Prentice Hall Grades 9-12 African-American History 2006 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 SE/TE: Generalizing from Multiple Sources, 63; secondary sources (e.g., artifacts, diaries, letters, Determining Relevance, 247; Analyzing Political photographs, documents, newspapers, media, and Speeches, 339; Reading Biographies and computer-based technologies). Autobiographies, 383; Analyzing Political Cartoons for Point of View, 449; Evaluating Advertisements, 533; Examining Photographs, 619; Primary Sources, 16, 32, 52, 67, 93, 107, 121, 137, 157, 173, 195, 232, 251, 270, 279, 302, 309, 318, 342, 370, 387, 396, 423, 442, 453, 472, 495, 518, 537, 546, 587, 598, 623, 646, 667, 703, 718, 739, 772, 789, 800, 810, 841, 848, 881, 890, 919 2. Recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture and ethnicity. SE/TE: Analyzing Political Cartoons for Point of View, 449. See also: Family, 24 25, 88 90, 131, 229 236, 391 392, 484 486, 581 582, 826 827; Education, 158 159, 238 240, 244, 402 404, 502, 503, 525, 545, 588 560, 639 641, 741 753, 763 764, 806, 822 824, 827 828, 870 871, 889 891, 899, 900, 901, 913; Religion, 11, 19, 26 27, 90 91, 156 158, 237 238, 258 260, 400 401, 505 510, 684 685, 695 698, 794 799, 902, 904 907; Economy, 431 433, 443, 630 644, 835 836, 845 846, 864 864, 885 892, 912 914; Government, 10 23, 115 118, 149 151 1
3. Distinguish between fact and opinion in examining documentary sources. SE/TE: Distinguish Fact from Opinion, 663. See also: Determining Relevance, 247; Analyzing Political Speeches, 339; Analyzing Political Cartoons for Point of View, 449; Evaluating Advertisements, 533 4. Construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections). SE/TE: For related information see: Analyzing Timelines, 29; Timelines, 30 31, 64 65, 104 105, 134 135, 170 171, 210 211, 248 249, 276 277, 306 307, 340 341, 384 385, 420 421, 450 451, 492 493, 534 535, 584 585, 620 621, 664 665, 700 701, 736 737, 786 787, 838 839, 878 879, 915 916 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/TE: Interpreting and Economic Activity Map, 103; Building Flowcharts, 133; Using Population Density Maps, 169; Using Maps to Show Change Over Time, 419; Maps, 8, 11, 15, 18, 23, 40, 41, 44, 83, 112, 124, 129, 134, 142, 166, 168, 183, 185, 187, 194, 218, 261, 265, 285, 298, 315, 326, 337, 361, 363, 399, 403, 416, 446, 448, 483, 512, 568, 577, 581, 784; Map and Data Explorations, 8, 40, 83, 112, 168, 187, 218, 261, 298, 315, 361, 416, 462, 500, 581, 603, 631 2
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/TE: Summarizing from Multiple Sources, 209; Determining Relevance, 247; Reading Biographies and Autobiographies, 383; Using the Internet for Research, 915; Chapter Review and Assessment: Writing Activity, 33, 67, 107, 137, 173, 213, 251, 279, 309, 343, 387, 423, 453, 495, 537, 587, 623, 667, 703, 739, 789, 841, 881, 919 Standard 2: The student will analyze causes, key events, and effects of the Civil War era. 1. Examine the economic and philosophical differences between the North and South, as 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/TE: Daniel Webster, 258; John C. Calhoun, 316. For related information see: Life in the Cotton Kingdom, 179 214; Opposition to Slavery, 253 280; Let Your Motto Be Resistance, 281 310; The United States Disunites Over Slavery, 311 345 SE/TE: The United States Disunites Over Slavery, 311 312; The Lure of the West, 313 315; Fugitive Slaves, 316 322; The Deepening Crisis Over Slavery, 323 330; Abraham Lincoln and Black People, 331 335; The Election of Abraham Lincoln, 336 33; Chapter Review and Assessment, 342 343; Speaking Out Against Slavery, 344 345 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/TE: Abraham Lincoln, 331 335, 336 342, 354 357, 360 361, 374 375; Ulysses S. Grant, 354, 365; Jefferson Davis, ; 377, 380, 383; Robert E. Lee, 336, 360, 365, 380, 386; Frederick Douglass, 357 361, 367 368, 374; William Lloyd Garrison, 360. For a general overview of African Americans in the Civil War see pages 349 388. 3
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. 5. Relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the Constitution. 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/TE: African Americans in the Civil War, 349 350; The Civil War Begins, 351 353; Lincoln Emancipation, 354 357; Liberation, 358 362; Black Men Fight for the Union, 362 371; The Confederate Reaction to Black Soldiers, 372 375; Opposition to Black People, 376 382; Chapter Review and Assessment, 386 387 SE/TE: 13th Amendment, 409; 14th Amendment, 414 415, 472, 641, 659, 828, 853; 15th Amendment, 440, 467 SE/TE: The Promise of Reconstruction, 389 423; The Failure of Reconstruction, 424 455. For specific details see: Sharecropping, 398 399, 485 486; Black Codes, 409 410; Ku Klux Klan, 436 438, 440 442, 445, 574, 559; Plessy v. Ferguson, 471 473; Jim Crow Laws, 471 472, 516, 521. 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/TE: For related information see Migration pages 481 487 and especially the Exodusters on pages 482 484. 2. Examine ethnic conflict and discrimination. SE/TE: For related information see Nativism pages 325 326, Politics pages 461 466, Disfranchisement pages 467 469, Segregation pages 470 475, and Violence pages 476 480. 4
3. Investigate changes in the domestic policies of the United States relating to immigration. SE/TE: For related information see Nativism pages 325 326, Politics pages 461 466, Disfranchisement pages 467 469, Segregation pages 470 475, and Violence pages 476 480. 4. Compare and contrast the attitudes toward SE/TE: Prentice Hall African-American History Native American groups as exhibited by federal brings the history of the African-American Indian policy (e.g., establishment of reservations, experience to life in a well-told story that gives assimilation, and the Dawes Act) and actions of students an appreciation of the central place of the United States Army, missionaries, and settlers. black people and black culture in this country. For related information see the state and federal policy regarding African-Americans. See pages 461 466, 467 469, 470 475, 476 480, and 488 490. 1. Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication. Standard 4: The student will examine the effects of the Industrial Revolution on the economy of the United States. SE/TE: For related information see Race and Social Change pages 541 546, New Black Organizations pages 550 560 and The Great Migration pages 575 582. 2. Evaluate the significance of immigration on the labor supply and the movement to organize workers. SE/TE: For related information see: The Great Migration, 575 582; Black Organizations in the 1920s, 594 601; Uniting Black Workers, 602 605 5
3. Describe the effects of the "muckrakers" and SE/TE: Educating African Americans, 499 504; reform movements (e.g., women's suffrage and Church and Religion, 505 507; Race and Social temperance) that resulted in government policies Change, 541 549 affecting child labor, wages, working conditions, trade, monopolies, taxation and the money supply. 4. Assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy. 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). 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/TE: For related information see: The Great Migration, 575 582; Black Organizations in the 1920s, 594 601; Uniting Black Workers, 602 605 SE/TE: The Progressive Movement, 541; Race and Social Change, 541 549 SE/TE: Panic of 1873, 443. See also Business and the Professions pages 521 527. 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/TE: For related information see Black Troops pages 511 520. 6
2. Identify the role of the Spanish-American War in the development of the United States as a world power. 3. Evaluate the role of United States foreign policy and presidential leadership in the construction of a canal in Panama. 4. Describe the strengths and weaknesses of Theodore Roosevelt's "Big Stick Diplomacy." SE/TE: Spanish-American War, 516 519 SE/TE: For related information see Black Troops pages 511 520. SE/TE: For related information see Black Troops pages 511 520. 5. Analyze the causes and effects of United States SE/TE: World War I, 562 566, 600 601 involvement in World War I. 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/TE: League of Nations, 597 598, 600 601 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. 7
1. Evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance, the Jazz Age, and "talkies." 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/TE: The Harlem Renaissance, 606 615 SE/TE: 18 th Amendment, 613; 19 th Amendment, 555 556 3. Analyze the impact of the automobile, and urban and rural electrification on society. SE/TE: For related information see: The Great Migration, 575 582; Black Organizations in the 1920s, 594 601; Uniting Black Workers, 602 605 4. Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riot and the sit-down strikes). 5. Examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers. SE/TE: Black Organizations in the 1920s, 594 601; Uniting Black Workers, 602 605 SE/TE: For related information see The Great Depression pages 631 637. 8
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/TE: For related information see The Great Depression pages 631 637. Standard 7: The student will investigate and analyze the causes and legacy of the Great Depression. 1. Examine changes in business cycles, weaknesses in key sectors of the economy, and government economic policies in the late 1920s. SE/TE: For related information see The Great Depression pages 631 637. 2. Analyze the effects of the Stock Market Crash. SE/TE: The Great Depression, 631 637 3. Evaluate the impact of the Great Depression, SE/TE: The Great Depression, 631 637; Black the Dust Bowl, and the New Deal economic policies Protest During the Great Depression, 638 643; on business and agriculture, and on the American The New Deal, 644 656; The Communist Party people, their culture and political behavior. and African Americans, 657 661; The Tuskegee Study, 662; Chapter Review and Assessment, 666 667 4. Identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie). SE/TE: For related information see: The Great Depression, 631 637; Black Protest During the Great Depression, 638 643; The New Deal, 644 656 9
5. Assess the impact of the expanded role of government in the economy since the 1930s. SE/TE: For related information see: The New Deal, 644 656 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/TE: World War II, 707 711; Chapter Review and Assessment, 738 739 2. Investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak of war. SE/TE: World War II, 707 711; Chapter Review and Assessment, 738 739 3. Evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States). SE/TE: World War II, 707 711; Race and the U.S. Armed Forces, 712 716; The Beginning of Military Desegregation, 717 722; Black People on the Home Front, 723 728; Chapter Review and Assessment, 738 739 4. Detail major battles, military turning points, and key strategic decisions in both European and Pacific theaters. SE/TE: World War II, 707 711; Chapter Review and Assessment, 738 739 10
5. Analyze public and political reactions in the United States to the events of the Holocaust. SE/TE: Teachers can introduce this objective in connection with the following section: World War II, 707 711 1. Identify the origins of the Cold War, and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin and Cuba. Standard 9: The student will assess the successes and shortcomings of United States foreign policy since World War II. SE/TE: The Cold War and International Politics, 729 730 2. Examine the proliferation of nuclear weapons and the arms race. SE/TE: For related information see: The Cold War and International Politics, 729 730 3. Describe the role of the United States in the formation of the United Nations, NATO, and other alliances. SE/TE: United Nations, 729 730, 834, 861, 874; NATO, 729 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/TE: For related information see: The Cold War and International Politics, 729 730; Korean War, 734; Vietnam War, 807 813, 815, 828 829 11
5. Describe the fear of communist influence within the United States, including the McCarthy hearings. SE/TE: Anticommunism at Home, 731 732 6. Evaluate the causes and longterm foreign and domestic consequences of United States military commitments in southeast Asia, especially Vietnam. SE/TE: For related information see: The Cold War and International Politics, 729 730; Korean War, 734; Vietnam War, 807 813, 828 829; The War in Iraq, 873 874 7. Examine the strategic and economic factors in the development of Middle East policy, and relations with African nations, such as South Africa. SE/TE: South Africa, 855; The War in Iraq, 873 874 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/TE: Teachers can introduce this concept with the following: The Conservative Reaction, 845 849; September 11, 2001, 873; The War in Iraq, 873 874; 12
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). 2. Evaluate the success of the women's liberation movement and the changing roles of women in society. 3. Examine the technology revolution and its impact on communication, transportation, and industry. 4. Assess the impact of violent crime, and illegal drug use and trafficking. 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/TE: The Freedom Movement, 745 746; The 1950s, 747 755; The Montgomery Bus Boycott, 756 761; No Easy Road to Freedom, 762 767; The Movement at High Tide, 768 777; A Hard Victory, 778 784; Chapter Review and Assessment, 788 789; The Struggle Continues, 790 792; Racial Integration, 793 802; The Great Society, 803 813; Martin Luther King, 814 816; Politics, 825 829; The Rise of Black Elected Officials, 830 836; Chapter Review and Assessment, 840 841 SE/TE: Black Feminism, 912 914; In Their Own Words: Black Women in Defense of Themselves, 848 849 SE/TE: For relate information see: Progress and Poverty, 885 892; Using the Internet fro Research, 915 SE/TE: For relate information see: Progress and Poverty, 885 892 SE/TE: Immigration and African Americans, 911 912 13
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). 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. 8. Evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton impeachment) on federal law, national policies, and political behavior. 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/TE: Rise of Black Elected Officials, 830 836; Black Politics, 843 844; The Conservative Reaction, 845 849; Civil Rights, 850 855; Jesse Jackson and the Rainbow Coalition, 856 858; Policing the Black Community, 859 862; The Clinton Years, 863 867; The Bush Years, 868 876; Chapter Review and Assessment, SE/TE: For related information see: Progress and Poverty, 885 892; African Americans at the Center of Art and Culture, 893 901; Religion, 902 908; Black Identity in the Twenty-First Century, 909 914 SE/TE: Watergate, 829; The Clinton Years, 863 867 SE/TE: Supreme Court Cases: Plessy v. Ferguson, 471 473, 751 751; Brown v. Topeka Board of Education, 641, 747 748, 752 753; Powell v. Alabama, 658 659; Briggs v. Elliot, 751 753; Chart of Supreme Court Cases on Affirmative Action in Employment, 851; Other Supreme Court Cases, 748, 750 751, 752, 753, 761, 811, 852 853, 868 869, 910 911 14
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/TE: For related information see: Democratic Party, 781, 854, 856 858, 874 876; Republican Party, 826, 845, 849, 869, 875, 876; SCLC, 762, 769 777, 782 784, 814 816; NAACP, 764 766, 827, 885; SNCC, 766, 770 776, 780 781, 796; SNCC, 766, 770 776, 780 781, 796 797, 821, 913; Congressional Black Caucus, 865 15