Prentice Hall. The Amercian Journey: Teaching & Learning Classroom Edition Vol

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1 Grades 9-12 Prentice Hall The Amercian Journey: Teaching & Learning Classroom Edition Vol C O R R E L A T E D T O Kentucky 4.0 Core Content for Social Studies, High School, Government Grades 9-12

2 GOVERNMENT & CIVICS The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy including its fundamental principles, structure, and the role of citizens. Academic Expectation 2.14: Students should understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations. Academic Expectation 2.15: Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. People form governments to establish order, provide security, and accomplish common goals. SS-HS Students will compare and contrast SE: For related information see: Communism, (purposes, sources of power) various forms of , , 749, 793; Fascism, 679; government in the world (e.g., monarchy, Socialism, 623, 661, 668 democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals. SS-HS Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). SE: League of Nations, 345, 619, 620, 624; United Nations, 707, 722, 728, 729, 784; Civil Rights Acts, , 430, 755, 767, 811, 812 1

3 SS-HS Students will evaluate how the U.S. SE: The Politics of the Center, ; A New government's response to contemporary issues Economy? ; Broadening Democracy, and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants, and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties). The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. SS-HS Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). SE: For related information see: Amendments, 564, 613, 644, 636, 731, 812, ; Supreme Court Cases, 556, 558, 701, 837; Impeachment, 646, 827, 828 SS-HS Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good. SE: For related information see: Amendments, 564, 613, 644, 636, 731, 812, ; Supreme Court Cases, 556, 558, 701, 837 2

4 All citizens of the United States have certain rights and responsibilities as members of a democratic society. SS-HS Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. SE: For related information see: Amendments, 564, 613, 644, 636, 731, 812, SS-HS Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). SE: For related information see: Amendments, 564, 613, 644, 636, 731, 812, ; The Struggle for Civil Rights, ; The End of Consensus, ; Cities Under Stress, ; Values in Collision, 810; New Meanings for American Families, SS-HS Students will evaluate the impact SE: City Government, ; State citizens have on the functioning of a democratic Governments, 427, , 566, 773; Elections, government by assuming responsibilities (e.g., 425, 429, 430, 532, 533, 534, 542, 543, 566, seeking and assuming leadership positions, voting) 570, 571, 572, 573, 589, 592, 609, 610, 624, and duties (e.g., serving as jurors, paying taxes, 625, 635, 637, 648, 663, 670, 672, 691, 702, complying with local, state and federal laws, 719, 720, 748, 749, 757, 774, 775, 778, 782, serving in the armed forces). 794, 795, 810, ,

5 CULTURE & SOCIETY Culture is the way of life shared by a group of people, including their ideas and traditions. Students need to understand that culture influences viewpoints, social interactions, and social institutions. Academic Expectation 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. SE: For related information see: New South, ; New Immigrants, ; Subjugating Native Americans, ; The Progressive Era, ; Toward a Modern Era, ; Shaken to the Roots, ; Values in Collision, 810 Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverse ethnic and cultural groups of our nation and world. SE: For related information see: Righteousness Like a Mighty Stream: The Struggle for Civil Rights, ; Let Us Continue ; Voices of Dissent, 765; New Left and Community Activism, ; The Feminine Mystique, ; Youth Culture and Counterculture, 768; Sounds of Change, ; Women s Rights and Public Policy, ; Coming Out, 813; Rights and Opportunities, Culture is a system of beliefs, knowledge, institutions, tradition, and skills shared by a group. SS-HS Students will explain how belief systems, knowledge, technology, and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE: Religion, 500, , 582, 589, 643, 645, , 769, 810, , 840; Technology, , 502, , 743; A New South, ; New Immigrants, ; Subjugating Native Americans, ; The Progressive Era, ; Toward a Modern Era, ; Shaken to the Roots, ; Values in Collision, 810 4

6 Social institutions (government, economy, education, religion, family) respond to human needs, structure society, and influence behavior within different cultures. SS-HS Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). Social interactions among individuals and groups assume various forms (compromise, cooperation, conflict, competition). SE: Religion, 500, , 582, 589, 643, 645, , 769, 810, , 840; Education, , 475, , 561, 840; Economy, 500, , , 539, , , , , , ; Family, , 769, 808, SS-HS Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SE: The Southern Agrarian Revolt, ; Settling the Race Issue, ; Subjugating Native Americans, ; Culture Wars, ; The Struggle for Civil Rights, ; The End of Consensus, ; Cities Under Stress, ; Values in Collision, 810; New Meanings for American Families,

7 SS-HS Students will explain and give SE: League of Nations, 345, 619, 620, 624; United examples of how compromise and cooperation are Nations, 707, 722, 728, 729, 784; The Treaty of characteristics that influence social interaction Paris, 591; Civil Rights Acts, , 430, 755, (e.g., peace studies, treaties, conflict resolution) in 767, 811, 812; Reforming Society, ; the modern world (1500 A.D. to present) and the Reforming Politics and Government, ; The United States (Reconstruction to present). End of Consensus, ECONOMICS Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation, and the world. Academic Expectation 2.18: Students understand economic principles and are able to make economic decisions that have consequences in daily living. SE: New Industry, ; Monopolies, 535, 537, 574; Economy, 500, , , 539, , , , , , The basic economic problem confronting individuals and societies is scarcity (imbalance between unlimited wants and limited resources available for satisfying those wants). SS-HS Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. SE: For related information see: New Industry, ; Exploiting the Mountains: The Mining Bonanza, ; Exploiting the Earth: The Cattle Kingdom, ; Exploiting the Earth: Homesteaders and Agricultural Expansion, ; Agricultural Protest, 536; Environmental Issues, 675, 669, 726, 797, 840; Global Warming, 570, 841; Air Pollution, 570, 797 6

8 SS-HS Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects. SE: New Deal, ; Economic Policy, 715; GI Bill, 716; War on Poverty, 755; Carter, Energy, and the Economy, 783; The Defense Boom, 807 To deal with the problem of scarcity, people and societies create economic systems and institutions. SS-HS Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. SE: For related information see: Capitalists, 512, 796; Mercantilism, 83; Socialism, 623, 661, 668 SS-HS Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives, and partnerships. SE: Banking, , 537, 561, 573, , 613, 663, 665, 675; Labor Unions, , , , 556, 612, 615, 622, 624, 634, 636, 672, 673, 716, 739; New Industry, ; Great Depression and the New Deal, ; A New Economy?

9 SS-HS Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). SE: New Industry, ; Monopolies, 535, 537, 574; Great Depression and the New Deal, ; A New Economy? ; Economy, 500, , , 539, , , , , , Markets are institutional arrangements that enable buyers and sellers to exchange goods and services. SS-HS Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply technology, cost of inputs, number of sellers: demand income, utility, price of similar products, consumers' preferences). SE: For related information see: New Industry, ; Monopolies, 535, 537, 574; Economic Designs, 583; Carter, Energy, and the Economy, 783; Great Depression and the New Deal, ; Economic Policy, 715; A Decade of Affluence, ; The Defense Boom, 807; A New Economy? SS-HS Students will describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SE: New Industry, ; Monopolies, 535, 537, 574; Economy, 500, , , 539, , , , , ,

10 SS-HS Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SE: For related information see: New Industry, ; Monopolies, 535, 537, 574; Economic Designs, 583; Carter, Energy, and the Economy, 783; Great Depression and the New Deal, ; Economic Policy, 715; A Decade of Affluence, ; The Defense Boom, 807; A New Economy? SS-HS Students will explain how laws and SE: NAFTA, 766, 833; Tariffs, 528, 538, 572, 573, government mandates (e.g., anti-trust legislation, 636, 679; Sherman-Antitrust Act, , 541 tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. All societies deal with questions about production, distribution, and consumption. SS-HS Students will analyze the changing relationships among business, labor, and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States. SE: New Industry, ; Monopolies, 535, 537, 574; Economic Designs, 583; Great Depression and the New Deal, ; Economic Policy, 715; A New Economy? ; Sherman- Antitrust Act, , 541; Workers Organize,

11 SS-HS Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. SE: Mining Industry, ; Ranching, ; Railroads, 539; New Industry, ; Growth in the Sunbelt, SS-HS Students will explain and give examples of how interdependence of personal, national, and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). SE: NAFTA, 766, 833; Tariffs, 528, 538, 572, 573, 636, 679; Trade, 533, , , , 607, , 746, 801, 833 GEOGRAPHY Geography is the study of people, places, and environments. Students need geographic knowledge to understand the world and their relationship to it. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectation 2.19: Students recognize and understand the relationship between people and geography and apply their knowledge in reallife situations. SE: For related information see: New Cities, ; Exploiting the Earth: Homesteaders, ; Creating an Empire, ; Reshaping Urban America, 740; Suburban Independence, 772; Growth in the Sunbelt, Maps, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836,

12 Patterns on Earth s surface can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. SS-HS Students will use a variety of SE: Maps, 425, 446, 447, 484, 491, 507, 526, geographic tools (e.g., maps, globes, photographs, 543, 569, 586, 591, 596, 610, 618, 638, 670, models, satellite images, charts, graphs, 676, 689, 694, 704, 706, 721, 728, 747, 749, databases) to explain and analyze the reasons for 764, 794, 807, 824, 836, 839 the distribution of physical and human features on Earth's surface. SS-HS Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study, and the media bring new geographic information. SE: For related information see: Maps, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839 SS-HS Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based. SE: Maps, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836,

13 Earth is vastly complex with each place on its surface having human and physical characteristics; to deal with this complexity, people create regions. SS-HS Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SE: For related information see: Ellis Island, 809; Suburban Independence, 772; Growth in the Sunbelt, SS-HS Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. SE: For related information see: New Cities, ; Exploiting the Earth: Homesteaders, ; Creating an Empire, ; Reshaping Urban America, 740; Suburban Independence, 772; Growth in the Sunbelt, SS-HS Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). SE: For related information see: A New South, ; New Cities, ; Transforming the West, ; Creating an Empire, ; Suburban Independence, 772; Growth in the Sunbelt,

14 SS-HS Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE: A New South, ; New Cities, ; Transforming the West, ; Creating an Empire, ; Suburban Independence, 772; Growth in the Sunbelt, Patterns emerge as humans move, settle, and interact on Earth s surface. SS-HS Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE: Immigration, 484, 514, 595, 639, , 679, 690, 733, 808, 837, 842; Migrations, , 770; New Cities, ; Exploiting the Earth: Homesteaders, ; Creating an Empire, ; Reshaping Urban America, 740; Suburban Independence, 772; Growth in the Sunbelt, SS-HS Students will explain how technology has facilitated the movement of goods, services, and populations; increased economic interdependence at all levels; and influenced development of centers of economic activity (e.g., cities, interstate highways, airports, rivers, railroads, computers, telecommunications). SE: Urbanization, 511, 632, 637; Railroads, 539;Highway, 574, 757; Aircraft, 695, 698, 705, 729, 747, 751, 755; Commuter Travel, 489; Telecommunication, 467, 538, 561, 571, 615, 741,

15 Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities. SS-HS Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment. SE: Technology, , 502; Mining Industry, ; Ranching, ; Transportation: 539, 574, 630, 632, 640, 672, 695, 740, 757; Communication, 467, 538, 561, 571, 615, 741, 742 SS-HS Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SE: Technology, 502; Mining Industry, ; Ranching, ; Railroads, 539; Environmental Issues, 675, 669, 726, 797, 840; Global Warming, 570, 841; Air Pollution, 570, 797 SS-HS Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). SE: Managing Natural Resources, 568; Environmental Issues, 675, 669, 726, 797, 840; Environmental Movement, 570, 757, 779; EPA,

16 HISTORY History is the interpretation of events, people, ideas, and their interaction over time. In order for students to understand the present and make plans for their future, they must understand the past. Academic Expectation 2.20: Students understand, SE: Review Questions, 436, 466, 496, 518, 545, analyze, and interpret historical events, conditions, 576, 626, 650, 682, 710, 735, 759, 787, 818, trends, and issues to develop historical 846; Overview Tables, 424, 483, 513, 534, 551, perspective. 582, 612, 644, 666, 708, 731, 828 History is an account of human activities that is interpretive in nature. SS-HS Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). SE: The American Views box in each chapter contains a relevant primary source document. An introduction and pre-reading questions relate the documents to important issues. See pages 423, 460, 480, 504, 540, 560, 584, 616, 633, 664, 700, 726, 750, 780, 816, and 830. Appendix, A- 1 A-12; Primary Sources, 416, 438, 466, 498, 524, 548, 580, 604, 630, 656, 657, 686, 714, 738, 762, 792,

17 SS-HS Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. SE: From Then to Now, 434, 463, 505, 528, 570, 646, 671, 709, 814, 842; Review Questions, 436, 466, 496, 518, 545, 576, 626, 650, 682, 710, 735, 759, 787, 818, 846; Overview Tables, 424, 483, 513, 534, 551, 582, 612, 644, 666, 708, 731, 828 The history of the United States (Reconstruction to Present) is a chronicle of a diverse people and the nation they formed. SS-HS Students will compare and contrast the ways in which Reconstruction was approached and evaluate the success of Reconstruction programs. SE: Reconstruction, ; White Southerners and the Ghosts of the Confederacy, 417; More than Freedom: African-American Aspirations in 1865, ; Federal Reconstruction, ; Counter-Reconstruction, ; Redemption, ; The Failed Promise of Reconstruction, ; Conclusion, SS-HS Students will explain how the rise of big business, factories, mechanized farming, and the labor movement impacted the lives of Americans. SE: Industry, Immigrants, and Cities, ; Transforming the West, ; Workers Organize, ; Labor s Demands for Rights,

18 SS-HS Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. SE: New Immigrants, SS-HS Students will explain and evaluate the impact of significant social, political, and economic changes (e.g., imperialism to isolationism, industrial capitalism, urbanization, political corruption, initiation of reforms) during the Progressive Movement, World War I, and the Twenties. SE: The Progressive Era, ; Creating an Empire, ; America and the Great War, ; Toward a Modern Era, SS-HS Students will evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (emergence of the U.S. as economic and political superpower). SE: Great Depression, ; New Deal Policies, ; World War II,

19 SS-HS Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). SE: The Great Depression and the New Deal, ; World War II, ; The Cold War at Home, ; The Confident Years, ; Shaken to the Roots, ; The Reagan Revolution and a Changing World, ; Complacency and Crisis, SS-HS Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts. SE: League of Nations, 345, 619, 620, 624; United Nations, 707, 722, 728, 729, 784; Cold War Politics, , , , ; Persian Gulf War, The history of the world (1500 A.D. to Present) is a chronicle of human activities and human societies. SS-HS Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories, rediscovery of Greco-Roman philosophies) and to question their place in the universe during the Renaissance and Reformation. SS-HS Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. SE: The American Journey, Volume II focuses on events from Reconstruction to the present. For an understanding of this objective see The American Journey, Volume I. SE: The American Journey, Volume II focuses on events from Reconstruction to the present. Students can explore the Age of Exploration in The American Journey, Volume I. For related information see Crating an Empire pages

20 SS-HS Students will analyze how an Age of Revolution brought about changes in science, thought, government, and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. SE: The American Journey, Volume II focuses on events from Reconstruction to the present. Students can explore the Age of Revolution in The American Journey, Volume I. For related information see From Then to Now pages 434, 463, 505, 528, 570, 646, 671, 709, 814, and 842. SS-HS Students will analyze how SE: Creating an Empire, ; America and nationalism, militarism, and imperialism led to the Great War, ; Good Neighbors and world conflicts and the rise of totalitarian Hostile Forces, ; World War II, governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism). SS-HS Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East, and evaluate the impact of these events on the global community. CD-ROM; Exploring American CD-ROM; One Key; Companion Website SE: The Cold War, ; Facing Off with the Soviet Union, ; John F. Kennedy and the Cold War, ; The Second Cold War, ; Policing the World, 824; Paradoxes of Power,

21 SS-HS Students will explain how the second SE: The Cold War at Home and Abroad, ; half of the 20th century was characterized by rapid The Confident Years, ; Shaken to the social, political, and economic changes that Roots, ; The Reagan Revolution and a created new challenges (e.g., population growth, Changing World, ; Complacency and diminishing natural resources, environmental Crisis, concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. 20