Prentice Hall United States History: Survey Edition (Lapsansky-Werner, et al) 2008 High School C O R R E L A T E D T O High School
Standard 1 - Early National Development: 1775 to 1877 Students will review and summarize key ideas, events, and developments from the Founding Era through the Civil War and Reconstruction from 1775 to 1877. USH.1.1 Read key documents from the Founding Era and explain major ideas about government, individual rights and the general welfare embedded in these documents. (Government) Example: Northwest Ordinance (1787), United States Constitution (1787), Federalist Papers 10 and 51 (1787 1788), Bill of Rights (1791), Washington s Farewell Address (1796), The Alien and Sedition Acts (1798), Jefferson s First Inaugural Address (1801), Marbury v. Madison (1803) and McCulloch v. Maryland (1819) SE/TE: Causes of the Revolution 98-107; Declaring Independence 108-112; Declaration of Independence 113-116; Turning Points of the War 117-122; War s End and Lasting Effects 128-130; A Confederation of States 134-141; Drafting the Constitution 142-149; Ratifying the Constitution 150-153; The Constitution and the Bill of Rights 162-189; Government and Party Politics 192-197; The Struggle Over Foreign Policy (The Alien and Sedition Acts 202) 198-204; The Age of Jefferson 205-213; The War of 1812 214-219; Sectional Differences 233-241; An Era of Nationalism 242-248; Democracy and the Age of Jackson 249-254; Constituitional Disputes and Crises 255-258; In-Text Primary Resources: Proclamation of 1763 88; Patrick Henry, on taxation of colonies 101; George Washington, Report from Valley Forge 120; James Lincoln, An Antifederalist s View 151; The Federalist No. 10 157; George Washington, on assuming the Presidency 193; George Washington, Farewell Address 204; Marbury vs. Madison 207; John Marshall, McCulloch vs. Maryland 243; The Declaration of Sentiments 291; Patrick Henry, Liberty or Death 1173; Thomas Paine, Common Sense 1174; Abigail Adams Remember the Ladies 1174; John Adams Free and Independent States 1175; The Northwest Ordinance 1176; The Federalist No. 51 1176; Thomas Jefferson, First Inaugural Address 1177 TR: Tests A and B, 24-25, 26-31, 28-33, 32-37; AYP Monitoring Assessments Benchmark Test 1, 2; Progress Monitoring Transparencies 35-38, 39-41, 42-45, 46-50; Color Transparencies; Reading and Note Taking Study Guide 29-38; 39-44, 45-53; 54-63 1
USH.1.2 Explain major themes in the early history of the United States. (Economics, Government) Example: Federalism, sectionalism and nationalism; expansion; states rights; and the political and economic difficulties encountered by Americans and Native American Indians such as slavery; and liberty versus order SE/TE: Causes of the Revolution 98-107; Declaring Independence 108-112; Declaration of Independence 113-116; Turning Points of the War 117-122; War s End and Lasting Effects 128-130; A Confederation of States 134-141; Drafting the Constitution 142-149; Ratifying the Constitution 150-153; The Constitution and the Bill of Rights 162-189; Government and Party Politics 192-197; The Struggle Over Foreign Policy (The Alien and Sedition Acts 202) 198-204; The Age of Jefferson 205-213; The War of 1812 214-219; Industry and Transportation 228-232; Sectional Differences 233-241; An Era of Nationalism 242-248; Democracy and the Age of Jackson 249-254; Constituitional Disputes and Crises 255-258; A religious Awakening 266-273; A Reforming Society 274-277; The Antislavery Movement 278-285; The Women s Movement 286-290; Migrating to the West 298-304; Texas and the Mexican- American War 305-310; Effects of Territorial Expansion 311-315; Slavery, States Rights, and Western Expansion 324-330; A Rising Tide of Protest and Violence 331-338; Political Realignment Deepens the Crisis 339-345; Lincoln, Secession, and War 346-353; See also American Issues Connector: Expanding and Protecting Civil Rights 154; Sectionalism and National Politics 239; Church and State 268; Federal Power and States Rights 330; Checks and Balances 408; Migration and Urbanization 477; American Indian Policy 501; Women in American Society 526; Social Problems and reform 563; Territorial Expansion and the United States 590 2
TR: Tests A and B, 21-26; 24-25, 26-31, 28-33, 29-34; 32-37; AYP Monitoring Assessments Benchmark Test 1, 2; Progress Monitoring Transparencies 35-38, 39-41, 42-45, 46-50; 55-57, 58-61; Color Transparencies; Reading and Note Taking Study Guide 29-38; 39-44, 45-53; 51-54; 54-63; 64-72; 73-78; 79-87 USH.1.3 Describe controversies pertaining to slavery, abolitionism, Dred Scott v. Sanford (1856) and social reform movements. (Government, Economics) Example: Temperance movement and women s movement SE/TE: Industry and Transportation 228-232; Sectional Differences 233-241; An Era of Nationalism 242-248; Democracy and the Age of Jackson 249-254; Constitutional Disputes and Crises 255-258; A Religious Awakening 266-273; A Reforming Society 274-277; The Antislavery Movement 278-285; The Women s Movement 286-290; Migrating to the West 298-304; Slavery, States Rights, and Western Expansion 324-330; A Rising Tide of Protest and Violence 331-338; Political Realignment Deepens the Crisis 339-345; Lincoln, Secession, and War 346-353; Resources, Strategies, and Early Battles 360-266; African Americans and the War 367-372; Life During the War 373-379; The War s End and Impact 390-395; Rival Plans for Reconstruction 402-409; Reconstruction in the South 410-418; The End of Reconstruction 419-427; Social and Cultural Trends 480-485; Westward Expansion and the American Indians 496-504; Segregation and Social Tensions 520-528; Political and Economic Challenges 529-532; Farmers and Populsim 533-539 TR: Tests A and B, 21-26, 24-25, 25-30, 26-31, 28-33, 29-34, 32-37; AYP Monitoring Assessments Benchmark Test 1, 2; Progress Monitoring Transparencies 46-50, 55-57, 58-61, 62-66, 67-69, 76-78, 82-86; Color Guide 54-63, 64-72, 73-78, 79-87, 88-97, 100-106, 119-125, 132-142 3
USH.1.4 Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time. (Government, Economics) Example: The election of Abraham Lincoln; succession; the Emancipation Proclamation; 13th, 14th and 15th Amendments; formation of the Ku Klux Klan; election of 1876; Civil Rights Cases (1883); and Jim Crow Laws SE/TE: Industry and Transportation 228-232; Sectional Differences 233-241; An Era of Nationalism 242-248; Democracy and the Age of Jackson 249-254; Constitutional Disputes and Crises 255-258; The Antislavery Movement 278-285; Slavery, States Rights, and Western Expansion 324-330; A Rising Tide of Protest and Violence 331-338; Political Realignment Deepens the Crisis 339-345; Lincoln, Secession, and War 346-353; Resources, Strategies, and Early Battles 360-266; African Americans and the War 367-372; Life During the War 373-379; The War s End and Impact 390-395; Rival Plans for Reconstruction 402-409; Reconstruction in the South 410-418; The End of Reconstruction 419-427; The New South 492-495; Segregation and Social Tensions 520-528; Political and Economic Challenges 529-532; The Struggle Against Discrimination 564-568 TR: Tests A and B, 21-26, 24-25, 25-30, 26-31, 28-33, 29-34, 31-36, 32-37; AYP Monitoring Assessments Benchmark Test 1, 2, 3; Progress Monitoring Transparencies 46-50, 55-57, 58-61, 62-66, 67-69, 76-78, 82-86, 87-89; Color Guide 54-63, 64-72, 73-78, 79-87, 88-97, 100-106, 119-125, 132-142, 143-151 4
Standard 2 - Development of the Industrial United States: 1870 to 1900 Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics) Example: Growth of the railroads, major inventions and the development of big business, such as the oil and steel industry by John D. Rockefeller and Andrew Carnegie SE/TE: Technology and Industrial Growth 436-442; The Rise of Big Business 443-449; The Organized Labor Movement 450-457; The New Immigrants 464-471; Cities Expand and Change 472-479; Social and Cultural Trends 480-485; The New South 492-495; Transforming the West 505-513; Political and Economic Challenges 529-533 USH.2.2 Identify key ideas, movements and inventions and explain their impact on rural communities and urban communities in the United States. (Economics, Sociology) Example: Growth of political machine politics (Boss Tweed), Populism (William Jennings Bryan), Grange Movement (Oliver Kelley), agricultural innovations (George Washington Carver, John Deere and Joseph F. Glidden), refrigerated box car (Andrew Chase), the elevator (Elisha Otis), the telephone (Alexander Graham Bell) and the contributions of Thomas Edison TR: Tests A and B, 25-30, 26-31; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72; 73-75, 76-78, 79-81; Color Transparencies; Reading and Note Taking Study Guide 107-112, 113-118, 119-125 SE/TE: Technology and Industrial Growth 436-442; The Rise of Big Business 443-449; The Organized Labor Movement 450-457; The New Immigrants 464-471; Cities Expand and Change 472-479; Social and Cultural Trends 480-485; The New South 492-495; Westward Expansion and the American Indians 496-504; Transforming the West 505-513; Political and Economic Challenges 529-533; Farmers and Populsim 533-539; See also American Issues Connector: Technology and Society 450, Migration and Urbanization 477 TR: Tests A and B, 25-30, 26-31; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72; 73-75, 76-78, 79-81; Color Transparencies; Reading and Note Taking Study Guide 107-112, 113-118, 119-125 5
USH.2.3 Identify the contributions of individuals and groups and explain developments associated with industrialization and immigration. (Government; Economics; Individuals, Society and Culture) Example: Jane Addams (Hull House); Jacob Riis (child labor); immigrant groups that provided cheap labor in the railroad, coal, steel and agriculture industries; Chinese Exclusionary Act (1882); and United States v. Wong Kim Ark (1898) USH.2.4 Describe the growth of unions and the labor movement and identify important labor leaders associated with these movements. (Government, Economics) Example: Homestead Strike (1892), Pullman Strike (1894), Haymarket Riots (1886), American Federation of Labor, Samuel Gompers, Eugene Debs and Terence Powderly SE/TE: The Organized Labor Movement 450-457; The New Immigrants 464-471; Cities Expand and Change 472-479; Social and Cultural Trends 480-485; The New South 492-495; Westward Expansion and the American Indians 496-504; Transforming the West 505-513; Political and Economic Challenges 529-533; See also American Issues Connector: Technology and Society 450, Migration and Urbanization 477, American Indian Policy 501, Women in American Society 526, Social Problems and Reforms 563; See also History Makers: John Dewey 483, Helen Hunt Jackson 504, Booker T. Washington 522, Susan B. Anthony 539, William Jennings Bryan 559, Ida B. Wells 567, Octaviano Larrazolo 567 TR: Tests A and B, 25-30, 26-31; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72; 73-75, 76-78, 79-81; Color Transparencies; Reading and Note Taking Study Guide 107-112, 113-118, 119-125 SE/TE: Technology and Industrial Growth 436-442; The Rise of Big Business 443-449; The Organized Labor Movement 450-457; The New Immigrants 464-471; Cities Expand and Change 472-479; Segregation and Social Tensions 520-528; Political and Economic Challenges 529-533; Farmers and Populsim 533-539; The Drive for Reform 548-556; Women Make Progress 557-563, The Struggle Against Discrimination 564-568 6
TR: Tests A and B, 25-30, 26-31; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72; 73-75, 76-78, 79-81; Color Transparencies; Reading and Note Taking Study Guide 107-112, 113-118, 119-125 USH.2.5 Compare and contrast government attempts to regulate business and industry. (Government, Economics) Example: Pendleton Act (1883), Interstate and Commerce Act (1887) and Sherman Anti-Trust Act (1890) SE/TE: Technology and Industrial Growth 436-442; The Rise of Big Business 443-449; The Organized Labor Movement 450-457, Political and Economic Challenges 529-532, Farmers and Populsim 533-539, The Drive for Reform 548-556; Women Make Progress 557-563, The Struggle Against Discrimination 564-568, Roosevelt s Square Deal 569-575, Wilson s New Freedom 576-579; See also American Issues Connector: Government s Role in the Economy 753 TR: Tests A and B, 26-31, 31-36; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72, 79-81, 82-86; Color Transparencies; Reading and Note Taking Study Guide 107-112, 126-131, 132-142 7
USH.2.6 Describe the federal government s policy regarding migration of settlers and the removal of Native American Indians to western territories. (Government; Geography; Individuals, Society and Culture) Example: The Homestead Act (1892) and the Dawes Act (1887) SE/TE: The New Immigrants 464-471; Cities Expand and Change 472-479; The New South 492-495; Westward Expansion and the American Indians 496-504; Transforming the West 505-513; Segregation and Social Tensions 520-528; Political and Economic Challenges 529-533; Farmers and Populsim 533-539; The Drive for Reform 548-556; The Struggle Against Discrimination 564-568; See also American Issues Connector: Migration and Urbanization 477, American Indian Policy 501, Territorial Expansion of the United States 590 TR: Tests A and B, 25-30, 26-31, 31-36; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 70-72, 73-75, 76-78; Color Transparencies; Reading and Note Taking Study Guide 113-118, 119-125, 126-131, 132-142 USH.2.7 Describe and analyze the lasting effect of separate but equal established by the U.S. Supreme Court in Plessey v. Ferguson (1896). (Government; Individuals, Society and Culture) SE/TE: See Landmark Decisions of the Supreme Court: Can Separate Treatment Be Equal Treatment? Plessy v. Ferguson (1896) 528; See also 521-522, 565-566, 916, 1162, 1168 TR: Tests A and B, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 82-86; Color Guide 132-142 8
Standard 3 - Emergence of the Modern United States: 1897 to 1920 Students will examine the political, economic, social and cultural development of the United States during the period from 1897 to 1920. USH.3.1 Identify the events and people central to the transformation of the United States into a world power. (Government, Geography) Example: Events: Spanish-American War (1898), Annexation of Hawaii (1898), Open Door Policy (1899), building the Panama Canal (1903-1914) and World War I (1914-1918); People: William McKinley, John Hay, William Randolph Hearst, Theodore Roosevelt, Woodrow Wilson, Alfred Thayer Mahan and John J. Pershing SE/TE: The Roots of Imperialism 586-591; The Spanish-American War 592-598; The United States and East Asia 599-603; The United States and Latin American 604-611; From Neutrality to War 618-627; The Home Front 628-636; Wilson, War, and Peace 637-646; Effects of the War 647-651; See also American Issues Connector: Territorial Expansion of the United States 590, America Goes to War 626 TR: Tests A and B, 30-35, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 87-90, 91-94; Color Transparencies; Reading and Note Taking Study Guide 143-151, 152-160 USH.3.2 Explain how The Roosevelt Corollary (1904) modified the Monroe Doctrine (1823) justifying a new direction in United States foreign policy. (Government) SE/TE: 607-609; for additional information, see also The United States and Latin America 604-611, American Issues Connector: Territorial Expansion of the United States 590; Monroe Doctrine 246, 263, 589 TR: Tests A and B, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 87-90; Color Guide 143-151 9
USH.3.3 Compare President Woodrow Wilson s Fourteen Points address to the views of British leader David Lloyd George and French leader Georges Clemenceau regarding a treaty to end World War I. (Government, Geography) USH.3.4 Summarize the Versailles Treaty, the formation and purpose of League of Nations and the interrelationship between the two. (Government) SE/TE: Wilson, War, and Peace 637-646; Effects of the War 647-651; see also Primary Source Woodrow Wilson, Peace Without Victory 1185 TR: Tests A and B, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 91-94; Color Guide 156-160 SE/TE: Wilson, War, and Peace 637-646; Effects of the War 647-651; see also Primary Source Woodrow Wilson, Peace Without Victory 1185 TR: Tests A and B, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 91-94; Color Guide 156-160 USH.3.5 Identify and compare the reforms of Theodore Roosevelt, William Howard Taft and Woodrow Wilson. Example: Reforms brought about by the Square Deal, New Nationalism and New Freedom SE/TE: Roosevelt s Square Deal 569-575, Wilson s New Freedom 576-583, The United States and Latin America 604-611, Wilson, War, and Peace 637-646, Effects of the War 647-651 TR: Tests A and B, 30-35, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 82-86, 87-90, 91-94; Color Transparencies; Reading and Note Taking Study Guide 138-142, 143-151, 152-160 10
USH.3.6 Identify the contributions to American culture made by individuals and groups. (Individuals, Society and Culture) Example: Frederick Law Olmsted (landscape architect Central Park), Frances Willard (educator, women s suffrage movement), Booker T. Washington (African-American educator, Tuskegee Institute), W.E.B. DuBois (early civil rights activist), Muckrakers (journalists such as Lincoln Steffens, Jacob Riis and Upton Sinclair), Women s Christian Temperance Union (WCTU) and the National Association for the Advancement of Colored People (NAACP) SE/TE: Segregation and Social Tensions 520-528; Political and Economic Challenges 529-533; Farmers and Populsim 533-539; The Drive for Reform 548-556; The Struggle Against Discrimination 564-568; The Drive for Reform 548-556; Women Make Progress 557-563, The Struggle Against Discrimination 564-568, Roosevelt s Square Deal 569-575, Wilson s New Freedom 576-579; The Home Front 628-636; Social and Cultural Tensions 671-678, A New Mass Culture 690-695, The Harlem Renaissance 690-695 TR: Tests A and B, 30-35, 26-31; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 76-78, 79-81, 91-94, 95-99; Color Transparencies; Reading and Note Taking Study Guide 119-125, 154-155, 165-171 USH.3.7 Explain the impact of immigration, industrialization and urbanization in promoting economic growth. (Economics, Geography) SE/TE: The New Immigrants 464-471, Cities Expand Grow and Change 472-479, Social and Cultural Trends 480-485; Segregation and Social Tensions 520-528, Political and Economic Challenges 529-530; The Drive for Reform 548-556; Women Make Progress 557-563, A Booming Economy 660-665, Social and Cultural Tensions 671-678, A New Mass Culture 690-695, The Harlem Renaissance 690-695; See also American Issues Connector: Migration and Urbanization 477 11
TR: Tests A and B, 25-30, 30-35, 26-31; AYP Monitoring Assessments Benchmark Tests 2, 3; Progress Monitoring Transparencies 73-75, 76-78, 79-81, 91-94, 95-99; Color Transparencies; Reading and Note Taking Study Guide 113-118, 119-125, 154-155, 165-171 USH.3.8 Describe the Progressive movement and its impact on political, economic and social reform. (Government; Economics; Individuals, Society and Culture) Example: Initiative, referendum and recall; direct election of senators (17th Amendment); women s suffrage (19th Amendment); workplace protection for women and children; expansion of public education; prohibition (18th Amendment); city manager and city commission forms of government; and conservation movement. SE/TE: The Drive for Reform 548-556; Women Make Progress 557-563, The Struggle Against Discrimination 564-568, Roosevelt s Square Deal 569-575, Wilson s New Freedom 576-579; Reflections: The Progressive Era 656 TR: Tests A and B, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 82-86; Color Guide 132-142 USH.3.9 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Northern Securities Company v. United States (1904), Muller v. Oregon (1908), Schenck v. United States (1919) and Abrams v. United States (1919). SE/TE: Northern Securities Company v. United States (1904) 1162, 1168; Muller v. Oregon (1908) 558, 1162, 1167; Schenck v. United States (1919) 632, 636, 1163, 1169; Abrams v. United States (1919) 1162, 1164; see also Landmark Decisions of the Supreme Court: What are the Limits of Free Speech? Schneck v. United States (1919) 636 12
TR: Tests A and B, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 91-94; Color Guide 156-160 Standard 4 - Modern United States Prosperity and Depression: 1920s and 1939 Students will examine the political, economic, social and cultural development of the United States during the period from 1920 to 1939. USH.4.1 Give examples of support shifting to big business during the postwar period between World War I and the Great Depression. (Government, Economics) Example: Policies of Warren G. Harding, Calvin Coolidge and Herbert Hoover SE/TE: A Booming Economy 660-665, The Business of Government 666-670, Causes of the Depression 702-708, Americans Face Hard Times 709-719, Hoover s Response Fails 720-725 TR: Tests A and B, 21-26, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 95-99, 100-102; Color Transparencies; Reading and Note Taking Study Guide 161-164, 172-178 USH.4.2 Describe the development of popular culture. (Individuals, Society and Culture) Example: Langston Hughes, F. Scott Fitzgerald, Jazz Age, Harlem Renaissance, radio, phonographs, motion pictures and federal funding of the arts SE/TE: Social and Cultural Tensions 671-678, A New Mass Culture 679-689, The Harlem Renaissance 690-695, Culture of the 1930s 758-763 TR: Tests A and B, 28-33, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 95-99, 106; Color Transparencies; Reading and Note Taking Study Guide 165-171, 185-186 13
USH.4.3 Explain how America reacted to a changing society by examining issues associated with the Red Scare, Prohibition, the Scopes Trial, the changing role of women and African-Americans, the Ku Klux Klan, the Palmer Raids, the National Origins Act, and restrictions on immigration. (Government; Economics; Geography; Individuals, Society and Culture) USH.4.4 Describe the stock market crash of 1929 and the impact it had on politics, economics and America s standard of living. (Government, Economics) Example: Breadlines and Hoovervilles, Smoot-Hawley Tariff, Near v. Minnesota (1931), Bonus Army Marches (1932), founding of the Congress of Industrial Organization (CIO), New Deal policies and programs (1933-1938), Wagner Act (1935), Court Packing Controversy (1937), the Dust Bowl, and West Coast Hotel v Parrish (1937) SE/TE: Segregation and Social Tensions 520-528, Women Make Progress 557-563, The Struggle Against Discrimination 564-575, The Home Front 628-636, Effects of the War 647-651, Social and Cultural Tensions 671-678, A New Mass Culture 679-689, The Harlem Renaissance 690-695, The Second New Deal 740-747; Effects of the New Deal 748-752 TR: Tests A and B, 26-31, 28-33, 30-35, 31-36; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 79, 82-86, 91-94, 95-99, 106; Color Transparencies; Reading and Note Taking Study Guide 126-127, 132-142, 152-160, 165-171, 185-186 SE/TE: Causes of the Great Depression 702-708, Americans Face Hard Times 709-719, Hoover s Response Fails 720-725, FDR Offers Relief and Recovery 732-739, The Second New Deal 740-747, Effects of the New Deal 748-757, Culture of the 1930s 758-763 TR: Tests A and B, 21-26, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 100-102, 103-106; Color Transparencies; Reading and Note Taking Study Guide 172-178, 179-186 14
USH.4.5 Identify and describe the contributions of political and social reformers during the Great Depression. (Government; Economics; Individuals, Society and Culture) Example: Herbert Hoover, Franklin and Eleanor Roosevelt, Senator Huey Long, Dorothea Lange, and Mary McLeod Bethune SE/TE: Americans Face Hard Times 709-719, Hoover s Response Fails 720-725, FDR Offers Relief and Recovery 732-739, The Second New Deal 740-747, Effects of the New Deal 748-757, Culture of the 1930s 758-763 TR: Tests A and B, 21-26, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 100-102, 103-106; Color Transparencies; Reading and Note Taking Study Guide 172-178, 179-186 USH.4.6 Describe New Deal legislation and its effect on government expansion and compare and contrast their views of New Deal proponents and opponents. (Government, Economics) SE/TE: FDR Offers Relief and Recovery 732-739, The Second New Deal 740-747, Effects of the New Deal 748-757; See also American issues Connector: Government s Role in the Economy 753 TR: Tests A and B, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 103-106; Color Guide 179-186 USH.4.7 Describe technological developments during the 1920s and their impact on rural and urban America. (Economics; Geography; Individuals, Society and Culture) Example: The introduction of the automobile, Henry Ford s assembly line production, mechanization of agriculture, introduction of modern conveniences, increased urbanization and growing economic difficulties SE/TE: A Booming Economy 660-665, Social and Cultural Tensions 671-678, A New Mass Culture 679-689, The Harlem Renaissance 690-695 15
TR: Tests A and B, 30-35; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 95-99; Color Guide 161-171 USH.4.8 Describe the cause and effect of American isolationism during the 1930s. (Government, Economics, Geography) Example: American preoccupation with economic conditions in the U.S., the military actions of Mussolini and Hitler, and the Neutrality Acts (1935-1937) SE/TE: Dictators and Wars 772-778, From Isolation to Involvement 779-787, America Enters the War 788-795; The Allies Turn the Tide 802-808, The Home Front 809-817; Victory in Europe and the Pacific 818-827, Effects of the War 834-839 Standard 5 - The United States and World War II: 1939 to 1945 TR: Tests A and B, 22-27, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109, 110-114; Color Transparencies; Reading and Note Taking Study Guide 187-193, 194-204 Students will examine the causes and course of World War II, the effects of the war on United States society and culture, and the consequences for United States involvement in world affairs. USH.5.1 Compare and contrast President Franklin D. Roosevelt s world view with that of Germany s Adolf Hitler. (Government; Individuals, Society and Culture) Example: Roosevelt s 1941 State of the Union Message to Congress ( The Four Freedoms ), Declaration of War (December 11, 1941), the Atlantic Charter (1941) and Hitler s May Day Speech (May 1, 1937) SE/TE: Dictators and Wars 772-778, From Isolation to Involvement 779-787, America Enters the War 788-795; The Allies Turn the Tide 802-808, The Home Front 809-817; Victory in Europe and the Pacific 818-827, The Holocaust 828-833; Effects of the War 834-839; See also Primary Source: Woodrow Wilson Peace Without Victory 1185, in-text primary source The New Freedom 577, Woodrow Wilson, on moral diplomacy 609 16
TR: Tests A and B, 22-27, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109, 110-114; Color Transparencies; Reading and Note Taking Study Guide 187-193, 194-204 USH.5.2 Identify and describe key events that resulted in the United States entry into World War II. (Government, Geography) Example: The rise of totalitarian nations, cash-and-carry policy, Lend-Lease Act (1941) and the Japanese bombing of Pearl Harbor (December 7, 1941) SE/TE: Dictators and Wars 772-778, From Isolation to Involvement 779-787, America Enters the War 788-795; see also Woodrow Wilson, on moral diplomacy 609 TR: Tests A and B, 22-27; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109; Color Guide 187-193 USH.5.3 Identify and describe key leaders and events during World War II. (Government) Example: Leaders: Franklin D. Roosevelt and Harry Truman, British Prime Minister Winston Churchill, Russia s Joseph Stalin, Germany s Adolf Hitler, Italy s Benito Mussolini, Japan s Tojo Hideki, and Generals Douglas MacArthur and Dwight Eisenhower; Events: Battle of Midway, Stalingrad, D-Day (Invasion of Normandy), Yalta Conference, Potsdam Conference, and dropping of Atomic bombs on Hiroshima and Nagasaki SE/TE: Dictators and Wars 772-778, From Isolation to Involvement 779-787, America Enters the War 788-795; The Allies Turn the Tide 802-808, The Home Front 809-817; Victory in Europe and the Pacific 818-827, The Holocaust 828-833; Effects of the War 834-839 TR: Tests A and B, 22-27, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109, 110-114; Color Transparencies; Reading and Note Taking Study Guide 187-193, 194-204 17
USH.5.4 Describe Hitler s final solution policy and identify the Allied responses to the Holocaust. (Government, Geography) SE/TE: The Holocaust 828-833; Effects of the War 834-839 TR: Tests A and B, 22-27; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109; Color Guide 187-193 USH.5.5 Explain the significance of the Supreme Court cases Korematsu v. United States (1944) and Hirabayashi v. United States (1943), dealing with individual rights and national security during World War II. (Government) SE/TE: Hirabayashi v. United States (1943), 1163, 1166; Korematsu v. United States (1944) 813, 815, 1163, 1166, Landmark Decisions of the Supreme Court Can Government Limit a group s Liberties During Wartime? Korematsu v. United States (1944) 815 USH.5.6 Identify and describe the impact of World War II on American culture and economic life. (Government; Economics; Geography; Individuals, Society and Culture) Example: Changes in the workforce, African-Americans in the military, rationing, mobilization of resources, use of media and communications, services available to returning veterans, sacrifice of lives and the effect on families, the G.I. Bill, and technological improvements in agriculture and industry TR: Tests A and B, 22-27; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109; Color Guide 187-193 SE/TE: From Isolation to Involvement 779-787, America Enters the War 788-795; The Allies Turn the Tide 802-808, The Home Front 809-817; Victory in Europe and the Pacific 818-827, The Holocaust 828-833; Effects of the War 834-839; Reflections: Postwar Changes 912 18
TR: Tests A and B, 22-27, 28-33; AYP Monitoring Assessments Benchmark Test 3; Progress Monitoring Transparencies 107-109, 110-114; Color Transparencies; Reading and Note Taking Study Guide 187-193, 194-204 Standard 6 - Postwar United States: 1945 to 1960 Students will examine the political, economic, social and cultural development of the United States during the period from 1945 to 1960. USH.6.1 Describe the domino theory and its relationship to the principle of containment. Identify key events and individuals as well as their connections to post World War II tensions (Cold War). (Government, Geography) Example: Events: Truman Doctrine (March 12, 1947), the Marshall Plan (1947), North American Treaty Alliance (NATO, 1949), Korean War (1951 1953), Immigration and Naturalization Act (1952), Taft-Hartley Act, and Supreme Court cases Dennis v. United States (1951) and Yates v. United States (1957); People: Harry Truman, Senator Joseph McCarthy, Dwight Eisenhower, Secretary of State John Foster Dulles, and Douglas MacArthur SE/TE: The Cold War Begins 846-853; the Korean War 854-859; The Cold War Expands 860-867; The Cold War at Home 868-875; Reflections: Postwar Changes 912; An Economic Boom 882-887; Reflections: Postwar Changes 912; Kennedy and the Cold War 952-958; Dennis v. United States (1951) 1163, 1166; Yates v. United States (1957); 1163, 1171 TR: Tests A and B, 29-34; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 115-118; Color Guide 205-213 19
USH.6.2 Summarize the early struggle for civil rights and identify events and people associated with this struggle. (Government; Economics; Individuals, Society and Culture) Example: Executive Order 9981, Jackie Robinson and the desegregation of professional baseball (1947), Thurgood Marshall, Rosa Parks and the Montgomery Bus Boycott (1955-1956), the Civil Rights Act (1957), and the Little Rock school crisis (1957-1958) SE/TE: An Economic Boom 882-887; A Society on the Move 888-895; Mass Culture and Family Life 896-902; Dissent and Discontent 903-907; Early Demands for Equality 916-924; The Movement Gains Ground 925-935; New Success and Challenges 936-945; Kennedy s new Frontier 959-964; Johnson s Great Society 965-973; See also American Issues Connector: Voting Rights 939 TR: Tests A and B, 24-29, 27-32; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 119-122, 123-125, 126-128; Color Transparencies; Reading and Note Taking Study Guide 214-221, 222-227, 228-234 USH.6.3 Describe the constitutional significance and lasting effects of the United States Supreme Court case Brown v. Board of Education. (Government; Economics; Individuals, Society and Culture) SE/TE: Brown v. Board of Education of Topeka (1954) 895, 918-921, 952, 1163, 1164; see also Landmark Decisions of the Supreme Court: How does Segregation Affect Education? Brown v. Board of Education (1954) 924 TR: Tests A and B, 27-32; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 123-125; Color Guide 222-227 20
USH.6.4 Summarize the economic and social changes in American life brought about by converting a wartime economy to a peace-time economy. (Economics; Individuals, Society and Culture) Example: Growth of suburbia, the baby boom generation, opportunities for African- Americans and women, and the influence of popular culture Standard 7 - The United States in Troubled Times: 1960 to 1980 SE/TE: An Economic Boom 882-887; A Society on the Move 888-895; Mass Culture and Family Life 896-902; Dissent and Discontent 903-907; Kennedy s new Frontier 959-964; Johnson s Great Society 965-973 TR: Tests A and B, 27-32; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 119-122, 126-128; Color Transparencies; Reading and Note Taking Study Guide 214-221, 228-234 Students will examine the political, economic, social and cultural development of the United States during the period from 1960 to 1980. USH.7.1 Explain the civil rights movement of the 1960s and 1970s by describing the ideas and actions of federal and state leaders, grassroots movements, and central organizations that were active in the movement. (Government; Economics; Individuals, Society and Culture) Example: People: John F. Kennedy; Robert Kennedy; Lyndon B. Johnson; Reverend Martin Luther King, Jr.; Malcolm X; Stokley Carmichael; George Wallace; Earl Warren; Organizations: National Association for the Advancement of Colored People (NAACP); Southern Christian Leadership Conference (SCLC); Congress of Racial Equality (CORE); Student Non-Violent Coordinating Committee (SNCC); the American Indian Movement (AIM); Events: March on Washington (1963); Medgar Evers and University of Mississippi desegregation (1962); Civil Rights protests in Birmingham and Selma, Alabama (1963 and 1965) SE/TE: Early Demands for Equality 916-924; The Movement Gains Ground 925-935; New Success and Challenges 936-945; Kennedy s New Frontier 959-964; Johnson s Great Society 965-966; The Counterculture 1018-1021; The Women s Rights Movement 1022-1027; The Rights Revolution Expands 1028-1033; The Environmental Movement 1034-1037; The Ford and Carter Years 1055-1062 21
TR: Tests A and B, 22-27, 27-32, 28-33; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 123-125, 126-128, 134-137, 138-140; Color Guide 222-227, 228-234, 246-253, 256-257 USH.7.2 Read Reverend Martin Luther King, Jr. s I Have a Dream speech (1963) and Letter from Birmingham Jail (1963) and summarize the main ideas in each. (Government, Economics) SE/TE: I Have a Dream speech (1963) 930-931, in-text Primary Source 933; Letter from Birmingham Jail (1963) 929, 1188-1189 TR: Tests A and B, 27-32; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 124; Color Guide 226-227 USH.7.3 Identify and describe federal programs, policies and legal rulings designed to improve the lives of Americans during the 1960s. (Government, Economics) Example: War on Poverty, the Great Society, Volunteers In Service to America (VISTA), Civil Rights Act of 1964, Voting Act of 1965, school desegregation, Heart of Atlanta Motel v. United States (1964) and Miranda v. Arizona (1966) SE/TE: Early Demands for Equality 916-924; The Movement Gains Ground 925-935; New Success and Challenges 936-945; Kennedy s New Frontier 959-964; Johnson s Great Society 965-966; The Counterculture 1018-1021; The Women s Rights Movement 1022-1027; The Rights Revolution Expands 1028-1033; The Environmental Movement 1034-1037; The Ford and Carter Years 1055-1062; Heart of Atlanta Motel v. United States (1964) 1163, 1166; Miranda v. Arizona (1966) 972, 973, 1163, 1167 22
TR: Tests A and B, 22-27, 27-32, 28-33; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 123-125, 126-128, 134-137, 138-140; Color Guide 222-227, 228-234, 246-253, 256-257 USH.7.4 Identify the problems confronting women, immigrants and Native American Indians during this period of economic and social change and describe the solutions to these problems. (Government; Economics; Individuals, Society and Culture) Example: Discrimination in education and the work place, Cesar Chavez formation of the United Farm Workers, Roe v. Wade (1973), affirmative action, Self-Determination and Educational Assistance Act (1975), Equal Opportunity Acts (beginning in 1963), and Immigration Reform Act of 1965 SE/TE: The Counterculture 1018-1021; The Women s Rights Movement 1022-1027; The Rights Revolution Expands 1028-1033; The Environmental Movement 1034-1037; The Ford and Carter Years 1055-1062; Cesar Chavez 713, 913, 1029-1030, 1191; Roe v. Wade (1973) 1026, 1083, 1163, 1169; affirmative action, Self-Determination and Educational Assistance Act (1975), 1048-1049, 1062, 1129; Equal Opportunity Acts (beginning in 1963), 961, 1023, 1025, 1029-1030, 1031-1032; Immigration Reform Act of 1965 971 USH.7.5 Identify and describe United States foreign policy issues during the 1960s and 1970s. (Government, Geography) Example: Vietnam War, Pentagon Papers (New York Times v. United States, 1971), U.S. relationship with newly independent African nations, Middle Eastern relations and relations with China TR: Tests A and B, 28-33; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 134-137; Color Guide 246-253, 256-257 SE/TE: Kennedy and the Cold War 952-958; Origins of the Vietnam War 980-984; US Involvement Grows 985-991; The War Divides America 992-999; The War s End and Impact 1000-1007; Nixon and the Cold War 1008-1011; Foreign Policy Troubles 1063-1067 23
TR: Tests A and B, 22-27, 27-31, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 126, 129-132, 140; Color Transparencies; Reading and Note Taking Study Guide 228-229, 235-245, 258-259 USH.7.6 Explain and analyze changing relations between the United States and the Soviet Union from 1960 to 1980 as demonstrated by the Cuban Missile Crisis, the crisis in Berlin, the U-2 incident, the space race and the SALT agreements. (Government, Geography) SE/TE: Kennedy and the Cold War 952-958; Nixon and the Cold War 1008-1011; Foreign Policy Troubles 1063-1067; The End of the Cold War 1093-1097 TR: Tests A and B, 22-27, 25-30, 27-31; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 126, 133, 140, 143; Color Transparencies; Reading and Note Taking Study Guide 228-229, 244-245, 258-259, 264-265 USH.7.7 Describe United States involvement in Vietnam and reactions by Americans to this involvement. SE/TE: Origins of the Vietnam War 980-984; US Involvement Grows 985-991; The War Divides America 992-999; The War s End and Impact 1000-1007; Nixon and the Cold War 1008-1011 TR: Tests A and B, 27-31; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 129-132; Color Guide 235-245 24
USH.7.8 Identify causes and the effects of Richard Nixon s decision to resign the Presidency and explain the constitutional significance of the Watergate Scandal and the United States Supreme Court case United States v. Nixon. (Government) SE/TE: Nixon and the Watergate Scandal 1046-1054; The Ford and Carter Years 1055-1062; United States v. Nixon (1974) 1052, 1054, 1163, 1170 Standard 8 - The Contemporary United States: 1980 to the Present TR: Tests A and B, 22-27; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 138-139; Color Guide 254-257 Students will examine the political, economic, social and cultural development of the United States during the period from 1980 to the present. USH.8.1 Describe United States domestic issues and identify trends that occur from 1980 to the present. Example: Air traffic controllers strike (1981), Equal Access Act (1984), Gramm- Rudman-Hollings Act (1985), Iran-Contra Scandal (1986), impeachment of President William Jefferson Clinton (1998 1999), presidential election of 2000, and the attacks of and reaction to September 11, 2001 SE/TE: The Conservative Movement Grows 1076-1080; The Reagan Revolution 1081-1086; The End of the Cold War 1087-1092; Foreign Policy After the Cold War 1093-1097; The Computer and Technology Revolutions 1104-1108; The Clinton Presidency 1109-1113; Global Politics and Economics 1114-1118; The George W. Bush Presidency 1119-1126; Americans Look to the Future 1127-1131; see also American Issues Connector: Education and the American Society 1130 TR: Tests A and B, 25-30, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 141-144, 145-149; Color Transparencies; Reading and Note Taking Study Guide 260-269, 269-278 25
USH.8.2 Identify and describe important United States foreign policy issues, the people involved and the impact on the country. (Government, Geography, Economics) Example: Hostage crises in the Middle East; the end of the Cold War and Ronald Reagan; the Gulf War and George H.W. Bush; the armed conflicts in Afghanistan and Iraq and George W. Bush, Saddam Hussein and Osama bin Laden; and nuclear and biological proliferation throughout the world SE/TE: The End of the Cold War 1087-1092; Foreign Policy After the Cold War 1093-1097; The Computer and Technology Revolutions 1104-1108; Global Politics and Economics 1114-1118; The George W. Bush Presidency 1119-1126; Americans Look to the Future 1127-1131 TR: Tests A and B, 25-30, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 141-144, 145-149; Color Transparencies; Reading and Note Taking Study Guide 260-269, 269-278 USH.8.3 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Westside Community School District v. Mergens (1990), Reno v. American Civil Liberties Union (1997), Mitchell v. Helms (2000) and Bush v. Gore (2000). SE/TE: Westside Community School District v. Mergens (1990), 1171; Reno v. American Civil Liberties Union (1997), 1164, 1168; Mitchell v. Helms (2000) 1164, 1167; Bush v. Gore (2000), 1124, 1164 TR: Tests A and B, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 148; Color Guide 275-276; Teaching Resources History Comic Bush v. Gore 23 26
USH.8.4 Describe developing trends in science and technology and explain how they impact the lives of Americans today. Example: NASA and space programs; identification of human, animal and plant DNA; Internet I and II and the Worldwide Web; global climate change; and U.S. energy policy SE/TE: The Computer and Technology Revolutions 1104-1108; Global Politics and Economics 1114-1118; Americans Look to the Future 1127-1131 TR: Tests A and B, 25-30, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 141-144, 145-149; Color Transparencies; Reading and Note Taking Study Guide 260-269, 269-278 USH.8.5 Describe social, economic and political issues and how they impact individuals and organizations. (Government; Economics; Geography; Individuals, Society and Culture) Example: Immigration, affirmative action and the rights of minorities and women, Social Security and changing demographics, wage earnings and income disparity, and government entitlements such as food stamps and Medicare SE/TE: The Conservative Movement Grows 1076-1080; The Reagan Revolution 1081-1086; The Clinton Presidency 1109-1113; Global Politics and Economics 1114-1118; Americans Look to the Future 1127-1131 TR: Tests A and B, 25-30, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 141-144, 145-149; Color Transparencies; Reading and Note Taking Study Guide 260-269, 269-278 27
USH.8.6 Analyze the impact of globalization on U.S. economic, political and foreign policy. (Government, Economics, Geography) Example: Integration of financial markets, terrorism and dependence on foreign oil SE/TE: The Conservative Movement Grows 1076-1080; The Reagan Revolution 1081-1086; The End of the Cold War 1087-1092; Foreign Policy After the Cold War 1093-1097; The Computer and Technology Revolutions 1104-1108; The Clinton Presidency 1109-1113; Global Politics and Economics 1114-1118; The George W. Bush Presidency 1119-1126; Americans Look to the Future 1127-1131 TR: Tests A and B, 25-30, 30-35; AYP Monitoring Assessments Benchmark Test 4; Progress Monitoring Transparencies 141-144, 145-149; Color Transparencies; Reading and Note Taking Study Guide 260-269, 269-278 Standard 9 - Historical Thinking Students will conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining its accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation. USH.9.1 Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change. Example: Using maps, databases and graphic organizers, such as flow charts, concept webs and Venn diagrams, identify and describe patterns of change regarding the relationship of the United States and Soviet Union leading up to and during the Cold War. SE/TE: See American Issues Connector: 27, 154, 239, 268, 330, 408, 450, 477, 501, 526, 563, 590, 622, 674, 753, 872, 939, 967, 1006, 1038, 1130; See timelines 28, 60, 90, 128, 158, 220, 260, 292, 316, 354, 396, 428, 456, 486, 514, 540, 580, 612, 652, 696, 726, 764, 796, 764, 796, 840, 876, 908, 946, 974, 1012, 1040, 1068, 108, 1132; See infographics 7, 17, 25, 38, 46, 58, 68, 74, 111, 144, 196, 200, 252, 270, 281, 288, 314, 332, 363, 374, 414, 454, 482, 502, 506, 524, 534, 550, 570, 594, 600, 610, 624, 631. 640, 663, 676, 683, 704, 711, 723, 734, 754, 774, 806, 830, 851, 862, 870, 884, 890, 899, 922, 927, 942, 962, 968, 988, 1004, 1020, 1030, 1060, 1066, 1084, 1107, 1116; see document-based assessment 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, 459, 489, 517, 543, 583, 615, 655, 28
(Continued) USH.9.1 Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change. Example: Using maps, databases and graphic organizers, such as flow charts, concept webs and Venn diagrams, identify and describe patterns of change regarding the relationship of the United States and Soviet Union leading up to and during the Cold War. (Continued) 699, 729, 767, 799, 843, 879, 911, 949, 977, 1015, 1071, 1101, 1135; see focus on geography 82, 138, 230, 302, 325, 335, 351, 382, 439, 606, 634, 714, 804, 1059; see charts and graphs 8, 14, 28, 60, 68, 75, 83, 90, 99, 128, 138, 140, 146, 155, 158, 161, 194, 208, 219, 220, 222, 237, 244, 251, 256, 260, 287, 292, 294, 295, 303, 314, 316, 319, 327, 240, 254, 256, 261, 269, 275, 386, 394, 396, 397, 409, 414, 416, 424, 425, 427, 428, 442, 444, 445, 449, 452, 456, 465, 470, 475, 483, 486, 489, 494, 514, 517, 521, 538, 540, 541, 553, 577, 578, 580, 583, 588, 595, 597, 607, 612, 613, 614, 619, 622, 629, 631, 639, 641, 646, 652, 661, 664, 665, 669, 672, 683, 686, 689, 696, 704, 705, 708, 710, 711, 714, 722, 726, 728, 733, 734, 741, 743, 744, 745, 751, 753,757, 764, 766, 773, 785, 792, 796, 798, 799, 806, 813, 825, 838, 840, 843, 850, 859, 861, 862, 876, 878, 883, 884, 886, 889, 906, 908, 911, 924, 938, 942, 944, 946, 953, 956, 966, 974, 976, 977, 993, 997, 998, 1001, 1012, 1014, 1020, 1026, 1029, 1031, 1037, 1040, 1042, 1047, 1049, 1051, 1053, 1057, 1058, 1059, 1068, 1077, 1080, 1082, 1088, 1096, 1098, 1100, 1101, 1106, 1107, 1111, 1112, 1116, 1120, 1126, 1128, 1129, 1130, 1132 TR: Tests A and B; AYP Monitoring Assessments Benchmark Tests 1-4; Progress Monitoring Transparencies; Color Transparencies; Reading and Note Taking Study Guide 29