PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) NEW YORK SOCIAL STUDIES STANDARDS

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1 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Students: analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans SE: A Meeting of Cultures, 58 85; The Transformation of Culture, 95 99; The War and Society, ; Slave Life and Culture, ; Free Society, ; Reform and Moral Order, ; Institutions and Social Improvement, ; Abolitionism and Women s Rights, ; The Frontier of the Plains Indians, ; Reconstruction, ; A New South, ; New Immigrants, ; New Cities, ; Transforming the West, ; Reforming Society, ; Cities and Suburbs, ; Mass Culture in the Jazz Age, ; Culture Wars, ; Clashing Cultures, 771; The Second Red Scare, ; The End of Consensus, ; Values in Collision, ; Visualizing the Past, 176, 456, 572, 720, 876 1

2 describe the evolution of American SE: Declaration of Independence, ; 1st democratic values and beliefs as expressed in The Articles of Confederation, ; Toward a the Declaration of Independence, the New New Union, ; Bill of Rights, ; York State Constitution, the United States Amendment, 806; 2nd Amendment, 219, 920; 5th Constitution, the Bill of Rights, and other Amendment, 806; 9th Amendment, 219; 10th important historical documents. Amendment, 219, 222; 12th Amendment, 231; 13th Amendment, 447, 474; 14th Amendment, 903; 14th Amendment, 466, 474, 499; 15th Amendment, 468, 471, 474, 501; 16th Amendment, 614, 627; 17th Amendment, 614, 623; 18th Amendment, 614, 618, 711; 19th Amendment, 614; Supreme Court Decisions: Abington Township v. Schempp (1963), 820; Baker v. Carr (1962), 859; Brown v. Board of Education of Topeka (1954), 814, 830; Charles River Bridge v. Warren Bridge (1837), ; 327; Dartmouth College v. Woodward (1819), 254; Dred Scott (1846), ; Engel v. Vitale (1962), 820; Fletcher v. Peck (1810), 254; Gibbons v. Ogden (1824), 325; Hopwood v. Texas, 931 (1901), 657; Korematsu v. United States (1944), 771; Lochner v. New York (1905), 613; Marbury v. Madison (1803), 242; McCulloch v. Maryland (1819), 254; Muller v. Oregon (1908), 615; Munn v. Illinois (1877), 588; Planned Parenthood v. Casey (1992), 903; Plessy v. Ferguson (1896), 499, 831; Pullman strike (1895), 595; Roe v. Wade (1973), 595; Romer v. Evans (1996), 908; Smith v. Allwright (1944), 831; Swann v. Charlotte-Mecklenburg Board of Education (1971), ; United States v. E.C. Knight Company, 596; University of California v. Bakke (1978), 931; Wabash, St. Louis, and Pacific Railway Company v. Illinois (1886), 588; Webster v. Reproductive Health Services (1989), 903; Zelman v. Simmons-Harris (2002), 934 2

3 This is evident, for example, when students: explore the meaning of the United States motto, SE: Toward a New Union, ; Bill of Rights, E Pluribus Unum, by identifying both those forces ; Amendment, 806; 2nd Amendment, that unite Americans and those that potentially 219, 920; 5th Amendment, 806; 9th Amendment, divide Americans. Based on a study of key events 219; 10th Amendment, 219, 222; 12th in United States history, such as the American Amendment, 231; 13th Amendment, 447, 474; Revolution, the Civil War, the women s suffrage 14th Amendment, 903; 14th Amendment, 466, movement, and the civil rights movement, discuss 474, 499; 15th Amendment, 468, 471, 474, 501; how at least two core civic ideas, such as 16th Amendment, 614, 627; 17th Amendment, individual rights and the consent of the governed, 614, 623; 18th Amendment, 614, 618, 711; 19th have been forces for national unity in this diverse Amendment, 614; National Citizenship, 466 society American Revolution, , ; The Civil War, , , ; Abolitionist Movement, , , ; Social Reform, ; The Progressive Era, ; Civil Rights Movement, 466, 474, , , 854; Women s Rights, , , , 616, , 854; Social Protest Movements, ,

4 analyze the decisions leading to major turning points in United States history, comparing alternative courses of action, and hypothesizing, within the context of the historic period, about what might have happened if the decision had been different. Investigate decisions and actions such as: - the signing of the Declaration of Independence in the forced relocation of Native American Indians - the Mexican-American War - Lincoln s resolve to sustain the Union - Plessy v. Ferguson Supreme Court decision - Progressive reforms - United States entry into World Wars I and II - the decision to refrain from joining the League of Nations - ratification of the Nineteenth Amendment - Roosevelt s New Deal - the decision to drop the atomic bomb on Japan in Rosa Parks decision to challenge the Jim Crow laws in Alabama in American involvement in Southeast Asia in the 1960s and 1970s. - the end of the Cold War and the democratic revolutions in Eastern European countries SE: Overview Tables, 23, 53, 80, 92, 119, 140, 170, 201, 202, 223, 285, 312, 336, 346, 364, 406, 413, 450, 474, 502, 524, 563, 587, 607, 614, 641, 658, 674, 710, 735, 781, 804, 831, 850, 867, 895, 897, 923 Chapter Highlights, 1, 30, 58, 86, 120, 146, 178, 208, 236, 264, 294, 320, 356, 384, 418, 458, 480, 510, 544, 574, 602, 636, 664, 692, 722, 754, 786, 812, 844, 878, 912 Suggested Decisions and Actions: Signing of the Declaration of Independence, Forced relocation of Native American Indians, 276, , Mexican-American War, Lincoln s resolve to sustain the Union, Plessy v. Ferguson Supreme Court Decision, 499 Progressive Reforms, World Wars I and II , League of Nations, 684 Nineteenth Amendment, 614 Roosevelt s New Deal, Atomic bomb on Japan in 1945, Rosa Parks, 833 American involvement in Southeast Asia, 828, 860 End of the Cold War, read Dr. Martin Luther King s Letter from Birmingham Jail and discuss how this letter expresses the basic ideas, values, and beliefs found in the United States Constitution and Bill of Rights. SE: Letter from Birmingham City Jail, 834; Righteousness Like a Mighty Stream: The Struggle for Civil Rights, ; Let Us Continue, ; Assassination of Martin Luther King, Jr., 861 4

5 Students: discuss several schemes for periodizing the history of New York State and the United States 2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. SE: Chronology, 3, 33, 62, 90, 124, 150, 182, 213, 240, 297, 324, 361, 388, 422, 462, 484, 515, 548, 606, 640, 668, 696, 717, 758, 789, 816, 847, 882, 916; From Then to Now, 82, 353, 381, 408, 477, 567, 716, 940; Summary, 27, 55, 83, 117, 142, 173, 206, 233, 261, 291, 317, 352, 380, 415, 453, 476, 507, 540, 569, 599, 632, 662, 689, 717, 751, 783, 809, 840, 873, 909, 941 develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues SE: Review Questions, 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, 942 5

6 compare and contrast the experiences of different groups in the United States SE: African Americans, 76 78, 169, 183, , 461, , 473, 484, , , , 579, 581, 619, 623, 630, 675, 676, 686, , 726, 731, 740, , , , 817, , 921, ; Asian immigrants, 900; Japanese Americans, internment of, WWII, ; Chinese Americans, 528, 532, 581, 900; Mexican immigrants, 900; Native Americans, 3 9, 11, 15 23, 33 34, 61 67, 72, , , 160, 184, 225, 242, 243, , , , , 581, 616, 743, 768, 770, 817, , 930; Hispanic Americans, 704, 731, 744, 858, 921; Religion, 67, 123, , 156,185, , , 401, 404, 408, 528, , 906; Anglican Church, 42, 67; Mormons, 340, ; Protestantism, 14 15, 67, , 267, 695, 820, 905; Roman Catholic Church, 67, 123, 905; Jews, 54, 531, 749, 750; Immigration, 81, 330, , , 808, , 928,

7 examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions SE: Toward a New Union, ; Bill of Rights, ; Amendment, 806; 2nd Amendment, 219, 920; 5th Amendment, 806; 9th Amendment, 219; 10th Amendment, 219, 222; 12th Amendment, 231; 13th Amendment, 447, 474; 14th Amendment, 903; 14th Amendment, 466, 474, 499; 15th Amendment, 468, 471, 474, 501; 16th Amendment, 614, 627; 17th Amendment, 614, 623; 18th Amendment, 614, 618, 711; 19th Amendment, 614; National Citizenship, 466; Civil Rights Movement, 466, 474, , , 854 analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies SE: Foreign Affairs and Wars, 228, , , , , , , 860, , ; Global Perspectives, 16, 54, 84, 117, 133, 165, 204, 232, 250, 290, 300, 352, 380, 414, 451, 476, 500, 534, 559, 584, 622, 644, 685, 707, 730; Overview Tables, 23, 53, 92, 587, 641, 658, 850, 895, 897 7

8 compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law. SE: United Nations, 796, , ; Creating an Empire, ; World War I, ; World War II, ; Cold War, ; Vietnam War, 829, 847, , 860, ; The Second Cold War, This is evident, for example, when students: discuss several schemes for periodizing the history of the United States; explain the usefulness of each scheme; comment on why another person might want to use other approaches to periodization; make a case for the scheme that seems best SE: Chronology, 3, 33, 62, 90, 124, 150, 182, 213, 240, 297, 324, 361, 388, 422, 462, 484, 515, 548, 606, 640, 668, 696, 717, 758, 789, 816, 847, 882, 916; From Then to Now, 82, 353, 381, 408, 477, 567, 716, 940; Summary, 27, 55, 83, 117, 142, 173, 206, 233, 261, 291, 317, 352, 380, 415, 453, 476, 507, 540, 569, 599, 632, 662, 689, 717, 751, 783, 809, 840, 873, 909, 941 8

9 explain the contributions of specific groups of people to American society and culture; analyze the metaphors of the melting pot and the salad bowl to explain the experiences of the first immigrant groups (e.g., Dutch, Irish, English, African American, Spanish, German) as compared to those of later groups (e.g., Italian, Greek, Eastern European, Chinese, Latino, Vietnamese) and present an analysis, supported by historical evidence, of alternative metaphors, such as a tapestry or a mosaic SE: Colonial America, 30 57; Immigration, 81, 330, , , 808, , 928, ; African Americans, 76 78, 169, 183, , 461, , 473, 484, , , , 579, 581, 619, 623, 630, 675, 676, 686, , 726, 731, 740, , , , 817, , 921, ; Asian immigrants, 900; Japanese Americans, internment of, WWII, ; Chinese Americans, 528, 532, 581, 900; Mexican immigrants, 900; Native Americans, 3 9, 11, 15 23, 33 34, 61 67, 72, , , 160, 184, 225, 242, 243, , , , , 581, 616, 743, 768, 770, 817, , 930; Hispanic Americans, 704, 731, 744, 858, 921 examine the effects of immigration on various Native American groups SE: Native Americans, 3 9, 11, 15 23, 33 34, 61 67, 72, , , 160, 184, 225, 242, 243, , , , , 581, 616, 743, 768, 770, 817, , 930 9

10 investigate how the United States democratic principles have influenced the constitutions and governments of other nations; view this sharing as a two-way exchange, with the United States influencing and being influenced by other nations SE: French Revolution, ; World War I, , ; World War II, , ; The Second Cold War, ; Iraq and Conflicts in the Middle East, Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Students: compare and contrast the experiences of SE: African Americans, 76 78, 169, 183, different ethnic, national, and religious , 461, , 473, 484, , groups, including Native American Indians, in , , 579, 581, 619, 623, 630, 675, the United States, explaining their 676, 686, , 726, 731, 740, , contributions to American society and culture , , 817, , 921, ; Asian immigrants, 900; Japanese Americans, internment of, WWII, ; Chinese Americans, 528, 532, 581, 900; Mexican immigrants, 900; Native Americans, 3 9, 11, 15 23, 33 34, 61 67, 72, , , 160, 184, 225, 242, 243, , , , , 581, 616, 743, 768, 770, 817, , 930; Hispanic Americans, 704, 731, 744, 858, 921; Religion, 67, 123, , 156,185, , , 401, 404, 408, 528, , 906; Anglican Church, 42, 67; Mormons, 340, ; Protestantism, 14 15, 67, , 267, 695, 820, 905; Roman Catholic Church, 67, 123, 905; Jews, 54, 531, 749, 750; Immigration, 81, 330, , , 808, , 928,

11 research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) SE: Colonization and Settlement, 1 29, 28 57, 58 85, ; Revolution and New National Period, , , , ; Immigration, 81, 330, , , 808, , 928, ; Expansion and Reform Era, , , ; Civil War and Reconstruction, , ; The American Labor Movement, , 625, , 687, , 728, , 886; Great Depression, ; World Wars, , ; Contemporary United States, , , , , prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history SE: Students can use the review questions at the end of each chapter in connection with this objective. See Review Questions pages 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, and

12 understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom). SE: Global Perspectives, 16, 54, 84, 117, 133, 165, 204, 232, 250, 290, 300, 352, 380, 414, 451, 476, 500, 534, 559, 584, 622, 644, 685, 707, 730; Overview Tables, 23, 53, 92, 587, 641, 658, 850, 895, 897 Foreign Affairs and Wars, 228, , , , , , , 860, , ; Immigration, 81, 330, , , 808, , 928, This is evident, for example, when students: investigate how Americans have reconciled the inherent tensions and conflicts over minority versus majority rights by researching the abolitionist and reform movements of the nineteenth century, the civil rights and women s rights movements of the twentieth century, or the social protest movements of the 1960s and 1970s SE: Abolitionist Movement, , , ; Social Reform, ; The Progressive Era, ; Civil Rights Movement, 466, 474, , , 854; Women s Rights, , , , 616, , 854; Social Protest Movements, ,

13 draw upon literary selections, historical documents, and accounts to analyze the roles played by different individuals and groups during the major eras in New York State and United States history SE: Voices from the American Journey, 2, 32, 60, 88, 122, 148, 180, 210, 238, 266, 294, 322, 358, 386, 420, 460, 482, 512, 546, 576, 604, 638, 666, 694, 724, 756, 788, 814, 846, 880, 914; American Views, 21, 45, 69, 103, 136, 157, 186, 225, 248, 278, 310, 348, 374, 412, 435, 467, 503, 529, 554, 594, 632, 643, 682, 700, 745, 772, 803, 827, 868, 906, 926; U.S. History Documents, CD-1; Where to Learn More, 29, 57, 85, 119, 144, 174, 207, 234, 262, 293, 318, 355, 383, 416, 455, 479, 509, 542, 571, 600, 655, 663, 691, 719, 753, 785, 811, 842, 875, 911,

14 compare and analyze the major arguments for and against major political developments in New York State and United States history, such as the ratification of the United States Constitution, Reconstruction, the New Deal, and the Great Society programs of the 1960s SE: Ratification of the United States Constitution, ; Reconstruction, ; New Deal Legislation, ; Great Society programs of the 1960s, See also: Abolition of Slavery, , , ; Regulation of Big Business, , ; The Progressive Era, ; Empire Building, research how leaders, such as Frederick Douglass, Harriet Tubman, Theodore Parker, Sojourner Truth, David Walker, and Sarah and Angelina Grimke, fought for the rights of African Americans. SE: Frederick Douglass, 350, 393, 405, 414, 433; Sojourner Truth, 433; David Walker, 345; Sarah and Angelina Grimke, 322; Harriet Beecher Stowe, For a general overview of the antislavery movement see pages , , and

15 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. Students: analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors perspectives SE: The American Views box in each chapter focuses on the people of the past and the issues of the period. American Views, 21, 45, 69, 103, 136, 157, 186, 225, 248, 278, 310, 348, 374, 412, 435, 467, 503, 529, 554, 594, 632, 643, 682, 700, 745, 772, 803, 827, 868, 906, 926 Review Questions, 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, 942; Where to Learn More, 29, 57, 85, 119, 144, 174, 207, 234, 262, 293, 318, 355, 383, 416, 455, 479, 509, 542, 571, 600, 655, 663, 691, 719, 753, 785, 811, 842, 875, 911, 943; Voices from the American Journey, 2, 32, 60, 88, 122, 148, 180, 210, 238, 266, 294, 322, 358, 386, 420, 460, 482, 512, 546, 576, 604, 638, 666, 694, 724, 756, 788, 814, 846, 880, 914 See also Quick Reviews throughout the text. For examples, see pages 93, 154, 249, 271, 371, 484, and 620. Chapter Questions encourage careful consideration of important themes and developments in American History. See pages: 2, 31, 59, 87, 121, 147, 179, 209, 237, 265, 295, 321, 357, 385, 419, 459, 481, 511, 545, 575, 603, 637, 665, 693, 723, 755, 787, 813, 845, 879, and

16 consider different historians analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations SE: The American Views box in each chapter focuses on the people of the past and the issues of the period. American Views, 21, 45, 69, 103, 136, 157, 186, 225, 248, 278, 310, 348, 374, 412, 435, 467, 503, 529, 554, 594, 632, 643, 682, 700, 745, 772, 803, 827, 868, 906, 926; Review Questions, 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, 942; Where to Learn More, 29, 57, 85, 119, 144, 174, 207, 234, 262, 293, 318, 355, 383, 416, 455, 479, 509, 542, 571, 600, 655, 663, 691, 719, 753, 785, 811, 842, 875, 911, 943 evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History ) SE: Review Questions, 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, 942. See also Quick Reviews throughout the text. For examples, see pages 93, 154, 249, 271, 371, 484, and 620. Chapter Questions encourage careful consideration of important themes and developments in American History. See pages: 2, 31, 59, 87, 121, 147, 179, 209, 237, 265, 295, 321, 357, 385, 419, 459, 481, 511, 545, 575, 603, 637, 665, 693, 723, 755, 787, 813, 845, 879, and

17 This is evident, for example, when students: analyze important debates in American history (e.g., ratification of the United States Constitution, abolition of slavery, regulation of big business, restrictions on immigration, the New Deal legislation, women s suffrage, United States involvement in foreign affairs and wars), focusing on the opposing positions and the historical evidence used to support these positions. SE: The American Views box in each chapter focuses on the people of the past and the issues of the period. American Views, 21, 45, 69, 103, 136, 157, 186, 225, 248, 278, 310, 348, 374, 412, 435, 467, 503, 529, 554, 594, 632, 643, 682, 700, 745, 772, 803, 827, 868, 906, 926 Ratification of the United States Constitution, ; Abolition of Slavery, , , ; Regulation of Big Business, , ; Immigration, ; New Deal Legislation, ; Women s Suffrage, 182, 579, 581, , 630, 675; United States Involvement in Foreign Affairs and Wars, 228, , , , , , , 860, , prepare extended research papers on an important issue, problem or theme from New York State or United States history, including an analysis of the differing or competing interpretations of the issue or problem SE: Students can use the review questions at the end of each chapter in connection with this objective. See Review Questions pages 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, and

18 develop hypotheses about important events, eras, or issues; move from chronicling to explaining historical events and issues; use information collected from diverse sources (e.g., diaries, census reports, city directories and maps, newspaper and journal accounts, graphs and charts, cartoons, autobiographies, government documents, and other primary and secondary sources) to produce cogently written reports and document based essays; apply the skills of historiography by comparing, contrasting, and evaluating the interpretations of different historians of an event, era, or issue. SE: Review Questions, 28, 56, 84, 118, 144, 174, 206, 234, 262, 292, 318, 354, 382, 416, 454, 479, 508, 541, 570, 600, 634, 663, 690, 718, 752, 784, 810, 841, 874, 910, 942; Where to Learn More, 29, 57, 85, 119, 144, 174, 207, 234, 262, 293, 318, 355, 383, 416, 455, 479, 509, 542, 571, 600, 655, 663, 691, 719, 753, 785, 811, 842, 875, 911, 943; American Views, 21, 45, 69, 103, 136, 157, 186, 225, 248, 278, 310, 348, 374, 412, 435, 467, 503, 529, 554, 594, 632, 643, 682, 700, 745, 772, 803, 827, 868, 906,