A Correlation of Texas United States History · (1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study

A Correlation of

Texas United States History 1877 to the Present

Digital Courseware ©2016

To the Texas Essential Knowledge and Skills (TEKS)

for Social Studies United States History Studies Since 1877

High School

Chapter 113. Texas Essential Knowledge and Skills for Social Studies §113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012. Proclamation 2015

Page 1 of 448 Pearson Education, Inc., publishing as Prentice Hall: 9780133306781 Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN 9780133306781

(a) General requirements. Students shall be awarded one unit of credit for successful completion of this course.

(b) Introduction.

(1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

Texas United States History: 1877 to the Present, Digital Courseware

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter C. High School§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice Hall



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to:

(A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence

(i) analyze the text of the Declaration of Independence

Instruction 9780133306781

Review Topic: Lesson 1, Text 4 (all screens); Lesson 1, Primary Sources (all screens)

Lesson 1, Text 4: The American Revolution (all screens); Lesson 1, Primary Sources: Declaration of Independence (all screens)

Assessment 9780133306781

Review Topic: Review and Assessment

Review Topic: Review and Assessment (items 3, 4, and 5)

(C) Knowledge and skills.

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.




Activity 9780133306781

Review Topic: Lesson 1, Interactive Gallery: Interactive Declaration of Independence (all screens)

Lesson 1, Interactive Gallery: Interactive Declaration of Independence (all screens)



(ii) analyze the intent of the Declaration of Independence

Instruction 9780133306781Review Topic: Lesson 1, Text 4 (screens 2 and 3)

Lesson 1, Text 4: The American Revolution (screens 2 and 3)



Review Topic: Review and Assessment (item 6)



(iii) analyze the meaning of the Declaration of Independence









Activity 9780133306781





(iv) analyze the importance of the Declaration of Independence


Review Topic: Lesson 1, Text 4 (screen 3)

Lesson 1, Text 4: The American Revolution (screen 3)









(v) evaluate the text of the Declaration of Independence







Activity 9780133306781





(vi) evaluate the intent of the Declaration of Independence











(vii) evaluate the meaning of the Declaration of Independence






Activity 9780133306781





(viii) evaluate the importance of the Declaration of Independence












(ix) analyze the text of the U.S. Constitution, including the Bill of Rights


Review Topic: Lesson 2, Text 4 (all screens); Lesson 2, United States Constitution (all screens)

Lesson 2, Text 4: Principles of the Constitution (all screens); Lesson 2, United States Constitution (all screens)



Review Topic: Review and Assessment (items 14 and 15)



(x) analyze the intent of the U.S. Constitution, including the Bill of Rights



Lesson 2, Text 4: Principles of the Constitution (screen 1)









(xi) analyze the meaning of the U.S. Constitution, including the Bill of Rights


Review Topic: Lesson 2, Text 4 (all screens)

Lesson 2, Text 4: Principles of the Constitution (all screens)



Review Topic: Review and Assessment (items 14, 17, 18, and 19)



(xii) analyze the importance of the U.S. Constitution, including the Bill of Rights


Lesson 2, Text 3: The Struggle Over Ratification (screens 2 and 3)









(xiii) evaluate the text of the U.S. Constitution, including the Bill of Rights









(xiv) evaluate the intent of the U.S. Constitution, including the Bill of Rights












(xv) evaluate the meaning of the U.S. Constitution, including the Bill of Rights









(xvi) evaluate the importance of the U.S. Constitution, including the Bill of Rights

Instruction 9780133306781Review Topic: Lesson 2, Text 3 (screen 3); Lesson 2, Text 4 (screen 3)

Lesson 2, Text 3: The Struggle Over Ratification (screen 3); Lesson 2, Text 4: Principles of the Constitution (screen 3)









(xvii) identify the full text of the first three paragraphs of the Declaration of Independence

Instruction 9780133306781Review Topic: Lesson 1, Primary Sources (all screens)

Lesson 1, Primary Sources: Declaration of Independence (all screens)





(B) analyze and evaluate the application of these founding principles to historical events in U.S. history

(i) analyze the application of these founding principles to historical events in U.S. history Instruction 9780133306781

Review Topic: Lesson 4, Text 1 (screen 3); Lesson 5, Text 5 (screens 1, 2, 4, and 5)

Lesson 4, Text 1: Slavery and Western Expansion (screen 3); Lesson 5, Text 5: The Union Prevails (screens 1, 2, 4, and 5)






(ii) evaluate the application of these founding principles to historical events in U.S. history Instruction 9780133306781










(C) explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.

(i) explain the contributions of the Founding Fathers


Review Topic: Lesson 1, Text 4 (screens 2, 4, and 5); Lesson 2, Text 3 (screen 1)

Lesson 1, Text 4: The American Revolution (screens 2, 4, and 5); Lesson 2, Text 3: The Struggle Over Ratification (screen 1)



Review Topic: Review and Assessment (items 8, 9, 10, 11, 12, 13, and 22)

(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A) identify the major characteristics that define a historical era

(i) identify the major characteristics that define a historical era Instruction 9780133306781

Review Topic: Lesson 1, History Tools Core Concepts (screens 1, 2, and 3)

Lesson 1, History Tools Core Concepts: Measuring Time (screens 1, 2, and 3)





Topic 12: Topic Inquiry Student Instructions (all screens)

Topic Inquiry Student Instructions (all screens)





(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics

(i) identify the major eras in U.S. history from 1877 to the present Instruction 9780133306781



Assessment 9780133306781Topic 12 Review and Assessment

Topic 12 Review and Assessment (item 36)



(ii) describe their defining characteristics

Instruction 9780133306781Topic 12: Topic Inquiry Student Instructions (all screens)





(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(i) apply absolute chronology through the sequencing of significant individuals


Review Topic: Lesson 5, History Tools Core Concepts (all screens)

Lesson 5, History Tools Core Concepts: Measuring Time (all screens)












(ii) apply absolute chronology through the sequencing of significant events












(iii) apply absolute chronology through the sequencing of significant time periods












(iv) apply relative chronology through the sequencing of significant individuals















(v) apply relative chronology through the sequencing of significant events Instruction 9780133306781











(vi) apply relative chronology through the sequencing of significant time periods














(D) explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama)

(i) explain the significance of the following years as turning points: 1898 (Spanish-American War)


Topic 3: Lesson 6, Text 3 (all screens)

Lesson 6, Text 3: The War as a Turning Point (all screens)








(ii) explain the significance of the following years as turning points: 1914-1918 (World War I)


Topic 4: Lesson 2, Text 3 (screen 1); Lesson 4, Text 1 (screen 5)

Lesson 2, Text 3: The War Changes American Society (screen 1); Lesson 4, Text 1: Postwar Issues (screen 5)


Topic 4 Review and Assessment (items 12, 15, 31, and 45)






(iii) explain the significance of the following years as turning points: 1929 (the Great Depression begins)



Lesson 1, Text 2: The Stock Market Hits Bottom (all screens)








(iv) explain the significance of the following years as turning points: 1939-1945 (World War II)


Topic 6: Lesson 2, Text 2 (all screens); Lesson 3, Text 1 (all screens); Lesson 6, Text 3 (all screens); Lesson 8, Text 1 (screen 1)

Lesson 2, Text 2: War Breaks Out in Europe (all screens); Lesson 3, Text 1: Japan Attacks the United States (all screens); Lesson 6, Text 3: Defeat of Germany (all screens); Lesson 8, Text 1: Planning the Postwar World (screen 1)


Topic 6 Review and Assessment (items 7, 11, 18, 50, and 56)






(v) explain the significance of the following years as turning points: 1957 (Sputnik launch ignites U.S.-Soviet space race)


Topic 7: Lesson 3, Text 3 (screen 6)

Lesson 3, Text 3: International Cold War Conflicts (screen 6)








(vi) explain the significance of the following years as turning points: 1968-1969 (Martin Luther King Jr. assassination)



Lesson 3, Text 4: King Expands His Dream (all screens)








(vii) explain the significance of the following years as turning points: 1968-1969 (U.S. lands on the moon)



Lesson 4, Text 3: Domestic Priorities (screen 5)








(viii) explain the significance of the following years as turning points: 1991 (Cold War ends)



Lesson 3, Text 2: Impact of the End of the Cold War (screen 1)



Activity 9780133306781

Topic 11: Lesson 3, Interactive Gallery: The Fall of Communism in Europe (all screens)

Lesson 3, Interactive Gallery: The Fall of Communism in Europe (all screens)






(ix) explain the significance of the following years as turning points: 2001 (terrorist attacks on World Trade Center and the Pentagon)



Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (all screens)








(x) explain the significance of the following years as turning points: 2008 (election of first black president, Barack Obama)



Lesson 3, Text 1: The 2008 Election (all screens)



Activity 9780133306781

Topic 12: Lesson 3, Interactive Chart: Presidential Election of 2008 (all screens)

Lesson 3, Interactive Chart: Presidential Election of 2008 (all screens)




(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism

(i) analyze political issues


Topic 2: Lesson 1, Text 2 (screens 3, 4, 5, and 6); Lesson 1, Text 4 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 3 (all screens)

Lesson 1, Text 2: Settlers and Native Americans Collide (screens 3, 4, 5, and 6); Lesson 1, Text 4: The Government Encourages Assimilation (all screens); Lesson 3, Text 2: Growth of Political Machines and Corruption (all screens); Lesson 4, Text 3: The Beginnings of Populism (all screens)


Topic 2 Review and Assessment (items 2, 22, 23, 25, 26, and 31)


(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business

(i) analyze economic issues


Topic 1: Lesson 1, Text 4 (all screens); Lesson 1, Text 2 (screens 5 and 6); Lesson 1, Text 1 (screens 4, 5, and 6); Lesson 2, Text 2 (screens 1, 2, and 3); Lesson 3, Text 2 (all screens); Lesson 3, Text 3 (screens 5, 6, and 7)

Lesson 1, Text 4: The Effects of Industrialization (all screens); Lesson 1, Text 2: Innovation Drives Economic Development (screens 5 and 6); Lesson 1, Text 1: American Industry Grows (screens 4, 5, and 6); Lesson 2, Text 2: The Pros and Cons of Big Business (screens 1, 2, and 3); Lesson 3, Text 2: The Growth of Labor Unions (all screens); Lesson 3, Text 3: Labor Unions Lead Protests (screens 5, 6, and 7)


Topic 1 Review and Assessment (items 1, 3, 4, 9, 14, 15, 16, 23, and 24)





Topic 2: Lesson 2, Text 1 (screens 4, 5, 6, and 7); Lesson 2, Text 2 (all screens); Lesson 4, Text 1 (all screens)

Lesson 2, Text 1: Mining and the Growth of Railroads (screens 4, 5, 6, and 7); Lesson 2, Text 2: The Cattle Industry Boom (all screens); Lesson 4, Text 1: Farmers Face Economic Difficulty (all screens)


(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists

(i) analyze social issues affecting women


Topic 3: Lesson 2, Text 1 (all screens); Lesson 2, Text 2 (all screens)

Lesson 2, Text 1: Expanding Opportunities for Women (all screens); Lesson 2, Text 2: Women Seek Equal Political Rights (all screens)





(ii) analyze social issues affecting minorities

Instruction 9780133306781 Topic 2: Lesson 1, Text 4 (screens 2, 3, and 4)

Lesson 1, Text 4: The Government Encourages Assimilation (screens 2, 3, and 4)








(iii) analyze social issues affecting children

Instruction 9780133306781Topic 1: Lesson 3, Text 1 (screen 3)

Lesson 3, Text 1: Workers Endure Difficulties (screen 3)





(iv) analyze social issues affecting immigrants

Instruction 9780133306781Topic 1: Lesson 4, Text 3 (all screens)

Lesson 4, Text 3: Social Issues Affecting Immigrants (all screens)





(v) analyze social issues affecting urbanization


Lesson 5, Text 3: Urban Living Creates Social Issues (all screens)








(vi) analyze social issues affecting the Social Gospel

Instruction 9780133306781 Topic 3: Lesson 1, Text 3 (screens 1 and 2)

Lesson 1, Text 3: Reformers Impact Society (screens 1 and 2)





(vii) analyze social issues affecting philanthropy of industrialists


Lesson 2, Text 2: The Pros and Cons of Big Business (screens 2 and 3)



Activity 9780133306781

Topic 1: Lesson 2, Interactive Gallery: Captains of Industry (all screens)

Lesson 2, Interactive Gallery: Captains of Industry (all screens)


(D) describe the optimism of the many immigrants who sought a better life in America

(i) describe the optimism of the many immigrants who sought a better life in America

Instruction 9780133306781 Topic 1: Lesson 4, Text 2 (screen 1)

Lesson 4, Text 2: Optimism and The Immigrant Experience (screen 1)






(4) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:

(A) explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power

(i) explain why significant events moved the United States into the position of a world power



Lesson 6, Text 4: Effects of U.S. Expansionism in the Philippines (screen 4)





(ii) explain why significant policies moved the United States into the position of a world power



Lesson 7, Text 2: Roosevelt Works With Japan (all screens)


Topic 3 Review and Assessment (items 61, 70, and 71)






(iii) explain why significant individuals moved the United States into the position of a world power



Lesson 5, Text 1: America on the World Stage (screens 3, 4, 5, and 6); Lesson 5, Text 3: The Acquisition of Hawaii (all screens); Lesson 7, Text 2: Roosevelt Works With Japan (all screens)


Topic 3 Review and Assessment (items 45, 46, 48, 49, 50, 52, 53, 56, 65, and 67)


(B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico

(i) evaluate American expansionism, including acquisitions


Topic 3: Lesson 5, Text 3 (all screens); Lesson 6, Text 3 (screens 2 and 3); Lesson 6, Text 4 (screens 1, 2, 3, and 4); Lesson 7, Text 3 (screens 2 and 3)

Lesson 5, Text 3: The Acquisition of Hawaii (all screens); Lesson 6, Text 3: The War as a Turning Point (screens 2 and 3); Lesson 6, Text 4: Effects of U.S. Expansionism in the Philippines (screens 1, 2, 3, and 4); Lesson 7, Text 3: American Foreign Policy in Latin America (screens 2 and 3)




(C) identify the causes of World War I and reasons for U.S. entry

(i) identify the causes of World War I Instruction 9780133306781 Topic 4:

Lesson 1, Text 1 (all screens)

Lesson 1, Text 1: The Causes of World War I (all screens)





Topic 4 Review and Assessment (items 1 and 3)



(ii) identify the reasons for U.S. entry



Lesson 1, Text 3: The United States Remains Neutral (all screens); Lesson 1, Text 4: Reasons for America's Entry into the War (all screens)



Activity 9780133306781

Topic 4: Lesson 1, Interactive Timeline: Buildup to War (all screens)

Lesson 1, Interactive Timeline: Buildup to War (all screens)


(D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing

(i) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing

Instruction 9780133306781 Topic 4: Lesson 3, Text 1 (all screens)

Lesson 3, Text 1: America Joins the Fighting (all screens)







(E) analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front

(i) analyze the impact of significant technological innovations in World War I that resulted in the stalemate on the Western Front

Instruction 9780133306781Topic 4: Lesson 1, Text 2 (screen 2-4); Lesson 1, 3-D Model (all screens)

Lesson 1, Text 2: The Great War Begins (screen 2-4); Lesson 1, 3-D Model: Trench Warfare (all screens)




(F) analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles

(i) analyze major issues raised by U.S. involvement in World War I


Lesson 2, Text 2: Opposition to the War (all screens)





(ii) analyze major issues raised by Woodrow Wilson's Fourteen Points


Topic 4: Lesson 3, Text 2 (all screens); Lesson 3, Primary Source (all screens)

Lesson 3, Text 2: Wilson Wants Peace Without Victory (all screens); Lesson 3, Primary Source: Woodrow Wilson, The Fourteen Points (all screens)








(iii) analyze major issues raised by the Treaty of Versailles



Lesson 3, Text 3: The Paris Peace Conference (all screens); Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens)




(G) analyze significant events such as the Battle of Argonne Forest

(i) analyze significant events Instruction 9780133306781 Topic 4:





(5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:

(A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments

(i) evaluate the impact of Progressive Era reforms, including initiative


Lesson 1, Text 4: Progressive Reforms Impact Government (screens 2 and 3)








(ii) evaluate the impact of Progressive Era reforms, including referendum







(iii) evaluate the impact of Progressive Era reforms, including recall







(iv) evaluate the impact of Progressive Era reforms, including the passage of the 16th amendment Instruction 9780133306781 Topic 3:

Lesson 4, Text 4 (screens 2 and 3)

Lesson 4, Text 4: Wilson Endorses Further Regulation (screens 2 and 3)








(v) evaluate the impact of Progressive Era reforms, including the passage of the 17th amendment Instruction 9780133306781 Topic 3:







(vi) evaluate the impact of Progressive Era reforms, including the passage of the 18th amendment Instruction 9780133306781


Lesson 6, Text 5: Prohibition Divides Americans (all screens)



Activity 9780133306781

Topic 4: Lesson 6, Interactive Gallery: The Prohibition Era (all screens)

Lesson 6, Interactive Gallery: The Prohibition Era (all screens)



(vii) evaluate the impact of Progressive Era reforms, including the passage of the 19th amendment Instruction 9780133306781


Lesson 2, Text 2: Women Seek Equal Political Rights (all screens)







(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society

(i) evaluate the impact of muckrakers on American society



Lesson 1, Text 2: The Impact of Muckrakers (all screens); Lesson 4, Text 1: Roosevelt Changes the Relationship Between Government and Business (all screens)





(ii) evaluate the impact of reform leaders on American society


Topic 3: Lesson 2, Text 2 (screens 2 and 3); Lesson 2, Text 1 (screen 6); Lesson 3, Text 2 (screens 1, 2, 3, and 4)

Lesson 2, Text 2: Women Seek Equal Political Rights (screens 2 and 3); Lesson 2, Text 1: Expanding Opportunities for Women (screen 6); Lesson 3, Text 2: African Americans Promote Civil Rights (screens 1, 2, 3, and 4)




(C) evaluate the impact of third parties, including the Populist and Progressive parties

(i) evaluate the impact of third parties, including the Populist party Instruction 9780133306781 Topic 2:


Lesson 4, Text 4: Populism's Declining Influence (all screens)






Activity 9780133306781

Topic 2: Lesson 4, Interactive Gallery: Legacy of Populism (all screens)

Lesson 4, Interactive Gallery: Legacy of Populism (all screens)



(ii) evaluate the impact of third parties, including the Progressive party Instruction 9780133306781

Topic 3: Lesson 4, Text 3 (screens 3, 4, and 5)

Lesson 4, Text 3: A New Direction in Presidential Politics (screens 3, 4, and 5)



(6) History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:

(A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women

(i) analyze the causes of events


Topic 4: Lesson 6, Text 3 (all screens); Lesson 6, Text 2 (all screens); Lesson 6, Text 5 (screens 1 and 2)

Lesson 6, Text 3: Immigration in the 1920s (all screens); Lesson 6, Text 2: The Red Scare (all screens); Lesson 6, Text 5: Prohibition Divides Americans (screens 1 and 2)








(ii) analyze the causes of social issues


Topic 4: Lesson 4, Text 1 (screen 3); Lesson 6, Text 3 (screens 2 and 3); Lesson 7, Text 3 (all screens)

Lesson 4, Text 1: Postwar Issues (screen 3); Lesson 6, Text 3: Immigration in the 1920s (screens 2 and 3); Lesson 7, Text 3: The Role of Women Changes (all screens)





(iii) analyze the effects of events


Topic 4: Lesson 6, Text 3 (all screens); Lesson 6, Text 2 (all screens); Lesson 6, Text 5 (screens 2, 3, 4, and 5)

Lesson 6, Text 3: Immigration in the 1920s (all screens); Lesson 6, Text 2: The Red Scare (all screens); Lesson 6, Text 5: Prohibition Divides Americans (screens 2, 3, 4, and 5)





(iv) analyze the effects of social issues










(B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh

(i) analyze the impact of significant individuals


Topic 4: Lesson 4, Text 2 (all screens); Lesson 6, Text 1 (screens 4, 5, and 6); Lesson 7, Text 2 (all screens); Lesson 8, Text 1 (all screens)

Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (all screens); Lesson 6, Text 1: Americans Debate New Ideas and Values (screens 4, 5, and 6); Lesson 7, Text 2: American Role Models (all screens); Lesson 8, Text 1: Support for Black Nationalism in Urban Areas (all screens)



(7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:

(A) identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor

(i) identify reasons for U.S. involvement in World War II, including Italian dictatorship Instruction 9780133306781 Topic 6:

Lesson 1, Text 2 (screens 2, 3, and 4)

Lesson 1, Text 2: Strict Regimes in the Soviet Union and Italy (screens 2, 3, and 4)





(ii) identify reasons for U.S. involvement in World War II, including [Italian dictatorship's] aggression Instruction 9780133306781


Lesson 1, Text 4: Dictators Move to Gain Territory (screen 3)






Activity 9780133306781

Topic 6: Lesson 1, Interactive Map: Military Action, 1930-1939 (all screens)

Lesson 1, Interactive Map: Military Action, 1930-1939 (all screens)



(iii) identify reasons for U.S. involvement in World War II, including German dictatorship Instruction 9780133306781 Topic 6:


Lesson 1, Text 3: Germany and Japan Change Leadership (screens 3, 4, and 5)





(iv) identify reasons for U.S. involvement in World War II, including [German dictatorship's] aggression Instruction 9780133306781

Topic 6: Lesson 1, Text 4 (screens 1, 2, and 3); Lesson 1, Text 5 (screens 2 and 3)

Lesson 1, Text 4: Dictators Move to Gain Territory (screens 1, 2, and 3); Lesson 1, Text 5: Aggression Meets Appeasement (screens 2 and 3)



Activity 9780133306781

Topic 6: Lesson 1, Interactive Map: Military Action, 1930-1939 (all screens)

Lesson 1, Interactive Map: Military Action, 1930-1939 (all screens)






(v) identify reasons for U.S. involvement in World War II, including Japanese dictatorship Instruction 9780133306781 Topic 6:







(vi) identify reasons for U.S. involvement in World War II, including [Japanese dictatorship's] aggression, especially the attack on Pearl Harbor


Lesson 3, Text 1: Japan Attacks the United States (all screens)



Activity 9780133306781

Topic 6: Lesson 3, Interactive Map: Surprise Attack on Pearl Harbor (all screens)

Lesson 3, Interactive Map: Surprise Attack on Pearl Harbor (all screens)





(B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort

(i) evaluate the domestic leadership of Franklin D. Roosevelt during World War II, including [the] domestic industry's rapid mobilization for the war effort


Topic 6: Lesson 3, Text 2 (screens 4 and 5)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screens 4 and 5)



Activity 9780133306781

Topic 6: Lesson 3, Interactive Gallery: Americans Mobilize for War (all screens)

Lesson 3, Interactive Gallery: Americans Mobilize for War (all screens)



(ii) evaluate the international leadership of Franklin D. Roosevelt during World War II, including the U.S. relationship with its allies


Topic 6: Lesson 2, Text 3 (screens 3, 6, and 7); Lesson 3, Text 1 (screens 6 and 7); Lesson 4, Text 1 (screen 2); Lesson 6, Text 1 (screens 1 and 2)

Lesson 2, Text 3: American Reaction is Divided (screens 3, 6, and 7); Lesson 3, Text 1: Japan Attacks the United States (screens 6 and 7); Lesson 4, Text 1: Allied Strategy (screen 2); Lesson 6, Text 1: Planning Germany's Defeat (screens 1 and 2)








(iii) evaluate the international leadership of Franklin D. Roosevelt during World War II, including [the] domestic industry's rapid mobilization for the war effort






Activity 9780133306781





(iv) evaluate the international leadership of Harry Truman during World War II, including the U.S. relationship with its allies Instruction 9780133306781


Lesson 8, Text 1: Planning the Postwar World (screen 3)




Topic 7: Lesson 1, Text 1 (screen 3); Lesson 1, Biography (all screens)

Lesson 1, Text 1: Background of the Cold War (screen 3); Lesson 1, Biography: Harry Truman (all screens)





(C) analyze the function of the U.S. Office of War Information

(i) analyze the function of the U.S. Office of War Information Instruction 9780133306781


Lesson 5, Text 1: Patriotism on the Home Front (screens 4 and 5)




(D) analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons

(i) analyze major issues of World War II, including the Holocaust


Topic 6: Lesson 7, Text 1 (screens 1 and 2); Lesson 7, Text 2 (all screens)

Lesson 7, Text 1: Roots of the Holocaust (screens 1 and 2); Lesson 7, Text 2: Hitler's Final Solution (all screens)



Activity 9780133306781

Topic 6: Lesson 7, Interactive Gallery: Inside a Nazi Concentration Camp (all screens); Lesson 7, Interactive Chart: Jewish Populations in Europe 1933-1950 (all screens)

Lesson 7, Interactive Gallery: Inside a Nazi Concentration Camp (all screens); Lesson 7, Interactive Chart: Jewish Populations in Europe 1933-1950 (all screens)






(ii) analyze major issues of World War II, including the internment of German Americans



Lesson 5, Text 2: Japanese Internment During World War II (screen 1)





(iii) analyze major issues of World War II, including the internment of Italian Americans








(iv) analyze major issues of World War II, including the internment of Japanese Americans and Executive Order 9066 Instruction 9780133306781


Lesson 5, Text 2: Japanese Internment During World War II (all screens)






Activity 9780133306781

Topic 6: Lesson 5, Interactive Gallery: The Experience of Japanese Internment (all screens)

Lesson 5, Interactive Gallery: The Experience of Japanese Internment (all screens)



(v) analyze major issues of World War II, including the development of conventional weapons



Lesson 6, Text 5: The War Comes to and End (screen 1)





(vi) analyze major issues of World War II, including the development of atomic weapons


Topic 6: Lesson 6, Text 5 (screens 2, 3, 4, and 5)

Lesson 6, Text 5: The War Comes to and End (screens 2, 3, 4, and 5)







(E) analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps

(i) analyze major military events of World War II, including the Battle of Midway



Lesson 4, Text 4: Turning Points in the Pacific (screens 2 and 3)





(ii) analyze major military events of World War II, including the U.S. military advancement through the Pacific Islands

Instruction 9780133306781 Topic 6: Lesson 4, Text 4 (all screens); Lesson 6, Text 4 (all screens)

Lesson 4, Text 4: Turning Points in the Pacific (all screens); Lesson 6, Text 4: Americans Advance Toward Japan (all screens)



Activity 9780133306781

Topic 6: Lesson 6, Interactive Map: World War II in the Pacific 1942-1945 (all screens)

Lesson 6, Interactive Map: World War II in the Pacific 1942-1945 (all screens)






(iii) analyze major military events of World War II, including the Bataan Death March



Lesson 3, Text 3: The Early War in the Pacific (all screens)



Activity 9780133306781

Topic 6: Lesson 3, Interactive Map: Japanese Aggression, December 1941-June 1942 (all screens)

Lesson 3, Interactive Map: Japanese Aggression, December 1941-June 1942 (all screens)



(iv) analyze major military events of World War II, including the invasion of Normandy



Lesson 6, Text 2: The Invasion of Normandy (all screens)








(v) analyze major military events of World War II, including fighting the war on multiple fronts



Lesson 4, Text 1: Allied Strategy (all screens)





(vi) analyze major military events of World War II, including the liberation of concentration camps



Lesson 7, Text 3: Allied Response to the Holocaust (screens 3 and 4)



Activity 9780133306781

Topic 6: Lesson 7, Interactive Gallery: Inside a Nazi Concentration Camp (all screens)

Lesson 7, Interactive Gallery: Inside a Nazi Concentration Camp (all screens)





(F) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton

(i) evaluate the military contributions of leaders during World War II, including Omar Bradley


Topic 6: Lesson 4, Text 2 (screen 6); Lesson 6, Text 1 (screen 2); Lesson 6, Text 2 (screens 1 and 5)

Lesson 4, Text 2: The European Front (screen 6); Lesson 6, Text 1: Planning Germany's Defeat (screen 2); Lesson 6, Text 2: The Invasion of Normandy (screens 1 and 5)





(ii) evaluate the military contributions of leaders during World War II, including Dwight Eisenhower Instruction 9780133306781

Topic 6: Lesson 4, Text 2 (screen 4); Lesson 6, Text 2 (screens 1 and 2)

Lesson 4, Text 2: The European Front (screen 4); Lesson 6, Text 2: The Invasion of Normandy (screens 1 and 2)





(iii) evaluate the military contributions of leaders during World War II, including Douglas MacArthur Instruction 9780133306781

Topic 6: Lesson 3, Text 3 (all screens); Lesson 6, Text 4 (screens 1 and 2)

Lesson 3, Text 3: The Early War in the Pacific (all screens); Lesson 6, Text 4: Americans Advance Toward Japan (screens 1 and 2)








(iv) evaluate the military contributions of leaders during World War II, including Chester A. Nimitz



Lesson 4, Text 4: Turning Points in the Pacific (screen 2)





(v) evaluate the military contributions of leaders during World War II, including George Marshall



Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 2)





(vi) evaluate the military contributions of leaders during World War II, including George Patton



Lesson 4, Text 2: The European Front (screen 5)







(G) explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities

(i) explain the home front



Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (all screens); Lesson 5, Text 1: Patriotism on the Home Front (all screens)



Activity 9780133306781








(ii) explain how American patriotism inspired exceptional actions by citizens, including high levels of military enlistment



Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (all screens)



Activity 9780133306781








(iii) explain how American patriotism inspired exceptional actions by citizens, including volunteerism



Lesson 5, Text 1: Patriotism on the Home Front (all screens)





(iv) explain how American patriotism inspired exceptional actions by citizens, including the purchase of war bonds











(v) explain how American patriotism inspired exceptional actions by citizens, including Victory Gardens



Lesson 5, Text 1: Patriotism on the Home Front (screen 3)





(vi) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Tuskegee Airmen



Lesson 4, Text 3: Axis Powers on the Defensive (screen 4)








(vii) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Flying Tigers











(viii) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Navajo Code Talkers



Lesson 6, Text 4: Americans Advance Toward Japan (screen 1)





(ix) explain opportunities for women


Topic 6: Lesson 3, Text 2 (screen 3); Lesson 5, Text 3 (screens 1, 2, 3, and 4)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 3); Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, and 4)








(x) explain obstacles for women



Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, and 4)





(xi) explain opportunities for ethnic minorities


Topic 6: Lesson 3, Text 2 (screens 2 and 3); Lesson 5, Text 3 (screen 1)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screens 2 and 3); Lesson 5, Text 3: Increased Opportunities in Employment (screen 1)








(xii) explain obstacles for ethnic minorities



Lesson 5, Text 3: Increased Opportunities in Employment (screen 1)



Activity 9780133306781

Topic 6: Lesson 5, Interactive Gallery: African Americans and World War II (all screens)

Lesson 5, Interactive Gallery: African Americans and World War II (all screens)




(8) History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:

(A) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis

(i) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine



Lesson 1, Text 2: Responding to the Soviet Challenge (all screens)



Activity 9780133306781

Topic 7: Lesson 1, Interactive Timeline: U.S. Response to Soviet Aggression (all screens)

Lesson 1, Interactive Timeline: U.S. Response to Soviet Aggression (all screens)



(ii) describe U.S. responses to Soviet aggression after World War II, including the Marshall Plan

Instruction 9780133306781 Topic 7: Lesson 1, Text 3 (all screens); Lesson 1, Text 4 (all screens)

Lesson 1, Text 3: The United States Contains Soviet Expansion (all screens); Lesson 1, Text 4: Soviet Aggression Drives Cold War (all screens)








(iii) describe U.S. responses to Soviet aggression after World War II, including the North Atlantic Treaty Organization



Lesson 1, Text 4: Soviet Aggression Drives Cold War (all screens)





(iv) describe U.S. responses to Soviet aggression after World War II, including the Berlin airlift






Activity 9780133306781

Topic 7: Lesson 1, Interactive Gallery: The Berlin Airlift Saves a City (all screens)

Lesson 1, Interactive Gallery: The Berlin Airlift Saves a City (all screens)






(v) describe U.S. responses to Soviet aggression after World War II, including John F. Kennedy's role in the Cuban Missile Crisis



Lesson 1, Text 2: Kennedy Responds to Communism in Cuba (all screens)



Activity 9780133306781

Topic 9: Lesson 1, Interactive Timeline: Confronting Cuba (all screens)

Lesson 1, Interactive Timeline: Confronting Cuba (all screens)


(B) describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers

(i) describe how Cold War tensions were intensified by the arms race



Lesson 3, Text 1: The Arms Race Intensifies Tensions (all screens)








(ii) describe how Cold War tensions were intensified by the space race



Lesson 3, Text 3: International Cold War Conflicts (screens 6 and 7)





(iii) describe how Cold War tensions were intensified by McCarthyism


Topic 7: Lesson 4, Text 3 (all screens); Topic Inquiry Student Instructions (all screens); Document B (all screens); Document C (all screens); Document E (all screens)

Lesson 4, Text 3: McCarthyism (all screens); Topic Inquiry Student Instructions (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document E: Excerpt from The Crucible (all screens)



Activity 9780133306781

Topic 7: Lesson 4, Interactive Timeline: Red Scare and the Government (all screens)

Lesson 4, Interactive Timeline: Red Scare and the Government (all screens)






(iv) describe how Cold War tensions were intensified by the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers

Instruction 9780133306781 Topic 7: Lesson 4, Text 2 (all screens); Document B (all screens)

Lesson 4, Text 2: Domestic Spy Cases Increase Fears (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens)




(C) explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy

(i) explain reasons for U.S. involvement in the Korean War Instruction 9780133306781 Topic 7:


Lesson 2, Text 2: U.S. Involvement in Korea (all screens)





(ii) explain outcomes for U.S. involvement in the Korean War Instruction 9780133306781 Topic 7:


Lesson 2, Text 3: Outcomes of the Korean War (all screens)








(iii) explain its relationship to the containment policy


Lesson 2, Text 2: U.S. Involvement in Korea (screen 2)




(D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War

(i) explain reasons for U.S. involvement in foreign countries


Lesson 1, Text 4: Reasons for U.S. Involvement in Indochina (all screens)



Activity 9780133306781

Topic 9: Lesson 1, Interactive Gallery: America Enters Vietnam (all screens)

Lesson 1, Interactive Gallery: America Enters Vietnam (all screens)



(ii) explain outcomes for U.S. involvement in foreign countries



Lesson 1, Text 3: The Causes and Outcomes of the Berlin Crisis (all screens); Lesson 4, Text 4: Effects of the Vietnam War (all screens)








(iii) explain their relationship to the Domino Theory, including the Vietnam War


Lesson 1, Text 4: Reasons for U.S. Involvement in Indochina (screen 5)




(E) analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon

(i) analyze the major issues of the Vietnam War


Topic 9: Lesson 1, Text 5 (all screens); Lesson 2, Text 1 (all screens); Lesson 3, Text 1 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 1 (screens 2 and 3); Lesson 4, Text 4 (all screens)

Lesson 1, Text 5: The United States Responds to Communism in Vietnam (all screens); Lesson 2, Text 1: Escalation of Forces in Vietnam (all screens); Lesson 3, Text 1: Antiwar Sentiment Grows (all screens); Lesson 3, Text 2: The Tet Offensive (all screens); Lesson 4, Text 1: Attempts to Withdraw from Vietnam (screens 2 and 3); Lesson 4, Text 4: Effects of the Vietnam War (all screens)






Activity 9780133306781

Topic 9: Lesson 2, Interactive Chart: Challenges of Escalation (all screens); Lesson 4, Interactive Timeline: Final Years of the Vietnam War (all screens)

Lesson 2, Interactive Chart: Challenges of Escalation (all screens); Lesson 4, Interactive Timeline: Final Years of the Vietnam War (all screens)



(ii) analyze the major events of the Vietnam War


Topic 9: Lesson 2, Text 1 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 1 (screens 2 and 3); Lesson 4, Text 2 (all screens); Lesson 4, Text 3 (screens 2 and 3)

Lesson 2, Text 1: Escalation of Forces in Vietnam (all screens); Lesson 3, Text 2: The Tet Offensive (all screens); Lesson 4, Text 1: Attempts to Withdraw from Vietnam (screens 2 and 3); Lesson 4, Text 2: Events Intensify the Antiwar Movement (all screens); Lesson 4, Text 3: The Vietnam War Ends (screens 2 and 3)






Activity 9780133306781

Topic 9: Lesson 4, Interactive Timeline: Final Years of the Vietnam War (all screens)

Lesson 4, Interactive Timeline: Final Years of the Vietnam War (all screens)


(F) describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement

(i) describe the responses to the Vietnam War


p Lesson 3, Text 1 (screens 2, 3, 4, 6, 7, and 8); Lesson 3, Text 3 (screens 3 and 4); Lesson 4, Text 2 (all screens); Topic Inquiry Student Instructions (all screens); Transcript of anti-war speech by M.S. Aroni (all screens); Martin Luther King Jr. speech (all screens); “Pentagon Study Traces 3 Decades of Growing U.S. Involvement,” by Neil

Lesson 3, Text 1: Antiwar Sentiment Grows (screens 2, 3, 4, 6, 7, and 8); Lesson 3, Text 3: The 1968 Presidential Race (screens 3 and 4); Lesson 4, Text 2: Events Intensify the Antiwar Movement (all screens); Topic Inquiry Student Instructions (all screens); Transcript of anti-war speech by M.S. Aroni (all screens); Martin Luther King Jr. speech (all screens); “Pentagon Study Traces 3 Decades of Growing U.S. Involvement,” by Neil Sheehan (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens); Web article about draft resistance in the Vietnam War (all screens)


Topic 9 Review and Assessment (items 10, 12, 13, 14, 15, 16, 17, 18, 20, 23, and 30)




Activity 9780133306781

Topic 9: Lesson 3, Interactive Chart: Doves and Hawks (all screens); Lesson 3, Interactive Gallery: The Living Room War (all screens)

Lesson 3, Interactive Chart: Doves and Hawks (all screens); Lesson 3, Interactive Gallery: The Living Room War (all screens)

(9) History. The student understands the impact of the American civil rights movement. The student is expected to:

(A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments

(i) trace the historical development of the civil rights movement in the 19th century, including the 13th amendment


Lesson 5, Text 5: The Union Prevails (screens 4 and 5)






(ii) trace the historical development of the civil rights movement in the 19th century, including the 14th amendment


Lesson 6, Text 2: The Reconstruction South (screens 1 and 2)









(iii) trace the historical development of the civil rights movement in the 19th century, including the 15th amendment








(iv) trace the historical development of the civil rights movement in the 20th century, including the 19th amendment Instruction 9780133306781


Lesson 1, Text 1: Segregation Limits Equality (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (all screens); Lesson 4, Text 3: Domestic Priorities (screens 3 and 4)





(v) trace the historical development of the civil rights movement in the 21st century Instruction 9780133306781


Lesson 3, Text 2: Latino Organizations Fight for Rights (all screens)








Lesson 4, Text 2: American Demographics in Transition (screens 4 and 5)


(B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements

(i) describe the roles of political organizations that promoted civil rights, including ones from African American civil rights movements







Topic 8: Lesson 2, Text 1 (screens 3 and 4); Lesson 2, Text 2 (screens 1, 2, and 3); Lesson 3, Text 1 (screens 3 and 4)

Lesson 2, Text 1: Student Activists Promote Civil Rights (screens 3 and 4); Lesson 2, Text 2: Freedom Rides Begin Throughout the South (screens 1, 2, and 3); Lesson 3, Text 1: Increasing Participation in the Political Process (screens 3 and 4)

Activity 9780133306781








(ii) describe the roles of political organizations that promoted civil rights, including ones from Chicano civil rights movements



Lesson 3, Text 2: Latino Organizations Fight for Rights (screen 3)





(iii) describe the roles of political organizations that promoted civil rights, including ones from American Indian civil rights movements


Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (screens 1 and 2)



Activity 9780133306781

Topic 10: Lesson 3, Interactive Gallery: The Fight for American Indian Rights (all screens)

Lesson 3, Interactive Gallery: The Fight for American Indian Rights (all screens)






(iv) describe the roles of political organizations that promoted civil rights, including ones from women's civil rights movements



Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 1)



Activity 9780133306781

Topic 10: Lesson 2, Interactive Timeline: The Fight for the Equal Rights Amendment (all screens)

Lesson 2, Interactive Timeline: The Fight for the Equal Rights Amendment (all screens)



(v) describe the roles of political organizations that promoted civil rights, including ones from other civil rights movements Instruction 9780133306781


Lesson 3, Text 2: Latino Organizations Fight for Rights (all screens); Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (all screens)





Lesson 4, Text 2: American Demographics in Transition (screen 5)





(C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan

(i) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr.


Topic 8: Lesson 1, Text 4 (all screens); Lesson 1, Biography (all screens); Lesson 2, Text 3 (screen 3); Lesson 2, Text 4 (screens 2, 3, and 4); Lesson 2, Primary Sources (all screens); Lesson 2, Primary Sources (all screens)

Lesson 1, Text 4: The Montgomery Bus Boycott (all screens); Lesson 1, Biography: Martin Luther King, Jr. (all screens); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screen 3); Lesson 2, Text 4: Thousands Gather in the Nation's Capital (screens 2, 3, and 4); Lesson 2, Primary Sources: Martin Luther King, Jr., Letter From a Birmingham Jail (all screens); Lesson 2, Primary Sources: Martin Luther King, Jr., I Have a Dream (all screens)





(ii) identify the roles of significant leaders who supported various rights movements, including Cesar Chavez Instruction 9780133306781








Activity 9780133306781

Topic 10: Lesson 3, Interactive Gallery: Case Study—UFW Grape Boycott (all screens)

Lesson 3, Interactive Gallery: Case Study—UFW Grape Boycott (all screens)



(iii) identify the roles of significant leaders who supported various rights movements, including Rosa Parks Instruction 9780133306781 Topic 8:


Lesson 1, Text 4: The Montgomery Bus Boycott (screens 1 and 2)



Activity 9780133306781

Topic 8: Lesson 1, Interactive Gallery: Fighting for Justice (all screens)

Lesson 1, Interactive Gallery: Fighting for Justice (all screens)



(iv) identify the roles of significant leaders who supported various rights movements, including Hector P. Garcia Instruction 9780133306781










(v) identify the roles of significant leaders who supported various rights movements, including Betty Friedan Instruction 9780133306781


Lesson 2, Text 1: A New Feminist Movement Pushes for Equality (screen 3)




(D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.

(i) compare and contrast the approach taken by some civil rights groups with the nonviolent approach of Martin Luther King Jr.


Lesson 3, Text 3: New Civil Rights Groups (all screens)




(E) discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement

(i) discuss the impact of the writings of Martin Luther King Jr. on the civil rights movement


Topic 8: Lesson 2, Text 4 (screen 2); Lesson 2, Primary Sources (all screens); Lesson 2, Text 3 (screens 3 and 4); Lesson 2, Primary Sources (all screens)

Lesson 2, Text 4: Thousands Gather in the Nation's Capital (screen 2); Lesson 2, Primary Sources: Martin Luther King, Jr., I Have a Dream (all screens); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screens 3 and 4); Lesson 2, Primary Sources: Martin Luther King, Jr., Letter From a Birmingham Jail (all screens)







(F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965

(i) describe presidential actions to address minority rights in the United States, including desegregation of the armed forces Instruction 9780133306781


Lesson 1, Text 1: Segregation Limits Equality (screen 5)





(ii) describe presidential actions to address minority rights in the United States, including the Civil Rights act of 1957 Instruction 9780133306781


Lesson 1, Text 3: Conflict Between Federal and State Power (screens 3 and 4)



Activity 9780133306781

Topic 8: Lesson 1, Interactive Gallery: Fighting for Justice (all screens)

Lesson 1, Interactive Gallery: Fighting for Justice (all screens)






(iii) describe presidential actions to address minority rights in the United States, including the Civil Rights act of 1964 Instruction 9780133306781


Lesson 2, Text 5: A Significant Congressional Vote Addresses Minority Rights (screen 2)





(iv) describe presidential actions to address minority rights in the United States, including the Voting Rights Act of 1965 Instruction 9780133306781


Lesson 3, Text 1: Increasing Participation in the Political Process (screen 5)





(v) describe congressional votes to address minority rights in the United States, including the Civil Rights act of 1957 Instruction 9780133306781


Lesson 1, Text 3: Conflict Between Federal and State Power (screen 4)








(vi) describe congressional votes to address minority rights in the United States, including the Civil Rights act of 1964 Instruction 9780133306781







(vii) describe congressional votes to address minority rights in the United States, including the Voting Rights Act of 1965 Instruction 9780133306781









(G) describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo

(i) describe the role of individuals that sought to maintain the status quo


Topic 8: Lesson 1, Text 3 (screen 2); Lesson 2, Text 3 (screen 5); Lesson 3, Text 4 (screen 2)

Lesson 1, Text 3: Conflict Between Federal and State Power (screen 2); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screen 5); Lesson 3, Text 4: King Expands His Dream (screen 2)





Lesson 3, Text 3: The 1968 Presidential Race (screen 4)



(ii) describe the role of groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo Instruction 9780133306781









(H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process

(i) evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process


Topic 8: Lesson 3, Text 5 (all screens); Lesson 3, Landmark Cases (all screens); Topic Inquiry Student Instructions (all screens)

Lesson 3, Text 5: Results of the Civil Rights Movement (all screens); Lesson 3, Landmark Cases: White v. Regester (all screens); Topic Inquiry Student Instructions (all screens)





(ii) evaluate events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process


Topic 8: Lesson 3, Text 1 (screens 6 and 7); Lesson 3, Landmark Cases (all screens); Topic Inquiry Student Instructions (all screens)

Lesson 3, Text 1: Increasing Participation in the Political Process (screens 6 and 7); Lesson 3, Landmark Cases: White v. Regester (all screens); Topic Inquiry Student Instructions (all screens)







(I) describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement

(i) describe how litigation played a role in protecting the rights of the minority during the civil rights movement


Topic 8: Lesson 1, Text 2 (screens 2 and 3); Lesson 1, Landmark Cases (all screens); Lesson 1, Text 2 (all screens); Lesson 1, Landmark Cases (all screens); Lesson 1, Landmark Cases (all screens)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screens 2 and 3); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 1, Text 2: A Landmark Supreme Court Decision (all screens); Lesson 1, Landmark Cases: Hernandez v. Texas (all screens); Lesson 1, Landmark Cases: Sweatt v. Painter (all screens)




Topic 10: Lesson 3, Text 3 (screen 4); Lesson 3, Landmark Supreme Court Cases (all screens); Lesson 3, Landmark Supreme Court Cases (all screens)

Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (screen 4); Lesson 3, Landmark Supreme Court Cases: Mendez v. Westminster (all screens); Lesson 3, Landmark Supreme Court Cases: Delgado v. Bastrop I.S.D (all screens)


Topic 11: Lesson 2, Text 1 (screen 4); Lesson 2, Landmark Supreme Court Cases (all screens)

Lesson 2, Text 1: A New Direction for the American Economy (screen 4); Lesson 2, Landmark Supreme Court Cases: Edgewood I.S.D v. Kirby (all screens)




(10) History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:

(A) describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente

(i) describe Richard M. Nixon's leadership in the normalization of relations with China


Lesson 5, Text 2: Opening Relations With China (all screens)





(ii) describe Richard M. Nixon's leadership in the policy of détente Instruction 9780133306781 Topic 10:


Lesson 5, Text 3: Nixon's Policy of Détente (all screens)




(B) describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength

(i) describe Ronald Reagan's leadership in domestic policies, including Reaganomics Instruction 9780133306781 Topic 11:


Lesson 2, Text 1: A New Direction for the American Economy (screens 1, 2, and 3)





(ii) describe Ronald Reagan's leadership in international policies, including Peace Through Strength


Lesson 3, Text 1: Reagan Leads with Peace Through Strength (all screens)






Activity 9780133306781

Topic 11: Lesson 3, Interactive Chart: Reagan's Leadership (all screens)

Lesson 3, Interactive Chart: Reagan's Leadership (all screens)


(C) compare the impact of energy on the American way of life over time

(i) compare the impact of energy on the American way of life over time Instruction 9780133306781


Lesson 6, Text 3: A New President Faces Challenges (screens 3 and 4)





Lesson 4, Text 2: The Persian Gulf War (screen 1)


(D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis

(i) describe U.S. involvement in the Middle East

Instruction 9780133306781 Topic 10: Lesson 6, Text 5 (screens 1, 2, 3, and 4)

Lesson 6, Text 5: Success and Setback in the Middle East (screens 1, 2, 3, and 4)







Topic 11: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 4, Text 2 (all screens); Lesson 4, Text 5 (all screens)

Lesson 3, Text 3: U.S. Involvement in the Middle East and the Iran-Contra Affair (screens 2, 3, and 4); Lesson 4, Text 2: The Persian Gulf War (all screens); Lesson 4, Text 5: America and the Middle East in the 1990s (all screens)

Activity 9780133306781

Topic 10: Lesson 6, Interactive Timeline: Iran Hostage Crisis (all screens)

Lesson 6, Interactive Timeline: Iran Hostage Crisis (all screens)


(E) describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association

(i) describe the causes of the conservative resurgence of the 1980s and 1990s


Topic 11: Lesson 1, Text 1 (screen 2); Lesson 1, Text 2 (all screens); Lesson 1, Text 3 (all screens)

Lesson 1, Text 1: Liberals and Conservatives Diverge (screen 2); Lesson 1, Text 2: The Increasing Popularity of the New Right (all screens); Lesson 1, Text 3: A Conservative Wins the White House (all screens)








(ii) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Contract with America Instruction 9780133306781


Lesson 5, Text 2: Republicans Lead a Conservative Resurgence (screen 2)





(iii) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Heritage Foundation Instruction 9780133306781


Lesson 2, Text 2: Conservative Momentum Continues (screen 1)





(iv) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Moral Majority Instruction 9780133306781


Lesson 6, Text 6: Unease Over Changing Values (screens 5 and 6)








Lesson 1, Text 2: The Increasing Popularity of the New Right (screen 4)



(v) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the National Rifle Association Instruction 9780133306781


Lesson 2, Text 3: Culture, Challenge, and Change (all screens)



Activity 9780133306781

Topic 11: Lesson 5, Interactive Gallery: The Gun Debate (all screens)

Lesson 5, Interactive Gallery: The Gun Debate (all screens)



(vi) describe key individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly Instruction 9780133306781


Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screens 3 and 4)







Topic 11: Lesson 1, Text 2 (screen 2); Lesson 1, Biographies (all screens); Lesson 5, Text 2 (screens 1 and 2)

Lesson 1, Text 2: The Increasing Popularity of the New Right (screen 2); Lesson 1, Biographies: Ronald Reagan (all screens); Lesson 5, Text 2: Republicans Lead a Conservative Resurgence (screens 1 and 2)


(F) describe significant societal issues of this time period

(i) describe significant societal issues of this time period


Topic 10: Lesson 1, Text 1 (all screens); Lesson 2, Text 1 (all screens); Lesson 6, Text 6 (all screens)

Lesson 1, Text 1: A Counterculture Emerges (all screens); Lesson 2, Text 1: A New Feminist Movement Pushes for Equality (all screens); Lesson 6, Text 6: Unease Over Changing Values (all screens)





Lesson 1, Text 2: The Increasing Popularity of the New Right (all screens); Lesson 2, Text 1: A New Direction for the American Economy (screens 3 and 4)




Activity 9780133306781

Topic 10: Lesson 1, Interactive Gallery: Generation Gap Issues (all screens); Lesson 6, Interactive Chart: The Supreme Court and Social Issues of the 1970s (all screens)

Lesson 1, Interactive Gallery: Generation Gap Issues (all screens); Lesson 6, Interactive Chart: The Supreme Court and Social Issues of the 1970s (all screens)

(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:

(A) describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror

(i) describe U.S. involvement in world affairs, including the end of the Cold War Instruction 9780133306781


Lesson 3, Text 2: Impact of the End of the Cold War (all screens)





(ii) describe U.S. involvement in world affairs, including the Persian Gulf War Instruction 9780133306781


Lesson 4, Text 2: The Persian Gulf War (all screens)






Activity 9780133306781

Topic 11: Lesson 4, Interactive Gallery: The Persian Gulf War, 1991 (all screens)

Lesson 4, Interactive Gallery: The Persian Gulf War, 1991 (all screens)



(iii) describe U.S. involvement in world affairs, including the Balkans Crisis


Lesson 4, Text 1: Bush Forges a New Role in the World (screen 5)





(iv) describe U.S. involvement in world affairs, including 9/11










(v) describe U.S. involvement in world affairs, including the global War on Terror Instruction 9780133306781

Topic 12: Lesson 2, Text 3 (screens 6, 7, 8, 9, and 10); Lesson 3, Text 2 (screens 4, 5, 6, 7, 8, and 9)

Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screens 6, 7, 8, 9, and 10); Lesson 3, Text 2: President Obama Takes Action (screens 4, 5, 6, 7, 8, and 9)



Activity 9780133306781

Topic 12: Lesson 2, Interactive Map: United States and the Middle East, 2001–2010 (all screens); Lesson 3, Interactive Gallery: Fighting al Qaeda Worldwide (all screens)

Lesson 2, Interactive Map: United States and the Middle East, 2001–2010 (all screens); Lesson 3, Interactive Gallery: Fighting al Qaeda Worldwide (all screens)


(B) identify significant social and political advocacy organizations, leaders, and issues across the political spectrum

(i) identify significant social advocacy organizations across the political spectrum

Instruction 9780133306781Topic 12: Lesson 1, Text 1 (screens 2, 4, and 5)

Lesson 1, Text 1: Free Trade and Treaties (screens 2, 4, and 5)








(ii) identify significant political advocacy organizations across the political spectrum


Lesson 5, Text 2: Republicans Lead a Conservative Resurgence (all screens)



Activity 9780133306781

Topic 11: Lesson 5, Interactive Gallery: The Gun Debate (all screens)

Lesson 5, Interactive Gallery: The Gun Debate (all screens)



(iii) identify significant social leaders across the political spectrum Instruction 9780133306781 Topic 11:

Lesson 5, Text 1 (screen 2)

Lesson 5, Text 1: Clinton Enacts New Domestic Policies (screen 2)





Lesson 4, Text 4: Technology Transforms Life (screen 4)



(iv) identify significant political leaders across the political spectrum Instruction 9780133306781 Topic 11:










(v) identify significant social issues across the political spectrum Instruction 9780133306781 Topic 11:


Lesson 5, Text 1: Clinton Enacts New Domestic Policies (all screens)





Lesson 3, Text 2: President Obama Takes Action (screens 4 and 5)



(vi) identify significant political issues







Lesson 3, Text 1: The 2008 Election (screens 5 and 6)


(C) evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties

(i) evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties


Topic 6: Lesson 8, Text 3 (screen 4); Lesson 8, Government and Citizenship Core Concepts (screen 4)

Lesson 8, Text 3: International Organizations and Treaties (screen 4); Lesson 8, Government and Citizenship Core Concepts: Conflict and Cooperation (screen 4)








Lesson 2, Text 4: Bush’s Second Term (screen 4)


(D) analyze the impact of third parties on presidential elections

(i) analyze the impact of third parties on presidential elections Instruction 9780133306781 Topic 11:


Lesson 4, Text 3: Clinton Wins the 1992 Election (screen 4)




(E) discuss the historical significance of the 2008 presidential election

(i) discuss the historical significance of the 2008 presidential election Instruction 9780133306781 Topic 12:





Activity 9780133306781

Topic 12: Lesson 3, Interactive Chart: Presidential Election of 2008 (all screens)

Lesson 3, Interactive Chart: Presidential Election of 2008 (all screens)


(F) discuss the solvency of long-term entitlement programs such as Social Security and Medicare

(i) discuss the solvency of long-term entitlement programs Instruction 9780133306781 Topic 10:


Lesson 5, Text 4: Nixon's Domestic Policy (screen 4)







Topic 12: Lesson 2, Text 2 (screen 2); Lesson 4, Text 2 (screens 2, 3, and 7)

Lesson 2, Text 2: The Bush Domestic Agenda (screen 2); Lesson 4, Text 2: American Demographics in Transition (screens 2, 3, and 7)

Activity 9780133306781

Topic 12: Lesson 2, Interactive Chart: Long-Term Health of Entitlements (all screens)

Lesson 2, Interactive Chart: Long-Term Health of Entitlements (all screens)

(12) Geography. The student understands the impact of geographic factors on major events. The student is expected to:

(A) analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina

(i) analyze the impact of physical geographic factors on the settlement of the Great Plains



Lesson 2, Text 3: Farmers Settle the Plains (screens 3 and 5)





(ii) analyze the impact of physical geographic factors on the Klondike Gold Rush



Lesson 5, Text 2: America Begins to Expand (screen 3)






Activity 9780133306781

Topic 2: Lesson 2, Interactive Chart: Gold and Silver Rushes (all screens)

Lesson 2, Interactive Chart: Gold and Silver Rushes (all screens)



(iii) analyze the impact of physical geographic factors on the Panama Canal



Lesson 7, Text 4: “Big Stick” Diplomacy (screens 2, 3, and 4)





(iv) analyze the impact of physical geographic factors on the Dust Bowl



Lesson 2, Text 2: Rural America Struggles with Poverty (all screens)






Activity 9780133306781

Topic 5: Lesson 2, Interactive Gallery: Effects of The Dust Bowl (all screens)

Lesson 2, Interactive Gallery: Effects of The Dust Bowl (all screens)



(v) analyze the impact of physical geographic factors on the levee failure in New Orleans after Hurricane Katrina Instruction 9780133306781







(vi) analyze the impact of human geographic factors on the settlement of the Great Plains



Lesson 2, Text 3: Farmers Settle the Plains (screens 3, 4, and 5)








(vii) analyze the impact of human geographic factors on the Klondike Gold Rush






Activity 9780133306781

Topic 2: Lesson 2, Interactive Chart: Gold and Silver Rushes (all screens)

Lesson 2, Interactive Chart: Gold and Silver Rushes (all screens)



(viii) analyze the impact of human geographic factors on the Panama Canal











(ix) analyze the impact of human geographic factors on the Dust Bowl






Activity 9780133306781

Topic 5: Lesson 2, Interactive Gallery: Effects of The Dust Bowl (all screens)

Lesson 2, Interactive Gallery: Effects of The Dust Bowl (all screens)



(x) analyze the impact of human geographic factors on the levee failure in New Orleans after Hurricane Katrina Instruction 9780133306781









(B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts

(i) identify reasons for changes in political boundaries Instruction 9780133306781 Topic 2:


Lesson 1, Text 1: Mining and the Growth of Railroads (screens 6 and 7)





Lesson 3, Text 3: The Paris Peace Conference (screens 2 and 3)



(ii) explain reasons for changes in political boundaries Instruction 9780133306781 Topic 2:







Lesson 3, Text 3: The Paris Peace Conference (screens 2 and 3)

(13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:

(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt

(i) analyze the causes of changing demographic patterns resulting from migration within the United States, including western expansion Instruction 9780133306781










(ii) analyze the causes of changing demographic patterns resulting from migration within the United States, including rural to urban Instruction 9780133306781


Lesson 5, Text 1: Americans Migrate to Cities (screens 2 and 3)





Lesson 5, Text 4: Migration During World War II (all screens)



Lesson 7, Text 2: Poverty in the Cities and Rural Areas (all screens)

Activity 9780133306781








(iii) analyze the causes of changing demographic patterns resulting from migration within the United States, including the Great Migration Instruction 9780133306781


Lesson 2, Text 3: The War Changes American Society (screens 3, 4, and 5)



Activity 9780133306781

Topic 4: Lesson 2, Interactive Chart: The Great Migration (all screens)

Lesson 2, Interactive Chart: The Great Migration (all screens)



(iv) analyze the causes of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt Instruction 9780133306781


Lesson 5, Text 2: Americans Migrate to the Sunbelt (all screens)





Lesson 6, Text 6: Unease Over Changing Values (screen 1)



Lesson 1, Text 2: The Increasing Popularity of the New Right (screen 5)






(v) analyze the effects of changing demographic patterns resulting from migration within the United States, including western expansion Instruction 9780133306781


Lesson 1, Text 1: Cultures Forced to Adapt (screen 4)





(vi) analyze the effects of changing demographic patterns resulting from migration within the United States, including rural to urban Instruction 9780133306781


Lesson 5, Text 1: Americans Migrate to Cities (screens 1, 2, and 3)





Lesson 5, Text 4: Migration During World War II (all screens)



Lesson 7, Text 2: Poverty in the Cities and Rural Areas (screens 2 and 3)




Activity 9780133306781





(vii) analyze the effects of changing demographic patterns resulting from migration within the United States, including the Great Migration Instruction 9780133306781







(viii) analyze the effects of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt Instruction 9780133306781







Lesson 6, Text 6: Unease Over Changing Values (screen 1)





(B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States

(i) analyze the causes of changing demographic patterns resulting from legal immigration to the United States

Instruction 9780133306781 Topic 1: Lesson 4, Text 1 (screens 1, 3, 4, and 5)

Lesson 4, Text 1: New Immigrants Seek Better Lives (screens 1, 3, 4, and 5)





Lesson 3, Text 1: Latino Immigration Surges (screens 1 and 2); Lesson 6, Text 6: Unease Over Changing Values (screen 2)



Lesson 2, Text 1: A New Direction for the American Economy (screens 3 and 4)



Lesson 4, Text 1: Immigration Changes American Society (screen 1)



(ii) analyze the causes of changing demographic patterns resulting from illegal immigration to the United States


Lesson 3, Text 1: Latino Immigration Surges (screens 1 and 2)











(iii) analyze the effects of changing demographic patterns resulting from legal immigration to the United States







Lesson 3, Text 1: Latino Immigration Surges (screen 3); Lesson 6, Text 6: Unease Over Changing Values (screen 2)









(iv) analyze the effects of changing demographic patterns resulting from illegal immigration to the United States


Lesson 3, Text 1: Latino Immigration Surges (screen 3)












(14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:

(A) identify the effects of population growth and distribution on the physical environment

(i) identify the effects of population growth on the physical environment Instruction 9780133306781 Topic 5:







Lesson 5, Text 2: Americans Migrate to the Sunbelt (screen 3)


Topic 10: Lesson 4, Geography Core Concepts (all screens)

Lesson 4, Geography Core Concepts: Population (all screens)


Topic 12: Lesson 4, Text 3 (screen 4); Lesson 4, 3-D Model (all screens)

Lesson 4, Text 3: Energy and the Environment (screen 4); Lesson 4, 3-D Model: The World Today (all screens)



(ii) identify the effects of population distribution on the physical environment Instruction 9780133306781 Topic 5:






Topic 7: Lesson 6, Text 1 (all screens); Lesson 5, Text 2 (screen 3); Lesson 6, Before and After (all screens)

Lesson 6, Text 1: Suburban Migration (all screens); Lesson 5, Text 2: Americans Migrate to the Sunbelt (screen 3); Lesson 6, Before and After: Suburban Sprawl—1950s to the Present (all screens)





Topic 12: Lesson 4, Text 3 (screen 4); Lesson 4, 3-D Model (all screens)

Lesson 4, Text 3: Energy and the Environment (screen 4); Lesson 4, 3-D Model: The World Today (all screens)


(B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act

(i) identify the roles of governmental entities in managing the environment



Lesson 4, Text 2: Managing the Environment (all screens)





Lesson 4, Text 1: Environmental Activists Sound the Alarm (screen 4)



Lesson 4, Text 3: Energy and the Environment (screens 1 and 2)

Activity 9780133306781

Topic 10: Lesson 4, Interactive Map: Superfund Sites (all screens)

Lesson 4, Interactive Map: Superfund Sites (all screens)






(ii) identify the roles of private citizens in managing the environment



Lesson 4, Text 2: Managing the Environment (screens 1, 2, and 3)





Lesson 4, Text 2: Impact of Environmental Regulations (screen 4)



Lesson 4, Text 3: Energy and the Environment (screens 1 and 2)

Activity 9780133306781

Topic 12: Lesson 4, Interactive Gallery: Efforts to Manage the Environment (all screens)

Lesson 4, Interactive Gallery: Efforts to Manage the Environment (all screens)


(C) understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights

(i) understand the effects of governmental actions on individuals, including the impact of Fifth Amendment property rights


Lesson 4, Text 2: Managing the Environment (screens 3 and 4)











(ii) understand the effects of governmental actions on industries, including the impact on Fifth Amendment property rights








Activity 9780133306781

Topic 10: Lesson 4, Interactive Chart: Environmental Protection Versus Economic Development (all screens); Lesson 4, Interactive Map: Superfund Sites (all screens)

Lesson 4, Interactive Chart: Environmental Protection Versus Economic Development (all screens); Lesson 4, Interactive Map: Superfund Sites (all screens)



(iii) understand the effects of governmental actions on communities, including the impact on Fifth Amendment property rights











Activity 9780133306781

Topic 10: Lesson 4, Interactive Map: Superfund Sites (all screens)

Lesson 4, Interactive Map: Superfund Sites (all screens)

(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century

(i) describe how the economic impact of the Transcontinental Railroad contributed to the close of the frontier in the late 19th century

Instruction 9780133306781 Topic 2: Lesson 2, Text 1 (screens 5, 6, and 7)

Lesson 2, Text 1: Mining and the Growth of Railroads (screens 5, 6, and 7)





(ii) describe how the economic impact of the Homestead Act contributed to the close of the frontier in the late 19th century


Lesson 2, Text 3: Farmers Settle the Plains (screen 2)







(B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act

(i) describe the changing relationship between the federal government and private business, including the costs of laissez-faire Instruction 9780133306781

Topic 1: Lesson 2, Text 2 (screens 1, 2, and 3); Lesson 2, Text 3 (all screens)

Lesson 2, Text 2: The Pros and Cons of Big Business (screens 1, 2, and 3); Lesson 2, Text 3: The Changing Relationship Between Government and Business (all screens)





(ii) describe the changing relationship between the federal government and private business, including the benefits of laissez-faire Instruction 9780133306781


Lesson 1, Text 1: American Industry Grows (screens 6 and 7)





(iii) describe the changing relationship between the federal government and private business, including the costs of anti-trust acts Instruction 9780133306781


Lesson 2, Text 3: The Changing Relationship Between Government and Business (screens 3 and 4)








(iv) describe the changing relationship between the federal government and private business, including the benefits of anti-trust acts

Instruction 9780133306781Topic 1: Lesson 2, Text 3 (screens 3 and 4)






(v) describe the changing relationship between the federal government and private business, including the costs of the Interstate Commerce Act


Lesson 4, Text 1: Roosevelt Changes the Relationship Between Government and Business (screens 5, 6, and 7)





(vi) describe the changing relationship between the federal government and private business, including the benefits of the Interstate Commerce Act










(vii) describe the changing relationship between the federal government and private business, including the costs of the Pure Food and Drug Act



Lesson 4, Text 1: Roosevelt Changes the Relationship Between Government and Business (screen 9)





(viii) describe the changing relationship between the federal government and private business, including the benefits of the Pure Food and Drug Act










(C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas

(i) explain how foreign policies affected economic issues


Lesson 4, Text 3: Social Issues Affecting Immigrants (screens 5 and 6)





Lesson 7, Text 1: U.S. Trade and Intervention in China (all screens); Lesson 7, Text 4: “Big Stick” Diplomacy (screens 5 and 6)



Lesson 6, Text 3: Immigration in the 1920s (all screens)


(D) describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States

(i) describe the economic effects of international military conflicts, including the Spanish-American War, on the United States







(ii) describe the economic effects of international military conflicts, including World War I, on the United States



Lesson 2, Text 1: Mobilizing for War (screens 3 and 4); Lesson 4, Text 1: Postwar Issues (screen 5)







(E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money

(i) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 Instruction 9780133306781 Topic 3:







(ii) describe the emergence of monetary policy in the United States, including the shifting trend from a gold standard to fiat money Instruction 9780133306781 Topic 2:


Lesson 3, Text 3: Economic Policy Challenges Continue (screens 3 and 4)





Lesson 3, Text 4: The New Deal Begins (screen 4)



Lesson 8, Text 3: International Organizations and Treaties (screen 2)




(16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

(A) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies

(i) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy Instruction 9780133306781 Topic 4:


Lesson 5, Text 1: The Harding Administration (screens 3 and 4)





(ii) analyze causes of economic growth and prosperity in the 1920s, including reduced taxes Instruction 9780133306781


Lesson 5, Text 2: Economic Prosperity Under Coolidge (all screens)





(iii) analyze causes of economic growth and prosperity in the 1920s, including increased production efficiencies Instruction 9780133306781


Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (screens 5, 6, and 7); Lesson 4, Text 3: Economic Growth in the 1920s (all screens)







(B) identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System

(i) identify the causes of the Great Depression, including the impact of tariffs on world trade Instruction 9780133306781 Topic 5:


Lesson 1, Text 3: The Great Depression Begins (screens 3 and 4)





(ii) identify the causes of the Great Depression, including stock market speculation






Activity 9780133306781

Topic 5: Lesson 1, Interactive Chart: Causes of the Great Depression (all screens)

Lesson 1, Interactive Chart: Causes of the Great Depression (all screens)






(iii) identify the causes of the Great Depression, including bank failures







(iv) identify the causes of the Great Depression, including the monetary policy on the Federal Reserve System Instruction 9780133306781

Topic 5: Lesson 1, Text 3 (screen 2); Lesson 1, Text 4 (all screens)

Lesson 1, Text 3: The Great Depression Begins (screen 2); Lesson 1, Text 4: The Causes of the Great Depression (all screens)



Activity 9780133306781

Topic 5: Lesson 1, Interactive Chart: Causes of the Great Depression (all screens)

Lesson 1, Interactive Chart: Causes of the Great Depression (all screens)





(C) analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others

(i) analyze the effects of the Great Depression on the U.S. economy



Lesson 2, Text 1: Economic Hardship Shakes the Cities (all screens)





(ii) analyze the effects of the Great Depression on the U.S. society



Lesson 2, Text 3: Hard Times Hit Most Americans (all screens)




(D) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression

(i) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression


Lesson 3, Text 5: Critics of the New Deal (all screens)







(E) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens

(i) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, continue to affect the lives of U.S. citizens



Lesson 3, Text 4: The New Deal Begins (screens 2 and 3)





(ii) describe how various New Deal agencies and programs, including the Securities and Exchange Commission, continue to affect the lives of U.S. citizens











(iii) describe how various New Deal agencies and programs, including the Social Security Administration, continue to affect the lives of U.S. citizens



Lesson 4, Text 1: Expanding New Deal Programs (screens 3, 4, and 5)



(17) Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:

(A) describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment

(i) describe the economic effects of World War II on the home front


Topic 6: Lesson 3, Text 2 (screen 5); Lesson 5, Text 3 (screens 1, 2, 3, 4, 5, and 6); Lesson 5, Text 1 (screen 3)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 5); Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, 4, 5, and 6); Lesson 5, Text 1: Patriotism on the Home Front (screen 3)







(B) identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business

(i) identify the causes of prosperity in the 1950s, including the Baby Boom



Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (all screens)





(ii) identify the causes of prosperity in the 1950s, including the impact of the GI Bill (Servicemen's Readjustment Act of 1944)



Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 3)








(iii) identify the effects of prosperity in the 1950s


Topic 7: Lesson 5, Text 1 (screen 4); Lesson 5, Text 1 (screen 3); Lesson 5, Text 3 (screens 3, 4, 5, and 6); Lesson 6, Text 2 (all screens)

Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 4); Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 3); Lesson 5, Text 3: Innovations and Economic Development (screens 3, 4, 5, and 6); Lesson 6, Text 2: Increased Consumption and Consumerism (all screens)



Activity 9780133306781

Topic 7: Lesson 5, Interactive Graph: 1950s Prosperity Sparks Growth (all screens)

Lesson 5, Interactive Graph: 1950s Prosperity Sparks Growth (all screens)


(C) describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s

(i) describe the economic impact of defense spending on the business cycle from 1945 to the 1990s Instruction 9780133306781 Topic 9:


Lesson 2, Text 3: Doubt Grows on the Home Front (all screens)











(ii) describe the economic impact of defense spending on the education priorities from 1945 to 1990s Instruction 9780133306781


Lesson 3, Text 3: International Cold War Conflicts (screens 6 and 7); Lesson 6, Text 4: Educational Opportunities and Priorities (screen 2)




Topic 9: Lesson 2, Text 3 (all screens); Lesson 4, Text 4 (screen 8)

Lesson 2, Text 3: Doubt Grows on the Home Front (all screens); Lesson 4, Text 4: Effects of the Vietnam War (screen 8)


(D) identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each

(i) identify actions of government to create economic opportunities for citizens



Lesson 3, Text 5: Results of the Civil Rights Movement (screens 2 and 3); Lesson 5, Text 2: Creating the Great Society (screen 6)





Lesson 2, Text 3: The Impact of the Women’s Movement (screen 2); Lesson 5, Text 5: Nixon's Southern Strategy (screen 2)







Activity 9780133306781

Topic 8: Lesson 3, Interactive Chart: Opposing Views on Affirmative Action (all screens)

Lesson 3, Interactive Chart: Opposing Views on Affirmative Action (all screens)



(ii) identify actions of the private sector to create economic opportunities for citizens



Lesson 3, Text 5: Results of the Civil Rights Movement (screen 3)





Lesson 2, Text 1: A New Direction for the American Economy (screen 8)



(iii) analyze the unintended consequences of each








Lesson 2, Text 3: The Impact of the Women’s Movement (screen 3)






Lesson 1, Text 2: The Increasing Popularity of the New Right (screen 3); Lesson 2, Text 1: A New Direction for the American Economy (screen 8)





(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA)

(i) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system












Activity 9780133306781

Topic 6: Lesson 8, Interactive Gallery: World War II and the U.S. Economy (all screens)

Lesson 8, Interactive Gallery: World War II and the U.S. Economy (all screens)




(18) Economics. The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to:

(A) discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream

(i) discuss the role of American entrepreneurs



Lesson 5, Text 3: Innovations and Economic Development (screen 5)





Lesson 5, Text 4: Digital Technology Changes American Life (screen 3)




Activity 9780133306781

Topic 7: Lesson 5, Interactive Gallery: Postwar Entrepreneurs (all screens)

Lesson 5, Interactive Gallery: Postwar Entrepreneurs (all screens)


(B) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy

(i) identify the impact of international events on the 21st century economy Instruction 9780133306781 Topic 12:


Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screen 6)








(ii) identify the impact of multinational corporations on the 21st century economy Instruction 9780133306781 Topic 12:


Lesson 1, Text 2: Technological and Management Innovations in the American Economy (screen 2)





(iii) identify the impact of government policies on the 21st century economy Instruction 9780133306781

Topic 12: Lesson 1, Text 1 (all screens); Lesson 1, Before and After (all screens)

Lesson 1, Text 1: Free Trade and Treaties (all screens); Lesson 1, Before and After: The U.S. Role in the Global Economy (all screens)



Activity 9780133306781

Topic 12: Lesson 1, Interactive Gallery: Evaluate the U.S. Role in the World Bank (all screens)

Lesson 1, Interactive Gallery: Evaluate the U.S. Role in the World Bank (all screens)



(iv) identify the impact of individuals on the 21st century economy Instruction 9780133306781


Lesson 1, Text 2: Technological and Management Innovations in the American Economy (all screens); Lesson 2, Text 2: The Bush Domestic Agenda (screens 5 and 6)






(19) Government. The student understands changes over time in the role of government. The student is expected to:

(A) evaluate the impact of New Deal legislation on the historical roles of state and federal government

(i) evaluate the impact of New Deal legislation on the historical roles of state government



Lesson 5, Text 5: New Deal Legislation Expands the Historical Role of Government (screens 5 and 6)





(ii) evaluate the impact of New Deal legislation on the historical roles of federal government


Lesson 5, Text 5: New Deal Legislation Expands the Historical Role of Government (all screens)




(B) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11

(i) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I

Instruction 9780133306781 Topic 4: Lesson 2, Text 2 (screens 3, 4, 5, 6, and 7)

Lesson 2, Text 2: Opposition to the War (screens 3, 4, 5, 6, and 7)






Activity 9780133306781

Topic 4: Lesson 2, Interactive Gallery: Constitutional Issues During World War I (all screens)

Lesson 2, Interactive Gallery: Constitutional Issues During World War I (all screens)



(ii) explain constitutional issues raised by federal government policy changes during times of significant events, including the Great Depression



Lesson 4, Text 3: Opposition to the New Deal (all screens)





(iii) explain constitutional issues raised by federal government policy changes during times of significant events, including World War II Instruction 9780133306781


Lesson 5, Text 2: Japanese Internment During World War II (screens 1, 2, and 3); Lesson 8, Text 4: The Domestic Impact of the War (screens 2 and 3)








(iv) explain constitutional issues raised by federal government policy changes during times of significant events, including the 1960s Instruction 9780133306781


Lesson 4, Text 4: Effects of the Vietnam War (screen 6)





(v) explain constitutional issues raised by federal government policy changes during times of significant events, including 9/11 Instruction 9780133306781


Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screens 8 and 9)




(C) describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders

(i) describe the effects of political scandals, including Teapot Dome, on the views of U.S. citizens concerning trust in the federal government and its leaders


Lesson 5, Text 1: The Harding Administration (screens 4, 5, and 6)






Activity 9780133306781

Topic 4: Lesson 5, Interactive Cartoon: Teapot Dome Scandal (all screens)

Lesson 5, Interactive Cartoon: Teapot Dome Scandal (all screens)



(ii) describe the effects of political scandals, including Watergate, on the views of U.S. citizens concerning trust in the federal government and its leaders


Topic 10: Lesson 5, Text 6 (all screens); Lesson 5, Landmark Supreme Court Cases (all screens)

Lesson 5, Text 6: The Watergate Scandal Brings Nixon Down (all screens); Lesson 5, Landmark Supreme Court Cases: United States v. Nixon (all screens)



Activity 9780133306781

Topic 10: Lesson 5, Interactive Chart: Key Evens of the Watergate Scandal (all screens)

Lesson 5, Interactive Chart: Key Evens of the Watergate Scandal (all screens)



(iii) describe the effects of political scandals, including Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders



Lesson 5, Text 3: Scandals, Impeachment, and Trial (screen 4)







(D) discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009

(i) discuss the role of contemporary government legislation in the private sector








Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screen 8); Lesson 3, Text 2: President Obama Takes Action (screen 1)



(ii) discuss the role of contemporary government legislation in the public sector

Instruction 9780133306781 Topic 12: Lesson 2, Text 3 (screen 8); Lesson 3, Text 2 (screen 1)








(E) evaluate the pros and cons of U.S. participation in international organizations and treaties

(i) evaluate the pros and cons of U.S. participation in the international organizations


Topic 4: Lesson 3, Text 4 (all screens); Civic Discussion (all screens)

Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens); Civic Discussion: Topic Inquiry Student Instructions (all screens)



Activity 9780133306781

Topic 4: Lesson 3, Interactive Chart: Should the U.S. Join the League of Nations? (all screens)

Lesson 3, Interactive Chart: Should the U.S. Join the League of Nations? (all screens)



(ii) evaluate the pros and cons of U.S. participation in international treaties Instruction 9780133306781 Topic 4:


Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens)








Lesson 6, Text 2: Ford Continues Nixon’s Foreign Policies (screen 2); Lesson 6, Text 4: Foreign Policy Changes Under Carter (screen 2)



Lesson 4, Text 5: America and the Middle East in the 1990s (screen 2)




(20) Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:

(A) describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government

(i) describe the impact of events on the relationship between the legislative and executive branches of government



Lesson 1, Text 5: The United States Responds to Communism in Vietnam (all screens); Lesson 4, Text 4: Effects of the Vietnam War (screen 6)




(B) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000

(i) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices



Lesson 4, Text 3: Opposition to the New Deal (screens 2, 3, and 4)





(ii) evaluate the impact of relationships among the legislative, executive and judicial branches of government, including the presidential election of 2000 Instruction 9780133306781


Lesson 2, Text 1: Controversy in the 2000 Election (screens 2 and 3)






(21) Government. The student understands the impact of constitutional issues on American society. The student is expected to:

(A) analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester

(i) analyze the effects of landmark U.S. Supreme Court decisions, including Brown V. Board of Education



Lesson 6, Text 4: Educational Opportunities and Priorities (screens 2 and 3)




Topic 8: Lesson 1, Text 2 (screens 4 and 5); Lesson 1, Landmark Cases (all screens)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screens 4 and 5); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens)






(ii) analyze the effects of [other] landmark U.S. Supreme Court decisions


Topic 8: Lesson 1, Text 1 (screen 2); Lesson 1, Text 2 (screen 3); Lesson 1, Landmark Cases (all screens); Lesson 3, Landmark Cases (all screens); Lesson 5, Text 3 (screen 2)

Lesson 1, Text 1: Segregation Limits Equality (screen 2); Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 3); Lesson 1, Landmark Cases: Hernandez v. Texas (all screens); Lesson 3, Landmark Cases: White v. Regester (all screens); Lesson 5, Text 3: The Impact of the Warren Court (screen 2)




Topic 9: Lesson 3, Landmark Supreme Court Cases (all screens)

Lesson 3, Landmark Supreme Court Cases: Tinker v. Des Moines (all screens)


Topic 10: Lesson 6, Text 6 (screen 5); Lesson 6, Landmark Supreme Court Cases (all screens)

Lesson 6, Text 6: Unease Over Changing Values (screen 5); Lesson 6, Landmark Supreme Court Cases: Wisconsin v. Yoder (all screens)




Activity 9780133306781

Topic 8: Lesson 1, Interactive Gallery: Separate but Equal? (all screens); Lesson 5, Interactive Gallery: The Warren Court (all screens)

Lesson 1, Interactive Gallery: Separate but Equal? (all screens); Lesson 5, Interactive Gallery: The Warren Court (all screens)


(B) discuss historical reasons why the constitution has been amended

(i) discuss historical reasons why the constitution has been amended






(C) evaluate constitutional change in terms of strict construction versus judicial interpretation

(i) evaluate constitutional change in terms of strict construction versus judicial interpretation


Lesson 5, Text 3: The Impact of the Warren Court (screen 3)



(22) Citizenship. The student understands the concept of American exceptionalism. The student is expected to:

(A) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire

(i) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty Instruction 9780133306781

Review Topic: Lesson 3, Text 2 (screens 5, 6, and 7); Lesson 3, Primary Sources (all screens)

Lesson 3, Text 2: The Age of Jackson (screens 5, 6, and 7); Lesson 3, Primary Sources: Alexis de Tocqueville, Democracy in America (all screens)









(ii) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: egalitarianism Instruction 9780133306781 Review

Topic: Lesson 3, Text 2 (screens 5, 6, and 7)

Lesson 3, Text 2: The Age of Jackson (screens 5, 6, and 7)






(iii) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: individualism Instruction 9780133306781











(iv) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: populism Instruction 9780133306781 Review








(v) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: laissez-faire Instruction 9780133306781 Review







(B) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations

(i) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations


Review Topic: Lesson 3, Text 2 (screens 5, 6, and 7)









Topic 12: Topic Inquiry Student Instructions (all screens); Inquiry Launch (all screens)

Topic Inquiry Student Instructions (all screens); Inquiry Launch (all screens)


(C) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths

(i) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths


Topic 12: Lesson 4, Text 4 (screen 6); Topic Inquiry Student Instructions (all screens)

Lesson 4, Text 4: Technology Transforms Life (screen 6); Topic Inquiry Student Instructions (all screens)



(23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

(A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution

(i) identify methods of expanding the right to participate in the democratic process, including lobbying Instruction 9780133306781







Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 1); Lesson 3, Text 4: Activists Win Rights for Consumers and the Disabled (screen 2)






(ii) identify methods of expanding the right to participate in the democratic process, including non-violent protesting Instruction 9780133306781

Topic 8: Lesson 1, Text 1 (screen 4); Lesson 2, Start Up (all screens); Lesson 2, Text 1 (screens 2, 3, and 4)

Lesson 1, Text 1: Segregation Limits Equality (screen 4); Lesson 2, Start Up: Is Nonviolence Effective? (all screens); Lesson 2, Text 1: Student Activists Promote Civil Rights (screens 2, 3, and 4)





Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 2); Lesson 3, Text 2: Latino Organizations Fight for Rights (screen 3)

Activity 9780133306781

Topic 8: Lesson 1, Interactive Gallery: Nonviolent Protest through History (all screens); Lesson 2, Interactive Gallery: Nonviolent Strategies in the Civil Rights Movement (all screens)

Lesson 1, Interactive Gallery: Nonviolent Protest through History (all screens); Lesson 2, Interactive Gallery: Nonviolent Strategies in the Civil Rights Movement (all screens)






(iii) identify methods of expanding the right to participate in the democratic process, including litigation


Topic 8: Lesson 1, Text 2 (screen 1); Lesson 1, Landmark Cases (all screens); Lesson 3, Text 1 (screen 6); Lesson 3, Landmark Cases (all screens)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 1); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6); Lesson 3, Landmark Cases: White v. Regester (all screens)





Lesson 2, Text 3: The Impact of the Women’s Movement (screen 1); Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (screen 4)



(iv) identify methods of expanding the right to participate in the democratic process, including amendments to the U.S. Constitution











(v) analyze methods of expanding the right to participate in the democratic process, including lobbying Instruction 9780133306781







Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 1); Lesson 3, Text 4: Activists Win Rights for Consumers and the Disabled (screen 2)



(vi) analyze methods of expanding the right to participate in the democratic process, including non-violent protesting Instruction 9780133306781


Lesson 1, Text 4: The Montgomery Bus Boycott (screen 4); Lesson 2, Start Up: Is Nonviolence Effective? (all screens); Lesson 2, Text 1: Student Activists Promote Civil Rights (screens 2, 3, and 4)





Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 2); Lesson 3, Text 2: Latino Organizations Fight for Rights (screen 3)




Activity 9780133306781

Topic 8: Lesson 1, Interactive Gallery: Nonviolent Protest through History (all screens)

Lesson 1, Interactive Gallery: Nonviolent Protest through History (all screens)



(vii) analyze methods of expanding the right to participate in the democratic process, including litigation


Topic 8: Lesson 1, Text 2 (screen 1); Lesson 1, Landmark Cases (all screens); Lesson 3, Text 1 (screen 6)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 1); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6)





Lesson 2, Text 3: The Impact of the Women’s Movement (screen 1); Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (screen 4)



(viii) analyze methods of expanding the right to participate in the democratic process, including amendments to the U.S. Constitution










(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924

(i) evaluate various means of achieving equality of political rights, including the 19th amendment Instruction 9780133306781







(ii) evaluate various means of achieving equality of political rights, including the 24th amendment Instruction 9780133306781







(iii) evaluate various means of achieving equality of political rights, including the 26th amendment Instruction 9780133306781


Lesson 3, Text 1: Antiwar Sentiment Grows (screen 6)








(iv) evaluate various means of achieving equality of political rights, including congressional acts Instruction 9780133306781


Lesson 1, Text 3: Conflict Between Federal and State Power (screen 4); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6)





Lesson 2, Text 3: The Impact of the Women’s Movement (screen 1); Lesson 3, Text 4: Activists Win Rights for Consumers and the Disabled (screen 3)


(C) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union"

(i) explain how participation in the democratic process reflects our national ethos











(ii) explain how participation in the democratic process reflects our patriotism








(iii) explain how participation in the democratic process reflects our civic responsibility


Topic 12: Lesson 4, Text 4 (screen 7); 21st Century Skill Tutorial: Political Participation (all screens)

Lesson 4, Text 4: Technology Transforms Life (screen 7); 21st Century Skill Tutorial: Political Participation (all screens)





(iv) explain how participation in the democratic process reflects our progress to build a "more perfect union" Instruction 9780133306781








(24) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A) describe qualities of effective leadership

(i) describe qualities of effective leadership Instruction 9780133306781 Topic 7:


Lesson 5, Text 4: Truman's Postwar Leadership (all screens)






Activity 9780133306781

Topic 11: Lesson 3, Interactive Chart: Reagan's Leadership (all screens)

Lesson 3, Interactive Chart: Reagan's Leadership (all screens)


(B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton

(i) evaluate the contributions of significant political leaders in the United States



Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 2); Lesson 5, Text 1: Johnson’s Path to the Presidency (screens 5, 6, and 7)





Lesson 2, Text 2: Conservative Momentum Continues (screen 3); Lesson 5, Text 1: Clinton Enacts New Domestic Policies (screen 2)






Lesson 3, Text 2: President Obama Takes Action (screen 2)



(ii) evaluate the contributions of significant social leaders in the United States



Lesson 2, Text 1: Corporations Find New Ways of Doing Business (screen 7)





Lesson 6, Text 3: Families and Communities in the Fifties (screen 4)

Activity 9780133306781

Topic 1: Lesson 2, Interactive Gallery: Captains of Industry (all screens)

Lesson 2, Interactive Gallery: Captains of Industry (all screens)

(25) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A) describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature

(i) describe how the characteristics in U.S. history have been reflected in various genres of art Instruction 9780133306781 Topic 4:


Lesson 7, Text 4: Social Issues Are Reflected in Art and Literature (screens 2 and 3)








(ii) describe how the characteristics in U.S. history have been reflected in various genres of music Instruction 9780133306781 Topic 4:


Lesson 8, Text 2: The Jazz Age (all screens)





(iii) describe how the characteristics in U.S. history have been reflected in various genres of film Instruction 9780133306781 Topic 4:


Lesson 7, Text 1: Popular U.S. Culture in the 1920s (screens 4 and 5)





Lesson 6, Text 1: A New Age in American Entertainment (screens 1, 2, and 3)

Activity 9780133306781

Topic 7: Lesson 4, Interactive Gallery: Red Scare Culture (all screens)

Lesson 4, Interactive Gallery: Red Scare Culture (all screens)



(iv) describe how the characteristics in U.S. history have been reflected in various genres of literature


Lesson 6, Text 3: The Depression Era Reflected in Literature (all screens)






Activity 9780133306781





(v) describe how the issues in U.S. history have been reflected in various genres of art Instruction 9780133306781 Topic 4:


Lesson 7, Text 4: Social Issues Are Reflected in Art and Literature (all screens)





Lesson 1, Text 2: The Counterculture Shapes a Generation (screen 2)

Activity 9780133306781

Topic 10: Lesson 1, Interactive Gallery: Culture of the Counterculture (all screens)

Lesson 1, Interactive Gallery: Culture of the Counterculture (all screens)



(vi) describe how the issues in U.S. history have been reflected in various genres of music Instruction 9780133306781 Topic 4:










(vii) describe how the issues in U.S. history have been reflected in various genres of film Instruction 9780133306781







(viii) describe how the issues in U.S. history have been reflected in various genres of literature Instruction 9780133306781 Topic 5:





Activity 9780133306781







(B) describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society

(i) describe the positive and negative impacts of significant examples of cultural movements in art



Lesson 8, Text 3: The Harlem Renaissance (all screens)





Lesson 6, Text 2: Increased Funding for the Arts (screen 3)



Lesson 1, Text 2: The Counterculture Shapes a Generation (screen 2); Lesson 3, Text 2: Latino Organizations Fight for Rights (screen 3)

Activity 9780133306781

Topic 10: Lesson 1, Interactive Gallery: Culture of the Counterculture (all screens)

Lesson 1, Interactive Gallery: Culture of the Counterculture (all screens)






(ii) describe the positive and negative impacts of significant examples of cultural movements in music



Lesson 6, Text 2: A Mass Culture Develops (screens 3 and 4)





Lesson 7, Text 1: Popular U.S. Culture in the 1920s (all screens)



Lesson 7, Text 1: Critics and Rebels Emerge (screens 4, 5, and 6)



Lesson 1, Text 1: A Counterculture Emerges (screen 4); Lesson 1, Text 2: The Counterculture Shapes a Generation (screen 4)






(iii) describe the positive and negative impacts of significant examples of cultural movements in literature








Lesson 6, Text 2: Increased Funding for the Arts (screen 3)



Lesson 7, Text 1: Critics and Rebels Emerge (screens 2 and 3)



Lesson 1, Text 2: The Counterculture Shapes a Generation (screen 2)


(C) identify the impact of popular American culture on the rest of the world over time

(i) identify the impact of popular American culture on the rest of the world over time


Lesson 7, Text 1: Popular U.S. Culture in the 1920s (screen 3)





Lesson 7, Text 1: Critics and Rebels Emerge (screen 4)




Activity 9780133306781

Topic 7: Lesson 7, Interactive Gallery: The Spread of Rock-and-Roll (all screens)

Lesson 7, Interactive Gallery: The Spread of Rock-and-Roll (all screens)


(D) analyze the global diffusion of American culture through the entertainment industry via various media

(i) analyze the global diffusion of American culture through the entertainment industry via various media





Activity 9780133306781



(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:

(A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society

(i) explain actions taken by people to expand economic opportunities, including those for racial minorities, in American society Instruction 9780133306781


Lesson 3, Text 5: Results of the Civil Rights Movement (all screens); Lesson 5, Text 1: Johnson’s Path to the Presidency (screen 4)








(ii) explain actions taken by people to expand economic opportunities, including those for ethnic minorities, in American society Instruction 9780133306781


Lesson 5, Text 1: Johnson’s Path to the Presidency (screen 4)






Activity 9780133306781

Topic 10: Lesson 3, Interactive Gallery: Case Study—UFW Grape Boycott (all screens)

Lesson 3, Interactive Gallery: Case Study—UFW Grape Boycott (all screens)



(iii) explain actions taken by people to expand economic opportunities, including those for religious minorities, in American society

Instruction 9780133306781Topic 1: Lesson 4, Text 3 (screens 2 and 3)









(iv) explain actions taken by people to expand economic opportunities, including those for women, in American society Instruction 9780133306781







Lesson 2, Text 1: A New Feminist Movement Pushes for Equality (screens 4 and 5)



(v) explain actions taken by people to expand political rights, including those for racial minorities, in American society Instruction 9780133306781


Lesson 3, Text 1: Increasing Participation in the Political Process (all screens)








(vi) explain actions taken by people to expand political rights, including those for ethnic minorities, in American society Instruction 9780133306781










(vii) explain actions taken by people to expand political rights, including those for religious minorities, in American society Instruction 9780133306781


Lesson 3, Text 3: Protecting Rights for Ethnic and Religious Minorities (screens 1 and 2)





(viii) explain actions taken by people to expand political rights, including those for women, in American society Instruction 9780133306781


Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screens 1, 2, and 3)







(B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture

(i) discuss the Americanization movement to assimilate immigrants into American culture


Lesson 4, Text 3: Social Issues Affecting Immigrants (screen 2)





(ii) discuss the Americanization movement to assimilate American Indians into American culture






(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture

(i) explain how the contributions of people of various racial groups shape American culture Instruction 9780133306781


Lesson 8, Text 2: The Jazz Age (all screens); Lesson 8, Text 3: The Harlem Renaissance (all screens)





Lesson 7, Text 1: Critics and Rebels Emerge (screens 4 and 5)




Activity 9780133306781





(ii) explain how the contributions of people of various ethnic groups shape American culture Instruction 9780133306781 Topic 1:


Lesson 4, Text 4: Immigrants Affect American Society (all screens)



Activity 9780133306781

Topic 1: Lesson 4, Interactive Gallery: Selected Contributions of Immigrants to American Culture (all screens)

Lesson 4, Interactive Gallery: Selected Contributions of Immigrants to American Culture (all screens)



(iii) explain how the contributions of people of various gender groups shape American culture Instruction 9780133306781


Lesson 7, Text 2: American Role Models (all screens); Lesson 7, Text 3: The Role of Women Changes (all screens)








(iv) explain how the contributions of people of various religious groups shape American culture Instruction 9780133306781 Topic 1:





Activity 9780133306781

Topic 1: Lesson 4, Interactive Gallery: Selected Contributions of Immigrants to American Culture (screen i)

Lesson 4, Interactive Gallery: Selected Contributions of Immigrants to American Culture (screen i)


(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society

(i) identify the political contributions of women to American society



Lesson 5, Text 1: Women Play Increasingly Significant Political Roles (all screens)








Lesson 3, Text 2: President Obama Takes Action (screen 2)






(ii) identify the social contributions of women to American society











(iii) identify the economic contributions of women to American society
















(E) discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust"

(i) discuss the meaning of the motto "E Pluribus Unum" Instruction 9780133306781







Topic 7: Lesson 6, Government and Citizenship Core Concepts (screen 4)

Lesson 6, Government and Citizenship Core Concepts: Citizenship (screen 4)



(ii) discuss the meaning of the motto "In God We Trust"








(iii) discuss the historical significance of the motto "E Pluribus Unum" Instruction 9780133306781










Topic 7: Lesson 6, Government and Citizenship Core Concepts (screen 4)

Lesson 6, Government and Citizenship Core Concepts: Citizenship (screen 4)



(iv) discuss the historical significance of the motto "In God We Trust" Instruction 9780133306781 Topic 7:






(F) discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez

(i) discuss the importance of congressional Medal of Honor recipients, including individuals of all races Instruction 9780133306781 Topic 4:


Lesson 3, Text 1: America Joins the Fighting (screens 5 and 6)





Lesson 6, Text 3: Defeat of Germany (screen 4)



Lesson 4, Text 4: Effects of the Vietnam War (screens 3 and 4)




Activity 9780133306781

Topic 9: Lesson 4, Interactive Gallery: Remembering Vietnam Veterans (all screens)

Lesson 4, Interactive Gallery: Remembering Vietnam Veterans (all screens)



(ii) discuss the importance of congressional Medal of Honor recipients, including individuals of all genders Instruction 9780133306781





(27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:

(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States

(i) explain the effects of scientific discoveries and technological innovations on the economic development of the United States Instruction 9780133306781

Topic 1: Lesson 1, Text 2 (screens 3 and 4); Lesson 5, Text 2 (screens 3 and 4)

Lesson 1, Text 2: Innovation Drives Economic Development (screens 3 and 4); Lesson 5, Text 2: Technology Improves City Life (screens 3 and 4)





Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (all screens)






Lesson 5, Text 3: Innovations and Economic Development (screens 1 and 2)





(B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines

(i) explain how specific needs result in scientific discoveries and technological innovations in agriculture







(ii) explain how specific needs result in scientific discoveries and technological innovations in the military





Activity 9780133306781

Topic 7: Lesson 3, Interactive Gallery: Cold War Technological Advances (all screens)

Lesson 3, Interactive Gallery: Cold War Technological Advances (all screens)






(iii) explain how specific needs result in scientific discoveries and technological innovations in medicine, including vaccines








Activity 9780133306781

Topic 7: Lesson 6, Interactive Gallery: Medical Advances of the Postwar Era (all screens)

Lesson 6, Interactive Gallery: Medical Advances of the Postwar Era (all screens)


(C) understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management

(i) understand the impact of technological innovations











Lesson 1, Text 2: Technological and Management Innovations in the American Economy (screen 4); Lesson 4, Text 4: Technology Transforms Life (screen 2)



(ii) understand the impact of management innovations



Lesson 2, Text 1: Corporations Find New Ways of Doing Business (all screens)





Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (all screens)



Lesson 5, Text 3: Innovations and Economic Development (screens 4, 5, and 6)


Topic 12: Lesson 1, Text 2 (screens 2, 4, and 6); Lesson 4, Text 4 (screen 2)

Lesson 1, Text 2: Technological and Management Innovations in the American Economy (screens 2, 4, and 6); Lesson 4, Text 4: Technology Transforms Life (screen 2)






(iii) understand their applications in the workplace








Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (screens 3, 4, and 5)


Topic 12: Lesson 1, Text 2 (screens 2, 3, 4, 5, 6, and 7); Lesson 4, Text 4 (screen 2)

Lesson 1, Text 2: Technological and Management Innovations in the American Economy (screens 2, 3, 4, 5, 6, and 7); Lesson 4, Text 4: Technology Transforms Life (screen 2)






(iv) understand the resulting productivity enhancements for business











Lesson 1, Text 2: Technological and Management Innovations in the American Economy (screens 2 and 4)



(v) understand the resulting productivity enhancements for labor



Lesson 2, Text 1: Corporations Find New Ways of Doing Business (screens 6 and 7)












Activity 9780133306781

Topic 4: Lesson 4, Interactive Illustration: Ford's Innovation—The Assembly Line (screen 5)

Lesson 4, Interactive Illustration: Ford's Innovation—The Assembly Line (screen 5)

(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:

(A) analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States

(i) analyze how scientific discoveries [and] technological innovations improve the standard of living in the United States Instruction 9780133306781

Topic 1: Lesson 5, Text 2 (screen 2); Lesson 6, Text 1 (screens 2, 3, 4, 5, and 6)

Lesson 5, Text 2: Technology Improves City Life (screen 2); Lesson 6, Text 1: Free Enterprise Improves Life (screens 2, 3, 4, 5, and 6)








(ii) analyze how the application of these by the free enterprise system, including those in transportation, improve the standard of living in the United States



Lesson 5, Text 2: Technology Improves City Life (screens 2 and 3)





Lesson 6, Text 1: Suburban Migration (screen 5)



(iii) analyze how the application of these by the free enterprise system, including those in communication, improve the standard of living in the United States



Lesson 4, Text 3: Economic Growth in the 1920s (screen 4)










(B) explain how space technology and exploration improve the quality of life

(i) explain how space technology and exploration improve the quality of life Instruction 9780133306781 Topic 7:






Topic 11: Lesson 2, 3-D Model (all screens); Lesson 2, Text 3 (all screens)

Lesson 2, 3-D Model: Space Shuttle Science (all screens); Lesson 2, Text 3: Culture, Challenge, and Change (all screens)

Activity 9780133306781

Topic 7: Lesson 3, Interactive Gallery: Cold War Technological Advances (all screens)

Lesson 3, Interactive Gallery: Cold War Technological Advances (all screens)


(C) understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products

(i) understand how the free enterprise system drives technological innovation



Lesson 1, Text 2: Innovation Drives Economic Development (screen 1)

















(ii) understand how the free enterprise system drives [the] application [of tchnological innovation] in the marketplace Instruction 9780133306781








(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

(i) use a variety of primary valid sources to acquire information


Topic 5: Topic Inquiry (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)

Topic Inquiry (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)







Topic 7: Document A (all screens); Document B (all screens); Document C (all screens); Document D (all screens); Document E (all screens)

Document A: Time line of the early years of the Cold War (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens); Document E: Excerpt from The Crucible (all screens)



(ii) use a variety of primary valid sources to analyze historical questions


Topic 5: Topic Inquiry (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)

Topic Inquiry (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)




Topic 7: Document B (all screens); Document C (all screens); Document D (all screens); Document E (all screens)

Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens); Document E: Excerpt from The Crucible (all screens)






(iii) use a variety of primary valid sources to answer historical questions


Topic 7: Topic Inquiry (all screens); Document B (all screens); Document C (all screens); Document D (all screens); Document E (all screens)

Topic Inquiry (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens); Document E: Excerpt from The Crucible (all screens)





(iv) use a variety of secondary valid sources to acquire information


Topic 2: Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Search for Information on the Internet (all screens)

Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Search for Information on the Internet (all screens)



Instruction 9780133306781Topic 7: Document A (all screens)

Document A: Time line of the early years of the Cold War (all screens)






(v) use a variety of secondary valid sources to analyze historical questions


Topic 2: 21st Century Skill Tutorial: Create a Research Hypothesis (all screens)

21st Century Skill Tutorial: Create a Research Hypothesis (all screens)










(vi) use a variety of secondary valid sources to answer historical questions















(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions

(i) analyze information by sequencing

Instruction 9780133306781 Topic 4: Lesson 1, 21st Century Skill Tutorials: Sequence (all screens)

Lesson 1, 21st Century Skill Tutorials: Sequence (all screens)




Activity 9780133306781

Topic 4: Lesson 1, Interactive Timeline: Buildup to War (all screens)

Lesson 1, Interactive Timeline: Buildup to War (all screens)



(ii) analyze information by categorizing

Instruction 9780133306781 Topic 3: Lesson 4, 21st Century Skill Tutorials: Categorize (all screens)

Lesson 4, 21st Century Skill Tutorials: Categorize (all screens)






Activity 9780133306781

Topic 3: Lesson 4, Interactive Chart: Roosevelt and Wilson (all screens)

Lesson 4, Interactive Chart: Roosevelt and Wilson (all screens)



(iii) analyze information by identifying cause-and-effect relationships


Topic 6: Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect (all screens)

Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect (all screens)





(iv) analyze information by comparing and contrasting

Instruction 9780133306781 Topic 2: Lesson 2, 21st Century Skill Tutorial: Compare and Contrast (all screens)

Lesson 2, 21st Century Skill Tutorial: Compare and Contrast (all screens)








(v) analyze information by finding the main idea

Instruction 9780133306781Topic 7: Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details (all screens)

Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details (all screens)





(vi) analyze information by summarizing

Instruction 9780133306781Topic 1: Lesson 1, 21st Century Skill Tutorial: Summarize (all screens)

Lesson 1, 21st Century Skill Tutorial: Summarize (all screens)








(vii) analyze information by making generalizations

Instruction 9780133306781 Topic 2: Lesson 4, 21st Century Skill Tutorials: Generalize (all screens)

Lesson 4, 21st Century Skill Tutorials: Generalize (all screens)





(viii) analyze information by making predictions

Instruction 9780133306781Topic 4: Lesson 5, 21st Century Skill Tutorials: Make Predictions (all screens)

Lesson 5, 21st Century Skill Tutorials: Make Predictions (all screens)








(ix) analyze information by drawing inferences

Instruction 9780133306781Topic 5: Lesson 6, 21st Century Skill Tutorials: Draw Inferences (all screens)

Lesson 6, 21st Century Skill Tutorials: Draw Inferences (all screens)








(x) analyze information by drawing conclusions


Topic 10: Lesson 5, 21st Century Skill: Draw Conclusions: Video (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Quick Reference (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Assessment (all screens); Lesson 5, 21st Century Skill Tutorials: Draw Conclusions (all screens)

Lesson 5, 21st Century Skill: Draw Conclusions: Video (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Quick Reference (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Assessment (all screens); Lesson 5, 21st Century Skill Tutorials: Draw Conclusions (all screens)







(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time

(i) understand how historians interpret the past (historiography)


Topic 3: Topic Inquiry Student Instructions (all screens); History Tools Core Concepts (screens 2 and 3)

Topic Inquiry Student Instructions (all screens); History Tools Core Concepts: How Do Historians Study History? (screens 2 and 3)





(ii) understand how their interpretations of history may change over time


Topic 3: Topic Inquiry Student Instructions (all screens); History Tools Core Concepts (screens 1, 2, and 3)

Topic Inquiry Student Instructions (all screens); History Tools Core Concepts: How Do Historians Study History? (screens 1, 2, and 3)




(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

(i) use the process of historical inquiry to research multiple types of sources of evidence

Instruction 9780133306781Topic 8: Topic Inquiry Student Instructions (all screens)









(ii) use the process of historical inquiry to interpret multiple types of sources of evidence Instruction 9780133306781

Topic 6: Topic Inquiry Student Instructions (all screens); Information Organizer (all screens)

Topic Inquiry Student Instructions (all screens); Information Organizer (all screens)






Instruction 9780133306781Topic 9: 21st Century Skill: Interpret Sources (all screens)

21st Century Skill: Interpret Sources (all screens)



(iii) use the process of historical inquiry to use multiple types of sources of evidence


Topic 2: Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Identify Evidence (all screens)

Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Identify Evidence (all screens)







Topic 6: Topic Inquiry Student Instructions (all screens); Information Organizer (all screens)

Topic Inquiry Student Instructions (all screens); Information Organizer (all screens)


(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context

(i) evaluate the validity of a source based on language


Topic 7: Document E (all screens)

Document E: Excerpt from The Crucible (all screens)




Topic 9: Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)

Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)



(ii) evaluate the validity of a source based on corroboration with other sources


Topic 7: Topic Inquiry Student Instructions (all screens); Document B (all screens); Document C (all screens); Document D (all screens)

Topic Inquiry Student Instructions (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens)








(iii) evaluate the validity of a source based on information about the author, including points of view Instruction 9780133306781

Topic 7: Topic Inquiry Student Instructions (all screens); Document C (all screens)

Topic Inquiry Student Instructions (all screens); Document C: Senator Joseph McCarthy’s speech (all screens)




Topic 9: Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)

Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)


Topic 10: Newspaper article on President Carter’s role in the Arab-Israeli Peace Treaty (all screens)

Newspaper article on President Carter’s role in the Arab-Israeli Peace Treaty (all screens)



(iv) evaluate the validity of a source based on information about the author, including frames of reference Instruction 9780133306781

Topic 3: Early Twentieth Century Historical Perspective (Chadwick) (all screens)

Early Twentieth Century Historical Perspective (Chadwick) (all screens)








(v) evaluate the validity of a source based on information about the author, including historical context


Topic 3: Early Twentieth Century Historical Perspective (Chadwick) (all screens); Topic Inquiry Student Instructions (all screens)

Early Twentieth Century Historical Perspective (Chadwick) (all screens); Topic Inquiry Student Instructions (all screens)



Instruction 9780133306781Topic 7: Document C (all screens)

Document C: Senator Joseph McCarthy’s speech (all screens)


(F) identify bias in written, oral, and visual material

(i) identify bias in written material


Topic 7: Document C (all screens); 21st Century Skill Tutorial: Identify Bias (all screens)

Document C: Senator Joseph McCarthy’s speech (all screens); 21st Century Skill Tutorial: Identify Bias (all screens)








(ii) identify bias in oral material


Topic 9: Transcript of anti-war speech by M.S. Aroni (all screens); Topic Inquiry Student Instructions (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)

Transcript of anti-war speech by M.S. Aroni (all screens); Topic Inquiry Student Instructions (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)





(iii) identify bias in visual material


Topic 2: Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons (all screens)

Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons (all screens)




Topic 3: “The Big Type War of the Yellow Kids,” by Leon Barritt (all screens)

“The Big Type War of the Yellow Kids,” by Leon Barritt (all screens)

Instruction 9780133306781Topic 7: Document B (all screens)

Document B: Political cartoon on the House Un-American Activities Committee (all screens)





(G) identify and support with historical evidence a point of view on a social studies issue or event

(i) identify a point of view on a social studies issue or event Instruction 9780133306781 Topic 4:

Civic Discussion (all screens)

Civic Discussion: Student Instructions (all screens)








(ii) support with historical evidence a point of view on a social studies issue or event

Instruction 9780133306781 Topic 4: Civic Discussion (all screens)








(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons

(i) use appropriate skills to analyze social studies information


Topic 1: Lesson 4, 21st Century Skill Tutorial: Read Charts and Graphs (all screens)

Lesson 4, 21st Century Skill Tutorial: Read Charts and Graphs (all screens)










Topic 3: Lesson 5, Flipped Video (all screens)

Lesson 5, Flipped Video: Ideas Behind Imperialism (all screens)


Topic 4: Civic Discussion (all screens)




(ii) use appropriate skills to interpret social studies information





Topic 1 Review and Assessment (items 1, 4, 9, 15, 20, 25, and 29)


Topic 2: Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons (all screens); Topic Inquiry Student Instructions (all screens)

Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons (all screens); Topic Inquiry Student Instructions (all screens)





Topic 3: Lesson 5, Flipped Video (all screens)

Lesson 5, Flipped Video: Ideas Behind Imperialism (all screens)


Topic 5: Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps (all screens)

Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps (all screens)

(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) create written, oral, and visual presentations of social studies information

(i) create written presentations of social studies information


Topic 3: Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Write an Essay (all screens)

Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Write an Essay (all screens)





(ii) create oral presentations of social studies information Instruction 9780133306781










(iii) create visual presentations of social studies information









(B) use correct social studies terminology to explain historical concepts

(i) use correct social studies terminology to explain historical concepts







(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

(i) use different forms of media to convey information, including written to visual, using available computer software as appropriate

Instruction 9780133306781 Topic 2: Topic Inquiry Student Instructions (all screens)









(ii) use different forms of media to convey information, including statistical to written or visual, using available computer software as appropriate Instruction 9780133306781

Topic 8: Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Create Charts and Maps (all screens)

Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Create Charts and Maps (all screens)



(31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) create thematic maps, graphs, and charts representing various aspects of the United States

(i) create thematic maps representing various aspects of the United States











(ii) create thematic graphs representing various aspects of the United States








(iii) create thematic charts representing various aspects of the United States







(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

(i) pose questions about geographic distributions shown on maps Instruction 9780133306781 Topic 2:










(ii) pose questions about geographic distributions shown on graphs






Activity 9780133306781

Topic 1: Lesson 4, Interactive Chart: Immigration, 1870-1910 (all screens)

Lesson 4, Interactive Chart: Immigration, 1870-1910 (all screens)



(iii) pose questions about geographic distributions shown on charts














(iv) pose questions about geographic distributions shown on available databases


Topic 2: Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Data and Models (all screens)

Topic Inquiry Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Data and Models (all screens)





(v) pose questions about geographic patterns shown on maps Instruction 9780133306781 Topic 2:







(vi) pose questions about geographic patterns shown on graphs









Activity 9780133306781





(vii) pose questions about geographic patterns shown on charts Instruction 9780133306781 Topic 6:







(viii) pose questions about geographic patterns shown on available databases











(ix) answer questions about geographic distributions shown on maps Instruction 9780133306781 Topic 2:







(x) answer questions about geographic distributions shown on graphs






Activity 9780133306781





(xi) answer questions about geographic distributions shown on charts Instruction 9780133306781 Topic 6:










(xii) answer questions about geographic distributions shown on available databases








(xiii) answer questions about geographic patterns shown on maps Instruction 9780133306781 Topic 2:







(xiv) answer questions about geographic patterns shown on graphs









Activity 9780133306781





(xv) answer questions about geographic patterns shown on charts Instruction 9780133306781 Topic 6:







(xvi) answer questions about geographic patterns shown on available databases









(32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(i) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Instruction 9780133306781Topic 3: Lesson 1, 21st Century Skill Tutorials: Solve Problems (all screens)

Lesson 1, 21st Century Skill Tutorials: Solve Problems (all screens)







(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

(i) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision


Review Topic: 21st Century Skill: Make Decisions: Video (all screens); 21st Century Skill: Make Decisions: Quick Reference (all screens); 21st Century Skill: Make Decisions: Assessment (all screens)

21st Century Skill: Make Decisions: Video (all screens); 21st Century Skill: Make Decisions: Quick Reference (all screens); 21st Century Skill: Make Decisions: Assessment (all screens)







Page 208 of 448 Pearson Education, Inc., publishing as Prentice Hall: 9780133306781 Teacher Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

Texas United States History: 1877 to the Present, Digital Courseware9780133306781

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

(1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

(b) Introduction.

(a) General requirements. Students shall be awarded one unit of credit for successful completion of this course.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter C. High School§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice Hall






(i) analyze the text of the Declaration of Independence

Instruction 9780133306798Review Topic: Lesson 1, Teacher Support ("Digital Text 1, 2, 3, and 4")

Lesson 1, Teacher Support ("Digital Text 1, 2, 3, and 4")







(C) Knowledge and skills.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.






(ii) analyze the intent of the Declaration of Independence

Instruction 9780133306798 Review Topic: Lesson 2, Teacher Support ("Digital Text 1")

Lesson 2, Teacher Support ("Digital Text 1")





Review Topic: Lesson 1, Text 4 (screens 2 and 3)




(iii) analyze the meaning of the Declaration of Independence

Instruction 9780133306798 Review Topic: Lesson 1, Teacher Support ("Digital Text 1, 2, and 4")

Lesson 1, Teacher Support ("Digital Text 1, 2, and 4")












(iv) analyze the importance of the Declaration of Independence


Review Topic: Lesson 1, Teacher Support ("Digital Text 4" and "Demonstrate")

Lesson 1, Teacher Support ("Digital Text 4" and "Demonstrate")









(v) evaluate the text of the Declaration of Independence

Instruction 9780133306798Review Topic: Lesson 1, Teacher Support ("Digital Text 1, 2, 3, and 4")

Lesson 1, Teacher Support ("Digital Text 1, 2, 3, and 4")












(vi) evaluate the intent of the Declaration of Independence

Instruction 9780133306798 Review Topic: Lesson 1, Teacher Support ("Digital Text 2 and 4")

Lesson 1, Teacher Support ("Digital Text 2 and 4")












(vii) evaluate the meaning of the Declaration of Independence

Instruction 9780133306798 Review Topic: Lesson 1, Teacher Support ("Digital Text 1, 2, and 4")

Lesson 1, Teacher Support ("Digital Text 1, 2, and 4")









(viii) evaluate the importance of the Declaration of Independence















(ix) analyze the text of the U.S. Constitution, including the Bill of Rights











(x) analyze the intent of the U.S. Constitution, including the Bill of Rights














(xi) analyze the meaning of the U.S. Constitution, including the Bill of Rights











(xii) analyze the importance of the U.S. Constitution, including the Bill of Rights











Lesson 2, Text 3: The Struggle Over Ratification (screens 2 and 3)



(xiii) evaluate the text of the U.S. Constitution, including the Bill of Rights














(xiv) evaluate the intent of the U.S. Constitution, including the Bill of Rights











(xv) evaluate the meaning of the U.S. Constitution, including the Bill of Rights














(xvi) evaluate the importance of the U.S. Constitution, including the Bill of Rights







Review Topic: Lesson 2, Text 3 (screen 3); Lesson 2, Text 4 (screen 3)

Lesson 2, Text 3: The Struggle Over Ratification (screen 3); Lesson 2, Text 4: Principles of the Constitution (screen 3)



(xvii) identify the full text of the first three paragraphs of the Declaration of Independence










Review Topic: Lesson 1, Primary Sources (all screens)

Lesson 1, Primary Sources: Declaration of Independence (all screens)



(i) analyze the application of these founding principles to historical events in U.S. history


Review Topic: Lesson 4, Teacher Support ("Digital Text 3")










(ii) evaluate the application of these founding principles to historical events in U.S. history














(C) explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.

(i) explain the contributions of the Founding Fathers


Review Topic: Lesson 1, Teacher Support ("Digital Text 4"); Lesson 2, Teacher Support ("Digital Text 3")

Lesson 1, Teacher Support ("Digital Text 4"); Lesson 2, Teacher Support ("Digital Text 3")



Review Topic: Review and Assessment (items 8, 9, 10, 11, 12, 13, and 22)


Review Topic: Lesson 1, Text 4 (screens 2, 4, and 5); Lesson 2, Text 3 (screen 1)

Lesson 1, Text 4: The American Revolution (screens 2, 4, and 5); Lesson 2, Text 3: The Struggle Over Ratification (screen 1)


(A) identify the major characteristics that define a historical era

(i) identify the major characteristics that define a historical era


Review Topic: Lesson 1, History Tools Core Concepts Teacher Support (all screens)

Lesson 1, History Tools Core Concepts Teacher Support (all screens)








Review Topic: Lesson 1, History Tools Core Concepts (screens 1, 2, and 3)

Lesson 1, History Tools Core Concepts: Measuring Time (screens 1, 2, and 3)


Topic 12: Teacher Support (all screens) Teacher Support (all screens)



(i) identify the major eras in U.S. history from 1877 to the present Instruction 9780133306798 Topic 12:

Teacher Support (all screens) Teacher Support (all screens)




Topic 12: Student Instructions (all screens) Student Instructions (all screens)



(ii) describe their defining characteristics

Instruction 9780133306798 Topic 12: Teacher Support (all screens) Teacher Support (all screens)










(i) apply absolute chronology through the sequencing of significant individuals Instruction 9780133306798













(ii) apply absolute chronology through the sequencing of significant events Instruction 9780133306798
















(iii) apply absolute chronology through the sequencing of significant time periods Instruction 9780133306798













(iv) apply relative chronology through the sequencing of significant individuals Instruction 9780133306798
















(v) apply relative chronology through the sequencing of significant events














(vi) apply relative chronology through the sequencing of significant time periods Instruction 9780133306798
















(i) explain the significance of the following years as turning points: 1898 (Spanish-American War)


Topic 3: Lesson 6, Teacher Support ("Digital Text 3")












(ii) explain the significance of the following years as turning points: 1914-1918 (World War I)








Lesson 2, Text 3: The War Changes American Society (screen 1); Lesson 4, Text 1: Postwar Issues (screen 5)






(iii) explain the significance of the following years as turning points: 1929 (the Great Depression begins)














(iv) explain the significance of the following years as turning points: 1939-1945 (World War II)


Topic 6: Lesson 2, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support ("Digital Text 1"); Lesson 6, Teacher Support ("Digital Text 3"); Lesson 8, Teacher Support ("Digital Text 1")

Lesson 2, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support ("Digital Text 1"); Lesson 6, Teacher Support ("Digital Text 3"); Lesson 8, Teacher Support ("Digital Text 1")




Topic 6: Lesson 2, Text 2 (all screens); Lesson 3, Text 1 (all screens); Lesson 6, Text 3 (all screens); Lesson 8, Text 1 (screen 1)

Lesson 2, Text 2: War Breaks Out in Europe (all screens); Lesson 3, Text 1: Japan Attacks the United States (all screens); Lesson 6, Text 3: Defeat of Germany (all screens); Lesson 8, Text 1: Planning the Postwar World (screen 1)






(v) explain the significance of the following years as turning points: 1957 (Sputnik launch ignites U.S.-Soviet space race)














(vi) explain the significance of the following years as turning points: 1968-1969 (Martin Luther King Jr. assassination)








Lesson 3, Text 4: King Expands His Dream (all screens)






(vii) explain the significance of the following years as turning points: 1968-1969 (U.S. lands on the moon)








Lesson 4, Text 3: Domestic Priorities (screen 5)






(viii) explain the significance of the following years as turning points: 1991 (Cold War ends)








Lesson 3, Text 2: Impact of the End of the Cold War (screen 1)






(ix) explain the significance of the following years as turning points: 2001 (terrorist attacks on World Trade Center and the Pentagon)














(x) explain the significance of the following years as turning points: 2008 (election of first black president, Barack Obama)













(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism

(i) analyze political issues


Topic 2: Lesson 1, Teacher Support ("Digital Texts 1 and 4"); Lesson 3, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support (all screens); Lesson 4, Teacher Support ("Digital Text 3")

Lesson 1, Teacher Support ("Digital Texts 1 and 4"); Lesson 3, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support (all screens); Lesson 4, Teacher Support ("Digital Text 3")


Topic 2 Review and Assessment (items 2, 22, 23, 25, 26, and 31)


Topic 2: Lesson 1, Text 2 (screens 3, 4, 5, and 6); Lesson 1, Text 4 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 3 (all screens)

Lesson 1, Text 2: Settlers and Native Americans Collide (screens 3, 4, 5, and 6); Lesson 1, Text 4: The Government Encourages Assimilation (all screens); Lesson 3, Text 2: Growth of Political Machines and Corruption (all screens); Lesson 4, Text 3: The Beginnings of Populism (all screens)





(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business

(i) analyze economic issues


Topic 1: Lesson 1, Teacher Support ("Digital Texts 1,2, and 4"); Lesson 2, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support ("Digital Text 2")

Lesson 1, Teacher Support ("Digital Texts 1,2, and 4"); Lesson 2, Teacher Support ("Digital Text 2"); Lesson 3, Teacher Support ("Digital Text 2")


Topic 1 Review and Assessment (items 1, 3, 4, 9, 14, 15, 16, 23, and 24)


Topic 1: Lesson 1, Text 4 (all screens); Lesson 1, Text 2 (screens 5 and 6); Lesson 1, Text 1 (screens 4, 5, and 6); Lesson 2, Text 2 (screens 1, 2, and 3); Lesson 3, Text 2 (all screens); Lesson 3, Text 3 (screens 5, 6, and 7)

Lesson 1, Text 4: The Effects of Industrialization (all screens); Lesson 1, Text 2: Innovation Drives Economic Development (screens 5 and 6); Lesson 1, Text 1: American Industry Grows (screens 4, 5, and 6); Lesson 2, Text 2: The Pros and Cons of Big Business (screens 1, 2, and 3); Lesson 3, Text 2: The Growth of Labor Unions (all screens); Lesson 3, Text 3: Labor Unions Lead Protests (screens 5, 6, and 7)





Topic 2: Lesson 2, Teacher Support ("Digital Text 1"); Lesson 2, Teacher Support ("Digital Text 2"); Lesson 4, Teacher Support ("Digital Text 1")

Lesson 2, Teacher Support ("Digital Text 1"); Lesson 2, Teacher Support ("Digital Text 2"); Lesson 4, Teacher Support ("Digital Text 1")



(i) analyze social issues affecting women


Topic 3: Lesson 2, Teacher Support ("Digital Texts 1 and 2")

Lesson 2, Teacher Support ("Digital Texts 1 and 2")





Lesson 2, Text 1: Expanding Opportunities for Women (all screens); Lesson 2, Text 2: Women Seek Equal Political Rights (all screens)



(ii) analyze social issues affecting minorities














(iii) analyze social issues affecting children

Instruction 9780133306798Topic 1: Lesson 3, Teacher Support ("Digital Text 1")






Lesson 3, Text 1: Workers Endure Difficulties (screen 3)



(iv) analyze social issues affecting immigrants













(v) analyze social issues affecting urbanization







Lesson 5, Text 3: Urban Living Creates Social Issues (all screens)



(vi) analyze social issues affecting the Social Gospel







Lesson 1, Text 3: Reformers Impact Society (screens 1 and 2)



(vii) analyze social issues affecting philanthropy of industrialists










Lesson 2, Text 2: The Pros and Cons of Big Business (screens 2 and 3)


(D) describe the optimism of the many immigrants who sought a better life in America

(i) describe the optimism of the many immigrants who sought a better life in America








Lesson 4, Text 2: Optimism and The Immigrant Experience (screen 1)



(i) explain why significant events moved the United States into the position of a world power








Lesson 6, Text 4: Effects of U.S. Expansionism in the Philippines (screen 4)






(ii) explain why significant policies moved the United States into the position of a world power








Lesson 7, Text 2: Roosevelt Works With Japan (all screens)



(iii) explain why significant individuals moved the United States into the position of a world power


Topic 3: Lesson 5, Teacher Support ("Digital Text 1" and "Digital Text 3"); Lesson 7, Teacher Support ("Digital Text 2")

Lesson 5, Teacher Support ("Digital Text 1" and "Digital Text 3"); Lesson 7, Teacher Support ("Digital Text 2")


Topic 3 Review and Assessment (items 45, 46, 48, 49, 50, 52, 53, 56, 65, and 67)






Lesson 5, Text 1: America on the World Stage (screens 3, 4, 5, and 6); Lesson 5, Text 3: The Acquisition of Hawaii (all screens); Lesson 7, Text 2: Roosevelt Works With Japan (all screens)


(B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico

(i) evaluate American expansionism, including acquisitions


Topic 3: Lesson 5, Teacher Support ("Digital Text 3"); Lesson 6, Teacher Support ("Digital Text 3" and "Digital Text 4"); Lesson 7, Teacher Support ("Digital Text 3")

Lesson 5, Teacher Support ("Digital Text 3"); Lesson 6, Teacher Support ("Digital Text 3" and "Digital Text 4"); Lesson 7, Teacher Support ("Digital Text 3")







Topic 3: Lesson 5, Text 3 (all screens); Lesson 6, Text 3 (screens 2 and 3); Lesson 6, Text 4 (screens 1, 2, 3, and 4); Lesson 7, Text 3 (screens 2 and 3)

Lesson 5, Text 3: The Acquisition of Hawaii (all screens); Lesson 6, Text 3: The War as a Turning Point (screens 2 and 3); Lesson 6, Text 4: Effects of U.S. Expansionism in the Philippines (screens 1, 2, 3, and 4); Lesson 7, Text 3: American Foreign Policy in Latin America (screens 2 and 3)



(i) identify the causes of World War I Instruction 9780133306798







Lesson 1, Text 1: The Causes of World War I (all screens)



(ii) identify the reasons for U.S. entry Instruction 9780133306798










Lesson 1, Text 3: The United States Remains Neutral (all screens); Lesson 1, Text 4: Reasons for America's Entry into the War (all screens)


(D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing

(i) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing










(E) analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front

(i) analyze the impact of significant technological innovations in World War I that resulted in the stalemate on the Western Front

Instruction 9780133306798 Topic 4: Lesson 1, Teacher Support ("Digital Text 2")





Topic 4: Lesson 1, Text 2 (screen 2-4); Lesson 1, 3-D Model (all screens)

Lesson 1, Text 2: The Great War Begins (screen 2-4); Lesson 1, 3-D Model: Trench Warfare (all screens)






(i) analyze major issues raised by U.S. involvement in World War I







Lesson 2, Text 2: Opposition to the War (all screens)



(ii) analyze major issues raised by Woodrow Wilson's Fourteen Points






Topic 4: Lesson 3, Text 2 (all screens); Lesson 3, Primary Source (all screens)

Lesson 3, Text 2: Wilson Wants Peace Without Victory (all screens); Lesson 3, Primary Source: Woodrow Wilson, The Fourteen Points (all screens)






(iii) analyze major issues raised by the Treaty of Versailles








Lesson 3, Text 3: The Paris Peace Conference (all screens); Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens)


(G) analyze significant events such as the Battle of Argonne Forest

(i) analyze significant events Instruction 9780133306798










(i) evaluate the impact of Progressive Era reforms, including initiative













(ii) evaluate the impact of Progressive Era reforms, including referendum










(iii) evaluate the impact of Progressive Era reforms, including recall













(iv) evaluate the impact of Progressive Era reforms, including the passage of the 16th amendment Instruction 9780133306798










(v) evaluate the impact of Progressive Era reforms, including the passage of the 17th amendment Instruction 9780133306798










(vi) evaluate the impact of Progressive Era reforms, including the passage of the 18th amendment Instruction 9780133306798










Lesson 6, Text 5: Prohibition Divides Americans (all screens)



(vii) evaluate the impact of Progressive Era reforms, including the passage of the 19th amendment Instruction 9780133306798










(i) evaluate the impact of muckrakers on American society







Lesson 1, Text 2: The Impact of Muckrakers (all screens); Lesson 4, Text 1: Roosevelt Changes the Relationship Between Government and Business (all screens)






(ii) evaluate the impact of reform leaders on American society







Topic 3: Lesson 2, Text 2 (screens 2 and 3); Lesson 2, Text 1 (screen 6); Lesson 3, Text 2 (screens 1, 2, 3, and 4)

Lesson 2, Text 2: Women Seek Equal Political Rights (screens 2 and 3); Lesson 2, Text 1: Expanding Opportunities for Women (screen 6); Lesson 3, Text 2: African Americans Promote Civil Rights (screens 1, 2, 3, and 4)



(i) evaluate the impact of third parties, including the Populist party Instruction 9780133306798







Lesson 4, Text 4: Populism's Declining Influence (all screens)






(ii) evaluate the impact of third parties, including the Progressive party Instruction 9780133306798







Lesson 4, Text 3: A New Direction in Presidential Politics (screens 3, 4, and 5)



(i) analyze the causes of events


Topic 4: Lesson 6, Teacher Support ("Digital Text 2"); Lesson 6, Teacher Support ("Digital Text 5")






Lesson 6, Text 3: Immigration in the 1920s (all screens); Lesson 6, Text 2: The Red Scare (all screens); Lesson 6, Text 5: Prohibition Divides Americans (screens 1 and 2)






(ii) analyze the causes of social issues











(iii) analyze the effects of events


Topic 4: Lesson 6, Teacher Support ("Digital Text 2 and Digital Text 3"); Lesson 6, Teacher Support ("Digital Text 5")

Lesson 6, Teacher Support ("Digital Text 2 and Digital Text 3"); Lesson 6, Teacher Support ("Digital Text 5")







Topic 4: Lesson 6, Text 3 (all screens); Lesson 6, Text 2 (all screens); Lesson 6, Text 5 (screens 2, 3, 4, and 5)

Lesson 6, Text 3: Immigration in the 1920s (all screens); Lesson 6, Text 2: The Red Scare (all screens); Lesson 6, Text 5: Prohibition Divides Americans (screens 2, 3, 4, and 5)



(iv) analyze the effects of social issues













(B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh

(i) analyze the impact of significant individuals







Topic 4: Lesson 4, Text 2 (all screens); Lesson 6, Text 1 (screens 4, 5, and 6); Lesson 7, Text 2 (all screens); Lesson 8, Text 1 (all screens)

Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (all screens); Lesson 6, Text 1: Americans Debate New Ideas and Values (screens 4, 5, and 6); Lesson 7, Text 2: American Role Models (all screens); Lesson 8, Text 1: Support for Black Nationalism in Urban Areas (all screens)



(i) identify reasons for U.S. involvement in World War II, including Italian dictatorship Instruction 9780133306798










Lesson 1, Text 2: Strict Regimes in the Soviet Union and Italy (screens 2, 3, and 4)



(ii) identify reasons for U.S. involvement in World War II, including [Italian dictatorship's] aggression Instruction 9780133306798







Lesson 1, Text 4: Dictators Move to Gain Territory (screen 3)



(iii) identify reasons for U.S. involvement in World War II, including German dictatorship Instruction 9780133306798













(iv) identify reasons for U.S. involvement in World War II, including [German dictatorship's] aggression Instruction 9780133306798







Lesson 1, Text 4: Dictators Move to Gain Territory (screens 1, 2, and 3); Lesson 1, Text 5: Aggression Meets Appeasement (screens 2 and 3)



(v) identify reasons for U.S. involvement in World War II, including Japanese dictatorship Instruction 9780133306798













(vi) identify reasons for U.S. involvement in World War II, including [Japanese dictatorship's] aggression, especially the attack on Pearl Harbor







Lesson 3, Text 1: Japan Attacks the United States (all screens)



(i) evaluate the domestic leadership of Franklin D. Roosevelt during World War II, including [the] domestic industry's rapid mobilization for the war effort













(ii) evaluate the international leadership of Franklin D. Roosevelt during World War II, including the U.S. relationship with its allies







Topic 6: Lesson 2, Text 3 (screens 3, 6, and 7); Lesson 3, Text 1 (screens 6 and 7); Lesson 4, Text 1 (screen 2); Lesson 6, Text 1 (screens 1 and 2)

Lesson 2, Text 3: American Reaction is Divided (screens 3, 6, and 7); Lesson 3, Text 1: Japan Attacks the United States (screens 6 and 7); Lesson 4, Text 1: Allied Strategy (screen 2); Lesson 6, Text 1: Planning Germany's Defeat (screens 1 and 2)






(iii) evaluate the international leadership of Franklin D. Roosevelt during World War II, including [the] domestic industry's rapid mobilization for the war effort










(iv) evaluate the international leadership of Harry Truman during World War II, including the U.S. relationship with its allies Instruction 9780133306798 Topic 6:















(C) analyze the function of the U.S. Office of War Information

(i) analyze the function of the U.S. Office of War Information Instruction 9780133306798







Lesson 5, Text 1: Patriotism on the Home Front (screens 4 and 5)



(i) analyze major issues of World War II, including the Holocaust






Topic 6: Lesson 7, Text 1 (screens 1 and 2); Lesson 7, Text 2 (all screens)

Lesson 7, Text 1: Roots of the Holocaust (screens 1 and 2); Lesson 7, Text 2: Hitler's Final Solution (all screens)






(ii) analyze major issues of World War II, including the internment of German Americans










(iii) analyze major issues of World War II, including the internment of Italian Americans













(iv) analyze major issues of World War II, including the internment of Japanese Americans and Executive Order 9066 Instruction 9780133306798 Topic 6:







Lesson 5, Text 2: Japanese Internment During World War II (all screens)



(v) analyze major issues of World War II, including the development of conventional weapons













(vi) analyze major issues of World War II, including the development of atomic weapons







Lesson 6, Text 5: The War Comes to and End (screens 2, 3, 4, and 5)



(i) analyze major military events of World War II, including the Battle of Midway







Lesson 4, Text 4: Turning Points in the Pacific (screens 2 and 3)






(ii) analyze major military events of World War II, including the U.S. military advancement through the Pacific Islands








Lesson 4, Text 4: Turning Points in the Pacific (all screens); Lesson 6, Text 4: Americans Advance Toward Japan (all screens)



(iii) analyze major military events of World War II, including the Bataan Death March













(iv) analyze major military events of World War II, including the invasion of Normandy







Lesson 6, Text 2: The Invasion of Normandy (all screens)



(v) analyze major military events of World War II, including fighting the war on multiple fronts







Lesson 4, Text 1: Allied Strategy (all screens)






(vi) analyze major military events of World War II, including the liberation of concentration camps







Lesson 7, Text 3: Allied Response to the Holocaust (screens 3 and 4)



(i) evaluate the military contributions of leaders during World War II, including Omar Bradley







Topic 6: Lesson 4, Text 2 (screen 6); Lesson 6, Text 1 (screen 2); Lesson 6, Text 2 (screens 1 and 5)

Lesson 4, Text 2: The European Front (screen 6); Lesson 6, Text 1: Planning Germany's Defeat (screen 2); Lesson 6, Text 2: The Invasion of Normandy (screens 1 and 5)






(ii) evaluate the military contributions of leaders during World War II, including Dwight Eisenhower Instruction 9780133306798






Topic 6: Lesson 4, Text 2 (screen 4); Lesson 6, Text 2 (screens 1 and 2)

Lesson 4, Text 2: The European Front (screen 4); Lesson 6, Text 2: The Invasion of Normandy (screens 1 and 2)



(iii) evaluate the military contributions of leaders during World War II, including Douglas MacArthur Instruction 9780133306798







Lesson 3, Text 3: The Early War in the Pacific (all screens); Lesson 6, Text 4: Americans Advance Toward Japan (screens 1 and 2)






(iv) evaluate the military contributions of leaders during World War II, including Chester A. Nimitz







Lesson 4, Text 4: Turning Points in the Pacific (screen 2)



(v) evaluate the military contributions of leaders during World War II, including George Marshall








Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 2)






(vi) evaluate the military contributions of leaders during World War II, including George Patton







Lesson 4, Text 2: The European Front (screen 5)



(i) explain the home front

Instruction 9780133306798 Topic 6: Lesson 3, Teacher Support ("Digital Text 2"); Lesson 5, Teacher Support ("Digital Text 1")









Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (all screens); Lesson 5, Text 1: Patriotism on the Home Front (all screens)



(ii) explain how American patriotism inspired exceptional actions by citizens, including high levels of military enlistment








Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (all screens)






(iii) explain how American patriotism inspired exceptional actions by citizens, including volunteerism











(iv) explain how American patriotism inspired exceptional actions by citizens, including the purchase of war bonds














(v) explain how American patriotism inspired exceptional actions by citizens, including Victory Gardens








Lesson 5, Text 1: Patriotism on the Home Front (screen 3)






(vi) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Tuskegee Airmen








Lesson 4, Text 3: Axis Powers on the Defensive (screen 4)



(vii) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Flying Tigers














(viii) explain how American patriotism inspired exceptional actions by military personnel, including the bravery and contributions of the Navajo Code Talkers








Lesson 6, Text 4: Americans Advance Toward Japan (screen 1)






(ix) explain opportunities for women






Topic 6: Lesson 3, Text 2 (screen 3); Lesson 5, Text 3 (screens 1, 2, 3, and 4)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 3); Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, and 4)






(x) explain obstacles for women








Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, and 4)



(xi) explain opportunities for ethnic minorities










Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screens 2 and 3); Lesson 5, Text 3: Increased Opportunities in Employment (screen 1)



(xii) explain obstacles for ethnic minorities














(i) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine


Topic 7: Lesson 1, Teacher Support ("Text 2")

Lesson 1, Teacher Support ("Text 2")





Lesson 1, Text 2: Responding to the Soviet Challenge (all screens)



(ii) describe U.S. responses to Soviet aggression after World War II, including the Marshall Plan







Lesson 1, Text 3: The United States Contains Soviet Expansion (all screens); Lesson 1, Text 4: Soviet Aggression Drives Cold War (all screens)






(iii) describe U.S. responses to Soviet aggression after World War II, including the North Atlantic Treaty Organization

Instruction 9780133306798Topic 7: Lesson 1, Teacher Support ("Digital Text 2" and "Digital Text 3")

Lesson 1, Teacher Support ("Digital Text 2" and "Digital Text 3")








(iv) describe U.S. responses to Soviet aggression after World War II, including the Berlin airlift













(v) describe U.S. responses to Soviet aggression after World War II, including John F. Kennedy's role in the Cuban Missile Crisis







Lesson 1, Text 2: Kennedy Responds to Communism in Cuba (all screens)



(i) describe how Cold War tensions were intensified by the arms race







Lesson 3, Text 1: The Arms Race Intensifies Tensions (all screens)






(ii) describe how Cold War tensions were intensified by the space race







Lesson 3, Text 3: International Cold War Conflicts (screens 6 and 7)



(iii) describe how Cold War tensions were intensified by McCarthyism


Topic 7: Lesson 4, Teacher Support ("Digital Text 3"); Teacher Support (all screens)

Lesson 4, Teacher Support ("Digital Text 3"); Teacher Support (all screens)







Topic 7: Lesson 4, Text 3 (all screens); Student Instructions (all screens); Document B (all screens); Document C (all screens); Document E (all screens)

Lesson 4, Text 3: McCarthyism (all screens); Student Instructions (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document E: Excerpt from The Crucible (all screens)



(iv) describe how Cold War tensions were intensified by the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers







Topic 7: Lesson 4, Text 2 (all screens); Document B (all screens)

Lesson 4, Text 2: Domestic Spy Cases Increase Fears (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens)



(i) explain reasons for U.S. involvement in the Korean War Instruction 9780133306798










Lesson 2, Text 2: U.S. Involvement in Korea (all screens)



(ii) explain outcomes for U.S. involvement in the Korean War Instruction 9780133306798







Lesson 2, Text 3: Outcomes of the Korean War (all screens)



(iii) explain its relationship to the containment policy








Lesson 2, Text 2: U.S. Involvement in Korea (screen 2)






(i) explain reasons for U.S. involvement in foreign countries







Lesson 1, Text 4: Reasons for U.S. Involvement in Indochina (all screens)



(ii) explain outcomes for U.S. involvement in foreign countries








Lesson 1, Text 3: The Causes and Outcomes of the Berlin Crisis (all screens); Lesson 4, Text 4: Effects of the Vietnam War (all screens)






(iii) explain their relationship to the Domino Theory, including the Vietnam War







Lesson 1, Text 4: Reasons for U.S. Involvement in Indochina (screen 5)



(i) analyze the major issues of the Vietnam War










Topic 9: Lesson 1, Text 5 (all screens); Lesson 2, Text 1 (all screens); Lesson 3, Text 1 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 1 (screens 2 and 3); Lesson 4, Text 4 (all screens)

Lesson 1, Text 5: The United States Responds to Communism in Vietnam (all screens); Lesson 2, Text 1: Escalation of Forces in Vietnam (all screens); Lesson 3, Text 1: Antiwar Sentiment Grows (all screens); Lesson 3, Text 2: The Tet Offensive (all screens); Lesson 4, Text 1: Attempts to Withdraw from Vietnam (screens 2 and 3); Lesson 4, Text 4: Effects of the Vietnam War (all screens)



(ii) analyze the major events of the Vietnam War


Topic 9: Lesson 2, Teacher Support ("Digital Text 1"); Lesson 3, Teacher Support ("Digital Text 2"); Lesson 4, Teacher Support ("Digital Text 1" and "Digital Text 3")

Lesson 2, Teacher Support ("Digital Text 1"); Lesson 3, Teacher Support ("Digital Text 2"); Lesson 4, Teacher Support ("Digital Text 1" and "Digital Text 3")







Topic 9: Lesson 2, Text 1 (all screens); Lesson 3, Text 2 (all screens); Lesson 4, Text 1 (screens 2 and 3); Lesson 4, Text 2 (all screens); Lesson 4, Text 3 (screens 2 and 3)

Lesson 2, Text 1: Escalation of Forces in Vietnam (all screens); Lesson 3, Text 2: The Tet Offensive (all screens); Lesson 4, Text 1: Attempts to Withdraw from Vietnam (screens 2 and 3); Lesson 4, Text 2: Events Intensify the Antiwar Movement (all screens); Lesson 4, Text 3: The Vietnam War Ends (screens 2 and 3)


(F) describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement

(i) describe the responses to the Vietnam War


Topic 9: Lesson 3, Teacher Support ("Digital Text 1" and "Digital Text 3"); Lesson 4, Teacher Support ("Digital Text 2"); Teacher Support (all screens)

Lesson 3, Teacher Support ("Digital Text 1" and "Digital Text 3"); Lesson 4, Teacher Support ("Digital Text 2"); Teacher Support (all screens)


Topic 9 Review and Assessment (items 10, 12, 13, 14, 15, 16, 17, 18, 20, 23, and 30)





p Lesson 3, Text 1 (screens 2, 3, 4, 6, 7, and 8); Lesson 3, Text 3 (screens 3 and 4); Lesson 4, Text 2 (all screens); Student Instructions (all screens); Transcript of anti-war speech by M.S. Aroni (all screens); Martin Luther King Jr. speech (all screens); “Pentagon Study Traces 3 Decades of Growing U.S. Involvement,” by Neil Sheehan (all

Lesson 3, Text 1: Antiwar Sentiment Grows (screens 2, 3, 4, 6, 7, and 8); Lesson 3, Text 3: The 1968 Presidential Race (screens 3 and 4); Lesson 4, Text 2: Events Intensify the Antiwar Movement (all screens); Student Instructions (all screens); Transcript of anti-war speech by M.S. Aroni (all screens); Martin Luther King Jr. speech (all screens); “Pentagon Study Traces 3 Decades of Growing U.S. Involvement,” by Neil Sheehan (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens); Web article about draft resistance in the Vietnam War (all screens)



(i) trace the historical development of the civil rights movement in the 19th century, including the 13th amendment Instruction 9780133306798

Review Topic: Lesson 5, Teacher Support ("Digital Text 3 and 5" and "Demonstrate")

Lesson 5, Teacher Support ("Digital Text 3 and 5" and "Demonstrate")









Lesson 5, Text 5: The Union Prevails (screens 4 and 5)



(ii) trace the historical development of the civil rights movement in the 19th century, including the 14th amendment












(iii) trace the historical development of the civil rights movement in the 19th century, including the 15th amendment















(iv) trace the historical development of the civil rights movement in the 20th century, including the 19th amendment








Lesson 1, Text 1: Segregation Limits Equality (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (all screens); Lesson 4, Text 3: Domestic Priorities (screens 3 and 4)



(v) trace the historical development of the civil rights movement in the 21st century Instruction 9780133306798
















(i) describe the roles of political organizations that promoted civil rights, including ones from African American civil rights movements









Topic 8: Lesson 2, Teacher Support ("Digital Text 1" and "Digital Text 4"); Lesson 3, Teacher Support ("Digital Text 1" "Digital Text 3")

Lesson 2, Teacher Support ("Digital Text 1" and "Digital Text 4"); Lesson 3, Teacher Support ("Digital Text 1" "Digital Text 3")






(ii) describe the roles of political organizations that promoted civil rights, including ones from Chicano civil rights movements










(iii) describe the roles of political organizations that promoted civil rights, including ones from American Indian civil rights movements







Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (screens 1 and 2)






(iv) describe the roles of political organizations that promoted civil rights, including ones from women's civil rights movements







Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screen 1)



(v) describe the roles of political organizations that promoted civil rights, including ones from other civil rights movements Instruction 9780133306798 Topic 12:







Lesson 3, Text 2: Latino Organizations Fight for Rights (all screens); Lesson 3, Text 3: Native Americans and Asian Americans Battle Discrimination (all screens)






(i) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr. Instruction 9780133306798






Topic 8: Lesson 1, Text 4 (all screens); Lesson 1, Biography (all screens); Lesson 2, Text 3 (screen 3); Lesson 2, Text 4 (screens 2, 3, and 4); Lesson 2, Primary Sources (all screens); Lesson 2, Primary Sources (all screens)

Lesson 1, Text 4: The Montgomery Bus Boycott (all screens); Lesson 1, Biography: Martin Luther King, Jr. (all screens); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screen 3); Lesson 2, Text 4: Thousands Gather in the Nation's Capital (screens 2, 3, and 4); Lesson 2, Primary Sources: Martin Luther King, Jr., Letter From a Birmingham Jail (all screens); Lesson 2, Primary Sources: Martin Luther King, Jr., I Have a Dream (all screens)






(ii) identify the roles of significant leaders who supported various rights movements, including Cesar Chavez Instruction 9780133306798 Topic 10:










(iii) identify the roles of significant leaders who supported various rights movements, including Rosa Parks Instruction 9780133306798 Topic 8:







Lesson 1, Text 4: The Montgomery Bus Boycott (screens 1 and 2)






(iv) identify the roles of significant leaders who supported various rights movements, including Hector P. Garcia Instruction 9780133306798 Topic 10:










(v) identify the roles of significant leaders who supported various rights movements, including Betty Friedan Instruction 9780133306798 Topic 10:







Lesson 2, Text 1: A New Feminist Movement Pushes for Equality (screen 3)


(D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.

(i) compare and contrast the approach taken by some civil rights groups with the nonviolent approach of Martin Luther King Jr.










Lesson 3, Text 3: New Civil Rights Groups (all screens)


(E) discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement

(i) discuss the impact of the writings of Martin Luther King Jr. on the civil rights movement Instruction 9780133306798

Topic 8: Lesson 2, Teacher Support ("Digital Text 3" and "Digital Text 4")





Topic 8: Lesson 2, Text 4 (screen 2); Lesson 2, Primary Sources (all screens); Lesson 2, Text 3 (screens 3 and 4); Lesson 2, Primary Sources (all screens)

Lesson 2, Text 4: Thousands Gather in the Nation's Capital (screen 2); Lesson 2, Primary Sources: Martin Luther King, Jr., I Have a Dream (all screens); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screens 3 and 4); Lesson 2, Primary Sources: Martin Luther King, Jr., Letter From a Birmingham Jail (all screens)






(i) describe presidential actions to address minority rights in the United States, including desegregation of the armed forces Instruction 9780133306798 Topic 8:







Lesson 1, Text 1: Segregation Limits Equality (screen 5)



(ii) describe presidential actions to address minority rights in the United States, including the Civil Rights act of 1957 Instruction 9780133306798 Topic 8:







Lesson 1, Text 3: Conflict Between Federal and State Power (screens 3 and 4)






(iii) describe presidential actions to address minority rights in the United States, including the Civil Rights act of 1964 Instruction 9780133306798 Topic 8:










(iv) describe presidential actions to address minority rights in the United States, including the Voting Rights Act of 1965 Instruction 9780133306798 Topic 8:













(v) describe congressional votes to address minority rights in the United States, including the Civil Rights act of 1957 Instruction 9780133306798 Topic 8:







Lesson 1, Text 3: Conflict Between Federal and State Power (screen 4)



(vi) describe congressional votes to address minority rights in the United States, including the Civil Rights act of 1964 Instruction 9780133306798 Topic 8:













(vii) describe congressional votes to address minority rights in the United States, including the Voting Rights Act of 1965 Instruction 9780133306798 Topic 8:










(i) describe the role of individuals that sought to maintain the status quo










Topic 8: Lesson 1, Text 3 (screen 2); Lesson 2, Text 3 (screen 5); Lesson 3, Text 4 (screen 2)

Lesson 1, Text 3: Conflict Between Federal and State Power (screen 2); Lesson 2, Text 3: Public Institutions Open Doors to Minorities (screen 5); Lesson 3, Text 4: King Expands His Dream (screen 2)






(ii) describe the role of groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo Instruction 9780133306798 Topic 8:










(i) evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process










Topic 8: Lesson 3, Text 5 (all screens); Lesson 3, Landmark Cases (all screens); Student Instructions (all screens)

Lesson 3, Text 5: Results of the Civil Rights Movement (all screens); Lesson 3, Landmark Cases: White v. Regester (all screens); Student Instructions (all screens)



(ii) evaluate events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process







Topic 8: Lesson 3, Text 1 (screens 6 and 7); Lesson 3, Landmark Cases (all screens); Student Instructions (all screens)

Lesson 3, Text 1: Increasing Participation in the Political Process (screens 6 and 7); Lesson 3, Landmark Cases: White v. Regester (all screens); Student Instructions (all screens)





(I) describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement

(i) describe how litigation played a role in protecting the rights of the minority during the civil rights movement







Topic 8: Lesson 1, Text 2 (screens 2 and 3); Lesson 1, Landmark Cases (all screens); Lesson 1, Text 2 (all screens); Lesson 1, Landmark Cases (all screens); Lesson 1, Landmark Cases (all screens)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screens 2 and 3); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 1, Text 2: A Landmark Supreme Court Decision (all screens); Lesson 1, Landmark Cases: Hernandez v. Texas (all screens); Lesson 1, Landmark Cases: Sweatt v. Painter (all screens)









(i) describe Richard M. Nixon's leadership in the normalization of relations with China








Lesson 5, Text 2: Opening Relations With China (all screens)



(ii) describe Richard M. Nixon's leadership in the policy of détente Instruction 9780133306798







Lesson 5, Text 3: Nixon's Policy of Détente (all screens)



(i) describe Ronald Reagan's leadership in domestic policies, including Reaganomics Instruction 9780133306798







Lesson 2, Text 1: A New Direction for the American Economy (screens 1, 2, and 3)






(ii) describe Ronald Reagan's leadership in international policies, including Peace Through Strength








Lesson 3, Text 1: Reagan Leads with Peace Through Strength (all screens)


(C) compare the impact of energy on the American way of life over time

(i) compare the impact of energy on the American way of life over time Instruction 9780133306798















(D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis

(i) describe U.S. involvement in the Middle East







Lesson 6, Text 5: Success and Setback in the Middle East (screens 1, 2, 3, and 4)






(i) describe the causes of the conservative resurgence of the 1980s and 1990s









Topic 11: Lesson 1, Text 1 (screen 2); Lesson 1, Text 2 (all screens); Lesson 1, Text 3 (all screens)

Lesson 1, Text 1: Liberals and Conservatives Diverge (screen 2); Lesson 1, Text 2: The Increasing Popularity of the New Right (all screens); Lesson 1, Text 3: A Conservative Wins the White House (all screens)



(ii) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Contract with America Instruction 9780133306798 Topic 11:







Lesson 5, Text 2: Republicans Lead a Conservative Resurgence (screen 2)



(iii) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Heritage Foundation Instruction 9780133306798 Topic 11:










Lesson 2, Text 2: Conservative Momentum Continues (screen 1)



(iv) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the Moral Majority Instruction 9780133306798 Topic 10:







Lesson 6, Text 6: Unease Over Changing Values (screens 5 and 6)






(v) describe key organizations of the conservative resurgence of the 1980s and 1990s, including the National Rifle Association Instruction 9780133306798










Lesson 2, Text 3: Culture, Challenge, and Change (all screens)



(vi) describe key individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly Instruction 9780133306798 Topic 10:







Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screens 3 and 4)








(F) describe significant societal issues of this time period

(i) describe significant societal issues of this time period







Topic 10: Lesson 1, Text 1 (all screens); Lesson 2, Text 1 (all screens); Lesson 6, Text 6 (all screens)

Lesson 1, Text 1: A Counterculture Emerges (all screens); Lesson 2, Text 1: A New Feminist Movement Pushes for Equality (all screens); Lesson 6, Text 6: Unease Over Changing Values (all screens)









(i) describe U.S. involvement in world affairs, including the end of the Cold War Instruction 9780133306798







Lesson 3, Text 2: Impact of the End of the Cold War (all screens)



(ii) describe U.S. involvement in world affairs, including the Persian Gulf War Instruction 9780133306798







Lesson 4, Text 2: The Persian Gulf War (all screens)



(iii) describe U.S. involvement in world affairs, including the Balkans Crisis










Lesson 4, Text 1: Bush Forges a New Role in the World (screen 5)



(iv) describe U.S. involvement in world affairs, including 9/11










(v) describe U.S. involvement in world affairs, including the global War on Terror


Topic 12: Lesson 2, Teacher Support ("Digital Text 2" "Digital Text 3"); Lesson 3, Teacher Support ("Digital Text 2")

Lesson 2, Teacher Support ("Digital Text 2" "Digital Text 3"); Lesson 3, Teacher Support ("Digital Text 2")







Topic 12: Lesson 2, Text 3 (screens 6, 7, 8, 9, and 10); Lesson 3, Text 2 (screens 4, 5, 6, 7, 8, and 9)

Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screens 6, 7, 8, 9, and 10); Lesson 3, Text 2: President Obama Takes Action (screens 4, 5, 6, 7, 8, and 9)



(i) identify significant social advocacy organizations across the political spectrum Instruction 9780133306798

Topic 12: Lesson 4, Teacher Support (all screens); Lesson 1, Teacher Support ("Digital Text 1")

Lesson 4, Teacher Support (all screens); Lesson 1, Teacher Support ("Digital Text 1")








(ii) identify significant political advocacy organizations across the political spectrum














(iii) identify significant social leaders across the political spectrum Instruction 9780133306798







Lesson 5, Text 1: Clinton Enacts New Domestic Policies (screen 2)






(iv) identify significant political leaders across the political spectrum Instruction 9780133306798










(v) identify significant social issues across the political spectrum Instruction 9780133306798
















(vi) identify significant political issues













(C) evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties

(i) evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties


Topic 6: Lesson 8, Teacher Support ("Digital Text 3"); Lesson 8, Government and Citizenship Core Concepts Teacher Support (all screens)

Lesson 8, Teacher Support ("Digital Text 3"); Lesson 8, Government and Citizenship Core Concepts Teacher Support (all screens)







Topic 6: Lesson 8, Text 3 (screen 4); Lesson 8, Government and Citizenship Core Concepts (screen 4)

Lesson 8, Text 3: International Organizations and Treaties (screen 4); Lesson 8, Government and Citizenship Core Concepts: Conflict and Cooperation (screen 4)





(D) analyze the impact of third parties on presidential elections

(i) analyze the impact of third parties on presidential elections Instruction 9780133306798







Lesson 4, Text 3: Clinton Wins the 1992 Election (screen 4)


(E) discuss the historical significance of the 2008 presidential election

(i) discuss the historical significance of the 2008 presidential election Instruction 9780133306798












(F) discuss the solvency of long-term entitlement programs such as Social Security and Medicare

(i) discuss the solvency of long-term entitlement programs Instruction 9780133306798













(i) analyze the impact of physical geographic factors on the settlement of the Great Plains










Lesson 2, Text 3: Farmers Settle the Plains (screens 3 and 5)



(ii) analyze the impact of physical geographic factors on the Klondike Gold Rush










(iii) analyze the impact of physical geographic factors on the Panama Canal













(iv) analyze the impact of physical geographic factors on the Dust Bowl










(v) analyze the impact of physical geographic factors on the levee failure in New Orleans after Hurricane Katrina Instruction 9780133306798 Topic 2:
















(vi) analyze the impact of human geographic factors on the settlement of the Great Plains










(vii) analyze the impact of human geographic factors on the Klondike Gold Rush













(viii) analyze the impact of human geographic factors on the Panama Canal

Instruction 9780133306798 Topic 3: Lesson 7, Teacher Support ('Digital Text 4")

Lesson 7, Teacher Support ('Digital Text 4")








(ix) analyze the impact of human geographic factors on the Dust Bowl













(x) analyze the impact of human geographic factors on the levee failure in New Orleans after Hurricane Katrina Instruction 9780133306798 Topic 12:










(i) identify reasons for changes in political boundaries Instruction 9780133306798
















(ii) explain reasons for changes in political boundaries Instruction 9780133306798













(i) analyze the causes of changing demographic patterns resulting from migration within the United States, including western expansion Instruction 9780133306798 Topic 2:













(ii) analyze the causes of changing demographic patterns resulting from migration within the United States, including rural to urban Instruction 9780133306798 Topic 1:







Lesson 5, Text 1: Americans Migrate to Cities (screens 2 and 3)









(iii) analyze the causes of changing demographic patterns resulting from migration within the United States, including the Great Migration Instruction 9780133306798 Topic 4:













(iv) analyze the causes of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt Instruction 9780133306798 Topic 7:













(v) analyze the effects of changing demographic patterns resulting from migration within the United States, including western expansion Instruction 9780133306798 Topic 2:










Lesson 1, Text 1: Cultures Forced to Adapt (screen 4)



(vi) analyze the effects of changing demographic patterns resulting from migration within the United States, including rural to urban Instruction 9780133306798 Topic 1:







Lesson 5, Text 1: Americans Migrate to Cities (screens 1, 2, and 3)





Topic 7: Lesson 7, Teacher Support ("Digital Text 2)

Lesson 7, Teacher Support ("Digital Text 2)






(vii) analyze the effects of changing demographic patterns resulting from migration within the United States, including the Great Migration Instruction 9780133306798 Topic 4:










(viii) analyze the effects of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt Instruction 9780133306798 Topic 7:
















(i) analyze the causes of changing demographic patterns resulting from legal immigration to the United States Instruction 9780133306798







Lesson 4, Text 1: New Immigrants Seek Better Lives (screens 1, 3, 4, and 5)









(ii) analyze the causes of changing demographic patterns resulting from illegal immigration to the United States








Lesson 3, Text 1: Latino Immigration Surges (screens 1 and 2)












(iii) analyze the effects of changing demographic patterns resulting from legal immigration to the United States Instruction 9780133306798



















(iv) analyze the effects of changing demographic patterns resulting from illegal immigration to the United States








Lesson 3, Text 1: Latino Immigration Surges (screen 3)









(i) identify the effects of population growth on the physical environment Instruction 9780133306798















Topic 10: Lesson 4, Geography Core Concepts Teacher Support (all screens)

Lesson 4, Geography Core Concepts Teacher Support (all screens)



(ii) identify the effects of population distribution on the physical environment Instruction 9780133306798



















(i) identify the roles of governmental entities in managing the environment







Lesson 4, Text 2: Managing the Environment (all screens)









(ii) identify the roles of private citizens in managing the environment










Lesson 4, Text 2: Managing the Environment (screens 1, 2, and 3)









(i) understand the effects of governmental actions on individuals, including the impact of Fifth Amendment property rights
















(ii) understand the effects of governmental actions on industries, including the impact on Fifth Amendment property rights













(iii) understand the effects of governmental actions on communities, including the impact on Fifth Amendment property rights
















(i) describe how the economic impact of the Transcontinental Railroad contributed to the close of the frontier in the late 19th century







Lesson 2, Text 1: Mining and the Growth of Railroads (screens 5, 6, and 7)



(ii) describe how the economic impact of the Homestead Act contributed to the close of the frontier in the late 19th century

Instruction 9780133306798Topic 2: Lesson 2, Teacher Support ("digital text 5")

Lesson 2, Teacher Support ("digital text 5")





Lesson 2, Text 3: Farmers Settle the Plains (screen 2)



(i) describe the changing relationship between the federal government and private business, including the costs of laissez-faire Instruction 9780133306798

Topic 1: Lesson 2, Teacher Support ("Digital Texts 3 and Demonstrate")

Lesson 2, Teacher Support ("Digital Texts 3 and Demonstrate")








Lesson 2, Text 2: The Pros and Cons of Big Business (screens 1, 2, and 3); Lesson 2, Text 3: The Changing Relationship Between Government and Business (all screens)



(ii) describe the changing relationship between the federal government and private business, including the benefits of laissez-faire Instruction 9780133306798 Topic 1:







Lesson 1, Text 1: American Industry Grows (screens 6 and 7)



(iii) describe the changing relationship between the federal government and private business, including the costs of anti-trust acts Instruction 9780133306798 Topic 1:













(iv) describe the changing relationship between the federal government and private business, including the benefits of anti-trust acts










(v) describe the changing relationship between the federal government and private business, including the costs of the Interstate Commerce Act













(vi) describe the changing relationship between the federal government and private business, including the benefits of the Interstate Commerce Act










(vii) describe the changing relationship between the federal government and private business, including the costs of the Pure Food and Drug Act













(viii) describe the changing relationship between the federal government and private business, including the benefits of the Pure Food and Drug Act









(C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas

(i) explain how foreign policies affected economic issues


Topic 3: Lesson 7, Teacher Support ("Digital Text 1" and "Digital Text 4")















(i) describe the economic effects of international military conflicts, including the Spanish-American War, on the United States











(ii) describe the economic effects of international military conflicts, including World War I, on the United States








Lesson 2, Text 1: Mobilizing for War (screens 3 and 4); Lesson 4, Text 1: Postwar Issues (screen 5)



(i) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 Instruction 9780133306798 Topic 3:













(ii) describe the emergence of monetary policy in the United States, including the shifting trend from a gold standard to fiat money Instruction 9780133306798 Topic 2:







Lesson 3, Text 3: Economic Policy Challenges Continue (screens 3 and 4)












(i) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy Instruction 9780133306798 Topic 4:







Lesson 5, Text 1: The Harding Administration (screens 3 and 4)



(ii) analyze causes of economic growth and prosperity in the 1920s, including reduced taxes Instruction 9780133306798 Topic 4:







Lesson 5, Text 2: Economic Prosperity Under Coolidge (all screens)






(iii) analyze causes of economic growth and prosperity in the 1920s, including increased production efficiencies Instruction 9780133306798 Topic 4:







Lesson 4, Text 2: The Impact of Henry Ford and the Automobile (screens 5, 6, and 7); Lesson 4, Text 3: Economic Growth in the 1920s (all screens)



(i) identify the causes of the Great Depression, including the impact of tariffs on world trade Instruction 9780133306798 Topic 5:













(ii) identify the causes of the Great Depression, including stock market speculation










(iii) identify the causes of the Great Depression, including bank failures













(iv) identify the causes of the Great Depression, including the monetary policy on the Federal Reserve System Instruction 9780133306798 Topic 5:






Topic 5: Lesson 1, Text 3 (screen 2); Lesson 1, Text 4 (all screens)

Lesson 1, Text 3: The Great Depression Begins (screen 2); Lesson 1, Text 4: The Causes of the Great Depression (all screens)



(i) analyze the effects of the Great Depression on the U.S. economy







Lesson 2, Text 1: Economic Hardship Shakes the Cities (all screens)






(ii) analyze the effects of the Great Depression on the U.S. society







Lesson 2, Text 3: Hard Times Hit Most Americans (all screens)


(D) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression

(i) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression








Lesson 3, Text 5: Critics of the New Deal (all screens)






(i) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, continue to affect the lives of U.S. citizens










(ii) describe how various New Deal agencies and programs, including the Securities and Exchange Commission, continue to affect the lives of U.S. citizens













(iii) describe how various New Deal agencies and programs, including the Social Security Administration, continue to affect the lives of U.S. citizens







Lesson 4, Text 1: Expanding New Deal Programs (screens 3, 4, and 5)


(A) describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment

(i) describe the economic effects of World War II on the home front










Topic 6: Lesson 3, Text 2 (screen 5); Lesson 5, Text 3 (screens 1, 2, 3, 4, 5, and 6); Lesson 5, Text 1 (screen 3)

Lesson 3, Text 2: Patriotism Inspires Rapid Mobilization (screen 5); Lesson 5, Text 3: Increased Opportunities in Employment (screens 1, 2, 3, 4, 5, and 6); Lesson 5, Text 1: Patriotism on the Home Front (screen 3)



(i) identify the causes of prosperity in the 1950s, including the Baby Boom








Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (all screens)






(ii) identify the causes of prosperity in the 1950s, including the impact of the GI Bill (Servicemen's Readjustment Act of 1944)








Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 3)



(iii) identify the effects of prosperity in the 1950s










Topic 7: Lesson 5, Text 1 (screen 4); Lesson 5, Text 1 (screen 3); Lesson 5, Text 3 (screens 3, 4, 5, and 6); Lesson 6, Text 2 (all screens)

Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 4); Lesson 5, Text 1: Causes and Effects of Prosperity in the 1950s (screen 3); Lesson 5, Text 3: Innovations and Economic Development (screens 3, 4, 5, and 6); Lesson 6, Text 2: Increased Consumption and Consumerism (all screens)



(i) describe the economic impact of defense spending on the business cycle from 1945 to the 1990s Instruction 9780133306798







Lesson 2, Text 3: Doubt Grows on the Home Front (all screens)









(ii) describe the economic impact of defense spending on the education priorities from 1945 to 1990s








Lesson 3, Text 3: International Cold War Conflicts (screens 6 and 7); Lesson 6, Text 4: Educational Opportunities and Priorities (screen 2)






(i) identify actions of government to create economic opportunities for citizens










Lesson 3, Text 5: Results of the Civil Rights Movement (screens 2 and 3); Lesson 5, Text 2: Creating the Great Society (screen 6)









(ii) identify actions of the private sector to create economic opportunities for citizens
















(iii) analyze the unintended consequences of each


















(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA)

(i) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system













(A) discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream

(i) discuss the role of American entrepreneurs



















(i) identify the impact of international events on the 21st century economy Instruction 9780133306798







Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screen 6)



(ii) identify the impact of multinational corporations on the 21st century economy Instruction 9780133306798













(iii) identify the impact of government policies on the 21st century economy







Topic 12: Lesson 1, Text 1 (all screens); Lesson 1, Before and After (all screens)

Lesson 1, Text 1: Free Trade and Treaties (all screens); Lesson 1, Before and After: The U.S. Role in the Global Economy (all screens)



(iv) identify the impact of individuals on the 21st century economy Instruction 9780133306798







Lesson 1, Text 2: Technological and Management Innovations in the American Economy (all screens); Lesson 2, Text 2: The Bush Domestic Agenda (screens 5 and 6)






(i) evaluate the impact of New Deal legislation on the historical roles of state government








Lesson 5, Text 5: New Deal Legislation Expands the Historical Role of Government (screens 5 and 6)



(ii) evaluate the impact of New Deal legislation on the historical roles of federal government








Lesson 5, Text 5: New Deal Legislation Expands the Historical Role of Government (all screens)



(i) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I









Topic 4: Lesson 2, Text 2 (screens 3, 4, 5, 6, and 7)

Lesson 2, Text 2: Opposition to the War (screens 3, 4, 5, 6, and 7)



(ii) explain constitutional issues raised by federal government policy changes during times of significant events, including the Great Depression







Lesson 4, Text 3: Opposition to the New Deal (all screens)



(iii) explain constitutional issues raised by federal government policy changes during times of significant events, including World War II Instruction 9780133306798










Lesson 5, Text 2: Japanese Internment During World War II (screens 1, 2, and 3); Lesson 8, Text 4: The Domestic Impact of the War (screens 2 and 3)



(iv) explain constitutional issues raised by federal government policy changes during times of significant events, including the 1960s Instruction 9780133306798 Topic 9:







Lesson 4, Text 4: Effects of the Vietnam War (screen 6)



(v) explain constitutional issues raised by federal government policy changes during times of significant events, including 9/11 Instruction 9780133306798 Topic 12:










Lesson 2, Text 3: The September 11, 2001 Attacks and the War on Terror (screens 8 and 9)



(i) describe the effects of political scandals, including Teapot Dome, on the views of U.S. citizens concerning trust in the federal government and its leaders







Lesson 5, Text 1: The Harding Administration (screens 4, 5, and 6)



(ii) describe the effects of political scandals, including Watergate, on the views of U.S. citizens concerning trust in the federal government and its leaders









Topic 10: Lesson 5, Text 6 (all screens); Lesson 5, Landmark Supreme Court Cases (all screens)

Lesson 5, Text 6: The Watergate Scandal Brings Nixon Down (all screens); Lesson 5, Landmark Supreme Court Cases: United States v. Nixon (all screens)



(iii) describe the effects of political scandals, including Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders







Lesson 5, Text 3: Scandals, Impeachment, and Trial (screen 4)



(i) discuss the role of contemporary government legislation in the private sector
















(ii) discuss the role of contemporary government legislation in the public sector














(i) evaluate the pros and cons of U.S. participation in the international organizations Instruction 9780133306798

Topic 4: Lesson 3, Teacher Support ("Digital Text 4"); Civic Discussion (all screens)

Lesson 3, Teacher Support ("Digital Text 4"); Civic Discussion: Teacher Instructions (all screens)




Topic 4: Lesson 3, Text 4 (all screens); Civic Discussion (all screens)

Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens); Civic Discussion: Student Instructions (all screens)


Topic 11: Lesson 4, Teacher Support (all screens)

Lesson 4, Teacher Support (all screens)






(ii) evaluate the pros and cons of U.S. participation in international treaties Instruction 9780133306798







Lesson 3, Text 4: America Rejects the Treaty of Versailles (all screens)











(A) describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government

(i) describe the impact of events on the relationship between the legislative and executive branches of government Instruction 9780133306798







Lesson 1, Text 5: The United States Responds to Communism in Vietnam (all screens); Lesson 4, Text 4: Effects of the Vietnam War (screen 6)



(i) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices










Lesson 4, Text 3: Opposition to the New Deal (screens 2, 3, and 4)



(ii) evaluate the impact of relationships among the legislative, executive and judicial branches of government, including the presidential election of 2000 Instruction 9780133306798







Lesson 2, Text 1: Controversy in the 2000 Election (screens 2 and 3)



(i) analyze the effects of landmark U.S. Supreme Court decisions, including Brown V. Board of Education











Lesson 6, Text 4: Educational Opportunities and Priorities (screens 2 and 3)






(ii) analyze the effects of [other] landmark U.S. Supreme Court decisions


Topic 8: Lesson 1, Teacher Support ("Digital Text 2"); Lesson 1, Teacher Support ("Digitial Text 2"); Lesson 3, Teacher Support ("Digital Text 5"); Lesson 5, Teacher Support ("Digital Text 3")

Lesson 1, Teacher Support ("Digital Text 2"); Lesson 1, Teacher Support ("Digitial Text 2"); Lesson 3, Teacher Support ("Digital Text 5"); Lesson 5, Teacher Support ("Digital Text 3")







Topic 8: Lesson 1, Text 1 (screen 2); Lesson 1, Text 2 (screen 3); Lesson 1, Landmark Cases (all screens); Lesson 3, Landmark Cases (all screens); Lesson 5, Text 3 (screen 2)

Lesson 1, Text 1: Segregation Limits Equality (screen 2); Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 3); Lesson 1, Landmark Cases: Hernandez v. Texas (all screens); Lesson 3, Landmark Cases: White v. Regester (all screens); Lesson 5, Text 3: The Impact of the Warren Court (screen 2)


Topic 10: Lesson 6, Teacher Support ("Digital text 6")

Lesson 6, Teacher Support ("Digital text 6")


(B) discuss historical reasons why the constitution has been amended

(i) discuss historical reasons why the constitution has been amended










(C) evaluate constitutional change in terms of strict construction versus judicial interpretation

(i) evaluate constitutional change in terms of strict construction versus judicial interpretation











Lesson 5, Text 3: The Impact of the Warren Court (screen 3)



(i) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty Instruction 9780133306798











(ii) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: egalitarianism Instruction 9780133306798














(iii) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: individualism Instruction 9780133306798











(iv) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: populism Instruction 9780133306798














(v) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: laissez-faire Instruction 9780133306798










(B) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations

(i) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations














Topic 12: Project Enquiry Teacher Support (all screens) Teacher Support (all screens)


(C) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths

(i) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths







Topic 12: Lesson 4, Text 4 (screen 6); Student Instructions (all screens)

Lesson 4, Text 4: Technology Transforms Life (screen 6); Student Instructions (all screens)



(i) identify methods of expanding the right to participate in the democratic process, including lobbying Instruction 9780133306798 Topic 8:
















(ii) identify methods of expanding the right to participate in the democratic process, including non-violent protesting Instruction 9780133306798







Lesson 1, Text 1: Segregation Limits Equality (screen 4); Lesson 2, Start Up: Is Nonviolence Effective? (all screens); Lesson 2, Text 1: Student Activists Promote Civil Rights (screens 2, 3, and 4)









(iii) identify methods of expanding the right to participate in the democratic process, including litigation







Topic 8: Lesson 1, Text 2 (screen 1); Lesson 1, Landmark Cases (all screens); Lesson 3, Text 1 (screen 6); Lesson 3, Landmark Cases (all screens)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 1); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6); Lesson 3, Landmark Cases: White v. Regester (all screens)









(iv) identify methods of expanding the right to participate in the democratic process, including amendments to the U.S. Constitution










(v) analyze methods of expanding the right to participate in the democratic process, including lobbying Instruction 9780133306798 Topic 8:















(vi) analyze methods of expanding the right to participate in the democratic process, including non-violent protesting Instruction 9780133306798







Lesson 1, Text 4: The Montgomery Bus Boycott (screen 4); Lesson 2, Start Up: Is Nonviolence Effective? (all screens); Lesson 2, Text 1: Student Activists Promote Civil Rights (screens 2, 3, and 4)









(vii) analyze methods of expanding the right to participate in the democratic process, including litigation


Topic 8: Lesson 1, Teacher Support ("Digital Text 2" "Digital Text 3" "Digital Text 4"); Lesson 3, Teacher Support ("Digital Text 1")

Lesson 1, Teacher Support ("Digital Text 2" "Digital Text 3" "Digital Text 4"); Lesson 3, Teacher Support ("Digital Text 1")




Topic 8: Lesson 1, Text 2 (screen 1); Lesson 1, Landmark Cases (all screens); Lesson 3, Text 1 (screen 6)

Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 1); Lesson 1, Landmark Cases: Brown v. Board of Education (all screens); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6)






(viii) analyze methods of expanding the right to participate in the democratic process, including amendments to the U.S. Constitution













(i) evaluate various means of achieving equality of political rights, including the 19th amendment Instruction 9780133306798 Topic 3:










(ii) evaluate various means of achieving equality of political rights, including the 24th amendment Instruction 9780133306798 Topic 8:













(iii) evaluate various means of achieving equality of political rights, including the 26th amendment Instruction 9780133306798 Topic 9:







Lesson 3, Text 1: Antiwar Sentiment Grows (screen 6)



(iv) evaluate various means of achieving equality of political rights, including congressional acts


Topic 8: Lesson 1, Teacher Support ("Digital Text 3"); Lesson 3, Teacher Support ("Digital text 1")

Lesson 1, Teacher Support ("Digital Text 3"); Lesson 3, Teacher Support ("Digital text 1")





Lesson 1, Text 3: Conflict Between Federal and State Power (screen 4); Lesson 3, Text 1: Increasing Participation in the Political Process (screen 6)









(i) explain how participation in the democratic process reflects our national ethos










(ii) explain how participation in the democratic process reflects our patriotism













(iii) explain how participation in the democratic process reflects our civic responsibility


Topic 12: Lesson 4, Teacher Support ("Digital Text 4"); 21st Century Skill Tutorial: Political Participation Teacher Support (all screens)

Lesson 4, Teacher Support ("Digital Text 4"); 21st Century Skill Tutorial: Political Participation Teacher Support (all screens)








(iv) explain how participation in the democratic process reflects our progress to build a "more perfect union"


Topic 12: Lesson 4, Teacher Support ("Digital Text 4"); 21st Century Skill Tutorial: Political Participation Teacher Support (all screens)

Lesson 4, Teacher Support ("Digital Text 4"); 21st Century Skill Tutorial: Political Participation Teacher Support (all screens)










(A) describe qualities of effective leadership

(i) describe qualities of effective leadership Instruction 9780133306798







Lesson 5, Text 4: Truman's Postwar Leadership (all screens)


Topic 10: Project Enquiry Teacher Support (all screens) Teacher Support (all screens)



(i) evaluate the contributions of significant political leaders in the United States










Lesson 1, Text 2: A Landmark Supreme Court Decision (screen 2); Lesson 5, Text 1: Johnson’s Path to the Presidency (screens 5, 6, and 7)









(ii) evaluate the contributions of significant social leaders in the United States







Lesson 2, Text 1: Corporations Find New Ways of Doing Business (screen 7)









(i) describe how the characteristics in U.S. history have been reflected in various genres of art Instruction 9780133306798







Lesson 7, Text 4: Social Issues Are Reflected in Art and Literature (screens 2 and 3)



(ii) describe how the characteristics in U.S. history have been reflected in various genres of music Instruction 9780133306798










(iii) describe how the characteristics in U.S. history have been reflected in various genres of film Instruction 9780133306798










Lesson 7, Text 1: Popular U.S. Culture in the 1920s (screens 4 and 5)









(iv) describe how the characteristics in U.S. history have been reflected in various genres of literature














(v) describe how the issues in U.S. history have been reflected in various genres of art Instruction 9780133306798










Lesson 7, Text 4: Social Issues Are Reflected in Art and Literature (all screens)






(vi) describe how the issues in U.S. history have been reflected in various genres of music Instruction 9780133306798










(vii) describe how the issues in U.S. history have been reflected in various genres of film Instruction 9780133306798

Topic 7: Lesson 4, Teacher Support ("Digital text 1")

Lesson 4, Teacher Support ("Digital text 1")

Review 9780133306798Topic 1 Review and Assessment





Activity 9780133306798





(viii) describe how the issues in U.S. history have been reflected in various genres of literature Instruction 9780133306798













(i) describe the positive and negative impacts of significant examples of cultural movements in art




















(ii) describe the positive and negative impacts of significant examples of cultural movements in music








Lesson 6, Text 2: A Mass Culture Develops (screens 3 and 4)





Topic 4: Lesson 7, Teacher Support (screen 7)

Lesson 7, Teacher Support (screen 7)






(iii) describe the positive and negative impacts of significant examples of cultural movements in literature



















(C) identify the impact of popular American culture on the rest of the world over time

(i) identify the impact of popular American culture on the rest of the world over time








Lesson 7, Text 1: Popular U.S. Culture in the 1920s (screen 3)




(D) analyze the global diffusion of American culture through the entertainment industry via various media

(i) analyze the global diffusion of American culture through the entertainment industry via various media

















(i) explain actions taken by people to expand economic opportunities, including those for racial minorities, in American society Instruction 9780133306798







Lesson 3, Text 5: Results of the Civil Rights Movement (all screens); Lesson 5, Text 1: Johnson’s Path to the Presidency (screen 4)



(ii) explain actions taken by people to expand economic opportunities, including those for ethnic minorities, in American society Instruction 9780133306798 Topic 8:
















(iii) explain actions taken by people to expand economic opportunities, including those for religious minorities, in American society










(iv) explain actions taken by people to expand economic opportunities, including those for women, in American society Instruction 9780133306798 Topic 8:
















(v) explain actions taken by people to expand political rights, including those for racial minorities, in American society Instruction 9780133306798 Topic 8:










(vi) explain actions taken by people to expand political rights, including those for ethnic minorities, in American society Instruction 9780133306798 Topic 8:
















(vii) explain actions taken by people to expand political rights, including those for religious minorities, in American society Instruction 9780133306798 Topic 3:







Lesson 3, Text 3: Protecting Rights for Ethnic and Religious Minorities (screens 1 and 2)



(viii) explain actions taken by people to expand political rights, including those for women, in American society Instruction 9780133306798 Topic 10:







Lesson 2, Text 2: The Role of Women's Civil Rights Organizations (screens 1, 2, and 3)






(i) discuss the Americanization movement to assimilate immigrants into American culture








Lesson 4, Text 3: Social Issues Affecting Immigrants (screen 2)



(ii) discuss the Americanization movement to assimilate American Indians into American culture











(i) explain how the contributions of people of various racial groups shape American culture Instruction 9780133306798

Topic 4: Lesson 8, Teacher Support ("Digital Text 2 and Digital Text 3")

Lesson 8, Teacher Support ("Digital Text 2 and Digital Text 3")








Lesson 8, Text 2: The Jazz Age (all screens); Lesson 8, Text 3: The Harlem Renaissance (all screens)






(ii) explain how the contributions of people of various ethnic groups shape American culture Instruction 9780133306798










(iii) explain how the contributions of people of various gender groups shape American culture Instruction 9780133306798










Lesson 7, Text 2: American Role Models (all screens); Lesson 7, Text 3: The Role of Women Changes (all screens)



(iv) explain how the contributions of people of various religious groups shape American culture Instruction 9780133306798










(i) identify the political contributions of women to American society



















(ii) identify the social contributions of women to American society









Topic 12: Lesson 4, Teacher Support ("Digital Text 4:)

Lesson 4, Teacher Support ("Digital Text 4:)



(iii) identify the economic contributions of women to American society



















(i) discuss the meaning of the motto "E Pluribus Unum" Instruction 9780133306798











(ii) discuss the meaning of the motto "In God We Trust"















(iii) discuss the historical significance of the motto "E Pluribus Unum" Instruction 9780133306798











(iv) discuss the historical significance of the motto "In God We Trust" Instruction 9780133306798













(i) discuss the importance of congressional Medal of Honor recipients, including individuals of all races Instruction 9780133306798 Topic 4:







Lesson 3, Text 1: America Joins the Fighting (screens 5 and 6)









(ii) discuss the importance of congressional Medal of Honor recipients, including individuals of all genders Instruction 9780133306798 Topic 6:












(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States

(i) explain the effects of scientific discoveries and technological innovations on the economic development of the United States Instruction 9780133306798






Topic 1: Lesson 1, Text 2 (screens 3 and 4); Lesson 5, Text 2 (screens 3 and 4)

Lesson 1, Text 2: Innovation Drives Economic Development (screens 3 and 4); Lesson 5, Text 2: Technology Improves City Life (screens 3 and 4)









(i) explain how specific needs result in scientific discoveries and technological innovations in agriculture













(ii) explain how specific needs result in scientific discoveries and technological innovations in the military










(iii) explain how specific needs result in scientific discoveries and technological innovations in medicine, including vaccines
















(i) understand the impact of technological innovations

















(ii) understand the impact of management innovations




















(iii) understand their applications in the workplace

















(iv) understand the resulting productivity enhancements for business




















(v) understand the resulting productivity enhancements for labor








Lesson 2, Text 1: Corporations Find New Ways of Doing Business (screens 6 and 7)






(i) analyze how scientific discoveries [and] technological innovations improve the standard of living in the United States Instruction 9780133306798

Topic 1: Lesson 5, Teacher Support ("Digital Texts 2 and 3"); Lesson 6, Teacher Support ("Digital Text 1")

Lesson 5, Teacher Support ("Digital Texts 2 and 3"); Lesson 6, Teacher Support ("Digital Text 1")







Topic 1: Lesson 5, Text 2 (screen 2); Lesson 6, Text 1 (screens 2, 3, 4, 5, and 6)

Lesson 5, Text 2: Technology Improves City Life (screen 2); Lesson 6, Text 1: Free Enterprise Improves Life (screens 2, 3, 4, 5, and 6)



(ii) analyze how the application of these by the free enterprise system, including those in transportation, improve the standard of living in the United States







Lesson 5, Text 2: Technology Improves City Life (screens 2 and 3)









(iii) analyze how the application of these by the free enterprise system, including those in communication, improve the standard of living in the United States









(B) explain how space technology and exploration improve the quality of life

(i) explain how space technology and exploration improve the quality of life Instruction 9780133306798
















(i) understand how the free enterprise system drives technological innovation







Lesson 1, Text 2: Innovation Drives Economic Development (screen 1)









(ii) understand how the free enterprise system drives [the] application [of tchnological innovation] in the marketplace Instruction 9780133306798 Topic 11:
















(i) use a variety of primary valid sources to acquire information


Topic 5: Topic Inquiry Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources Teacher Support (all screens)




Topic 5: Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)






(ii) use a variety of primary valid sources to analyze historical questions


Topic 5: Topic Inquiry Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources Teacher Support (all screens)

Topic Inquiry Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources Teacher Support (all screens)




Topic 5: Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Primary and Secondary Sources (all screens)



(iii) use a variety of primary valid sources to answer historical questions Instruction 9780133306798 Topic 7:

Topic Inqury Teacher Support (all screens)

Topic Inquiry Teacher Support (all screens)







Topic 7: Student Instructions (all screens); Document B (all screens); Document C (all screens); Document D (all screens); Document E (all screens)

Student Instructions (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens); Document E: Excerpt from The Crucible (all screens)



(iv) use a variety of secondary valid sources to acquire information Instruction 9780133306798 Topic 2:

Topic Inqury Teacher Support (all screens)





Topic 2: Student Instructions (all screens); 21st Century Skill Tutorial: Search for Information on the Internet (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Search for Information on the Internet (all screens)






(v) use a variety of secondary valid sources to analyze historical questions


Topic 2: 21st Century Skill Tutorial: Create a Research Hypothesis Teacher Support (all screens)

21st Century Skill Tutorial: Create a Research Hypothesis Teacher Support (all screens)







Topic 3: Topic Inquiry Teacher Support (all screens)




(vi) use a variety of secondary valid sources to answer historical questions


Topic 2: 21st Century Skill Tutorial: Create a Research Hypothesis Teacher Support (all screens)

21st Century Skill Tutorial: Create a Research Hypothesis Teacher Support (all screens)










Topic 3: Topic Inquiry Teacher Support (all screens)




(i) analyze information by sequencing


Topic 4: Lesson 1, 21st Century Skill Tutorials: Sequence Teacher Support (all screens)

Lesson 1, 21st Century Skill Tutorials: Sequence Teacher Support (all screens)





Topic 4: Lesson 1, 21st Century Skill Tutorials: Sequence (all screens)

Lesson 1, 21st Century Skill Tutorials: Sequence (all screens)






(ii) analyze information by categorizing


Topic 3: Lesson 4, Teacher Support ("Digital Text 3"); Lesson 4, 21st Century Skill Tutorials: Categorize Teacher Support (all screens)

Lesson 4, Teacher Support ("Digital Text 3"); Lesson 4, 21st Century Skill Tutorials: Categorize Teacher Support (all screens)




Topic 3: Lesson 4, 21st Century Skill Tutorials: Categorize (all screens)

Lesson 4, 21st Century Skill Tutorials: Categorize (all screens)



(iii) analyze information by identifying cause-and-effect relationships


Topic 6: Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect Teacher Support (all screens)

Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect Teacher Support (all screens)







Topic 6: Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect (all screens)

Lesson 3, 21st Century Skill Tutorials: Analyze Cause and Effect (all screens)



(iv) analyze information by comparing and contrasting







Topic 2: Lesson 2, 21st Century Skill Tutorial: Compare and Contrast (all screens)

Lesson 2, 21st Century Skill Tutorial: Compare and Contrast (all screens)






(v) analyze information by finding the main idea


Topic 7: Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details Teacher Support (all screens)

Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details Teacher Support (all screens)




Topic 7: Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details (all screens)

Lesson 1, 21st Century Skill Tutorial: Identify Main Ideas and Details (all screens)



(vi) analyze information by summarizing










Topic 1: Lesson 1, 21st Century Skill Tutorial: Summarize (all screens)

Lesson 1, 21st Century Skill Tutorial: Summarize (all screens)



(vii) analyze information by making generalizations


Topic 2: Lesson 4, Teacher Support ("Digital Text 3"); Lesson 4, 21st Century Skill Tutorials: Generalize Teacher Support (all screens)

Lesson 4, Teacher Support ("Digital Text 3"); Lesson 4, 21st Century Skill Tutorials: Generalize Teacher Support (all screens)




Topic 2: Lesson 4, 21st Century Skill Tutorials: Generalize (all screens)

Lesson 4, 21st Century Skill Tutorials: Generalize (all screens)






(viii) analyze information by making predictions


Topic 4: Lesson 5, Teacher Support ("Digital Text 3"); Lesson 5, 21st Century Skill Tutorials: Make Predictions Teacher Support (all screens)

Lesson 5, Teacher Support ("Digital Text 3"); Lesson 5, 21st Century Skill Tutorials: Make Predictions Teacher Support (all screens)




Topic 4: Lesson 5, 21st Century Skill Tutorials: Make Predictions (all screens)

Lesson 5, 21st Century Skill Tutorials: Make Predictions (all screens)



(ix) analyze information by drawing inferences


Topic 5: Lesson 6, Teacher Support ("Digital Text 1 and 3"); Lesson 6, 21st Century Skill Tutorials: Draw Inferences Teacher Support (all screens)

Lesson 6, Teacher Support ("Digital Text 1 and 3"); Lesson 6, 21st Century Skill Tutorials: Draw Inferences Teacher Support (all screens)







Topic 5: Lesson 6, 21st Century Skill Tutorials: Draw Inferences (all screens)

Lesson 6, 21st Century Skill Tutorials: Draw Inferences (all screens)



(x) analyze information by drawing conclusions

Instruction 9780133306798Topic 10: Lesson 5, 21st Century Skill: Draw Conclusions: Teacher Support (all screens)

Lesson 5, 21st Century Skill: Draw Conclusions: Teacher Support (all screens)







Topic 10: Lesson 5, 21st Century Skill: Draw Conclusions: Video (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Quick Reference (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Assessment (all screens); Lesson 5, 21st Century Skill Tutorials: Draw Conclusions (all screens)

Lesson 5, 21st Century Skill: Draw Conclusions: Video (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Quick Reference (all screens); Lesson 5, 21st Century Skill: Draw Conclusions: Assessment (all screens); Lesson 5, 21st Century Skill Tutorials: Draw Conclusions (all screens)



(i) understand how historians interpret the past (historiography) Instruction 9780133306798 Topic 3:








Topic 3: Student Instructions (all screens); History Tools Core Concepts (screens 2 and 3)

Student Instructions (all screens); History Tools Core Concepts: How Do Historians Study History? (screens 2 and 3)



(ii) understand how their interpretations of history may change over time Instruction 9780133306798 Topic 3:





Topic 3: Student Instructions (all screens); History Tools Core Concepts (screens 1, 2, and 3)

Student Instructions (all screens); History Tools Core Concepts: How Do Historians Study History? (screens 1, 2, and 3)



(i) use the process of historical inquiry to research multiple types of sources of evidence











(ii) use the process of historical inquiry to interpret multiple types of sources of evidence





Topic 6: Student Instructions (all screens); Information Organizer (all screens)

Student Instructions (all screens); Information Organizer (all screens)


Topic 9: 21st Century Skill: Interpret Sources Teacher Support (all screens)

21st Century Skill: Interpret Sources Teacher Support (all screens)



(iii) use the process of historical inquiry to use multiple types of sources of evidence


Topic 2: Teacher Support (all screens); 21st Century Skill Tutorial: Identify Evidence Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Identify Evidence Teacher Support (all screens)







Topic 2: Student Instructions (all screens); 21st Century Skill Tutorial: Identify Evidence (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Identify Evidence (all screens)



(i) evaluate the validity of a source based on language





Instruction 9780133306798Topic 7: Document E (all screens)

Document E: Excerpt from The Crucible (all screens)



(ii) evaluate the validity of a source based on corroboration with other sources Instruction 9780133306798








Topic 7: Student Instructions (all screens); Document B (all screens); Document C (all screens); Document D (all screens)

Student Instructions (all screens); Document B: Political cartoon on the House Un-American Activities Committee (all screens); Document C: Senator Joseph McCarthy’s speech (all screens); Document D: Judge’s statement upon sentencing the Rosenbergs (all screens)



(iii) evaluate the validity of a source based on information about the author, including points of view Instruction 9780133306798





Topic 7: Student Instructions (all screens); Document C (all screens)

Student Instructions (all screens); Document C: Senator Joseph McCarthy’s speech (all screens)



(iv) evaluate the validity of a source based on information about the author, including frames of reference Instruction 9780133306798








Topic 3: Early Twentieth Century Historical Perspective (Chadwick) (all screens)

Early Twentieth Century Historical Perspective (Chadwick) (all screens)



(v) evaluate the validity of a source based on information about the author, including historical context Instruction 9780133306798





Topic 3: Early Twentieth Century Historical Perspective (Chadwick) (all screens); Student Instructions (all screens)

Early Twentieth Century Historical Perspective (Chadwick) (all screens); Student Instructions (all screens)






(i) identify bias in written material


Topic 7: 21st Century Skill Tutorial: Identify Bias Teacher Support (all screens)

21st Century Skill Tutorial: Identify Bias Teacher Support (all screens)




Topic 7: Document C (all screens); 21st Century Skill Tutorial: Identify Bias (all screens)

Document C: Senator Joseph McCarthy’s speech (all screens); 21st Century Skill Tutorial: Identify Bias (all screens)



(ii) identify bias in oral material








Topic 9: Transcript of anti-war speech by M.S. Aroni (all screens); Student Instructions (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)

Transcript of anti-war speech by M.S. Aroni (all screens); Student Instructions (all screens); Lyrics from “I feel like I’m fixing to die rag,” by Country Joe & the Fish (all screens)



(iii) identify bias in visual material


Topic 2: Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons Teacher Support (all screens)

Lesson 3, 21st Century Skill Tutorial: Analyze Political Cartoons Teacher Support (all screens)











(i) identify a point of view on a social studies issue or event Instruction 9780133306798 Topic 4:

Civic Discussion (all screens)

Civic Discussion: Teacher Instructions (all screens)










(ii) support with historical evidence a point of view on a social studies issue or event

Instruction 9780133306798 Topic 4: Civic Discussion (all screens)











(i) use appropriate skills to analyze social studies information

Instruction 9780133306798Topic 2: Lesson 3, Teacher Support ("digital text 2")

Lesson 3, Teacher Support ("digital text 2")













Topic 5: Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps Teacher Support (all screens)

Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps Teacher Support (all screens)



(ii) use appropriate skills to interpret social studies information


Topic 2: Lesson 3, Teacher Support ("digital text 2"); Teacher Support (all screens); 21st Century Skill Tutorial: Read Special Purpose Maps Teacher Support (all screens)

Lesson 3, Teacher Support ("digital text 2"); Teacher Support (all screens); 21st Century Skill Tutorial: Read Special Purpose Maps Teacher Support (all screens)





Topic 1 Review and Assessment (items 1, 4, 9, 15, 20, 25, and 29)





Topic 5: Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps Teacher Support (all screens)

Lesson 2, 21st Century Skill Tutorials: Read Special-Purpose Maps Teacher Support (all screens)






(i) create written presentations of social studies information


Topic 3: Teacher Support (all screens); 21st Century Skill Tutorial: Write an Essay Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Write an Essay Teacher Support (all screens)







Topic 3: Student Instructions (all screens); 21st Century Skill Tutorial: Write an Essay (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Write an Essay (all screens)



(ii) create oral presentations of social studies information Instruction 9780133306798










(iii) create visual presentations of social studies information

Instruction 9780133306798Topic 6: Teacher Support (all screens) Teacher Support (all screens)






(B) use correct social studies terminology to explain historical concepts

(i) use correct social studies terminology to explain historical concepts

Instruction 9780133306798Topic 5: Teacher Support (all screens) Teacher Support (all screens)










(i) use different forms of media to convey information, including written to visual, using available computer software as appropriate









(ii) use different forms of media to convey information, including statistical to written or visual, using available computer software as appropriate Instruction 9780133306798

Topic 8: Teacher Support (all screens); 21st Century Skill Tutorial: Create Charts and Maps Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Create Charts and Maps Teacher Support (all screens)







Topic 8: Student Instructions (all screens); 21st Century Skill Tutorial: Create Charts and Maps (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Create Charts and Maps (all screens)



(i) create thematic maps representing various aspects of the United States














(ii) create thematic graphs representing various aspects of the United States











(iii) create thematic charts representing various aspects of the United States














(i) pose questions about geographic distributions shown on maps Instruction 9780133306798 Topic 2:











(ii) pose questions about geographic distributions shown on graphs Instruction 9780133306798













(iii) pose questions about geographic distributions shown on charts Instruction 9780133306798













(iv) pose questions about geographic distributions shown on available databases


Topic 2: Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Data and Models Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Analyze Data and Models Teacher Support (all screens)




Topic 2: Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Data and Models (all screens)

Student Instructions (all screens); 21st Century Skill Tutorial: Analyze Data and Models (all screens)



(v) pose questions about geographic patterns shown on maps Instruction 9780133306798 Topic 2:














(vi) pose questions about geographic patterns shown on graphs Instruction 9780133306798










(vii) pose questions about geographic patterns shown on charts Instruction 9780133306798













(viii) pose questions about geographic patterns shown on available databases











(ix) answer questions about geographic distributions shown on maps Instruction 9780133306798 Topic 2:














(x) answer questions about geographic distributions shown on graphs Instruction 9780133306798










(xi) answer questions about geographic distributions shown on charts Instruction 9780133306798













(xii) answer questions about geographic distributions shown on available databases











(xiii) answer questions about geographic patterns shown on maps Instruction 9780133306798 Topic 2:














(xiv) answer questions about geographic patterns shown on graphs Instruction 9780133306798










(xv) answer questions about geographic patterns shown on charts Instruction 9780133306798













(xvi) answer questions about geographic patterns shown on available databases










(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(i) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution


Topic 5: Teacher Support (all screens); 21st Century Skill Tutorial: Solve Problems Teacher Support (all screens)

Teacher Support (all screens); 21st Century Skill Tutorial: Solve Problems Teacher Support (all screens)







Topic 3: Lesson 1, 21st Century Skill Tutorials: Solve Problems (all screens)

Lesson 1, 21st Century Skill Tutorials: Solve Problems (all screens)


(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

(i) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision


Review Topic: 21st Century Skill: Make Decisions: Teacher Support (all screens)

21st Century Skill: Make Decisions: Teacher Support (all screens)




Review Topic: 21st Century Skill: Make Decisions: Video (all screens); 21st Century Skill: Make Decisions: Quick Reference (all screens); 21st Century Skill: Make Decisions: Assessment (all screens)

21st Century Skill: Make Decisions: Video (all screens); 21st Century Skill: Make Decisions: Quick Reference (all screens); 21st Century Skill: Make Decisions: Assessment (all screens)

Documents

A Correlation of Texas United States History · (1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study