know and are able to do, including their analysis skills, as defined by the standards. Entry-level assessments are provided to help teachers gauge student readiness for embarking upon the instructional program. Information is provided to teachers to help them utilize the results of those assessments to guide instruction and to determine modifications for specific students or groups of students. Formative assessment tools that publishers include as a part of their instructional materials should provide evidence of students progress toward mastering the content called for in the standards and framework and should yield information teachers can use in planning and modifying instruction to help all students meet or exceed the standards. Summative assessments enable teachers to determine when students have achieved mastery of the content and skills outlined in the standards. Summative assessments enable teachers to determine if students can apply knowledge and/or skills learned during a unit to new exercises. Materials provide frequent assessments at strategic points of instruction by such means as pretests, unit tests, chapter tests, and summative tests. Materials assess students progress toward meeting the instructional goals of historysocial science through expository writing. Student writing assessments are aligned with the grade-level expectations in the California Common Core State Standards for English Language Arts (adopted by the State Board of Education in 2013), including both the Writing Standards for K5 and 612 (as applicable), and the Writing Standards for Literacy in History/Social Studies 612, the California English Language Development Standards, and the English Language Arts/English Language Development Framework. Materials include analytical rubrics that are content-specific and provide an explanation of the use of the rubrics by teachers and students to evaluate and improve skills in writing, analysis, and the use of evidence. Assessment tools include multiple measures of student performance, such as selected response, short answer, essay, oral presentation, debates and speeches, service learning projects, research projects, certificates, and performance-based tasks. Assessment tools measure how students are able to use library media centers and information literacy skills when studying historysocial science topics. Category 4: Universal Access The instructional materials should reflect the goals of access and equity outlined in Chapter 20 of the HistorySocial Science Framework. Instructional materials present comprehensive guidance for teachers in providing effective, efficient instruction for all students. Instructional materials should provide access to the standards and framework-based curriculum for all students, including those with special needs: English learners, advanced learners, students below grade level in reading and writing skills, and special education students in general education classrooms. Materials should include suggestions for teachers on how to differentiate instruction to meet the needs of students in those groups. Materials for kindergarten through grade three focus on the content called for in the HistorySocial Science Content Standards, including the Historical and Social Sciences Analysis Skills, and the HistorySocial Science Framework while complementing the goals of the California Common Core State Standards for English Language Arts and the English Language Arts/English Language Development Framework for California Public Schools (adopted in 2014). Materials for grades four through eight provide suggestions to further instruction in historysocial science while assisting students whose reading and writing skills are below grade level. Instructional materials are designed to help meet the needs of students whose reading, writing, listening, and speaking skills fall up to two grade levels below the level prescribed in the Englishlanguage arts content standards and to assist in accelerating students skills to grade level. Materials must address the needs of students who are at or above grade level. Although materials are adaptable to each students point of entry, such differentiated instruction is focused on the historysocial science content standards. All suggestions and procedures for meeting the instructional needs of all students are ready to use with minimum modifications. Materials provide suggestions for enriching the program or assignments for advanced learners by: Studying a topic, person, place, or event in more depth Conducting a more complex analysis of a topic, person, place, or event Reading and researching related topics independently Emphasizing the rigor and depth of the analysis skills to provide a challenge for all students Materials provide suggestions to help teach English learners the HistorySocial Science Content Standards while reinforcing instruction based on the California Common Core State Standards for EnglishLanguage Arts and the California English Language Development Standardsnotably to read, write, comprehend, and speak at academically proficient levels. Materials provide support for Integrated ELD instruction as described in the English Language Arts/English Language Development Framework. Materials incorporate the principles of Universal Design for Learning (UDL) as described in the framework chapter on Access and Equity. Category 5: Instructional Planning and Support Teacher-support materials are built into the instructional materials and contain suggestions and illustrative examples of how teachers can implement the instructional program. The teacher and student materials present ways for all students to learn the content and analysis skills called for in the standards and the framework. Directions are explicit regarding how the analysis skills are to be taught and assessed in the context of the content standards. Instructional materials provide a road map for teachers to follow when they are planning instruction while leaving them the flexibility and freedom to organize units around student inquiry. Teacher and student materials are coordinated so that teachers can easily locate places where students are working (e.g., have correlating page numbers in print materials or corresponding references in electronic materials). Instructional materials include a teacher-planning guide describing the relationships between the components of the program and how to use all the components to meet all the standards. Publishers provide teachers with easily accessible and workable instructional examples and students with practice opportunities as they develop their understanding of the content and analysis skills. Blackline masters are accessible in print and in digitized formats and are easily reproduced. Black areas shall be minimal to require less toner when printing or photocopying. The teacher materials describe what to teach, how to teach, and when to teach. Terms from the standards and framework are used appropriately and accurately in the instructions. All assessment tools, instructional tools, and informational technology resources include technical support and suggestions for appropriate use of technology. Electronic learning resources, when included, support instruction and connect explicitly to the standards. The teacher resource materials provide background information about important events, people, places, and ideas appearing in the standards and framework. Instructional practices recommended in the materials are based on the content in the standards and framework and on current and confirmed research. Materials discuss and address common misconceptions held by students. Homework extends and reinforces classroom instruction and provides additional practice of skills that have been taught. Materials include suggestions on how to explain students progress toward attaining the standards. 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t0%644 lap2ytU)))))*$d$Ifa$gdBK d$IfgdU***0!$d$Ifa$gdBKkd{'$$Iflr @'D%TI t0%644 lap2ytU**/*2*<*b*c* $Ifgd}$d$Ifa$gdBK d$IfgdUc*d*f*0!$d$Ifa$gdBKkd]($$Iflr @'D%TI t0%644 lap2ytUf*y****** $Ifgd}$d$Ifa$gdBK d$IfgdU***0!$d$Ifa$gdBKkd?)$$Iflr @'D%TI t0%644 lap2ytU*+$+(+E++$d$Ifa$gdBK d$IfgdU+++0!$d$Ifa$gdBKkd!*$$Iflr @'D%TI t0%644 lap2ytU+++++,$d$Ifa$gdBK d$IfgdU, ,",0!$d$Ifa$gdBKkd+$$Iflr @'D%TI t0%644 lap2ytU",5,I,M,e,f,, $$Ifa$gdU$d$Ifa$gdBK d$IfgdU,,,0!$d$Ifa$gdBKkd+$$Iflr @'D%TI t0%644 lap2ytU,,,,,)-*- $Ifgd}$d$Ifa$gdBK d$IfgdU*-+---0!$d$Ifa$gdBKkd,$$Iflr @'D%TI t0%644 lap2ytU--@-T-X-p--$d$Ifa$gdBK d$IfgdU---0!$d$Ifa$gdBKkd-$$Iflr @'D%TI t0%644 lap2ytU-----*.$d$Ifa$gdBK d$IfgdU---).*.+...$$Iflr @'D%TI t0%644 lap2ytU!:I:]:`:: ; $$Ifa$gdBK $Ifgd}~:::::; ;!;Q;^;c;p;y;;;;;<<<8<E<J<e<w<<<<<<<<<<䥔w䥔w`WhNZPJ]^J-hUh}CJPJ^JaJfHq 9hUh}6B*CJPJ^JaJfHphq !hUh}B*CJ^JaJphhUh}CJPJ^JaJ%hUh}B*CJPJ^JaJph9hUh}B*CJH*PJ^JaJfHphq 6hUh}B*CJPJ^JaJfHphq ! ;!;#;0$ $$Ifa$gdBKkdQ?$$Iflr @'D%TI t0%644 lap2ytU#;K;_;c;;< $$Ifa$gdBK $Ifgd}<< <0$ $$Ifa$gdBKkd3@$$Iflr @'D%TI t0%644 lap2ytU <2<F<J<<< $$Ifa$gdBK $Ifgd}<<<Z=0*%gdjEgdzm$kdA$$Iflr @'D%TI t0%644 lap2ytU<===?=A=Y=Z=[=j=k=l=m==>>>>>>?V???@yfVOGO?Oh|wh|w5h|wh|w6 h|wh|whbwhbwOJQJ]^JaJ%hbwhbw5OJQJ\]^JaJ(hbwhbw5>*OJQJ\]^JaJh|wh|w5>*\h|wh|w\]h|wh|w6\hbwhbw^Jhbwhbw]^Jh|whbw5]^Jhbwhbw5\]^JhDk hbwhShE hbw6hE hE 6 hE hE hSZ=[=l=m=>>>>????@@@BTCCC DD~DD & F^gd|w x^gd|w  !gdbwgd|w 7$8$H$gd|w 7$8$H$gdbwgdDk@@@i@@@@@@@@@AA7BC DD}D~DDDF.F/FRFSFFFF?9:A`agr„Ä  ^24ӹөөh|wh|wB*H*]^Jphh|wh|w]^Jh|wh|w5B*]^Jphh|wh|wB*]^JphhLqhb \h)hb \ hb \hq7Xhb \Aa  ^Ez``<]sǓ  & Fgd 1gd|w & Fgdb Y`cyNJJ8_ky.;DEސڒYrғד*{؛ h|wh|w>*B*]^Jphh|wh|w]^JhUB*]^JphhUh|wB*]^Jphh|wh|wB*]^JphhUh|w5B*]^Jph>Uʗ+UJțW՜ A^K/v & F gd 1 & F gdC & Fgd 1'VAß=]uLV&oKZbin"IŶppffZh|wB*]^Jphh|wh|w]^Jh1>h|w5B*]^Jphh1>B*]^Jphh1>h|wB*]^JphhwB*]^JphhwhwB*]^Jphhwh1>B*]^Jphhwh|wB*]^JphhUB*]^Jphh|wh|wB*]^Jphh|wh|w7B*]^Jph"WJ#x[SOGsۯf gd|w & F gdb & F gd 1ī-.Or5eLYZpr2:;\شڴۻ۬۠۬۠۬۠۔۬۠y۬۠۬۠۬hhB*]^JphhB*]^Jphh|wB*]^Jphh1>B*]^Jphh1>h|wB*]^Jphh|wh|w7B*]^Jphh|wh|w5B*]^Jphh|wh|wB*]^JphhTOhb \ hb \hLqhb \/ffϱ/}kķ1޻}ǿ & F gdb & F gd & F gd 1&;A[~01JKbܻݻ޻]`|}deln庫h=hb B*]^Jphhq7Xhb \hb B*]^Jphhq7Xhb B*]^Jphh|wB*]^Jphh|wh|wB*H*]^Jphh1>h|wB*]^Jphh|wh|wB*]^Jphh1>B*]^Jph3noľž!\Ŀƿǿ̿Ϳq!} ^l  boMZܶܶܶܶܶܶŶܶܶܶܮhMhb \hMhb B*]^Jphhq7Xhb \h=hb B*]^Jphhb B*]^Jphhq7Xhb B*]^Jphh=hb \?.b {n & F gdR & FgdR & FgdRgdR gdz & F gdb -.3abgh %&z{mn=%e,Ľwwwh tQhR5B*]^Jphh tQhRB*]^JphhRB*]^JphhzhRB*]^Jphh tQhR5hR hzhRhzhR5hzB*]^Jph hb \hhb \hb B*]^Jphhhb B*]^Jph.`}*9I)o'#& & FgdRgdR & FgdRH()DFGH HIACDc&&++O,g,0-1----H0I0q5r577777ԶԶԧԶԶԀthjB*]^Jphhjhj5B*]^Jph hghRhghR5B*]^JphhghRB*]^JphhhRB*]^Jphh tQhRB*]^JphhRB*]^JphhzhRB*]^Jphh tQhR5B*]^Jph*&Fi@*< S  |   1{ & FgdR & FgdRb &`())&*-.//I012234r57 & FgdRgdR & FgdR7777777788'8 $1$IfgdBK $$1$Ifa$gdBK gdz & FgdR '8(8*898S8D6++ $1$IfgdBK $$1$Ifa$gdBKkd\C$$Ifd4rp &\xF &  t04'2d44 laytBK798888899999999:$:::==x>>@(@@@@@#A5AgAyAAAcBuBBBND`DDD"E4EiE{EEEEE=FBFKFRFFFFFFFF G8GJGK*KKKKLVLhLLLMM>MPMMMMM8NJNNN&O8OhChC6CJaJhChCCJaJhChC5CJaJWS8i8888:, $$1$Ifa$gdBKkdAD$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK888888:kd1E$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK8889+99 $1$IfgdBK $$1$Ifa$gdBK99999E7,, $1$IfgdBK $$1$Ifa$gdBKkd!F$$Ifdrp &\xF &  t04'2d44 laytBK99999:, $$1$Ifa$gdBKkdG$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK9999:::kdH$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK::$:<:\:~: $1$IfgdBK $$1$Ifa$gdBK~:::::E7,, $1$IfgdBK $$1$Ifa$gdBKkdH$$Ifdrp &\xF &  t04'2d44 laytBK:$<===:, $$1$Ifa$gdBKkdI$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK===,>w>x>:kdJ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKx>z>>>g?@ $1$IfgdBK $$1$Ifa$gdBK@@@(@0@E7,, $1$IfgdBK $$1$Ifa$gdBKkdK$$Ifdrp &\xF &  t04'2d44 laytBK0@u@@@@:, $$1$Ifa$gdBKkdL$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK@@@@@@:kdM$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK@@@AA"A $1$IfgdBK $$1$Ifa$gdBK"A#A%A5A;AE7,, $1$IfgdBK $$1$Ifa$gdBKkdN$$Ifdrp &\xF &  t04'2d44 laytBK;ALAfAgAiA:, $$1$Ifa$gdBKkdO$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKiAyAAAAA:kdqP$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKAAAABbB $1$IfgdBK $$1$Ifa$gdBKbBcBeBuB|BE7,, $1$IfgdBK $$1$Ifa$gdBKkdaQ$$Ifdrp &\xF &  t04'2d44 laytBK|BBBBB:, $$1$Ifa$gdBKkdQR$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKBBBCCMDND:kdAS$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKNDPD`DgDvDD $1$IfgdBK $$1$Ifa$gdBKDDDDDE7,, $1$IfgdBK $$1$Ifa$gdBKkd1T$$Ifdrp &\xF &  t04'2d44 laytBKDD!E"E$E:, $$1$Ifa$gdBKkd!U$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK$E4E;ELEhEiE:kdV$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKiEkE{EEEE $1$IfgdBK $$1$Ifa$gdBKEEEEEE7,, $1$IfgdBK $$1$Ifa$gdBKkdW$$Ifdrp &\xF &  t04'2d44 laytBKEEEEE:, $$1$Ifa$gdBKkdW$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKEEEUFFF:kdX$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKFFFFFF $1$IfgdBK $$1$Ifa$gdBKFFF GGE7,, $1$IfgdBK $$1$Ifa$gdBKkdY$$Ifdrp &\xF &  t04'2d44 laytBKGG7G8G:G:, $$1$Ifa$gdBKkdZ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:GJGQGIKK:kd[$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKKK*K1KwKK $1$IfgdBK $$1$Ifa$gdBKKKKKKE7,, $1$IfgdBK $$1$Ifa$gdBKkd\$$Ifdrp &\xF &  t04'2d44 laytBKKKKKK:, $$1$Ifa$gdBKkd]$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKKLL*LULVL:kd^$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKVLXLhLoLLL $1$IfgdBK $$1$Ifa$gdBKLLLLLE7,, $1$IfgdBK $$1$Ifa$gdBKkdq_$$Ifdrp &\xF &  t04'2d44 laytBKLLMMM:, $$1$Ifa$gdBKkda`$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKMMM/M=M>M:kdQa$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK>M@MPMXMpMM $1$IfgdBK $$1$Ifa$gdBKMMMMME7,, $1$IfgdBK $$1$Ifa$gdBKkdAb$$Ifdrp &\xF &  t04'2d44 laytBKMMMMM:, $$1$Ifa$gdBKkd1c$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKMMMNN6N7N $1$IfgdBK7N8N:NJNSNE7,, $1$IfgdBK $$1$Ifa$gdBKkd!d$$Ifdrp &\xF &  t04'2d44 laytBKSNTNNNN:, $$1$Ifa$gdBKkde$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKNNNN%O&O:kdf$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK&O(O8OAOKO`O $1$IfgdBK $$1$Ifa$gdBK8OBOIOWO^OaOsOOO@PRP?RQRRRRRSQScS~SSSS1TCTaTTTU"U'UUUV'VbVtVVVVVVVsXXXXXY7YIY-Z?ZZ[2[D[_[[=\O\k\\\\\\8^J^f^^^ _(_=__`!`A`aa3a=alb~bbbhChC5CJaJhChC6CJaJhChCCJaJW`OaOcOsOOE7,, $1$IfgdBK $$1$Ifa$gdBKkdf$$Ifdrp &\xF &  t04'2d44 laytBKOOOOO:, $$1$Ifa$gdBKkdg$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKOOOO?P@P:kdh$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK@PBPRPYPXQ>R $1$IfgdBK $$1$Ifa$gdBK>R?RARQRXRE7,, $1$IfgdBK $$1$Ifa$gdBKkd{i$$Ifdrp &\xF &  t04'2d44 laytBKXRYR|RRR:kdkj$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKRRRRRRPS $1$IfgdBK $$1$Ifa$gdBKPSQSSScSkSE7,, $1$IfgdBK $$1$Ifa$gdBKkd[k$$Ifdrp &\xF &  t04'2d44 laytBKkSzSSSS:kdKl$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKSSSS T0T $1$IfgdBK $$1$Ifa$gdBK0T1T3TCTKTE7,, $1$IfgdBK $$1$Ifa$gdBKkd;m$$Ifdrp &\xF &  t04'2d44 laytBKKTZT[TTT:kd+n$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKTTU UU'UU $1$IfgdBK $$1$Ifa$gdBKUUUUUE7,, $1$IfgdBK $$1$Ifa$gdBKkdo$$Ifdrp &\xF &  t04'2d44 laytBKUUVVV:, $$1$Ifa$gdBKkd p$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKV'V/VDVaVbV:kdp$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbVdVtV|VVVWrXsXuXXXXXFfRs $1$IfgdBK $$1$Ifa$gdBK XXXXXE7,, $1$IfgdBK $$1$Ifa$gdBKkd;u$$Ifdrp &\xF &  t04'2d44 laytBKXXXXY:, $$1$Ifa$gdBKkd+v$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKYYY!Y6Y7Y:kdw$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK7Y9YIYOYY,Z $1$IfgdBK $$1$Ifa$gdBK,Z-Z/Z?ZEZE7,, $1$IfgdBK $$1$Ifa$gdBKkd x$$Ifdrp &\xF &  t04'2d44 laytBKEZZZZZ:kdx$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKZZ[ [[1[ $1$IfgdBK $$1$Ifa$gdBK1[2[4[D[J[E7,, $1$IfgdBK $$1$Ifa$gdBKkdy$$Ifdrp &\xF &  t04'2d44 laytBKJ[Y[[<\=\?\O\U\e\\\\\\\\\l]7^8^:^J^P^`^^^FfFf $$1$Ifa$gdBKFfB| $1$IfgdBK^^^ __"_=____` ``A`aaaaa-a=akblbnb~bFf"FfҌFf $1$IfgdBK $$1$Ifa$gdBKFf2~bbbbpcqc:kd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbbbqcccc7dIdtddde`frf[gmgtggg5hGhNhhhIi[iiiiiiiiij,jjjk&k,k6kKk]kckokrkkkk lhljl|lllmmmmnnoocouoJt\tyttAuSuouuuuuujv|vvvvwMw_wwhChC6CJaJhChC5CJaJhChCCJaJWqcsccccc $1$IfgdBK $$1$Ifa$gdBKcccccE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKcc6d7d9d:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK9dIdOd[dsdtd:kd۔$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKtdvddddd $1$IfgdBK $$1$Ifa$gdBKddde eE7,, $1$IfgdBK $$1$Ifa$gdBKkd˕$$Ifdrp &\xF &  t04'2d44 laytBK ee_f`fbf:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbfrfxffZg[g:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK[g]gmgsgg4h $1$IfgdBK $$1$Ifa$gdBK4h5h7hGhMhE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKMhhHiIiKi:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKKi[iaimiii:kd{$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKiiiiii $1$IfgdBK $$1$Ifa$gdBKiiiiiE7,, $1$IfgdBK $$1$Ifa$gdBKkdk$$Ifdrp &\xF &  t04'2d44 laytBKiijjj:, $$1$Ifa$gdBKkd[$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKj,j3jjjj:kdK$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKjjjj8kqk $1$IfgdBK $$1$Ifa$gdBKqkrktkkkE7,, $1$IfgdBK $$1$Ifa$gdBKkd;$$Ifdrp &\xF &  t04'2d44 laytBKkkiljlll:, $$1$Ifa$gdBKkd+$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKll|llllmm:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKmmmmmmn $1$IfgdBK $$1$Ifa$gdBKnnnnnE7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBKnooboco:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKcoeouo|opq!rrrsHtIt $1$IfgdBK $$1$Ifa$gdBK ItJtLt\tctE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKctstt@uAu:kdۣ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKAuCuSuZuiuu $1$IfgdBK $$1$Ifa$gdBKuuuuuE7,, $1$IfgdBK $$1$Ifa$gdBKkdˤ$$Ifdrp &\xF &  t04'2d44 laytBKuuuuu:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKuuvvivjv:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKjvlv|vvvv $1$IfgdBK $$1$Ifa$gdBKvvvvvE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKvvvvv:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKvw wwLwMw:kd{$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKMwOw_wfwrww $1$IfgdBK $$1$Ifa$gdBKwwwxxE7,, $1$IfgdBK $$1$Ifa$gdBKkdk$$Ifdrp &\xF &  t04'2d44 laytBKwx#xBxxx9yKyyyyy#z,zz {S{e{G~Q~~~~~.7؀Wi݃&);ahk|Äц#?܇އ),>Zt1C_~Չ%7Sfۋ/@hChC6CJaJhChCCJaJhChC5CJaJWxxBxxx:kd[$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKxxxxy8y $1$IfgdBK $$1$Ifa$gdBK8y9y;yKyRyE7,, $1$IfgdBK $$1$Ifa$gdBKkdK$$Ifdrp &\xF &  t04'2d44 laytBKRyqyyyy:, $$1$Ifa$gdBKkd;$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKyyyyyy:kd+$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKyyyy zz $1$IfgdBK $$1$Ifa$gdBKzzz {{E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK{7{R{S{U{:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKU{e{l{{{|B||}S}p}} ~D~~ $1$IfgdBK~~~~~E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK~~~:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK(:kd۲$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK^ـ $1$IfgdBK $$1$Ifa$gdBKـڀ܀E7,, $1$IfgdBK $$1$Ifa$gdBKkd˳$$Ifdrp &\xF &  t04'2d44 laytBKVW:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKWYipۃ܃ $1$IfgdBK $$1$Ifa$gdBK܃݃߃E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK ()+:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+;BUjk1kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $IfgdBKkm} $1$IfgdBK $$1$Ifa$gdBKĄ˄E7,, $1$IfgdBK $$1$Ifa$gdBKkd{$$Ifdrp &\xF &  t04'2d44 laytBK˄ڄІц:kdk$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKцӆ $1$IfgdBK $$1$Ifa$gdBK#*E7,, $1$IfgdBK $$1$Ifa$gdBKkd[$$Ifdrp &\xF &  t04'2d44 laytBK*9݇އ:, $$1$Ifa$gdBKkdK$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+,:kd;$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK,.>ETt/0 $1$IfgdBK $$1$Ifa$gdBK013CJE7,, $1$IfgdBK $$1$Ifa$gdBKkd+$$Ifdrp &\xF &  t04'2d44 laytBKJY~ӉԉՉ:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKՉ׉#$ $1$IfgdBK $$1$Ifa$gdBK$%'7>E7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK>Mp:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKӊ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdi$$Ifdrp &\xF &  t04'2d44 laytBKuڋۋ݋:, $$1$Ifa$gdBKkdu$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK݋./:kde$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK/1AGVq $1$IfgdBK $$1$Ifa$gdBKqrtE7,, $1$IfgdBK $$1$Ifa$gdBKkdU$$Ifdrp &\xF &  t04'2d44 laytBK@r=Nҍ|nđar~,`q IZҘ&7 [l ǝΝğ?F٠#5ˢphBKhC5CJ^JaJhChC5CJaJhChCCJaJV:, $$1$Ifa$gdBKkdE$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKČΌ:kd5$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK< $1$IfgdBK $$1$Ifa$gdBK<=?OUE7,, $1$IfgdBK $$1$Ifa$gdBKkd%$$Ifdrp &\xF &  t04'2d44 laytBKUtэҍԍ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKԍ{|:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK|~ޏm $1$IfgdBK $$1$Ifa$gdBKmnpE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKőˑ`a:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKacsy $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKK}~:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK~ٓ $1$IfgdBK $$1$Ifa$gdBK-4E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK4>_`b:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbry:kdu$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKה $1$IfgdBK $$1$Ifa$gdBK E7,, $1$IfgdBK $$1$Ifa$gdBKkde$$Ifdrp &\xF &  t04'2d44 laytBK.HIK:, $$1$Ifa$gdBKkdU$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKK[bl:kdE$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKu $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd5$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd%$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKјҘ:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKҘԘ% $1$IfgdBK $$1$Ifa$gdBK%&(8?E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK?=:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK| :kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  "8Z $1$IfgdBK $$1$Ifa$gdBKZ[]mtE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKt:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKÜ՜ :kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  #nƝ $1$IfgdBK $$1$Ifa$gdBKƝǝɝΝԝE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKԝ:, $$1$Ifa$gdBKkdy$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK \:kd?$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKԞ $1$IfgdBK $$1$Ifa$gdBK E7,, $1$IfgdBK $$1$Ifa$gdBKkd/$$Ifdrp &\xF &  t04'2d44 laytBK /NYn:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKş̟E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK̟ٟ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK"1> $1$IfgdBK $$1$Ifa$gdBK>?AFME7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKM\:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKŠؠ $1$IfgdBK $$1$Ifa$gdBKؠ٠۠E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK"#:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK#%5t $1$IfgdBK $$1$Ifa$gdBKˢE7,, $1$IfgdBK $$1$Ifa$gdBKkds$$Ifdrp &\xF &  t04'2d44 laytBKYopr:, $$1$Ifa$gdBKkd9$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKrzӣܣ$$1$Ifa$gdBKK$ $$1$Ifa$gdBK $1$IfgdBKZKKK$$1$Ifa$gdBKK$kda$IfK$L$dHF    t0     244 lapytC)07ZKKK$$1$Ifa$gdBKK$kd.$IfK$L$dHF    t0     244 lapytC78HOVZKKK$$1$Ifa$gdBKK$kd$IfK$L$d,F    t0     244 lapytCVWipwZKKK$$1$Ifa$gdBKK$kd$IfK$L$d0F    t0     244 lapytCwxZKKK$$1$Ifa$gdBKK$kd$IfK$L$d0F    t0     244 lapytCZKKK$$1$Ifa$gdBKK$kdb$IfK$L$dF    t0     244 lapytCȤϤZKKK$$1$Ifa$gdBKK$kd/$IfK$L$d0F    t0     244 lapytCϤФۤZKKK$$1$Ifa$gdBKK$kd$IfK$L$d0F    t0     244 lapytCZKKK$$1$Ifa$gdBKK$kd$IfK$L$d,F    t0     244 lapytC$ZKKK$$1$Ifa$gdBKK$kd$IfK$L$d0F    t0     244 lapytC$%&IR[lZLL===$$1$Ifa$gdBKK$ $$1$Ifa$gdBKkdc$IfK$L$d0F    t0     244 lapytC&lЦLǧl;<~˫!"Qîl~GY 2p3H+@.vɽɯɽɣɽɽɣɽɽɽɽɽɽɽɽɽɽɽɽɽɽɽɽɽɽɽhChC6CJaJhChC56CJaJhChC5CJaJhChCCJaJ!hBKhCB*CJ^JaJphLLLhBKhC5CJ^JaJhBKhCCJ^JaJ@lmZNNN $1$IfgdBKK$kd0$IfK$L$dHFue0 s t00     244 lapytCZNNN $1$IfgdBKK$kd$IfK$L$dHFue0 s t00     244 lapytCĥ˥ҥZNNN $1$IfgdBKK$kd$IfK$L$d0Fue0 s t00     244 lapytCҥӥޥZNNN $1$IfgdBKK$kd$IfK$L$d0Fue0 s t00     244 lapytC ZNNN $1$IfgdBKK$kdd$IfK$L$d0Fue0 s t00     244 lapytC   ZNNN $1$IfgdBKK$kd1$IfK$L$d0Fue0 s t00     244 lapytC%,ZNNN $1$IfgdBKK$kd$IfK$L$dFue0 s t00     244 lapytC,-=DKZNNN $1$IfgdBKK$kd$IfK$L$d0Fue0 s t00     244 lapytCKL\cjZNNN $1$IfgdBKK$kd$IfK$L$d0Fue0 s t00     244 lapytCjklmnZNNN $1$IfgdBKK$kde$IfK$L$d0Fue0 s t00     244 lapytCnoZNNN $1$IfgdBKK$kd2$IfK$L$dFue0 s t00     244 lapytCZNNN $1$IfgdBKK$kd$IfK$L$dHFue0 s t00     244 lapytCΦϦZNN $1$IfgdBKK$kd$IfK$L$d0Fue0 s t00     244 lapytCϦЦmaa $1$IfgdBKK$kd$IfK$L$d00D 0 A  t00 22d44 lapytCmaaaa $1$IfgdBKK$kde$IfK$L$d00D 0 A  t00 22d44 lapytCB7 $1$IfgdBKkd1$IfK$L$d\ueD 0 s t00 2d44 lap(ytCLE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKL $1$IfgdBKîE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+B_nyk $1$IfgdBK $$1$Ifa$gdBK kln~E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKu:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK׵aFG:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKGIY4 $1$IfgdBK $$1$Ifa$gdBK "2eE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKedo:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKѻto $1$IfgdBK $$1$Ifa$gdBKoprE7,, $1$IfgdBK $$1$Ifa$gdBKkdx $$Ifdrp &\xF &  t04'2d44 laytBKLMXdyWXp2 $1$IfgdBK235HvE7,, $1$IfgdBK $$1$Ifa$gdBKkdh $$Ifdrp &\xF &  t04'2d44 laytBKv:, $$1$Ifa$gdBKkdX $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK*+:kdH $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+-@} $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd8 $$Ifdrp &\xF &  t04'2d44 laytBK :, $$1$Ifa$gdBKkd6$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK.H^:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK uvx:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKx:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBK 5E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKN`;M4F.Qc VhASM_+^pCU"q`r'ZlHZx"4ohChC5CJaJhChCCJaJ\5;MNP:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKP`g:kdr$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK: $1$IfgdBK $$1$Ifa$gdBK:;=MUE7,, $1$IfgdBK $$1$Ifa$gdBKkdb$$Ifdrp &\xF &  t04'2d44 laytBKU:, $$1$Ifa$gdBKkdR$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK34:kdB$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK46FN $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd2$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd"$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK.4<PQ:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKQSci $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK   :, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK "5UV:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKVXhny $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK@AC:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKCSZk:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBKLM:kd!$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKMO_f $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd"$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdr#$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+2>]^:kdb$$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK^`pw $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdR%$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdB&$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKBC:kd2'$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKCEU\ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd"($$Ifdrp &\xF &  t04'2d44 laytBKE:, $$1$Ifa$gdBKkd)$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd*$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK")n $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd*$$Ifdrp &\xF &  t04'2d44 laytBK :, $$1$Ifa$gdBKkd+$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  s:kd,$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK,p $1$IfgdBK $$1$Ifa$gdBKpqsE7,, $1$IfgdBK $$1$Ifa$gdBKkd-$$Ifdrp &\xF &  t04'2d44 laytBK_`b:, $$1$Ifa$gdBKkd.$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbry:kd/$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd0$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd1$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK'.:kdr2$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK !;Y $1$IfgdBK $$1$Ifa$gdBKYZ\lsE7,, $1$IfgdBK $$1$Ifa$gdBKkdb3$$Ifdrp &\xF &  t04'2d44 laytBKs:kdR4$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdB5$$Ifdrp &\xF &  t04'2d44 laytBK GHJ:, $$1$Ifa$gdBKkd26$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKJZa:kd"7$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd8$$Ifdrp &\xF &  t04'2d44 laytBKwxz:, $$1$Ifa$gdBKkd9$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKz:kd9$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK ! $1$IfgdBK $$1$Ifa$gdBK!"$4:E7,, $1$IfgdBK $$1$Ifa$gdBKkd:$$Ifdrp &\xF &  t04'2d44 laytBK:OZno:kd;$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKoq $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd<$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd=$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKYkEW1CFX,>hzx 0Bl~ Ugzb2D|);hzQc(:)&8btas"1hChC5CJaJhChCCJaJ\5XY:kd>$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKY[kr{ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd?$$Ifdrp &\xF &  t04'2d44 laytBKDEG:, $$1$Ifa$gdBKkd@$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKGW_n01:kdrA$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK13CK_ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdbB$$Ifdrp &\xF &  t04'2d44 laytBKEFH:, $$1$Ifa$gdBKkdRC$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKHX`oz+,:kdBD$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK,.>FQg $1$IfgdBK $$1$Ifa$gdBKghjzE7,, $1$IfgdBK $$1$Ifa$gdBKkd2E$$Ifdrp &\xF &  t04'2d44 laytBKwx:kd"F$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKxz $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdG$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdH$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK /0:kdH$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK02BHTk $1$IfgdBK $$1$Ifa$gdBKkln~E7,, $1$IfgdBK $$1$Ifa$gdBKkdI$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdJ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK +TU:kdK$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKUWgm| $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdL$$Ifdrp &\xF &  t04'2d44 laytBK :, $$1$Ifa$gdBKkdM$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  /:kdN$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBK*E7,, $1$IfgdBK $$1$Ifa$gdBKkdO$$Ifdrp &\xF &  t04'2d44 laytBK*Dxz~:, $$1$Ifa$gdBKkdrP$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK~`b:kdbQ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbf $1$IfgdBK $$1$Ifa$gdBK E7,, $1$IfgdBK $$1$Ifa$gdBKkdRR$$Ifdrp &\xF &  t04'2d44 laytBK 124:, $$1$Ifa$gdBKkdBS$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK4DK]{|:kd2T$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK|~ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd"U$$Ifdrp &\xF &  t04'2d44 laytBK()+:, $$1$Ifa$gdBKkdV$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+;BNgh:kdW$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKhjz $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdW$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdX$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKPQ:kdY$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKQScjl' $1$IfgdBK $$1$Ifa$gdBK'(*:AE7,, $1$IfgdBK $$1$Ifa$gdBKkdZ$$Ifdrp &\xF &  t04'2d44 laytBKAx:, $$1$Ifa$gdBKkd[$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd\$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK)0? $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd]$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd^$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK %&:kdr_$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK&(8?Ja $1$IfgdBK $$1$Ifa$gdBKabdt{E7,, $1$IfgdBK $$1$Ifa$gdBKkdb`$$Ifdrp &\xF &  t04'2d44 laytBK{:, $$1$Ifa$gdBKkdRa$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdBb$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK` $1$IfgdBK $$1$Ifa$gdBK`acszE7,, $1$IfgdBK $$1$Ifa$gdBKkd2c$$Ifdrp &\xF &  t04'2d44 laytBKz:, $$1$Ifa$gdBKkd"d$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kde$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK")8[ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdf$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkdf$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdg$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK!17ALV $1$IfgdBK $$1$Ifa$gdBKVWYipE7,, $1$IfgdBK $$1$Ifa$gdBKkdh$$Ifdrp &\xF &  t04'2d44 laytBK1Wi:^$FX*1X_6=07Zlw  s    .Rd5J]n,9EWdeN]gphChC5CJaJhChCCJaJ\p:, $$1$Ifa$gdBKkdi$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdj$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK8 $1$IfgdBK $$1$Ifa$gdBK8:>^lE7,, $1$IfgdBK $$1$Ifa$gdBKkdk$$Ifdrp &\xF &  t04'2d44 laytBKl:, $$1$Ifa$gdBKkdl$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdm$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK$+2E $1$IfgdBK $$1$Ifa$gdBKEFHX_E7,, $1$IfgdBK $$1$Ifa$gdBKkdrn$$Ifdrp &\xF &  t04'2d44 laytBK_k:, $$1$Ifa$gdBKkdbo$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdRp$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdBq$$Ifdrp &\xF &  t04'2d44 laytBK)*,:, $$1$Ifa$gdBKkd2r$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK,17AWX:kd"s$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKXZ_e $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdt$$Ifdrp &\xF &  t04'2d44 laytBK568:, $$1$Ifa$gdBKkdu$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK8=Doz:kdu$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdv$$Ifdrp &\xF &  t04'2d44 laytBK:kdw$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK (/ $1$IfgdBK $$1$Ifa$gdBK/027>E7,, $1$IfgdBK $$1$Ifa$gdBKkdx$$Ifdrp &\xF &  t04'2d44 laytBK>FQYZ:kdy$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKZ\lEPajv $1$IfgdBK $$1$Ifa$gdBK vwyE7,, $1$IfgdBK $$1$Ifa$gdBKkdz$$Ifdrp &\xF &  t04'2d44 laytBK :, $$1$Ifa$gdBKkd{$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK K\  :kd|$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK    ( A _       & M m       9 U V r  $1$IfgdBK $$1$Ifa$gdBKr s u   E7,, $1$IfgdBK $$1$Ifa$gdBKkdr}$$Ifdrp &\xF &  t04'2d44 laytBK     :kdb~$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK   #    $1$IfgdBK $$1$Ifa$gdBK.aE7,, $1$IfgdBK $$1$Ifa$gdBKkdR$$Ifdrp &\xF &  t04'2d44 laytBKalw:kdB$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBK1E7,, $1$IfgdBK $$1$Ifa$gdBKkd2$$Ifdrp &\xF &  t04'2d44 laytBK1>FQR:kd"$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKRTd $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK 457:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK7J\]:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK]_n $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdƅ$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kdR$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKD $1$IfgdBK $$1$Ifa$gdBKDEGW^E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK^t:, $$1$Ifa$gdBKkdވ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK, $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdj$$Ifdrp &\xF &  t04'2d44 laytBKp-1Clq(6:LTY=>Phm\o9 K x z       Y!\!]!l!!!""""#!#)#3#y#####$$<$=$O$q$r$u$$$$%(%C%H%%%&R&V&hChC6CJaJhChC5CJaJhChCCJaJWw013:, $$1$Ifa$gdBKkd0$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK3CK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK9 $1$IfgdBK $$1$Ifa$gdBK9:<LRE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKRT:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdH$$Ifdrp &\xF &  t04'2d44 laytBK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  = $1$IfgdBK $$1$Ifa$gdBK=>@PVE7,, $1$IfgdBK $$1$Ifa$gdBKkdԏ$$Ifdrp &\xF &  t04'2d44 laytBKVz:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK,:kd`$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK8  $1$IfgdBK $$1$Ifa$gdBK8 9 ; K Q E7,, $1$IfgdBK $$1$Ifa$gdBKkd&$$Ifdrp &\xF &  t04'2d44 laytBKQ S |   :kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK     %!! $1$IfgdBK $$1$Ifa$gdBK!!!!!E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK!!K"##:kdx$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK##!#(#m## $1$IfgdBK $$1$Ifa$gdBK#####E7,, $1$IfgdBK $$1$Ifa$gdBKkd>$$Ifdrp &\xF &  t04'2d44 laytBK#$<$=$?$:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK?$O$V$X$`$t$u$:kdʖ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKu$w$$$$$$ $1$IfgdBK $$1$Ifa$gdBK$$$$$E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK$$$%%:kdV$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK%%(%/%1%U%~% $1$IfgdBK $$1$Ifa$gdBK~%%%%%E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK%%%U&V&:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKV&X&h&o&&& $1$IfgdBK $$1$Ifa$gdBKV&h&&&&&&':'D''''''(t((((")4)T)W))*/*A*s*v****** +1+O+v++++++++++++,, ......//,/>/////0 0!030`0s000000000N1T1^1p112D2V2hChC6CJaJhChCCJaJhChC5CJaJW&&&&&E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK&&&&&:, $$1$Ifa$gdBKkdn$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK&''U''':kd4$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK'''' (s( $1$IfgdBK $$1$Ifa$gdBKs(t(v(((E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK(((((:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK((((((!) $1$IfgdBK $$1$Ifa$gdBK!)")$)4);)E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK;)).*/*1*:, $$1$Ifa$gdBKkdL$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK1*A*H*J*]***:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK****** $1$IfgdBK $$1$Ifa$gdBK*** ++E7,, $1$IfgdBK $$1$Ifa$gdBKkdؠ$$Ifdrp &\xF &  t04'2d44 laytBK+Q++++:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+++, . .:kdd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK . ..#.U.. $1$IfgdBK $$1$Ifa$gdBK.....E7,, $1$IfgdBK $$1$Ifa$gdBKkd*$$Ifdrp &\xF &  t04'2d44 laytBK..+/,/./:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK./>/E// 0!0:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK!0#030:0<0W00 $1$IfgdBK $$1$Ifa$gdBK00000E7,, $1$IfgdBK $$1$Ifa$gdBKkd|$$Ifdrp &\xF &  t04'2d44 laytBK00000:, $$1$Ifa$gdBKkdB$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK00121]1^1:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK^1`1p1w11C2 $1$IfgdBK $$1$Ifa$gdBKC2D2F2V2]2E7,, $1$IfgdBK $$1$Ifa$gdBKkdΧ$$Ifdrp &\xF &  t04'2d44 laytBK]2r2222:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKV22222&323:3L334 4244445<5F5G5Y5q5r55555{6666 7+7.7@7Z7j7777777777788 888 8!8(8+8=888 9999Z:;d;hChC56CJaJhChC6CJaJ(jhUhUCJUaJmHnHu(jrhUhBKCJUaJmHnHuhChC5CJaJhChCCJaJA222393:3:kdZ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK:3<3L3S334 $1$IfgdBK $$1$Ifa$gdBK4 4"42494E7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK944444:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK455$5F5G5:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKG5I5Y5`5q5s5~5555 $1$IfgdBK $$1$Ifa$gdBK 55555E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK55z6{6}6:, $$1$Ifa$gdBKkdx$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK}6666-7.7:kd>$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK.707@7G7z77 $1$IfgdBK $$1$Ifa$gdBK77777E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK77777:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK7788*8+8:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK+8-8=8F8G88 $1$IfgdBK $$1$Ifa$gdBK88888E7,, $1$IfgdBK $$1$Ifa$gdBKkdV$$Ifdrp &\xF &  t04'2d44 laytBK88 9 9 9:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK 999S9999 $1$IfgdBK $$1$Ifa$gdBK9999:E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK:;;;;:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKd;;;;<@<^<<<<<@=A=S====>>>??????@@5@D@H@Z@FBXBBBBBCC^EpEEEEEEEFFF,FFFFFFFGGG(GHGIGMG_G}G~GGGGGGGGGHH{HHJ!JfJiJ~JJLK^K}K~KKKKhChCCJaJhChC5CJaJ\;;<B<<<:kdn$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK<<<<<#=@= $1$IfgdBK $$1$Ifa$gdBK@=A=C=S=[=E7,, $1$IfgdBK $$1$Ifa$gdBKkd4$$Ifdrp &\xF &  t04'2d44 laytBK[=====:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK=> >>>>:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK>>>>>>? $1$IfgdBK $$1$Ifa$gdBK?????E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK??G@H@J@:, $$1$Ifa$gdBKkdL$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKJ@Z@b@q@@AEB $1$IfgdBKEBFBHBXB]BE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK]BkBBBB:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKBBBBBB:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKBBBBBC $1$IfgdBK $$1$Ifa$gdBKCCCCCE7,, $1$IfgdBK $$1$Ifa$gdBKkdd$$Ifdrp &\xF &  t04'2d44 laytBKCzD]E^E`E:, $$1$Ifa$gdBKkd*$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK`EpEvEEEE:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKEEEEEF $1$IfgdBK $$1$Ifa$gdBKFFF,F2FE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK2FAFFFF:, $$1$Ifa$gdBKkd|$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKFFFFFF:kdB$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKFFFFGG $1$IfgdBK $$1$Ifa$gdBKGGG(G.GE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK.G7GLGMGOG:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKOG_GfGmGGG:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKGGGGGG $1$IfgdBK $$1$Ifa$gdBKGGGGGE7,, $1$IfgdBK $$1$Ifa$gdBKkdZ$$Ifdrp &\xF &  t04'2d44 laytBKGGHHH:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKHHH-HzH{H:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK{H}HHH7IJ $1$IfgdBK $$1$Ifa$gdBKJJJ!J(JE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK(JMJ}J~JJ:, $$1$Ifa$gdBKkdr$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKJJJJKKLK:kd8$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKLKNK^KeKpKK $1$IfgdBK $$1$Ifa$gdBKKKKKKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKKKKKK:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKKKKKK L)L*L-L?LRLpLLLLLMMOMYM]MeMN(NNNNNOPPPaQsQQQURgRSSUUUUU VXXYYZZ[[\)\0\=\`\a\n\\\\\\\\\\\]"]Z]l]]]]]]]]hChC56CJaJhChC6CJaJhChCCJaJhChC5CJaJQKKKKKK:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKKK LLL,L $1$IfgdBK $$1$Ifa$gdBK,L-L/L?LFLE7,, $1$IfgdBK $$1$Ifa$gdBKkdP$$Ifdrp &\xF &  t04'2d44 laytBKFLrLLLL:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKLLLLMM:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKMMMMMN $1$IfgdBK $$1$Ifa$gdBKNNN(N/NE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK/NpNNNN:, $$1$Ifa$gdBKkdh$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKNNNOOO:kd.$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKOOPP%PP $1$IfgdBK $$1$Ifa$gdBKPPPPPE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKPP`QaQcQ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKcQsQzQQQQ:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKQQQQRTR $1$IfgdBK $$1$Ifa$gdBKTRURWRgRnRE7,, $1$IfgdBK $$1$Ifa$gdBKkdF$$Ifdrp &\xF &  t04'2d44 laytBKnR.SSSS:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKSSSTUU:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKUUUUUU $1$IfgdBK $$1$Ifa$gdBKUUUUUE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKUUUUU:, $$1$Ifa$gdBKkd^$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKU VV+WXX:kd$$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKXXXXXY $1$IfgdBK $$1$Ifa$gdBKYYYYYE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKYYZZZ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKZZZZ[[:kdv$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK[[[[[\\ $1$IfgdBK $$1$Ifa$gdBK\\\)\/\E7,, $1$IfgdBK $$1$Ifa$gdBKkd<$$Ifdrp &\xF &  t04'2d44 laytBK/\T\\\\:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK\\\\\\:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK\\\\\] $1$IfgdBK $$1$Ifa$gdBK]]]"](]E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK(]5]Y]Z]\]:, $$1$Ifa$gdBKkdT$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK\]l]r]]]]:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK]]]]]7^ $1$IfgdBK $$1$Ifa$gdBK]],^4^8^J^^^^______````C`F`X`p`t```````@amaaaaa.b@b_btbbb c cEcFcTcfccccc(d-dddddddddd e1e2ejekeyeeeeeeeef fGfLfkf}fffffffhChC6CJaJhChCCJaJhChC5CJaJW7^8^:^J^P^E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKP^^^^_:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK______:kdl$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK____`E` $1$IfgdBK $$1$Ifa$gdBKE`F`H`X`_`E7,, $1$IfgdBK $$1$Ifa$gdBKkd2$$Ifdrp &\xF &  t04'2d44 laytBK_`v````:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK```aaa:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKaaaaa-b $1$IfgdBK $$1$Ifa$gdBK-b.b0b@bGbE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKGbbbbb:, $$1$Ifa$gdBKkdJ$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKbbbcScTc:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKTcVcfcmccc $1$IfgdBK $$1$Ifa$gdBKcccccE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKc?dddd:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKdddddd:kdb$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKdd ee?exe $1$IfgdBK $$1$Ifa$gdBKxeye{eeeE7,, $1$IfgdBK $$1$Ifa$gdBKkd($$Ifdrp &\xF &  t04'2d44 laytBKeeeee:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKeee*fjfkf:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKkfmf}ffff $1$IfgdBK $$1$Ifa$gdBKfffffE7,, $1$IfgdBK $$1$Ifa$gdBKkdz$$Ifdrp &\xF &  t04'2d44 laytBKffffffgg gg!g)g2g_gggggggg hhQhthhhsiiiiiii jjjl#l/l0lZl[lvllllllllGpYpwppppppq qHqTqWqiqrruvv"v@vDvGvYvfvvvvvv5wGwxxy y>yhChC5CJaJhChC6CJaJhChCCJaJWffggg:, $$1$Ifa$gdBKkd@$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKg!g(gggg:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKgggg,hh $1$IfgdBK $$1$Ifa$gdBKhhhhhE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKh,irisiui:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKuiiiiii:kdX$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKii jjCjj $1$IfgdBK $$1$Ifa$gdBKjjjjjE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKj2klll:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKl#l*lJlulvl:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKvlxlllll $1$IfgdBK $$1$Ifa$gdBKllllmE7,, $1$IfgdBK $$1$Ifa$gdBKkdp$$Ifdrp &\xF &  t04'2d44 laytBKmnFpGpIp:, $$1$Ifa$gdBKkd6$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKIpYp`pppp:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKpppp"qVq $1$IfgdBK $$1$Ifa$gdBKVqWqYqiqpqE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKpqqrr r:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK rr rsuu:kdN $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKuuv v$vFv $1$IfgdBK $$1$Ifa$gdBKFvGvIvYv`vE7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK`vvvvv:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKvvvw4w5w:kd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK5w7wGwNwwx $1$IfgdBK $$1$Ifa$gdBKxxxxxE7,, $1$IfgdBK $$1$Ifa$gdBKkdf $$Ifdrp &\xF &  t04'2d44 laytBKx"ySyTyVy:, $$1$Ifa$gdBKkd,$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK>yQyTyfyyzzgzzz{-{{{{1|||||||}}/}A}Y}i}}}}}}}~~~%~3~7~9~D~G~Y~c~d~~~~~VY#%-;BDRUgoy{À  QSāԁցhChC6CJaJhChCCJaJhChC5CJaJWVyfymyyyy:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKyyzzz{ $1$IfgdBK $$1$Ifa$gdBK{{{-{4{E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK4{b{{{{:, $$1$Ifa$gdBKkd~$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK{{{3|||:kdD$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK|||||.} $1$IfgdBK $$1$Ifa$gdBK.}/}1}A}H}E7,, $1$IfgdBK $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBKH}k}}}}:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK}}}}}}:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK}}}~'~F~ $1$IfgdBK $$1$Ifa$gdBKF~G~I~Y~`~E7,, $1$IfgdBK $$1$Ifa$gdBKkd\$$Ifdrp &\xF &  t04'2d44 laytBK`~n~~~~:, $$1$Ifa$gdBKkd"$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK~~~D:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK/T $1$IfgdBK $$1$Ifa$gdBKTUWgnE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKn  :, $$1$Ifa$gdBKkdt$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK&b:kd:$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKÁ0 $1$IfgdBK $$1$Ifa$gdBK.1Cdrς!$6@Zj}ŃՃ'\cs'ޅCK9@'.+2&RYŠ͊Ίߊ   ov‹hChC5CJaJhChC6CJaJhChCCJaJW013CJE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBKJ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKςւ#$:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK$&6=\ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdR$$Ifdrp &\xF &  t04'2d44 laytBKǃ:, $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK6rs:kd$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKsu˄ $1$IfgdBK $$1$Ifa$gdBK'.E7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK.~݅ޅ:, $$1$Ifa$gdBKkdj$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKN:kd0$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK͆ $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$Ifdrp &\xF &  t04'2d44 laytBK&89;:, $$1$Ifa$gdBKkd $$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK;@Fp&':kd!$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK').5* $1$IfgdBK $$1$Ifa$gdBK*+-29E7,, $1$IfgdBK $$1$Ifa$gdBKkdH"$$Ifdrp &\xF &  t04'2d44 laytBK9!:, $$1$Ifa$gdBKkd#$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK!&-:QR:kd#$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKRTY`m $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd$$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd`%$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKŠɊЊ:kd&&$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK  $1$IfgdBK $$1$Ifa$gdBK  E7,, $1$IfgdBK $$1$Ifa$gdBKkd&$$Ifdrp &\xF &  t04'2d44 laytBK>noq:, $$1$Ifa$gdBKkd'$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKqv}‹:kdx($$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK‹ċɋЋb $1$IfgdBK $$1$Ifa$gdBK‹ɋY`͍ԍ%,mt18 Ñ"<C3:˕ݕ&8(CǙșڙ(ΞVWXjΠ'ʹ hChC5B*CJaJph!hChCB*CJaJph!hChCB*CJaJph"hChCCJaJhChC5CJaJIE7,, $1$IfgdBK $$1$Ifa$gdBKkd>)$$Ifdrp &\xF &  t04'2d44 laytBKXY:kd*$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKY[`go $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd*$$Ifdrp &\xF &  t04'2d44 laytBK͍̍ύ:, $$1$Ifa$gdBKkd+$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKύԍۍ$%:kdV,$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK%',3; $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd-$$Ifdrp &\xF &  t04'2d44 laytBKlmo:, $$1$Ifa$gdBKkd-$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKot{01:kd.$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK138? $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkdn/$$Ifdrp &\xF &  t04'2d44 laytBKʐ:kd40$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK #+h $1$IfgdBK $$1$Ifa$gdBKÑʑE7,, $1$IfgdBK $$1$Ifa$gdBKkd0$$Ifdrp &\xF &  t04'2d44 laytBKʑ:, $$1$Ifa$gdBKkd1$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK")`:kd2$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $1$IfgdBK $$1$Ifa$gdBK"E7,, $1$IfgdBK $$1$Ifa$gdBKkdL3$$Ifdrp &\xF &  t04'2d44 laytBK");<>:, $$1$Ifa$gdBKkd4$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK>CJc23:kd4$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK35:Au $1$IfgdBK $$1$Ifa$gdBKE7,, $1$IfgdBK $$1$Ifa$gdBKkd5$$Ifdrp &\xF &  t04'2d44 laytBKʕ˕1kdd6$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $IfgdBK˕͕ݕ% $1$IfgdBK $$1$Ifa$gdBK%&(8E7,, $1$IfgdBK $$1$Ifa$gdBKkd*7$$Ifdrp &\xF &  t04'2d44 laytBK:, $$1$Ifa$gdBKkd7$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK(X1kd8$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK $IfgdBK/Ǚ $1$IfgdBK $$1$Ifa$gdBKǙșʙڙE7,, $1$IfgdBK $$1$Ifa$gdBKkd|9$$Ifdrp &\xF &  t04'2d44 laytBK:x"ΞϞGVW $1$IfgdBK WXZjE7,, $1$IfgdBK $$1$Ifa$gdBKkdB:$$Ifdrp &\xF &  t04'2d44 laytBKĠΠ:kd;$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBK'\ $1$IfgdBK $$1$Ifa$gdBKȡE7,, $1$IfgdBK $$1$Ifa$gdBKkd;$$Ifdrp &\xF &  t04'2d44 laytBKȡ.5EGHZ/+oȤڤ\kpxʥ  ms789ٶ٥٥ٶٶ衚hbw hbw6hE hE 6 hE hE hDk hChC6B*CJaJph!#hChC56B*CJaJph! hChC5B*CJaJph!hChCB*CJaJph!hChCCJaJhChC5CJaJ6GHJ:, $$1$Ifa$gdBKkd<$$Ifdrp &\xF &  t04'2d44 laytBK $1$IfgdBKJZ:kdZ=$$Ifdrp 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