Prentice Hall The American Journey, Teaching and Learning Classroom Edition 2007 Grades 9-12 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12
UNITED STATES HISTORY 1850 to the Present High School The focus of the course in United States History for Grades 9-12 is the immediate pre-civil War era to the present (1850-present). However, for the high school end-of-instruction examination over United States History, the time frame is 1850-1975, or from approximately the Compromise of 1850 through the withdrawal of United States military and diplomatic personnel from Vietnam. In United States History, the student will describe and analyze the causes, events, and effects of the Civil War and Reconstruction era; examine the impact of immigration and the Westward Movement on American society; and evaluate the economic effects of the Industrial Revolution and the changing role of the United States in world affairs at the turn of the twentieth century. He or she will also describe the social, cultural, and economic events between the World Wars; investigate and analyze the Great Depression, and the causes, events and effects of World War II; and assess the foreign and domestic policies of the United States since World War II. The student will continue to strengthen, expand, and put to use the full range of process and research skills in social studies. Standard 1: The student will demonstrate process skills in social studies. 1. Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, photographs, documents, newspapers, media, and computer-based technologies). SE: 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, 943 1
2. Recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture and ethnicity. SE: 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; African Americans, 76 78, 169, 183, 269 271, 461, 463 470, 473, 484, 496 504, 505 507, 532 535, 579, 581, 619, 623, 630, 675, 676, 686, 702 704, 726, 731, 740, 742 743, 768 770, 791 792, 817, 857 858, 921, 929 930; Asian immigrants, 900; Japanese Americans, internment of, WWII, 771 73; Chinese Americans, 528, 532, 581, 900; Mexican immigrants, 900; Native Americans, 3 9, 11, 15 23, 33 34, 61 67, 72, 112 114, 125 127, 160, 184, 225, 242, 243, 275 276, 365 369, 437 439, 547 553, 581, 616, 743, 768, 770, 817, 858 859, 930; Hispanic Americans, 704, 731, 744, 858, 921 3. Distinguish between fact and opinion in examining documentary sources. SE: 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, 943 2
4. Construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections). SE: For related information see: 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 5. Explain the relationships between geography and the historical development of the United States by using maps, graphs, charts, visual images, and computer-based technologies. SE: Maps, 6, 10, 19, 34, 37, 50, 66, 73, 81, 91, 107, 113, 116, 126, 139, 151, 153, 164, 168, 231, 258, 259, 269, 288, 298, 302, 326, 328, 329, 360, 368, 372, 379, 392, 410, 427, 428, 434, 436, 438, 445, 468, 486, 487, 526, 536, 550, 580, 598, 621, 630, 646, 650, 656, 673, 680, 703, 739, 746, 760, 764, 776, 779, 795, 801, 824, 826, 849, 862, 883, 898, 917, 934; 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 3
6. Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural, ethnic, and religious groups), and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled. 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 942. See also: 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 Standard 2: The student will analyze causes, key events, and effects of the Civil War era. 1. Examine the economic and philosophical SE: Daniel Webster, 285, 286, 288, 391; John C. differences between the North and South, as Calhoun, 247, 253, 254, 259, 267, 277, 289 exemplified by such persons as Daniel Webster and John C. Calhoun. 2. Trace the events leading to secession and war (e.g., the Compromise of 1850, the Kansas- Nebraska Act, and the Dred Scott case). SE: The Politics of Sectionalism, 384 386; Slavery in the Territories, 387 393; Political Realignment, 394 402; The Road to Disunion, 403 413; Conclusion, Summary and Review Questions, 414 416 4
3. Identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison). SE: Abraham Lincoln, 401 402, 403, 410 412, 421, 449, 465; Ulysses S. Grant, 437, 444; Jefferson Davis, 389, 409, 424, 431, 442; Robert E. Lee, 406, 429, 444; Frederick Douglass, 350, 393, 405, 414, 43; William Lloyd Garrison, 284, 344, 345, 406 4. Interpret the importance of critical developments in the war, such as major battles (e.g., Fort Sumter, Gettysburg, and Vicksburg), the Emancipation Proclamation, and Lee's surrender at Appomattox. SE: Battle Cries and Freedom Songs: The Civil War, 418 420; Mobilization, North and South, 421 425; The Early War, 426 428; Turning Points, 429 438; The War Transforms the North, 439 449; The Confederacy Disintegrates, 441 443; The Union Prevails, 444 451; Conclusion, Summary and Review Questions, 452 455 5
5. Relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the Constitution. SE: 13th Amendment, 447, 474; 14th Amendment, 466, 499, 903; 15th Amendment, 468, 471, 501; Constitutional Amendments and Federal Legislation of the Reconstruction Era, 474 6. Evaluate the continuing impact of Reconstruction policies on the South, including southern reaction (e.g., sharecropping, Black Codes, Ku Klux Klan, Plessy v. Ferguson, and Jim Crow laws). SE: Reconstruction, 458 460; White Southerners and the Ghosts of the Confederacy, 461; More than Freedom, 462 464; Federal Reconstruction, 465 469; Counter-Reconstruction, 470 471; Redemption, 472 474; The Failed Promise of Reconstruction, 475 476; Conclusion, Summary and Review Questions, 475 479 6
Standard 3: The student will analyze the impact of immigration and the Westward Movement on American society. 1. Detail the contributions of various immigrant, cultural, and ethnic groups (e.g., Irish, Chinese, Italians, and Germans). SE: New Immigrants, 525 534; Conclusion, Summary and Review Questions, 540 542; Working the Earth: Homesteaders and Agricultural Expansion, 562 568; Conclusion, Summary and Review Questions, 569 571 2. Examine ethnic conflict and discrimination. SE: Nativism, 531; Subjugating Native Americans, 547 554 3. Investigate changes in the domestic policies of the United States relating to immigration. SE: New Immigrants, 525 534; Conclusion, Summary and Review Questions, 540 542 7
4. Compare and contrast the attitudes toward Native American groups as exhibited by federal Indian policy (e.g., establishment of reservations, assimilation, and the Dawes Act) and actions of the United States Army, missionaries, and settlers. SE: Subjugating Native Americans, 547 554; Conclusion, Summary and Review Questions, 569 571 Standard 4: The student will examine the effects of the Industrial Revolution on the economy of the United States. 1. Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication. SE: New Industry, 513 524; Conclusion, Summary and Review Questions, 540 542 2. Evaluate the significance of immigration on the labor supply and the movement to organize workers. SE: New Immigrants, 525 534; New Cities, 535 539; Conclusion, Summary and Review Questions, 540 542 8
3. Describe the effects of the "muckrakers" and SE: The Progressive Era, 602 605; The Ferment of reform movements (e.g., women's suffrage and Reform, 606 612; Reforming Society, 613 619; temperance) that resulted in government policies Reforming Politics and Government, 620 623; affecting child labor, wages, working conditions, Theodore Roosevelt and the Progressive trade, monopolies, taxation and the money supply. Presidency, 624 627; Conclusion, Summary and Review Questions, 631 635; Culture Wars, 709 712 4. Assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy. SE: New Industry, 513 524; New Immigrants, 525 534; New Cities, 535 539; Conclusion, Summary and Review Questions, 540 542 9
5. Evaluate the rise of the Progressive Movement in relation to political changes at the national and state levels (e.g., workers' compensation, the direct primary, initiative petition, referendum, and recall). SE: The Progressive Era, 602 605; The Ferment of Reform, 606 612; Reforming Society, 613 619; Reforming Politics and Government, 620 623; Theodore Roosevelt and the Progressive Presidency, 624 627; Woodrow Wilson and Progressive Reform, 628 630; Conclusion, Summary and Review Questions, 631 635 6. Examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment of the Federal Reserve System addressed the problems SE: The Crisis of the 1890s, 590 597; Federal Reserve Act (1913), 614, 629 630; Federal Reserve Board, 629 30, 699 701; Federal response to depression, 593 595 Standard 5. The student will analyze the changing role of the United States in world affairs at the turn of the twentieth century. 1. Identify the goals of imperialism, explaining its impact on developed and developing nations. SE: The Roots of Imperialism, 639 642; First Steps, 645 646; The Spanish-American War, 647 651; Imperial Ambitions: The United States and East Asia, 652 654; Imperial Power: The United States and Latin America, 655 659; Conclusion, Summary and Review Questions, 661 663 10
2. Identify the role of the Spanish-American War in the development of the United States as a world power. SE: The Spanish-American War, 647 651; Conclusion, Summary and Review Questions, 661 663 3. Evaluate the role of United States foreign policy and presidential leadership in the construction of a canal in Panama. SE: The Panama Canal, 658; Conclusion, Summary and Review Questions, 661 663 4. Describe the strengths and weaknesses of Theodore Roosevelt's "Big Stick Diplomacy." SE: Imperial Power: The United States and Latin America, 655 659; Conclusion, Summary and Review Questions, 661 663 11
5. Analyze the causes and effects of United States involvement in World War I. SE: America and the Great War, 664 666; Waging Neutrality, 667 672; Waging War in America, 673 677; Waging War and Peace Abroad, 678 683; Conclusion, Summary and Review Questions, 689 691 6. Examine the rationale for the failure of the United States to join the League of Nations and the nation's return to isolationism. SE: Waging Peace at Home, 684 688; Conclusion, Summary and Review Questions, 689 691 12
Standard 6: The student will describe the social, cultural, economic, and technological ideas and events in the United States in the era between the World Wars. 1. Evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance, the Jazz Age, and "talkies." SE: Mass Culture and the Jazz Age, 705 708; Conclusion, Summary and Review Questions, 715 719 2. Investigate the long-term effects of reform movements, such as women's suffrage and prohibition (e.g., the 18th, 19th, and 21st Amendments to the Constitution). SE: Culture Wars, 709 712; Prohibition, 618, 708, 711 712; 19th Amendment, 621; Conclusion, Summary and Review Questions, 715 719 3. Analyze the impact of the automobile, and urban and rural electrification on society. SE: The Economy that Roared, 696 698; Cities and Suburbs, 702 705; Conclusion, Summary and Review Questions, 715 719 13
4. Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riot and the sit-down strikes). SE: The Economy That Roared, 696 698; Culture Wars, 709 712; Conclusion, Summary and Review Questions, 715 719 5. Examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers. SE: The Economy That Roared, 696 698; The Business of Government, 699 702; Culture Wars, 709 712; Conclusion, Summary and Review Questions, 715 719 6. Identify causes contributing to an unstable economy (e.g., the increased reliance on installment buying, a greater willingness to speculate and buy on margin in the stock market, and government reluctance to interfere in the economy). SE: A New Era in the World? 713 714; Herbert Hoover and the Triumph of the New Era, 715; Conclusion, Summary and Review Questions, 715 719; Hard Times in Hooverville, 726 731 14
Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression. 1. Examine changes in business cycles, SE: The Business of Government, 699 701; A New weaknesses in key sectors of the economy, and Era in the World? 713 714; Crash! 726 727; The government economic policies in the late 1920s. Depression Spreads, 728 2. Analyze the effects of the Stock Market Crash. SE: Crash! 726 727; Conclusion, Summary, and Review Questions, 750 752 3. Evaluate the impact of the Great Depression, SE: Hard Times in Hooverville, 726 731; Herbert the Dust Bowl, and the New Deal economic policies Hoover and the Depression, 732 733; Launching on business and agriculture, and on the American the New Deal, 734 737; Consolidating the New people, their culture and political behavior. Deal, 738 740; The New Deal and American Life, 740 746; Ebbing the New Deal, 747 748; Conclusion, Summary, and Review Questions, 750 752 15
4. Identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie). SE: Eleanor and Franklin Roosevelt, 738 740; Charles Lindbergh, 707; The New Deal and American Life, 740 746; Conclusion, Summary, and Review Questions, 750 752 5. Assess the impact of the expanded role of government in the economy since the 1930s. SE: Launching the New Deal, 734 737; Consolidating the New Deal, 738 740; The New Deal and American Life, 740 746; Ebbing the New Deal, 747 748; Conclusion, Summary, and Review Questions, 750 752; Globalization of, 925 927; High-Tech Sector, 924 925; Inflation, 1960s, 864 865; Policy After WWII, 790; Prosperity, 1950-1964, 816 817; Prosperity, 1980s, 888 889; Prosperity, 1990s, 923 16
Standard 8: The student will analyze the major causes, events, and effects of United States involvement in World War II. 1. Relate the rise of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan to the rise of communism, Nazism, and fascism in the 1930s and 1940s, and the response of the United States. SE: Good Neighbors and Hostile Forces, 748 750; World War II, 754 756; The Dilemmas of Neutrality, 757 763; Conclusion, Summary, and Review Questions, 783 785 2. Investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak of war. SE: World War II, 754 756; The Dilemmas of Neutrality, 757 763; Holding the Line, 763 765; Conclusion, Summary, and Review Questions, 783 785 3. Evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States). SE: Mobilizing for Victory, 766 774; Conclusion, Summary, and Review Questions, 783 785 17
4. Detail major battles, military turning points, and key strategic decisions in both European and Pacific theaters. SE: World War II, 754 756; The Dilemmas of Neutrality, 757 763; Holding the Line, 763 765; Mobilizing for Victory, 766 774; War and Peace, 774 782; Conclusion, Summary, and Review Questions, 783 785 5. Analyze public and political reactions in the United States to the events of the Holocaust. SE: The Holocaust, 778; Conclusion, Summary, and Review Questions, 783 785 Standard 9: The student will assess the successes and shortcomings of United States foreign policy since World War II. 1. Identify the origins of the Cold War, and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin and Cuba. SE: Confronting the Soviet Union, 795 799; Conclusion, Summary, and Review Questions, 809 811 18
2. Examine the proliferation of nuclear weapons and the arms race. SE: Soviet Reactions, 798; American Rearmament, 798; The Nuclear Shadow, 799 3. Describe the role of the United States in the formation of the United Nations, NATO, and other alliances. SE: Confronting the Soviet Union, 795 798; Cold War and Hot War, 799 803; Conclusion, Summary, and Review Questions, 809 811; United Nations, 796, 802 804; NATO, 798 799 4. Evaluate the role of the United States in attempts at the containment of communism in Europe, Asia, and Latin America, including the Truman Doctrine and the involvement of the United Nations in Korea. SE: Confronting the Soviet Union, 795 798; Cold War and Hot War, 799 803; Conclusion, Summary, and Review Questions, 809 811 19
5. Describe the fear of communist influence within the United States, including the McCarthy hearings. SE: The Second Red Scare, 804 808; Conclusion, Summary, and Review Questions, 809 811 6. Evaluate the causes and long term foreign and domestic consequences of United States military commitments in southeast Asia, especially Vietnam. SE: The Cold War in Asia, 799; War in Korea, 800; Vietnam War, 829, 847, 848 852, 860, 862 863 7. Examine the strategic and economic factors in the development of Middle East policy, and relations with African nations, such as South Africa. SE: Middle East, 892 893, 937 839; Building a Cooperative World, 871; Policing the World, 917 20
8. Assess the reasons for the collapse of communism in eastern Europe and the Soviet Union, and relate the end of the Cold War to new challenges to the United States leadership role in the world. SE: The Second Cold War, 891 897; Conclusion, Summary, and Review Questions, 908 911 Standard 10: The student will analyze the economic, social, and political transformation of the United States since World War II. 1. Describe de jure and de facto segregation policies, attempts at desegregation and integration, and the impact of the Civil Rights Movement on society (e.g., Brown v. Board of Education of Topeka, Kansas). SE: Civil Rights Movement, 466, 474, 830 834, 836 838, 854 2. Evaluate the success of the women's liberation movement and the changing roles of women in society. SE: Women s Rights, 348 350, 610 611, 614 615, 616, 620 621, 854, 928 21
3. Examine the technology revolution and its impact on communication, transportation, and industry. SE: Personal Computer, 924; National System of Interstate Highways, 817 818; Internet, 923 4. Assess the impact of violent crime, and illegal drug use and trafficking. SE: The Dangers of Everyday Life, 919 920; Crime and the War on Drugs, 920 921 5. Explain the effects of increased immigration, the influx of political refugees, and the increasing number of undocumented aliens on society and the economy. SE: Immigration, 808, 899 902, 928, 930 931 22
6. Identify the contributions of political leaders, political activists, and civil rights leaders, and the major issues and trends in national elections (e.g., differences between the two major political parties, and the rise of third party candidates). SE: Elections, 793 795, 822, 822, 826, 838 839, 860 861, 861 862, 915 917, 919, 932 933, 939; Civil Rights Movement, 466, 474, 830 834, 836 838, 854 7. Examine the postwar rise in the standard of living, the oil embargo and the inflation of the 1970s, and the federal budget deficit problems of the 1980s and early 1990s. SE: Launching the Great Boom, 789 792; A Decade of Affluence, 815 821; War on Poverty, 835; Oil, OPEC, and Stagflation, 864; Jimmy Carter: Idealism and Frustration in the White House, 869 872; Reagan s Domestic Revolution, 882 890; Growth in the Sunbelt, 898 902; A New Economy? 922 926 8. Evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton impeachment) on federal law, national policies, and political behavior. SE: Watergate, 846, 866 67; Iran-Contra Affair, 893; Impeachment of Bill Clinton, 921, 923 23
9. Analyze how the principles and structures of the United States Constitution have changed through amendment and judicial interpretation (e.g., the 22nd and 25th Amendments, and Gideon v. Wainwright and Miranda v. Arizona). SE: Bill of Rights, 218 219; 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; Supreme Court Decisions: Abington Township v. Schempp (1963), 820; Baker v. Carr (1962), 859; Brown v. Board of Education of Topeka (1954), 814, 830; 327; 254; Engel v. Vitale (1962), 820; Korematsu v. United States (1944), 771; Planned Parenthood v. Casey (1992), 903; Roe v. Wade (1973), 595; Romer v. Evans (1996), 908; Smith v. Allwright (1944), 831; Swann v. Charlotte-Mecklenburg Board of Education (1971), 859 60; United States v. E.C. Knight Company, 596; University of California v. Bakke (1978), 931; Zelman v. Simmons-Harris (2002), 934 10. Compare and contrast conservative and liberal economic strategies, including the positions of political parties and interest groups on major issues in the post-world War II era. SE: Launching the Great Boom, 789 792; A Decade of Affluence, 815 821; War on Poverty, 835; Oil, OPEC, and Stagflation, 864; Jimmy Carter: Idealism and Frustration in the White House, 869 872; Reagan s Domestic Revolution, 882 890; Growth in the Sunbelt, 898 902; A New Economy? 922 926 24