A Correlation of Prentice Hall United States History Survey Edition 2013

A Correlation of Prentice Hall United States History Survey Edition 2013 and the Constitution Standards

Introduction This document demonstrates how Prentice Hall United States History 2013 Survey Edition meets the 2011. Correlation page references are Student Edition. Social Studies Skills for the 21 st Century are included in the correlation with each respective standard. Connect, Experience, and Succeed! allows students to experience dynamic, interactive technology that brings history to life with exciting sights and sounds, personal accounts, and dramatic human emotions. The program s updated content includes the global economic crisis, Barack Obama s first two years as President, the Tea Party Movement, the 2010 midterm elections, and the Gulf Coast oil spill. Experience exciting technology: Students experience stunning visuals and lively presentations through PresentationEXPRESS Premium DVD-Rom while engaging in chapterby-chapter, project-based learning with the Experience It! Multimedia Pack. Connect with Essential Questions: Students explore the big ideas and enduring issues of American history through the American Issues Connector, Web Quests, Journal, and Essential Questions Videos. All students succeed: Use a variety of progress monitoring tools, chapter assessments, interactive quiz games, and Success Tracker benchmark testing and remediation to ensure all students succeed. Survey Edition Units: Era 1: Origins of a New Nation (Prehistory-1765) Era 2: Creating the American Republic (1765-1816) Era 3: Expansion and Reform (1812-1860) Era 4: Civil War and Reconstruction (1846-1877) Era 5: Industrialization of the United States (1865-1914) Era 6: Emergence of the Modern United States (1890-1920) Era 7: Prosperity and Depression (1919-1941) Era 8: World War II and Postwar America (1931-1960) Era 9: Challenges and Change (1945-1980) Era 10: Changing and Enduring Issues (1980-Today) Key: SE = Student Edition 2

Table of Contents Standard USHC-1... 4 Standard USHC-2... 6 Standard USHC-3... 8 Standard USHC-4... 11 Standard USHC-5... 13 Standard USHC-6... 15 Standard USHC-7... 17 Standard USHC-8... 19 Key: SE = Student Edition 3

3 A Correlation of UNITED STATES HISTORY AND THE CONSTITUTION Standard USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States. USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development of British North America, including religious, social, political, and economic differences. USHC-1.2 Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the rule of law as written in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War. USHC-1.3 Analyze the impact of the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic. USHC-1. Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached at the Philadelphia Convention and the ratification of the Constitution. USHC-1.5 Explain how the fundamental principle of limited government is protected by the Constitution and the Bill of Rights, including democracy, republicanism, federalism, the separation of powers, the system of checks and balances, and individual rights. SE: England s Southern Colonies, 44 49; The New England Colonies, 50 54; New York Becomes an English Colony, 56 57; Chart and Timeline of 13 British Colonies, 60; Migration from England, 66 67; Comparing Regional Cultures, 80 84; Documents of Our Nation: The Mayflower Compact, 1173 SE: House of Burgesses, 46 47; Government in the Colonies, 72 73, 75; Infographic: Roots of Democracy, 74; Chart: English Ideas Influence the Colonies, 90; Causes of the Revolution, 98 105; American Experience (History Interactive): The Road to Revolution, 106 107; Documents of Our Nation: Patrick Henry, Liberty or Death, 1173 SE: Declaring Independence, 108 112; Declaration of Independence, 113 116; The Revolution Impacts Society, 126 127; Documents of Our Nation: John Adams, Free and Independent States, 1175 SE: A Confederation of States, 134 141; Drafting the Constitution, 142 148; Primary Sources: John Locke: Two Treatises of Government, 149; Ratifying the Constitution,150 156; Primary Sources: James Madison: The Federalist, No. 10, 157; Chart: Comparing Plans for the Representation in the New Federal Government, 158; Writing About History, 160; Documents of Our Nation: The Federalist, No. 51, 1176 SE: Ratifying the Constitution,150 153, 155 156 (see in particular page 155 for definitions of limited government, federalism and checks and balances); Primary Sources: James Madison: The Federalist, No. 10, 157; Chart of the Bill of Rights, 158; American Issues Connector: Checks and Balances, 159; Document-Based Assessment: Religious Freedom in Early America, 161; United States Constitution and commentary, 162 189 Key: SE = Student Edition 4

USHC-1.6 Analyze the development of the twoparty system during the presidency of George Washington, including controversies over domestic and foreign policies and the regional interests of the Democratic-Republicans and the Federalists. USHC-1.7 Summarize the expansion of the power of the national government as a result of Supreme Court decisions under Chief Justice John Marshall, such as the establishment of judicial review in Marbury v. Madison and the impact of political party affiliation on the Court. SE: A Two-Party System Emerges, 196 197; The Parties Debate Foreign Policy, 202 203 SE: John Marshall s Supreme Court, 206, 208; Landmark Decisions of the Supreme Court: Marbury vs. Madison, 207; Marshall and the Supreme Court Boost Federal Power, 243; Supreme Court Cases: Gibbons v. Ogden, 1166; Marbury v. Madison, 1167; McCulloch v. Maryland, 1167 Social Studies Literacy Skills for the Twenty-First Century Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places. Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Trace and describe continuity and change across cultures. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. SE: Maps, 36, 49, 54, 59, 60, 67, 77, 82, 87, 88, 121, 125, 126, 138; Focus on Geography, 82, 138 SE: American Issues Connector, 61, 91, 129, 154, 159 SE: England s Southern Colonies, 44 49; The New England Colonies, 50 54; The Middle Colonies, 55 59; Comparing Regional Cultures, 80 84 SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 37, 47, 49, 58, 59, 71, 74, 84, 89, 130, 145, 156, 160; Draw Inferences, 43, 47, 92, 111, 112, 127, 149; Synthesize Information, 30, 69, 92, 130, 141 SE: Causes of the Revolution, 98 105; Declaring Independence, 108 112; Shays Rebellion, 141; Drafting the Constitution, 142 149 Key: SE = Student Edition 5

Create a thesis supported by research to convince an audience of its validity. SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 149, 157; Section Assessment Writing About History Activities, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156; Connect to Your World Activities, 29, 61, 91, 129, 159; History Interactive, 60, 74, 90, 106, 125, 144, 158; Critical Thinking: Evaluate Credibility of Sources, 92; Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-2: The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century. USHC-2.1 Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states rights and federal power during the era of Jacksonian democracy as the result of major land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession. SE: The Louisiana Purchase, 209; American Experience (History Interactive): Experience Lewis and Clark, 212 213; The Nation Continues to Grow, 219; Chart of U.S. Territorial Expansion, 220; American Issues Connector: Sectionalism and National Politics, 239; An Era of Nationalism, 242 244,246 247; Democracy and the Age of Jackson, 249 254; Constitutional Disputes and Crises, 255 259 USHC-2.2 Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War. SE: The Monroe Doctrine, 246; Document-Based Assessment: The Monroe Doctrine, 263; Migrating West, 298-304; Texas and the Mexican-American War, 305-310; Effects of Territorial Expansion, 311-315; Document-Based Assessment: New Settlement in the Mexican Session, 319 USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies. SE: Sectional Differences, 233 238; American Issues Connector: Sectionalism and National Politics, 239; Nationalist Economic Policies, 242 243; The Nullification Crisis, 255; The Bank War, 256 257 Key: SE = Student Edition 6

USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women s rights. SE: Sectional Differences, 233 238; American Issues Connector: Sectionalism and National Politics, 239; A Reforming Society, 274 277; The Antislavery Movement, 278 285; The Women s Movement, 286 291; Document-Based Assessment: Nat Turner s Revolt Shakes the South, 295; Effects of Territorial Expansion, 311 315; Slavery, States Rights, and Western Expansion, 324 329; A Rising Tide of Protest and Violence, 331 338; Documents of Our Nation: Frederick Douglass, Independence Day Speech, 1178-1179; Documents of Our Nation: Sojourner Truth, Ain t I a Woman, 1179; Documents of Our Nation: Elizabeth Cady Stanton, Address Legislature of New York, 1179 Social Studies Literacy Skills for the Twenty-First Century Assess the relative importance of multiple causes on outcomes. Represent and interpret Earth s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.* SE: Analyze Cause and Effect, SH27; Cause and Effect Charts, 219, 260, 316; Events That Changed America, 237; Critical Thinking Skills: Recognize Effects, 271, 304; Recognize Causes and Effects, 211, 238, 259, 277, 285, 294; Explain Effects, 222, 318; Explain Causes, 262; Recognize Causes, 281, 291, 310; Reading Skills: Identify Causes and Effects, 228, 232, 286, 290; Understand Effects, 242, 247, 249, 254, 274, 277, 311 SE: Maps: Geography Interactive, 203, 208, 210, 213, 217, 220, 223, 230, 239, 247, 252, 259, 269, 271, 300, 302, 309, 312; Focus on Geography, 230, 302; Analyze Maps, SH22 * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them. SE: Industry and Transportation, 228 232; Sectional Differences, 233 241; Economics Handbook, 1152-1153 Key: SE = Student Edition 7

Analyze, interpret, and synthesize social studies information to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Create a thesis supported by research to convince an audience of its validity. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 197, 222, 238, 241, 247, 254, 262, 273, 294, 310, 314, 315; Draw Inferences, 196, 203, 204, 253, 272, 277, 281, 285, 290, 314; Synthesize Information, 204, 212 213, 219, 259, 262, 290, 291 SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 204, 291; Section Assessment Writing About History Activities, 203, 211, 219, 232, 238, 247, 254, 259, 272, 277; Connect to Your World Activities, 221, 261, 293, 317; History Interactive, 212, 220, 240, 260, 288, 292, 314, 316; Writing Task, 295; Critical Thinking: Evaluate Information, 315; Credit Primary Sources, 907; Analyze Primary Sources, SH24; Evaluate Information, 315; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-3: The student will demonstrate an understanding of how regional and ideological differences led Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America. USHC-3.1 Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America. USHC-3.2 Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, and political factors in the defeat of the Confederacy; and the ultimate defeat of the idea of secession. SE: Slavery, States Rights, and Western Expansion, 324 329; A Rising Tide of Protest and Violence, 331 338; Political Realignment Deepens the Crisis, 339 345; Landmark Decisions of the Supreme Court: Dred Scott v. Sandford, 342; Lincoln, Secession and War, 346 353; Document-Based Assessment: John Brown s Raid, 357 SE: Resources, Strategies, and Early Battles, 360 366; African Americans and the War, 367 372; Life During the War, 373 379; Turning Points of the War, 380 389; The War s End and Impact, 390 395; Document-Based Assessment: Total War, 399; Documents of Our Nation: Abraham Lincoln, The Gettysburg Address, 1180; Documents of Our Nation: Abraham Lincoln, Second Inaugural Address, 1181 Key: SE = Student Edition 8

USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans. SE: Rival Plans for Reconstruction, 402 409; Reconstruction in the South, 410 418; The End of Reconstruction, 419 427; Document-Based Assessment: The Freedman s Bureau, 431; also see additional pages for the amendments: thirteenth, 391; fourteenth, 520 521, 527; fifteenth, 520 521, 527 USHC-3.4 Summarize the end of Reconstruction, including the role of anti African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post- Reconstruction era. USHC-3.5 Evaluate the varied responses of African Americans restrictions imposed on them in the post-reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett. SE: Violence Undermines Reform Efforts, 416-418; The End of Reconstruction, 419 427; The New South, 492 495; Segregation and Social Tensions, 520 527 SE: United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Black Southerners Gain and Lose, 495; Segregation and Social Tensions, 520 527 (all three historical figures mentioned in these chapters and in addition found on the following pages: Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells- Barnett, 559, 567) Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. SE: American Issues Connector, 330, 355, 397, 408, 429 SE: Cause and Effect Charts, 350, 428; Events That Changed America, 348, 384; Critical Thinking Skills: Recognize Effects, 337, 345, 353; Recognize Causes and Effects, 427; Explain Effects, 318, 372; Explain Causes, 356; Recognize Causes, 353; Identify Effects, 366, 371; Reading Skills: Identify Causes and Effects, 346, 353, 417; Understand Effects, 331, 334, 337, 393 Key: SE = Student Edition 9

Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places. Explain contemporary patterns of human behavior, culture, and political and economic systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. Create a thesis supported by research to convince an audience of its validity. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 329, 332, 356, 363, 389, 395, 398, 409, 421; Decision Point, 406; Draw Inferences, 314, 371, 387; Synthesize, 337; Synthesize Information, 372; Analyzing Political Cartoons, 411 SE: Maps, 332, 335, 335, 335, 336, 348, 351, 51, 365, 369, 381, 384, 386, 394, 396, 407, 417, 424, 428; Focus on Geography, 351, 382 SE: Section Assessment: Terms and People, 329, 336, 345, 353, 366, 371, 378, 387, 395, 409, 418, 427; Chapter Assessments, 356, 398, 430 SE: Slavery, States Rights, and Western Expansion, 324 329; A Rising Tide of Protest and Violence, 331 338; Political Realignment Deepens the Crisis, 339 345; United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells-Barnett, 559, 567 SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 372; History Interactive, 354, 384, 420; Writing Task, 399; Critical Thinking: Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Key: SE = Student Edition 10

Standard USHC-4: The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries. USHC 4.1 Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples. USHC-4.2 Analyze the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets. USHC-4.3 Evaluate the role of capitalism and its impact on democracy, including the ascent of new industries, the increasing availability of consumer goods and the rising standard of living, the role of entrepreneurs, the rise of business through monopoly and the influence of business ideologies. USHC-4.4 Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor unions, and the Populist movement and the ways that these groups and the government responded economic problems caused by industry and business. SE: Technology and Transportation, 440; Focus on Geography: The Railroads: Shaping American Cities, 441; The Government Imposes Regulations, 448; Westward Expansion and the American Indians, 496 504; Railroaders Open the West, 507 508; Farmers Settle on Homesteads, 510; Chart: Key Events in the Indian Wars, 514; American Issues Connector: American Indian Policy, 515; Document-Based Assessment: U.S. Indian Policy, 517; Documents of Our Nation: Chief Joseph, I Will Fight No More Forever, 1182 SE: Technology and Industrial Growth, 436 442; The Rise of Big Business, 443 449; The Organized Labor Movement, 450 457; Railroaders Open the West, 507 508; Farmers Settle on Homesteads, 510; Imperialists Seek Economic Benefits, 586-587 SE: Technology and Industrial Growth, 436 442; The Rise of Big Business, 443 448; Primary Source: Andrew Carnegie, 449; Social and Cultural Trends, 480 485; Documents of Our Nation: Theodore Roosevelt, The New Nationalism, 1184-1185 SE: The Workforce Grows, 437; Changing American Society, 442; The Government Imposes Regulations, 448; The Organized Labor Movement, 450 457; Chart: Influential Labor Unions, 458; Document-Based Assessment: Attitudes Toward Organized Labor, 461; Push and Pull Factors, 465; Opportunities and Challenges in America, 467; Farmers Migrate From Country to City, 474; Industries and Cities Grow, 492 493; Railroaders Open the West, 507 508; Farmers Settle on Homesteads, 510; Farmers and Populism, 533 539; Chart: The Business Cycle, 1158; Documents of Our Nation: Preamble Constitution of the Knights of Labor, 1182; Documents of Our Nation: Preamble Platform of the Populist Party, 1183 Key: SE = Student Edition 11

USHC-4.5 Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, the role of political machines, and the migration of African Americans North, Midwest, and West. SE: Changing American Society, 442; The New Immigrants, 464 469; Cities Expand and Change, 472 476, 478; American Issues Connector: Migration and Urbanization, 477; American Architecture: Skyscrapers, 479; Chart: Rural and Urban Population, 486; American Issues Connector: Migration and Urbanization, 487; Document-Based Assessment: The Impact of Immigration, 489; Industries and Cities Grow, 492 493; Exodusters, 510 USHC-4.6 Compare the accomplishments and limitations of the women s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and presidents Theodore Roosevelt and Woodrow Wilson. Social Studies Literacy Skills for the Twenty-First Century SE: Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; The Drive for Reform, 548 555; Women Make Progress, 557 562; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, 564 566; Roosevelt s Square Deal, 569 575; Wilson s New Freedom, 576 579; Chart: Effects of Social Progressivism, 580 Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze how a scarcity of productive resources affects economic choice. Analyze the role of government in promoting entrepreneurial activity. SE: American Issues Connector, 452, 459, 477, 487, 501, 515, 526, 541, 563, 581 SE: Events That Changed America, 446, 560; Critical Thinking Skills: Analyze Causes and Effects, 460; Recognize Causes and Effects, 457, 495, 504, 506, 512, 516, 527, 555; Explain Effects, 460, 582; Explain Causes, 488; Recognize Causes, 575; Reading Skills: Identify Causes and Effects, 436, 533, 539 SE: Technology and Industrial Growth, 436 442; The Rise of Big Business, 443 448; Primary Source: Andrew Carnegie, 449; Imperialists Seek Economic Benefits, 586-587; Economics Handbook: Key Economic Questions, 1152 SE: Technology and Industrial Growth, 436 442; The Rise of Big Business, 443 448; Primary Source: Andrew Carnegie, 449; Railroaders Open the West, 507 508; Chart: Constitutional Protections of Free Enterprise, 1154 Key: SE = Student Edition 12

Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 430, 469, 482, 488, 503, 506, 525, 527, 551, 562, 579; Draw Inferences, 448, 460, 478, 516, 532, 568, 582; Synthesize Information, 449, 488, 503, 534, 539 SE: The Organized Labor Movement, 450 457; Changing American Society, 442; The New Immigrants, 464 469; Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; Farmers and Populism, 533 539; The Drive for Reform, 548 555; Women Make Progress, 557 562; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, 564 566; African Americans Demand Reform, 566-567; Reducing Prejudice and Protecting Rights, 567-568; Roosevelt s Square Deal, 569 575; Wilson s New Freedom, 576 579 Standard USHC-5: The student will demonstrate an understanding of domestic and foreign developments that contributed emergence of the United States as a world power in the twentieth century. USHC-5.1 Analyze the development of American expansionism, including the change from isolationism to intervention and the rationales for imperialism based on Social Darwinism, expanding capitalism, and domestic tensions. USHC-5.2 Explain the influence of the Spanish- American War on the emergence of the United States as a world power, including the role of yellow journalism in the American declaration of war against Spain, United States interests and expansion in the South Pacific, and the debate between pro- and anti-imperialists over annexation of the Philippines. SE: 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 America, 604 611; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615 SE: The Spanish American War, 592 598; Filipinos Rebel Against U.S. Rule, 599; American Issues Connector: America Goes to War, 613 Key: SE = Student Edition 13

USHC-5.3 Summarize United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt s big stick diplomacy, William Taft s dollar diplomacy, and Woodrow Wilson s moral diplomacy and changing worldwide perceptions of the United States. USHC-5.4 Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow Wilson s leadership in the Treaty of Versailles and the creation of the League of Nations. USHC-5.5 Analyze the United States rejection of internationalism, including postwar disillusionment, the Senate s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United States in international affairs in the 1920s. SE: Hay Reaffirms the Open Door Policy, 602; Witness History: Dollars for Bullets, 604; Roosevelt Pursues Big Stick Diplomacy, 605 609; Taft Switches to Dollar Diplomacy, 609; Wilson Pursues Moral Diplomacy, 609 611; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615 SE: Neutrality Gives Way to War, 624 627; The Home Front, 629 635; Wilson, War, and Peace, 637 645; Primary Source: Woodrow Wilson: The Fourteen Points, 646; Effects of the War, 647-651; Document-Based Assessment: Americans For and Against the War, 655; Documents of Our Nation: Woodrow Wilson, Peace Without Victory, 1185 SE: America Rejects the Treaty, 644 645; Americans Embrace Normalcy, 650 651; America s Role in the World, 669 670 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present SE: American Issues Connector, 590, 613, 626, past and use knowledge of the 653 past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Cause and Effect Charts, 652; Events That Changed America, 560; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 625; Explain Effects, 601; Recognize Causes, 654; Reading Skills: Identify Causes and Effects, 592, 598; Identify Causes, 627; Recognize Causes, 702 SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 598, 610, 611, 614, 627, 631, 645; Draw Inferences, 582, 651; Synthesize, 627; Synthesize Information, 595, 646 Key: SE = Student Edition 14

Represent and interpret Earth s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.* SE: Maps: Geography Interactive, 589, 597, 606, 608, 610, 612, 620, 624, 634, 639, 643, 648; Focus on Geography, 606, 634; Analyze Maps, SH22 * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. Explain how an interdependent, specialized, and voluntary worldwide trade network affects standards of living and economic growth. SE: 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 America, 604 611 Create a thesis supported by research to convince an audience of its validity. SE: Writing Handbook: Research Writing, SH12 SH14; also see: Primary Sources, 646; History Interactive, 600, 640, 662; Critical Thinking: Evaluate Information, 591, 670; Credit Primary Sources, 907; Analyze Primary Sources, SH24, 1014; Evaluate Information, 591; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 Standard USHC-6: The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response economic crisis in the 1930s. USHC-6.1 Explain the impact of the changes in the 1920s on the economy, society, and culture, including the expansion of mass production techniques, the invention of new home appliances, the introduction of the installment plan, the role of transportation in changing urban life, the effect of radio and movies in creating a national mass culture, and the cultural changes exemplified by the Harlem Renaissance. USHC-6.2 Explain the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the Red Scare, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial. SE: A Booming Economy, 660 665; Social and Cultural Tensions, 671 673, 675 679; A New Mass Culture, 679 689; The Harlem Renaissance, 690 695; Document-Based Assessment: Scientific Management and Mass Production, 699 SE: The Red Scare, 649; Social and Cultural Tensions, 671 678; American Issues Connector: U.S. Immigration Policy, 674; Women Assume New Roles, 682-684 Key: SE = Student Edition 15

USHC-6.3 Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people. SE: Causes of the Depression, 702 708; Americans Face Hard Times, 709 719; Hoover s Response Fails, 720 725; Document-Based Assessment: Worldwide Depression, 729 USHC-6.4 Analyze President Franklin Roosevelt s New Deal as a response economic crisis of the Great Depression, including the effectiveness of New Deal programs in relieving suffering and achieving economic recovery, in protecting the rights of women and minorities, and in making significant reforms to protect the economy such as Social Security and labor laws. SE: FDR Offers Relief and Recovery, 732 739; The Second New Deal, 740 747; Effects of the New Deal, 748 752, 754 757; American Issues Connector: Government s Role in the Economy, 753; The New Deal and the Arts, 761; Document-Based Assessment: The Tennessee Valley Authority; Documents of Our Nation: Franklin D. Roosevelt, First Inaugural Address, 1186 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. Analyze how a scarcity of productive resources affects economic choices. Analyze the role of fiscal and regulatory policies in a mixed economy. SE: American Issues Connector, 674, 697, 727, 753, 765 SE: Cause and Effect Charts, 726, 756; Events That Changed America, 742; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 724; Recognize Causes and Effects, 757; Explain Causes, 708; Recognize Causes, 728; Identify Effects, 762; Reading Skills: Recognize Multiple Causes, 708; Recognize Causes, 702 SE: Causes of the Depression, 702 708; Americans Face Hard Times, 709 719; Economics Handbook: Key Economic Questions, 1152 SE: FDR Offers Relief and Recovery, 732 739; The Second New Deal, 740 747; Effects of the New Deal, 748 752, 754 757; American Issues Connector: Government s Role in the Economy, 753; Economics Handbook: Tools for Monitoring the Business Cycle, 1158-1159 Key: SE = Student Edition 16

Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth. Explain contemporary patterns of human behavior, culture, and political and economic systems. SE: Hoover s Response Fails, 720 724; FDR Offers Relief and Recovery, 732 739; The Second New Deal, 740 747; Effects of the New Deal, 748 752, 754 757; American Issues Connector: Government s Role in the Economy, 753 SE: Section Assessment: Terms and People, 665, 670, 678, 687, 694, 708, 717, 724, 739, 747, 757, 762; Chapter Assessments, 698, 728, 766 Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 665, 670, 678, 683, 689, 708, 719, 728; Draw Inferences, 651, 698, 717, 725, 739; Synthesize, 627; Synthesize Information, 646, 728, 757 Standard USHC-7: The student will demonstrate an understanding of the impact of World War II on the United States and the nation s subsequent role in the world. USHC-7.1 Analyze the decision of the United States to enter World War II, including the nation s movement from a policy of isolationism to international involvement and the Japanese attack on Pearl Harbor. USHC-7.2 Evaluate the impact of war mobilization on the home front, including consumer sacrifices, the role of women and minorities in the workforce, and limits on individual rights that resulted in the internment of Japanese Americans. USHC-7.3 Explain how controversies among the Big Three Allied leaders over war strategies led to post-war conflict between the United States and the USSR, including delays in the opening of the second front in Europe, the participation of the Soviet Union in the war in the Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki. SE: From Isolation to Involvement, 779 786; Primary Source: Franklin Delano Roosevelt: The Four Freedoms Speech, 787; America Enters the War, 788 795 SE: The Home Front, 809 814; Landmark Decisions of the Supreme Court: Korematsu v. United States, 815; American Experience: Experience the Home Front, 816 817 SE: Planning Germany s Defeat, 818 819; The Atomic Bomb Ends the War, 825-827; Allies Set Postwar Goals, 834-835 Key: SE = Student Edition 17

USHC-7.4 Summarize the economic, humanitarian, and diplomatic effects of World War II, including the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel. SE: The Holocaust, 828 833; Effects of the War, 834 839 USHC-7.5 Analyze the impact of the Cold War on national security and individual freedom, including the containment policy and the role of military alliances, the effects of the Red Scare and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the Berlin Wall, the Cuban missile crisis, and the nuclear arms race. USHC-7.6 Analyze the causes and consequences of social and cultural changes in postwar America, including educational programs, the consumer culture and expanding suburbanization, the advances in medical and agricultural technology that led to changes in the standard of living and demographic patterns, and the roles of women in American society. SE: The Cold War Begins, 846 852; Primary Source: The Truman Doctrine, 853; The Korean War, 854 859; The Cold War Expands, 860 867; The Cold War at Home, 868 875; Document-Based Assessment: Analysis of Senator McCarthy, 879; Documents of Our Nation: George Kennan, The Sources of Soviet Conduct, 1186-1187 SE: An Economic Boom, 882 887; A Society on the Move, 888 895; Mass Culture and Family Life, 896 902; Dissent and Discontent, 903 907; Document-Based Assessment: Impact of the Suburbs, 911 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use knowledge of the past to make informed decisions in the present and to extrapolate in future. Assess the relative importance of multiple causes on outcomes. SE: American Issues Connector, 796, 841, 872, 877, 909 SE: Cause and Effect Charts, 838; Events That Changed America, 790, 820; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 778, 842; Recognize Causes and Effects, 839, 853, 871, 871, 891; Explain Effects, 878, 910; Explain Causes, 878; Recognize Causes, 786, 798; Identify Effects, 762; Analyze Causes, 808; Reading Skills: Identify Causes and Effects, 788, 795, 868, 891; Understand Effects, 834, 882, 887 Key: SE = Student Edition 18

Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: Draw Conclusions, 795, 798, 814, 817, 830, 852, 867, 871, 871, 875, 887, 891, 895, 899, 907, 910; Draw Inferences, 774 775, 798, 807; Synthesize, 774 775; Synthesize Information, 807, 842, 887, 907, 910 Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. USHC-8.1 Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality. USHC-8.2 Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics. USHC-8.3 Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition war, the role of the media, the policies of the Nixon administration, and the growing credibility gap that culminated in the Watergate scandal. SE: Early Demands for Equality, 916 923; Landmark Decisions of the Supreme Court: Brown v. Board of Education, 924; The Movement Gains Ground, 925 935; Primary Source: I Have a Dream, 933; New Successes and Challenges, 936 938, 940 945; Document- Based Assessment: Civil Disobedience, 949; The Women s Rights Movement, 1022-1026; The Rights Revolution Expands, 1028-1033; Document-Based Assessment: The Voting Rights Act, 1043; Documents of Our Nation: Martin Luther King, Jr., Letter from Birmingham Jail, 1188-1189 SE: Johnson's Great Society, 965 966, 968 973; Document-Based Assessment: The Effectiveness of President Johnson s Great Society Programs, 977; Nixon s Policies Target Middle America, 1046 1047; Nixon Follows a Southern Strategy, 1048 1049; Documents of Our Nation: Lyndon Johnson, Voting Rights, 1190 SE: Origins of the Vietnam War, 980 984; U.S. Involvement Grows, 985 991; The War Divides America, 992 999; The War's End and Impact, 1000 1005, 1007; Nixon and the Cold War, 1008-1011; Document-Based Assessment: The 1968 Presidential Race, 1015; Nixon and the Watergate Scandal, 1046 1054; Document- Based Assessment: Anatomy of a Scandal, 1071; Documents of Our Nation: Richard Nixon, Resignation Speech, 1190 Key: SE = Student Edition 19

USHC-8.4 Analyze the causes and consequences of the resurgence of the conservative movement, including social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and abortion, the economic and social policies of the Reagan administration, and the role of the media. SE: The Counterculture, 1018 1021; The Women's Rights Movement, 1022 1027; The Rights Revolution Expands, 1028 1033; The Environmental Movement, 1034 1037, 1039; Changing Values Stir Unease, 1058 1061; The Conservative Movement Grows, 1076 1080; The Reagan Revolution, 1081 1086 USHC-8.5 Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and 2008. USHC-8.6 Summarize America s role in the changing world, including the dissolution of the Soviet Union, the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global terrorism. SE: Document-Based Assessment: Is the National Debt a Problem, 1101; A Changing American Economy, 1106 1108; The Clinton Presidency, 1109 1113; Global Politics and Economics, 1114-1118; The Bush and Obama Presidencies1119 1126; Americans Look Future, 1127 1129 SE: The End of the Cold War, 1087 1092; Foreign Policy After the Cold War, 1093 1097; Global Politics and Economics, 1114 1118; America s War on Terror, 1121 1122; Documents of Our Nation: George W. Bush, War on Terror Speech, 1192 Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present past and use a knowledge of the past to make informed decisions in the present and to extrapolate in future. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.* * Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems. SE: American Issues Connector, 947, 975, 1013, 1041, 1069, 1099, 1133 SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 922, 932, 935, 958, 963, 997, 999, 1005, 1007, 1011, 1066, 1080, 1084, 1085, 1097; Draw Inferences, 933, 963, 969, 1020, 1026, 1033, 1053, 1061, 1066, 1092, 1097, 1100, 1108, 1116, 1123, 1126, 1131, 1134; Synthesize, 945, 1005; Synthesize Information, 923, 958, 1007, 1031, 1053, 1067, 1070, 1092, 1100, 1107, 1113, 1134 Key: SE = Student Edition 20

Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society. Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth. SE: Early Demands for Equality, 916 924; The Movement Gains Ground, 925 935; New Successes and Challenges, 936 938, 940 945; The War Divides America, 992 999; The Counterculture, 1018 1021; The Women's Rights Movement, 1022 1027; The Rights Revolution Expands, 1028 1033; The Environmental Movement, 1034 1037, 1039; Changing Values Stir Unease, 1058 1061; The Conservative Movement Grows, 1076 1080; The Reagan Revolution, 1081 1086 SE: Johnson's Great Society, 965 966; Americans Look Future, 1127 1129; Economic Policy, 961, 1047 1048, 1056 1058, 1106 1110, 1112 Key: SE = Student Edition 21