UTAH STATE CORE CURRICULUM FOR SECONDARY SOCIAL STUDIES, US HISTORY II

Utah State Core Curriculum for Secondary Social Studies, US History Identify reasons for the establishment of colonies in America Examine the rise of American culture in the New England, Middle, and Southern colonies. Course Description Understanding United States history is essential for the continuation of our democratic society. This course will help students make connections between their world and the rich heritage of United States history. The course is designed as a survey of American history with an emphasis on post- Reconstruction American (1876- Present), but should include a review of the earlier period. The course can be taught using a thematic approach or in chronological order. Standard 1 Students will expand their knowledge of pre-reconstruction America. Objective 1 Examine the American colonial experience. SE/TE: 14, 16, 17, 18, 19, 20, 21 TE: 15, 17, 18, 19, 20 TR: BLCPS, p. 7, 41, 99; HOMB, p. 9, 11, 12, 14, 16; AHBSS, Settling the New World; Nystrom Atlas of Our Country, pp. 12-13, pp. 18-19; LWDB, p. 7, 75 TECH: CT, A2, A3, B1, D1, F1; PHUSHVC, Vol. 2, The Era of Colonization; SOAE, The First Voyage made to the Coasts of America, Roger Barlowe; TE Biography, Pope, Medicine Man of the pueblos; TE Literature, Determining Relevance: Native American Words; TE Primary Source, Native American Customs SE/TE: 19, 20, 21, 22, 23, 24, 26, 27 TE: 19, 20, 21, 26, 27, 28, 31, 32 TR: BLCPS, p. 8, 42, 101; LWDB, p. 8, 41, 42; Nystrom Atlas of Our Country, pp. 14-15, 20-21; HOMB, p. 15, 17, 18, 19, 20; AHBSS, Reviving Religion: The Great Awakening; TECH: SOAE, A Modell of Christian Charity, John Winthrop, The Autobiography of Benjamin Franklin, Gullah Storyteller Janie Hunter, Sinners in the Hands of an Angry God, Jonathan Edwards; EPSUSH, Fundamentals of Orders of 1639, Mayflower Compact; CT, A4, A5, A56, E3, G2, H2, H4; TE Biography, Hannah Callowhill Penn; TE Literature, The Captivity of Mary Rowlandson; TE Critical Thinking, Identifying Central Issues: The Status of Colonial Women; TE Primary Source, The Great Awakening; PHUSHVC, Vol. 2, The Era of Colonization, Vol. 3, Slavery and Freedom; 1

Utah State Core Curriculum for Secondary Social Studies, US History Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause. Objective 2 Investigate the development of the United States government, its institutions, and its politics. Analyze the Constitution s creation and impact on the new United States. Trace the development of American government and politics from the Federalist period through Jacksonian democracy. SE/TE: 54, 55, 56, 57, 58, 59, 60 TE: 55, 57, 59 TR: BLCPS, p. 105; HOMB, p. 28; TECH: EPSUSH, N.Y. State Constitution of 1777, Articles of Confederation SE/TE: 57, 58, 59, 60, 61, 62, 65-88 TE: 57, 58, 59, 60, 61, 62 TR: LWD, p. 10, 44, 77; AHBSS, The Birth of the Constitution: The Philadelphia Convention, Taking Sides: The Creation of Political Parties, Checks and Balances: The Rise of the American Judiciary; BLCPS, p. 44; TECH: SOAE, Benjamin Franklin s Constitutional Convention Speech, The Federalist, no. 51, James Madison; EPS, Objections to the Constitution, George Mason, The Federalist, no. 1, Alexander Hamilton, English Bill of Rights, U.S. Constitution: The Bill of Rights; CT, A8, B3; SE/TE: 89, 90, 91, 92, 94, 95, 97, 98, 110, 111, 121, 122, 123, 124, 125 TE: 90, 91, 92, 93, 94, 95, 110, 111, 120, 122, 123, 124 TR: AHBSS, The trail of Tears: Native Americans During the Jackson Presidency, Checks and Balances: The Rise of the American Judiciary, Proud to be an American: A New Spirit of Nationalism; Nystrom Atlas of Our Country, pp. 20-21, 24-25, 26-27; HOMB, pp. 29-30, 31-32, 34, 36, 37, 39; LWD, p. 11, 12, 13, 45, 47, 78, 79; BLCPS, p. 11, 12, 45-46, 49, 107; 2

Utah State Core Curriculum for Secondary Social Studies, US History Trace the United States expansion and growth from the Atlantic to the Pacific. TECH: CT, A9, A10, A11, A12, A55, A60, B4, C3, D4, F2; SOAE, Andrew Jackson on the Banks of the United States, Farewell Address, George Washington; EPS, Our Federal union: It Must Be Preserved, Andrew Jackson, The Sovereignty of the People in America, Alexis de Tocqueville, Debate Over Nullification, Daniel Webster and John C. Calhoun, Farewell Address, George Washington, The Journal of Lewis and Clark, On the Burning of Washington, Dolley Madison, The Star Spangled Banner, Francis Scott Key, Sell A Country! Why Not Sell the Air? Tecumseh, Monroe Doctrine; TE Critical Thinking, Recognizing Bias: The Seeds of Nationalism, Identifying Alternatives: Reacting to Slave Uprisings; TE Visual Learning, Honoring Thomas Jefferson, The Presidential Election of 1840; Objective 3 Analyze the growth and division of the United States from 1820 through 1877. SE/TE: 104, 105, 106, 107, 108, 109, 110, 135, 136, 137, 138, 139, 148, 149, 224, 225, 256, 257, 258-260, 267, 268-270 TE: 105, 107, 108, 110, 135, 137, 138, 258, 259, 269, 270 TR: AHBSS, No Neighbors for Miles: The Northwest Territory, Along the Oregon Trail; BLCPS, p. 12, 47, 51, 109; HOMB, p. 38, 39, 40, 41, 42, 46, 47, 55, 56; LWD, p. 12, 19, 49, 53; Nystrom Atlas of Our Country, pp. 28-29; 32-33 TECH: CT, A15, A16, A19, A60, D4, F3, G3; EPS, Uncle Tom s Cabin, Harriet Beecher-Stowe, Letter from the Alamo, Lt. Col. Comd t. William Barrett Travis; PHUSHVC, vol. 5, A New Nation, vol. 6, Expansionism, vol. 7, Democracy and Reform, vol. 8, Causes of the Civil War, vol. 11, Industrialization and Urbanization; SOAE, The Cowboy s Life Is a Very Dreary Life, Dallas Railway, John C. Calhoun for the Compromise of 1850, Morris Birkbeck on America Moving Westward; TE Biography, Kaiakin; TE Critical thinking, Making Comparisons: Population Boom; Formulating Questions; 3

Utah State Core Curriculum for Secondary Social Studies, US History Recognize the sectional differences that developed during the antebellum period. SE/TE: 118, 119, 120, 129, 130, 131, 132, 134, 137, 138, 139 TE: 118, 120, 129, 130, 131, 132, 138, 139 TR: HOMB, p. 43, 44, 46, 47; LWD, p. 48, 79; Nystrom Atlas of Our Country, pp. 26-27; Evaluate the causes, course, and consequences of the Civil War. TECH: EPS, Monroe Doctrine; SOAE, John. C. Calhoun for the Compromise of 1850; TE Biography, William Lloyd Garrison; TE Critical Thinking, Making Comparisons SE/TE: 137, 138, 140, 141, 142, 143, 144, 154, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166-176, 178-185, 186-192, 193 TE: 138, 140, 142, 143, 156, 158, 159, 160, 161, 162, 163, 164, 167, 168, 169, 170, 171, 172, 173, 174, 175, 179, 180, 181, 182, 183, 184, 187, 188, 189, 190, 191, 192 TR: AHBSS, Experiences of the Civil War Soldier; BLCPS, p. 16, 51, 55, 115, 117; HOMB, p. 43, 44, 49, 50, 51, 52; LWD, p. 16, 50, 81; Nystrom Atlas of Our Country, pp. 26-27; TECH: CT, A20, A21, A22, A23, A24, D5, E8, E9, F4, H8; EPS, A Diary From Dixie, Mary Chestnut, Civil War Photograph, Matthew Brady, Dred Scott v. Sanford, Emancipation Proclamation, Gettysburg Address, Abraham Lincoln, In the Wilderness, Thomas J. Halsey, Second Inaugural Address, Abraham Lincoln, Uncle Tom s Cabin, Harriet Beecher Stowe; PHUSHVC, vol. 9, The Civil War; SOAE, The Gettysburg Address, Senator Robert Toombs on Secession, Former Slave Fountain Hughes; TE Biography, Mary Elizabeth Bowser; TE Critical Thinking, Recognizing Bias: Six Months on the Potomac; TE Literature, A Poem in Defense of Slavery, Diary From Dixie; TE Primary Source, A Teenager s Account of War, Lincoln- Douglas Senate Campaign; TE Visual Learning, A British View of the Civil War; Analyze the successes and failures of the Reconstruction period following the Civil War. SE/TE: 198, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212, 213, 214, 215, 216, 218, 219, 220, 221 TE: 201, 202, 204, 207, 208, 209, 210, 213, 214, 215, 218, 220 TR: AHBSS, The Realities of Reconstruction; BLCPS, p. 17, 54-56, 119-120; LWD, p. 17, 51, 82; GD, p. 6; HOMB, p. 53; Nystrom Atlas of Our Country, p. 28-29; 4

Utah State Core Curriculum for Secondary Social Studies, US History TECH: CT, B6; PHUSHVC, vol. 10, Reconstruction; SOAE, Campaign Song for Ulysses S. Grant, Charlotte Forten on Freedmen s Schools; TE Primary Source, The Trial of President Johnson; Examine the United States policies relating to American Indians. SE/TE: 124, 137, 261, 262, 263, 264, 265, 266, 267 TE: 262, 263, 264, 265, 266 TR: AHBSS, The Trail of Tears: Native Americans During the Jackson Presidency; BLCPS, p. 125; HOMB, p. 37, 55; LWD, p. 53; Nystrom Atlas of Our Country, p. 32-33; TECH: CT, A25, A60, E10; EPS, Geronimo: His Own Story; SOAE, It Is s Good Day to Die, John G. Neihardt, John Quinney, Leader of the Mohicans; TE Biography, Kamiakan; TE Primary Source, Talks with Otoe Chiefs; Standard 2 Students will understand how the growth of industry changed the United States. Objective 1 Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries. Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures. Explain the expansion of transportation and communication in the United States following the Civil War. SE/TE: 111, 112, 113, 116, 117, 224, 225, 227, 228, 229, 230, 231, 232, 233, 234, 235, 274, 328 TE: 111, 112, 113, 226, 227, 228, 229, 230, 231, 232, 233, 234, 274, 275, 340 TR: AHBSS, On the Job: Industrialism in America, Linking the Nation: The Railroads; GD, p. 30; HOMB, p. 33; TECH: CT, F5, H5, H6, H9, H10, H11; EPS, The Tall Office Building Artistically Considered; PHUSHVC, vol. 11, Industrialization and Urbanization; SOAE, Dallas Railway, Thomas Edison on the Electric Age; TE Biography, Washington A. Roebling; TE Primary Source, Working on the Railroad; SE/TE: 224, 225, 229, 230, 231, 232, 233 TE: 229, 230, 231, 232, 234 TR: AHBSS, Linking the Nation: The Railroads; GD, p. 30; TECH: CT, H9; PHUSHVC, vol. 11, Industrialization and Urbanization; SOAE, Dallas Railway ; TE Primary Source, Working on the Railroad; 5

Utah State Core Curriculum for Secondary Social Studies, US History Determine the impact of industrialization on the American economy and society. SE/TE: 238, 239, 243, 244, 245, 246, 247, 248, 249, 251, 252, 253, 322, 323, 324, 325, 337, 338, 339, 340, 341 TE: 238, 239, 245, 248, 249, 250, 251, 252, 322, 323, 324, 337, 338, 339, 340 Examine how the market revolution affected retail distribution of goods in the cities and in rural areas. TR: AHBSS, On the Job: Industrialism in America; BLCPS, p. 18, 57, 121; GD, p. 8; LWD, p. 18, 52, 55; Nystrom Atlas of Our Country, p. 24-25, 30-31; TECH: CT, D6, H1; EPS, Spindle Top Gusher, Wealth, Andrew Carnegie; PHSHVC, vol. 11, Industrialization and Urbanization, vol. 12, Immigration and Cultural Change; SOAE, The Commonwealth of Toil, The Electric Light Quadrille, Gospel of Wealth, Thomas Edison on the Electric Age; TE Biography, Washington A. Roebling; TE Critical Thinking, Making Comparisons: Business Consolidations; TE Literature, Sister Carrie; TE Primary Source, Carnegie s Gospel of Wealth; TE Visual Learning, Home of the Trusts, The Ideal Public School; SE/TE: 232, 233, 269, 270, 272, 273, 274, 280, 281, 338, 339 TE: 232, 233, 234, 248, 271, 272, 273, 274, 280, 281, 339 TR: AHBSS, Farmers Unite: The Populist Party, Life on the Great Plains: The Cattle Kingdom; BLCPS, p. 19; TECH: CT, A26, E13, H12, H14; EPS, The Old Chisholm Trail, Cowboy Song; PHUSHVC, vol. 11, Industrialization and Urbanization; SOAE, The Farmer is the Man Who Feeds Them All ; TE Biography, Mary Elizabeth Lease; TE Visual, The Farmer s Complaint; 6

Utah State Core Curriculum for Secondary Social Studies, US History Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford. Objective 2 Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States. SE/TE: 238, 239, 240, 241, 242, 249, 251, 252, 253, 290, 291 TE: 224, 225, 238, 239, 240, 249, 291, 293 TR: GD, p. 8; LWD, p. 18; TECH: EPS, Wealth, Andrew Carnegie; PHUSHVC, vol. 11, Industrialization and Urbanization; SOAE, Thomas Edison on the Electric Age, Gospel of Wealth ; TE Critical, Making Comparisons: Business Consolidations; TE Primary, Carnegie s Gospel of Wealth; TE Visual, Home of the trusts; Evaluate the growth and influences of monopolies and trusts on capitalism. SE/TE: 240, 241, 242, 244, 245, 247, 248, 280, 281, 290, 291, 355, 364 TE: 240, 241, 244, 249, 280, 291, 294, 340, 355, 386 TR: AHBSS, On the Job: Industrialism in America; TECH: CT, D6; TE Visual, Home of the Trusts Objective 3 Assess how the growth of industry affected the movement of people into and within the United States. Determine the demographic changes in population from the 1890 s to the present. SE/TE: 215, 239, 243, 244, 245, 258, 259, 260, 268, 269, 270, 297, 298, 302, 303, 304, 305, 306, 314, 335, 451, 452, 454, 455, 456, Investigate the influences that affected various immigrant groups entering the United States. TE: 225, 243, 259, 260, 271, 289, 299, 302, 304, 306, 311, 313, 314, 335, 451, 455, 456 TR: HOMB, p. 55, 56; LBCPS, p. 58; LWD, p. 19, 53, 54; Nystrom Atlas of Our Country, p. 24-25, 28-29, 30-31, 32-33; TECH: CT, A25, A26, A60, G9, G10; PHUSHVC, vol. 11, Industrialization and Urbanization; vol. 12, Immigration and Cultural Change; SE/TE: 239, 243, 244, 245, 258, 259, 260, 297, 298, 302, 303 TE: 225, 243, 288, 289, 299, 302, 304, 306, 311, 314 TR: AHBSS, Ellis Island: Gateway to America; GD, p. 30; LWD, p. 54; Nystrom Atlas of Our Country, p. 24-25, 30-31; 7

Utah State Core Curriculum for Secondary Social Studies, US History Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation. TECH: CT, G9, G10; EPS, Twenty Years at Hull House, Poems by Chinese Immigrants at Angel island; PHUSHVC, vol. 12, Immigration and Cultural Change; SOAE, The Sidewalks of New York, Ellis Island Immigrants; TE Primary, Hull House; TE Visual, The Chinese Question; SE/TE: 243, 244, 245, 246, 260, 269, 271, 273, 301, 303 TE: 240, 245, 249, 269, 271, 291, 300, 301, 306 TR: AHBSS, Life on the Great Plains: Cattle Kingdom, On the Job: Industrialism in America; BLCPS, p. 57; LWD, p. 52, 58; TECH: PHUSHVC, vol. 11, Industrialism and Urbanization; SOAE, The Cowboy s Life is a Very Dreary Life ; Objective 4 Investigate the challenges presented to urban inhabitants. Standard 3 Students will recognize how social reform occurred at the turn of the century. Objective 1 Investigate reform movements and their prominent leaders. Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party. Analyze the growth and influence of political machines; i.e., muckrakers, Progressives. SE/TE: 272, 273, 274, 277, 278, 280, 281, 282, 286, 287 TE: 272, 273, 274, 277, 278, 280 TR: AHBSS, Life on the Great Plains: The Cattle Kingdom, Farmers Unite: The Populist Party; GD, p. 10; TECH: SOAE, The Farmer is the man Who Feeds Them All ; TE Bio, Mary Elizabeth Lease; TE Vis, The Farmer s Complaint; SE/TE: 290, 291, 292, 293, 307, 309, 380, 381, 382, 383, 384, 385, 386, 387, 389, 390, 391, 392, 393, 394, 395 TE: 292, 293, 382, 383, 384, 385, 386, 390, 391, 392, 393, 394 TR: AHBSS, The Reformers: A Struggle for Women s Rights; BLCPS, p. 23; GD, p. 36-37; LWD, p. 57 TECH: PHUSHVC, vol. 14, The Progressive Movement; TE Crit, Distinguishing False from Accurate Images: Honest Graft; 8

Utah State Core Curriculum for Secondary Social Studies, US History Investigate the emerging civil rights movements for women and Afro-Americans. SE/TE: 281, 322, 323, 324, 325, 332, 333, 334, 335, 336, 337, 338, 339, 340, 341, 344, 345, 403, 404, 405, 406, 407 TE: 323, 324, 334, 335, 337, 338, 340, 398, 404, 405, 406 Objective 2 Assess the growth and development of labor unions and their key leaders. TR: BLCPS, p. 127, 131; GD, p. 32-35; LWD, p. 21, 55; TECH: EPS, Are Not the Women Half the Nation?; MBWHV, Living Under Jim Crow; PHUSHVC, vol. 10, Reconstruction and Segregation; SOAE, Booker T. Washington, W.E.B. Du Bois, Carrie Chapman Catt; TE Bio, Lucy Stone; TE Lit, The New Woman; TE Pri, Lynchings and Mob Law; TE Vis, When Women Have Rights Trace the development of national labor unions. SE/TE: 247, 248, 249, 250, 251, 252, 253 TE: 248, 249, 250, 251, 252 TR: BLCPS, p. 18, 121; TECH: SOAE, The Commonwealth of Toil, The Electric Light Quadrille ; TE Lit, Sister Carrie Determine the impact of collective bargaining. SE/TE: 248, 249, 250, 251, 252, 253, 280, 281 TE: 248, 249, 250, 251, 252, 280 TR: AHBSS, Farmers Unite: The Populist Party; BLCPS, p. 18, 121; Analyze the development of socialism in the United States. SE/TE: 247, 248, 311, 312, 313, 314 TE: 248, 249, 312, 313, 314 TECH: EPS, Twenty Years at Hull House; SOAE, The Commonwealth of Toil ; TE Bio, Lillian Wald; TE Lit, Sister Carrie; TE Pri, Hull House Standard 4 Students will understand how war affected the early 20th century. Objective 1 Investigate how the United States became involved in imperialism and the Spanish-American War. Determine the economic, social, and military affects of United States imperialism. SE/TE: 350, 351, 352, 353, 354, 355, 356, 357, 358, 359, 360, 361, 362, 363, 364 TE: 351, 353, 354, 355, 358, 360, 361, 362, 363, 370 TR: AHBSS, The Spanish-American War: Door to Imperialism; BLCPS, p. 22; GD, p. 14; HOMB, p. 57, 58, 81; LWD, p. 56; Nystrom Atlas of Our Country, p. 32-33; 9

Utah State Core Curriculum for Secondary Social Studies, US History Examine the cause, course, and consequences of the Spanish-American War. Assess how America s imperialism altered relationships with the Far East and Latin America. TECH: CT, A27, A28, A30, B9, C5, D7, E16, G11; PHUSHVC, vol. 15, The United States and the World; SOAE, Roosevelt s Charge, Teddy Roosevelt s Bugler ; TE Crit, Drawing Conclusions: The Explosion of the Maine; TE Lit, The Open Boat; TE Pri, Teddy Roosevelt: Letters Home; TE Vis, Expansionism; SE/TE: 361, 362, 363, 364, 366, 367, 368, 369, 370, 371, 372, 373, 374 TE: 361, 366, 368, 369, 370, 374 TR: AHBSS, The Spanish-American War: Door to Imperialism; BLCPS, p. 22; GD, p. 14; HOMB, p. 57, 58, 81; LWD, p. 56; Nystrom Atlas of Our Country, p. 32-33; TECH: CT, A27, A28, A30, B9, C5, D7, E16, G11; PHUSHVC, vol. 15, The United States and the World; SOAE, Roosevelt s Charge, Teddy Roosevelt s Bugler ; TE Crit, Drawing Conclusions: The Explosion of the Maine; TE Lit, The Open Boat; TE Pri, Teddy Roosevelt: Letters Home; TE Vis, Expansionism; SE/TE: 361, 362, 363, 364, 366, 367, 368, 369, 370, 371, 372, 373, 374 TE: 361, 366, 368, 369, 370, 374 TR: AHBSS, The Spanish-American War: Door to Imperialism; BLCPS, p. 22; GD, p. 14; HOMB, p. 57, 58, 81; LWD, p. 56; Nystrom Atlas of Our Country, p. 32-33; TECH: CT, A27, A28, A30, B9, C5, D7, E16, G11; PHUSHVC, vol. 15, The United States and the World; SOAE, Roosevelt s Charge, Teddy Roosevelt s Bugler ; TE Crit, Drawing Conclusions: The Explosion of the Maine; TE Lit, The Open Boat; TE Pri, Teddy Roosevelt: Letters Home; TE Vis, Expansionism; Objective 2 Examine how World War I affected the military and the home front of the United States. Identify major causes of World War I and the United States involvement and influence in the war; i.e., Wilson s fourteen points, the Versailles Treaty. SE/TE: 412, 413, 414, 415, 416, 417, 418, 421, 422, 423, 424, 437, 438, 439, 440, 441 TE: 412, 413, 414, 415, 416, 417, 418, 421, 423, 437, 438, 439, 440 TR: BLCPS, p. 66; HOMB, p. 60; LWD, p. 24, 86; 10

Utah State Core Curriculum for Secondary Social Studies, US History Determine the reasons the United States Senate refused to join the League of Nations. TECH: CT, A31, A32, C6; EPS, The Fourteen Points, Zimmerman Telegram; PHUSHVC, vol. 16, The Great War; SOAE, Herbert Hoover on the Battle of Somme, Castle Walk, It s a Long Way to Tipperary ; TE Crit, Identifying Central Issues: Provocations of War; TE Vis, Uncle Sam s Pledge; SE/TE: 437, 438, 439, 440, 441 TE: 437, 438, 439, 440 TR: BLCPS, p. 133; HOMB, p. 62; LWD, p. 86; Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties. TECH: EPS, The Fourteen Points; SE/TE: 418, 419, 425, 426, 432, 433, 434, 435, 436 TE: 416, 418, 423, 425, 427, 432, 433, 434, 436 Investigate how mass media affected American society. Assess how new inventions and consumerism influenced daily life. TR: AHBSS, Liberty Bread and War Bonds: Supporting Our Soldiers in World War I; BLCPS, p. 24; Nystrom Atlas of Our Country, p. 30-31; TECH: CT, D8, H15, H16; LWD, p. 58; EPS, Diary of a World War I Ambulance Driver, Zimmerman Telegram; SOAE, Over There, I Didn t Raise My Boy to be a Soldier ; ; TE Lit, Selling the War, A Poet Describes War; TE Pri, Women on the War Front; TE Vis, Uncle Sam s Pledge; Standard 5 Students will understand how Americans reacted to rapid social change during the 1920 s. Objective 1 Analyze how the United States coped with rapid economic and technological advances. SE/TE: 459, 460, 461, 462, 463, 464, 465, 470, 471 TE: 460, 461, 462, 463, 464, 467, 470, 471 TR: AHBSS, The Harlem Renaissance During the Jazz Age; BLCPS, p. 67; TECH: EPS, As I grew Older, Langston Hughes; SOAE, I, Too, Am America, Society Blues, Rhapsody in Blue West End Blues, East St. Louis Toodle-oo ; TE Crit, Testing Conclusions: The Jazz Age; TE Lit, Tales of the Jazz Age; SE/TE: 456, 470, 471, 479, 491, 492, 493, 497, 498, 499, 500, 501 TE: 457, 460, 485, 492, 493, 496, 499, 500 TR: BLCPS, p. 68-69; LWD, p. 60; TECH: CT, h17; SOAE, Will Rogers; 11

Utah State Core Curriculum for Secondary Social Studies, US History Explain how the automobile affected the business and landscape of America. SE/TE: 456, 491, 493, 494, 495, 496, 497, 504, 505 TE: 493, 494, 495, 496 TR: Nystrom Atlas of Our Country, p. 38-39; TECH: CT, H17; PHUSHVC, vol. 17, The Roaring Twenties; Objective 2 Examine the experiences of black Americans and women in the early 20th century. Account for the sudden growth of black SE/TE: 464, 465, 471, 472, 473 consciousness. TE: 464, 471, 472 TECH: CT, E17, G1; EPS, As I Grew Older, Langston Hughes; SOAE, I, Too, Am America ; TE Pri, Growing Up Black; TE Vis, The Ku Klux Klan; Describe the changes in women s attitudes SE/TE: 452, 453, 454, 457, 458 and roles in society. TE: 454, 457 TR: BLCPS, p. 25; LWD, p. 25; TECH: EPS, A Flapper s Appeal to Parents, Ellen Welles Page; SOAE, Have You Seen Rosie s Sister? Standard 6 Students will understand how the Great Depression and the New Deal affected the United States. Objective 1 Investigate the impact of the Great Depression on the United States. Analyze the major causes of the Great Depression. Examine the social effects of the Great Depression. SE/TE: 499, 500, 501, 506, 507, 508, 509, 510, 511, 512 TE: 500, 506, 507, 508, 510 TR: AHBSS, The Great Depression: A Struggle to Survive; BLCPS, p. 70; TECH: CT, F7; PHUSHVC, vol. 18, The Great Depression and the New Deal; SOAE, Brother Can You Spare a Dime? ; TE Crit, Identifying Central Issues: Signs of Trouble; SE/TE: 509, 510, 511, 513, 514, 515, 516, 517, 518, 520, 521, 526, 527 TE: 506, 507, 508, 510, 514, 516, 517 TR: AHBSS, The Great Depression: A Struggle to Survive; TECH: CT, A35, F7; EPS, The grapes of Wrath, John Steinbeck, Depression Photograph, Dorthea Lange; PHUSHVC, vol. 18, The Great Depression and the New Deal; SOAE, The Grapes of Wrath, Brother Can You Spare a Dime? ; TE Bio, Woody Guthrie; TE Lit, The Psychological Effects of the Depression; TE Pri, The Forgotten Man; 12

Utah State Core Curriculum for Secondary Social Studies, US History Objective 2 Analyze the long-term effects of the New Deal on the United States. Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics. Investigate the shift of power from state to federal government. Analyze the factors that led to militarism and fascist aggression in the world. Determine how the attack on Pearl Harbor forced the United States out of isolationism. SE/TE: 527, 534, 535, 536, 537, 538, 539, 540, 542, 543, 549, 553, 557 TE: 506, 527, 538, 540, 542, 547, 555, 557 TR: AHBSS, Alphabet Soup: New Deal Legislation; BLCPS, p. 71; GD, p. 16, 18; HOMB, p. 63; LWD, p. 28, 62; Nystrom Atlas of Our Country, p. 34-35; TECH: CT, D9; PHUSHVC, vol. 18, The great Depression and the New Deal; SOAE, Dorothy Thompson on Eleanor Roosevelt; Will Rogers, April 30, 1933 recording; President Roosevelt s First Inaugural Speech, 1933, President Roosevelt s First Fireside Chat, March 12, 1933; TE Crit, Recognizing Ideologies: The Role of Government; TE Pri, Providing Emergency Relief; SE/TE: 536, 537, 538, 539, 540, 542, 543, 544, 558, 559 TE: 537, 538, 539, 540, 541, 543, 558 TR: AHBSS, Alphabet Soup: New Deal Legislation; GD, p. 16, 18; HOMB, p. 63; TECH: CT, D9; TE Crit, Recognizing Ideologies: The Role of Government; TE Pri, Providing Emergency Relief; Standard 7 Students will understand the causes, course, and consequences of the United States role in World War. Objective 1 Determine how America shifted from isolationism to intervention. SE/TE: 568, 569, 570, 571, 572, 573, 574, 575, 576, 577, 578, 579, 581, 582, 583, 584 TE: 569, 570, 571, 572, 573, 576, 577, 578, 582, 583 TR: BLCPS, p. 29, 72, 143; HOMB, p. 64, 65, 66; LWD, p. 63; TECH: CT, A36, A37, A38; EPS, Berlin Diary, William Shirer; SOAE, Winston Churchill; SE/TE: 588, 589, 620, 626, 627 TE: 567, 588, 620, 626, 627 TR: BLCPS, p. 74; HOMB, p. 66; LWD, p. 30, 88; TECH: CT, A40, A44; EPS, Pearl Harbor, Daniel K. Inouye; SOAE, Broadcast from KGU, Honolulu, Broadcast from Washington, Roosevelt s Declaration of War, We Hold These Truths ; 13

Utah State Core Curriculum for Secondary Social Studies, US History Examine how the alliance systems led the United States into World War. Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan. SE/TE: 575, 576, 577, 578, 579, 586, 587, 588, 589 TE: 576, 577, 578, 586, 587, 588 TR: BLCPS, p. 143; GD, p. 20; HOMB, p. 65; LED, p. 29 TECH: EPS, Lend Lease; Pearl Harbor, Daniel K. Inouye; SE/TE: 592, 593, 600, 601, 602, 603, 604, 605, 606, 607, 608, 614, 615, 617, 618, 619, 620, 621 TE: 602, 603 TR: BLCPS, p. 74; HOMB, p. 65, 66, 67; LWD, p. 30; TECH: CT, A42, A44, C7; PHUSHVC, vol. 19, World War ; SOAE, D-Day Invasion; TE Lit, Dispatches from the Battle Front; Objective 2 Examine the impact World War had on the American home front. Identify the impact of World War on minority groups in America. Examine the role women played in the wartime workforce. SE/TE: 595, 623, 624, 625, 626, 627 TE: 624, 625, 626, 627, 628 TR: AHBSS, The Internment of Japanese Americans During World War ; BLCPS, p. 30, 145; TECH: TE Pri, Experiences of an African American Soldier SE/TE: 595, 628, 629 TE: 628 TR: LWD, p. 64; TECH: EPS, Rosie the Riveter Poster; SOAE, mary Anderson, Director of Women s Bureau, Rosie the Riveter ; TE Bio, Jacqueline Cochran; TE Crit, Predicting Consequences: After the Army What?; Trace American mobilization for war. SE/TE: 594, 595, 596, 507, 598, 599 TE: 594, 596, 597, 598 TR: - - - TECH: CT, C7, E18, F8; EPS, What Should You Bring Overseas? Bill Steele Objective 3 Evaluate how the rules and weapons of war changed during World War. Assess how the war expanded beyond military targets to civilian centers. SE/TE: 573, 574, 575, 576, 577, 578, 579, 582, 584, 602, 603, 604, 605, 620, 621 TE: 577, 578, 587, 588, 596, 603, 605, 618, 620 14

Utah State Core Curriculum for Secondary Social Studies, US History Evaluate how technology changed the weapons used in World War and introduced the atomic age. Objective 4 Investigate the Post-War Baby Boom's influence on America. Assess the influence of the G.I. Bill on the American lifestyle. Trace the development of consumerism and the economy on the Baby Boom generation. TR: BLCPS, p. 74; HOMB, p. 64, 65, 66; LWD, p. 63; TECH: CT, A38, A39, A40; EPS, Pearl Harbor, Daniel K. Inouye; Berlin Diary, William Shirer; SOAE, Edward R. Murrow on the London Blitz; Broadcast from KGU, Honolulu, Broadcast from Washington, Roosevelt s Declaration of War, We Hold These Truths ; SE/TE: 576, 577, 578, 583, 587, 588, 596, 601, 605, 620, 621 TE: 577, 578, 587, 588, 596, 603, 605, 618, 620 TR: BLCPS, p. 30, 74 TECH: SOAE, Edward R. Murrow on the London Blitz; SE/TE: 672, 673, 674 TE: 672, 673 SE/TE: 668, 669, 670, 671, 672, 673, 674, 675, 676, 677, Trace the development of television and its impact on American culture. Investigate the cultural and social impact of the Baby Boom generation on the American people. TE: 669, 670, 672, 673, 675, 681 TR: AHBSS: The Age of Affluence and Trouble in the Fields : The Decline of the Family Farm; LWD, p. 66; TECH: TE Crit, Determining Relevance: Wages, Hours, and Unions SE/TE: 669, 670, 676, 736, 741, 809 TE: 670, 683, 706, 718 TR: LWD, p. 66; TECH: SOAE, The Checkers Speech, Richard Nixon; SE/TE: 668, 669, 670, 671, 672, 673, 674, 675, 676, 678, 679 TE: 669, 670, 672, 673, 675, 677, 678 TR: BLCPS, p. 76-77, 149-150; LWD, p. 32; TECH: PHUSHVC, vol. 20, Post-War USA; SOAE, The Feminine Mystique, Betty Friedan, Hand Clappin Red Prysock; TE Lit, Nonconformity in the 1950s; 15

Utah State Core Curriculum for Secondary Social Studies, US History Standard 8 Students will understand the United States domestic and international position in the Cold War era. Objective 1 Investigate how the postwar goals and action of the United States and the Soviet Union was manifested throughout the world. Analyze the organization and operation of the SE/TE: 637, 647, 649, 654, 659 United Nations. TR: HOMB, p. 68, 77; Evaluate the effectiveness of American postwar foreign policy in Europe and the Soviet Union s 645, 646, 647, 648, 751, 752, 753, 754, 755, SE/TE: 636, 637, 638, 639, 640, 641, 642, 644, reaction. 756, 757, TE: 636, 638, 639, 640, 641, 644, 646, 647, 751, 753, 754, 755, 756, 757 TR: AHBSS, The Berlin Wall: Past and Present; BLCPS, p. 34, 147-148, 153; HOMB, p. 68, 77; LWD, p. 68; TECH: CT, A45, A46, A48, A49, H19; EPS, On the Cuban Missile Crisis, John F. Kennedy and Nikita Khrushchev; SOAE, Iron Curtain Speech, Winston Churchill, President Truman, 1948, George Marshall, June 5, 1947; TE Crit, Identifying Central Issues: Cold War Policy; TE Pri, Cuban Missile Crisis; Examine the world s reaction to nuclear weapons. Objective 2 Analyze the Cold War ideology of the United States involvement in Asia. Explain America s reaction to the fall of China to Communism under Mao Zedong. Trace American and United Nations involvement in the Korean Police Action. SE/TE: 648, 649, 660, 661, 735, 739, 740, 745, 756, 757 TE: 648, 739, 757 TECH: CT, H19; TE Pri, Cuban Missile Crisis; SE/TE: 648, 649 TE: 649 TR: CT, A46 TECH: TE Crit, Identifying Central Issues: Cold War Policy SE/TE: 652, 653, 654, 655, 656, 657 TE: 653, 654, 655 TR: AHBSS, Korea: The Unknown War; HOMB, p. 69; LWD, p. 89 TECH: CT, A47; SOAE, General Douglas MacArthur, April 19, 1951; TE Vis, Civilian Control of the Military 16

Utah State Core Curriculum for Secondary Social Studies, US History Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh. Investigate how the Vietnam War changed the nature of warfare. Examine the successes and failures of the various political administrations; i.e., Kennedy, Lyndon B. Johnson, Nixon. SE/TE: 792, 793, 794, 795, 796 TE: 792, 794, 795 TR: AHBSS, Vietnam: The War at Home; HOMB, p. 70; TECH: CT, C8; SOAE, President John F. Kennedy; SE/TE: 798, 799, 800, 801, 802, 803, 804, 813, 815, 816 TE: 798, 800, 801, 802, 803, 813, 816 TR: BLCPS, p. 36, 83; LWD, p. 36; TECH: CT, A50; SOAE, Walter Cronkite Objective 3 Summarize the political, social, and economic reactions to the Cold War in the United States. SE/TE: 751, 752, 753, 754, 755, 756, 757, 758, 759, 793, 794, 795, 796, 808, 809, 812, 813, 832, 833, 834, 835, 836, 837 TE: 754, 755, 756, 757, 758, 792, 794, 795, 809, 813, 833, 834, 835, 836, TR: AHBSS, Vietnam: The War at Home; BLCPS, p. 153; GD, p. 24, 44; HOMB, p. 70; LWD, p. 24 TECH: CT, C8; EPS, On the Cuban Missile Crisis, John F. Kennedy and Nikita Khrushchev; PHUSHVC, vol. 20, Post-War USA; SOAE, President Nixon on the People s Republic of China, President John. F. Kennedy, President Johnson; TE Pri, Cuban Missile Crisis, LBJ Withdraws from the Race; TE Vis, The Imperial President; Analyze the Great Society programs aimed at ending poverty. Examine the impact of McCarthyism and Watergate on citizens attitude toward government. SE/TE: 744, 745, 746, 747, 748, 749, 750 TE: 745, 746 TR: LWD, p. 34, 94; TECH: CT, B17; SOAE, Great Society Speech ; TE Crit, Recognizing Cause and Effect; TE Lit, The Invisible Poor; TE Vis, The Job Corps; SE/TE: 657, 658, 813, 838, 839, 840, 841, 842, 843, 844, 847, 848 TE: 658, 659, 840, 841, 842, 843, 846 TR: BLCPS, p. 85, 159; LWD, p. 71; TECH: CT, B18; EPS, Bugging at the Watergate; SOAE, Nixon s Watergate Speeches, Army- McCarthy Hearings; TE Lit, The Hunt for Witches and Communists; 17

Utah State Core Curriculum for Secondary Social Studies, US History Trace the development of space exploration. SE/TE: 661, 686, 739, 740, 824, 831 TECH: EPS, Colonel Glenn Rides Into Space Objective 4 Investigate the end of the Cold War and examine America s role in the changing world. Compare differing American reactions to overseas military involvement. Trace the events that resulted in the breakup of the USSR. Identify the causes and consequences of civil rights legislation and court decisions Investigate the fight for political, economic, and social equality of women. SE/TE: 802, 805, 806, 807, 808, 813, 814 TE: 798, 800, 802, 803, 805, 806, 807, 808, 809, 810, 814 TR: AHBSS, Vietnam: The War at Home; BLCPS, p. 157; GD, p. 24, 44; LWD, p. 24, 36, 95; TECH: EPS, The Vietnam Veterns Memorial; TE Crit, Drawing Conclusions: Military Spending; SOAE, John Kerry s Winter Soldier Speech; SE/TE: 880, 881, 883, 884, 885, 901, 902 TE: 884, 885 TR: AHBSS, The Berlin Wall: Past and Present, The End of the Cold War; HOMB, p. 71, 77; Examine the superpower status of the United SE/TE: 836, 885, 873, 874, 886, 915 States in the world. TE: 836, 873, 874, 885, 886, 915 Standard 9 The students will understand the emergence and development of the human rights and culture in the modern era. Objective 1 Analyze how the civil rights movement affected United States society. SE/TE: 682, 696-697, 698, 699, 700, 701, 702, 706, 707, 709, 710, 711, 712, 713, 714, 720 TE: 700, 707 TR: AHBSS, Martin Luther King, Jr s Nonviolent Way to Civil Rights; LWD, p. 32, 33, 67, 91, 92; GD, p. 40; BLCPS, p. 33, 78-79, 151-152; TECH: CT, F9; PHUSHVC, vol. 20 Post-War USA; SOAE, A Sit-in in Nashville, Tennessee, Reaction to Brown v. Board of Education; EPS, Brown v. Board of Education, Letter from Birmingham Jail, Martin Luther King, Jr; TE Bio, Sidney Poitier SE/TE: 696, 697, 718, 719, 720, 762, 763, 764, 765, 766, 767, 768, 769 TE: 699, 764, 765, 766, 767, 768 TR: BLCPS, p. 155-156; GD, p. 22; LWD, p. 35; TECH: CT, E20; EPS, Debate on the Equal Rights Amendment, Representatives Emmanuel Cellar and Edith Green; PHUSHVC, vol. 20 Post-War USA; SOAE, Bella Abzug on the ERA; 18

Utah State Core Curriculum for Secondary Social Studies, US History Analyze how the black civil rights movement utilized both social and political actions to achieve its goals. SE/TE: 698, 699, 700, 701, 702, 703, 704, 705, 706, 707, 708, 709, 710, 711, 712, 713, 714, 715, 716, 717, 718, 719, 720, 721, 722, 723, 724, 725, 726, 727 TE: 699, 700, 701, 702, 703, 705, 706, 707, 710, 712, 713, 718, 719, 724, 725, 726, TR: AHBSS, Martin Luther King, Jr s Nonviolent Way to Civil Rights; BLCPS, 78-79; GD, p. 40; LWD, p. 33, 67, 92; TECH: CT, B16, F9; EPS, Reynolds v. Sims; Brown v. Board of Education, Letter from Birmingham Jail, Martin Luther King, Jr; PHUSHVC, vol. 20 Post- War USA; SOAE, A Sit-in in Nashville, Tennessee; TE Pri, Registering to Vote in Mississippi; TE Vis, A White House Demonstration; Investigate the gains in civil rights made by the American Indian nations, Mexican Americans, and other ethnic groups in the last half of the twentieth century. SE/TE: 696, 697, 703, 718, 719, 720, 762, 763, 771, 772, 773, 774, 775, 776 TE: 699, 772, 773, 774, 775 TR: BLCPS, p. 35, 82; GD, p. 42; Nystrom Atlas of Our Country, p. 32-33, 36-37; TECH: CT, G12; SOAE, Cesar Chavez; PHUSHVC, vol. 20 Post-War USA; TE Bio, Maria Latigo Hernandez and Pedro Hernandez, Vine Deloria, Jr; TE Lit, Perspectives of Women of Color; TE Vis, Changing Attitudes toward Native Americans; TE Crit, Identifying Assumptions: The Beeah tribe Objective 2 Analyze the impact of the counter culture since the 1960 s. Trace the development of the counter culture from the anti-vietnam movement. Assess the development of mass media as the voice of the counter culture. Examine the impact of drugs on the counter culture and the United States. SE/TE: 777, 778, 779, 780, 802, 805, 806, 807, 808, 813, 814 TE: 738, 779, 802, 809, 814 TECH: TE Lit, The Flower Children; TE Vis, Reflections on the Counterculture; SE/TE: 777, 778, 779, TE: 777, 779 TECH: TE Lit, The Flower Children; TE Vis, Reflections on the Counterculture; SE/TE: 779 19

Utah State Core Curriculum for Secondary Social Studies, US History Standard 10 Examine the effects of economics on modern society. Trace the development of computers and the Internet and their impact on American business and globalization. Examine the Reagan Revolution, its goals, success, and failures. The students will understand the economic and political changes of contemporary America. Objective 1 Analyze the economy of the contemporary United States. SE/TE: 852, 853, 870, 871, 872, 873, 874, 875, 878, 879, 880, 881, 887, 895, 896, 913, 915, 916 TE: 853, 870, 874, 879, 897, 912, 915, 916 TECH: PHUSHVC, vol. 20 Post-War USA; TE Vis, Passing the Economic Buck; TE Crit, Drawing Conclusions: Comparing Budget Categories SE/TE: 913, 914 TE: 913, 914 Objective 2 Determine how politics was changed by the end of the Cold War. SE/TE: 870, 871, 872, 873, 874, 875, 876, 877, 878, 879, 880, 881 TE: 872, 873, 874, 878, 879, 880 TR: BLCPS, p. 88, 161; LWD, p. 97; TECH: EPS, A Time for Choosing Ronald Reagan; TE Vis, Passing the Economic Buck; SOAE, Ronald Reagan; TE Pri, An Explanation of Iran-Contra; TE Bio, Sandra Day O Connor Determine the impact of environmentalism on the United States. SE/TE: 781, 782, 783, 784, 853, 854 TE: 781, 782, 783, 784, 853, 854 TR: AHBSS, Fueling the nation: Energy and the Environment; LWD, p. 69; GD, p. 28 TECH: CT, H20; SOAE, Rachel Carson on Silent Spring; TE Pri, The Desecration on America; Analyze the impact of international terrorism on the United States. SE/TE: 897, 901, 906, 907, 908, 909 TE: 873, 874, 906, 907 20