California Standards Map United States History and

Copyright © 2006 Pearson Education, Inc. publishing as Pearson AGS Globe. All rights reserved. CU.04.07

5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126

United States History © 2005

correlated to

California Standards Map United States History and Geography

Grades 8 and 11

2

TABLE OF CONTENTS

GRADE 8, United States History and Geography: Growth and Conflict……………………………………………………………………….…..3

GRADE 11, United States History and Geography:

Continuity and Change in the Twentieth Century…………………………………..……..29

3

Publisher: AGS Publishing Program Title: United States History ©2005 Components: SE: Student Edition; TE: Teacher’s Edition; ACT: Activities in Teacher’s Resource Library (TRL); WB: Workbook Activities in TRL Grade Level: Grade Eight Intended Audience: Students whose reading level and/or language skills are below grade level.

GRADE 8

California Standards Map – United States History and Geography: Growth and Conflict

PUBLISHER’S CITATIONS* MEETS STANDARD

GRADE STANDARD #

TEXT OF STANDARD INTRODUCED PRACTICED TAUGHT TO MASTERY

Y N

8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

8 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

SE 91-93; TE 91-92 SE 93, 97, 100, 103, 104; TE 93, 97, 98, 100, 103, 104, 105; WB 18-21; ACT 18-21

SE 94-96, 98-100, 101-103, 104, 105; TE 94-96, 98-100, 101-103, 105

4

(California United States History and Geography Content Standard, Grade 8: AGS United States History)

California Standards Map – United States History and Geography, Grade 8: Growth and Conflict


GRADE STANDARD #


Y N

8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy, Cont.

8 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").

SE 114-115; TE 114-115

SE 116, 126; TE 116, 126, 127; WB 24; ACT 24

SE 114-116, 126-127; TE 114-116, 126, 127

8 8.1.3 Analyze how the American Revolution affected other nations, especially France.

SE 113; TE 113 TE 112, 122, 127; WB 25; ACT 25

SE 121, 125, 127, 158, 161; TE 127

8 8.1.4 Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions

SE 52, 139 SE 140, 144, 149; TE 53, 149, 151; WB 30-32; ACT 30-32

SE 141-144, 145-148, 151; TE 141-144, 145-148, 151

5


California Standards Map – United States History and Geography, Grade 8: Growth and Conflict PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

8 8.2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact

SE 51-52; TE 51-52 SE 54; TE 54, 64, 65; WB 10; ACT 10

SE 64, 65; TE 53, 64, 65, 148

8 8.2.2 Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence

SE 130-133; TE 130-133

SE 134, 138, 140, 144, 149; TE 134, 138, 140, 144, 149; WB 28-32; ACT 28-32

SE 135, 137, 139-140, 141-144, 147-148, 151; TE 135-138, 139-140, 141-144, 146-148

8 8.2.3 Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause

SE 135-137; TE 135-137

SE 138, 140, 144, 149; TE 138, 140, 144, 149, 151; WB 29-32; ACT 29-32

SE 139-140, 141-144, 145-148, 150, 151; TE 139-140, 141-144, 145-148, 150, 151


6



GRADE STANDARD #


Y N

8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government, Cont.

8 8.2.4 Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution

SE 137, 145; TE 137 SE 138, 149; TE 138, 149, 151; WB 29-30, 32; ACT 29-30, 32

SE 140, 141, 145-147, 151; TE 140, 142-144, 145-147, 151

8 8.2.5 Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state

*1 *1 *1

7



STANDARD

GRADE STANDARD #


Y N

8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government, Cont.

8 8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights

SE 141-144; TE 141-144

SE 144, 149, 150; TE 144, 149, 150; WB 31; ACT 31

SE 141-144, 145-148, 149, 150, 151; TE 141-144, 145-149, 150, 151

8 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights

SE 51, 145-147; TE 51, 145-147

SE 149; TE 149; WB 32; ACT 32

SE 147-148, 151, 173; TE 147-148, 151

8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it

8 8.3.1 Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

*2 *2 *2


8



GRADE STANDARD #


Y N

8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it, Cont.

8 8.3.2 Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states

SE 131 SE 150; TE 150; ACT 31

SE 144, 150, 151; TE 144, 150, 151

8 8.3.3 Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit

SE 132-133; TE 132 TE 132 SE 132-133, 141-142; TE 132

8 8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).

SE 155-157; TE 155-156

SE 157, 166; TE 157, 160, 166; WB 33-35; ACT 33-36

SE 155-157, 158, 160, 163-165, 166, 167; TE 155-156, 158-160, 163-166

9




GRADE STANDARD #


Y N

8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it, Cont.

8 8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebel-lion).

SE 136; TE 136 SE 138; TE 137, 151 SE 138, 151; TE 151

8 8.3.6 Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

*3 *3 *3

8 8.3.7 Understand the functions and responsibilities of a free press

*4 *4 *4

10




GRADE STANDARD #


Y N

8.4 Students analyze the aspirations and ideals of the people of the new nation.

8 8.4.1 Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents

SE 159 SE 160, 170; TE 160; WB 36; ACT 36

SE 167-169, 171-172, 175, 180; TE 168-170

8 8.4.2 Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).

SE 167, 174; TE 174 SE 174; TE 174; ACT 36

SE 167, 174; TE 174

8 8.4.3 Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).

SE 222-223; TE 222-223

SE 224; TE 224; WB 47; ACT 47

SE 222-223, 231; TE 222-223, 231

11



STANDARD

GRADE STANDARD #


Y N

8.4 Students analyze the aspirations and ideals of the people of the new nation, Cont.

8 8.4.4 Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper)

SE 162-163, 234; TE 162

SE 251; TE 250-251, 253; WB 54; ACT 54

SE 162-163, 209, 211, 221, 224, 248-251, 253; TE 162, 211, 221, 224, 248-251, 253

8.5 Students analyze U.S. foreign policy in the early Republic.

8 8.5.1 Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.

SE 179-180; TE 179-180

SE 180, 183, 187, 189; TE 180, 183, 187, 189, 191; WB 38-41; ACT 38-41

SE 181-182, 184-186, 188-189, 191; TE 181-182, 184-187, 188-189, 191

8 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

SE 181, 209; TE 209 SE 211, 212, 226; TE 211, 212, 213, 226, 231; WB 44, 48; ACT 44, 48

SE 184, 212, 213, 225-226, 231; TE 212, 225-226, 231


12



GRADE STANDARD #


Y N

8.5 Students analyze U.S. foreign policy in the early Republic, Cont.

8 8.5.3 Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.

SE 159; TE 159 SE 183, 190; TE 183, 190, 191

SE 182, 189, 190, 191, 203; TE 183, 190, 191, 203

8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.

8 8.6.1 Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).

SE 180, 199; TE 180 SE 183, 202, 237, 242; TE 183, 202, 213, 237, 242; WB 42, 50, 51; ACT 42, 50, 51

SE 201-202, 213, 227, 235-237, 238-241, 253; TE 200-202, 213, 227, 235-237, 238-241, 253

13



STANDARD

GRADE STANDARD #


Y N

8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast, Cont.

8 8.6.2 Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).

SE 200, 238-240; TE 200, 238-240

SE 202, 242, 285; TE 202, 213, 242, 253, 287; WB 51, 60; ACT 51, 60

SE 213, 234, 238-241, 253, 283, 287; TE 213, 238-241, 253, 283, 287

8 8.6.3 List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

SE 163, 167; TE 163, 167

SE 166, 245; TE 166, 245, 253; WB 35, 52; ACT 52

SE 235, 243-245, 253, 294; TE 243-245, 253

8 8.6.4 Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

SE 250; TE 250 SE 251, 282, 295; TE 251, 295; WB 54; ACT 54

SE 250, 281, 287, 294-295; TE 250, 287, 294-295


14



GRADE STANDARD #


Y N


8 8.6.5 Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.

SE 224, 246-247; TE 224, 246-247

SE 247; TE 247, 253; WB 53; ACT 53

SE 246-247, 253; TE 246-247, 253

8 8.6.6 Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

SE 162-163; TE 162 SE 268; TE 268 SE 200, 262, 268, 489; TE 263, 268, 488

15




GRADE STANDARD #


Y N


8 8.6.7 Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).

SE 248-250; TE 248-250

SE 251; TE 251; WB 54; ACT 54

SE 248-251; TE 248-251

8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.

8 8.7.1 Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.

SE 200-202; TE 200-202

SE 202; TE 202, 213, 253; WB 42, 59; ACT 42, 50, 59

SE 205, 213, 225, 236, 253, 281-282; TE 205, 213, 253, 281-282

16




GRADE STANDARD #


Y N

8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced, Cont.

8 8.7.2 Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

SE 62, 201, 219; TE 219

SE 207, 221, 279, 282; TE 207, 213, 221, 231, 279, 282; WB 42, 58, 59; ACT 42, 58, 59

SE 169, 206, 213, 231, 277-279, 280-282; TE 206, 213, 231, 277-279, 280-282

8 8.7.3 Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

SE 200-201; TE 200-201

SE 202, 221; TE 202, 213, 221; WB 42, 46, 59; ACT 42, 46, 59

SE 205, 213, 220-221, 231, 281-282; TE 205, 213, 220, 231, 281-282

17




GRADE STANDARD #


Y N

8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced, Cont.

8 8.7.4 Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

SE 131, 219; TE 131, 219

SE 207, 221, 279, 282; TE 207, 221; WB 59; ACT 46, 59

SE 206, 219, 221, 231, 280-282; TE 206, 219, 231, 280-282

8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.

8 8.8.1 Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

SE 217-218; TE 217-218

SE 218, 224; TE 218, 224, 231; WB 45-47; ACT 45-47

SE 220, 222-224, 227, 231; TE 222-224, 231

18




GRADE STANDARD #


Y N

8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced, Cont.

8 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

SE 171-172, 199-200, 259-261; TE 171-172, 199-200, 259-261

SE 173, 202, 224, 261, 361, 366, 370; TE 173, 175, 202, 224, 261, 269, 361, 366, 370; WB 37, 42, 47, 55, 74-76; ACT 37, 42, 47, 55, 74-76

SE 175, 199-200, 223-224, 259-261, 269, 359-360, 362-366, 367-370, 375; TE 175, 199-200, 223-224, 259-261, 269, 359-360, 362-366, 367-370, 375

8 8.8.3 Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

SE 211; TE 211 SE 268; TE 268 SE 211, 228, 262, 268, 292; TE 211, 228, 262, 268, 292


19



GRADE STANDARD #


Y N

8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced, Cont.

8 8.8.4 Examine the importance of the great rivers and the struggle over water rights.

SE 159, 171 SE 160; TE 160 SE 159, 171

8 8.8.5 Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

SE 225-226; TE 225-226

SE 226, 230, 264, 267; TE 226, 230, 231, 264, 267, 269; WB 48, 56, 57; ACT 48, 56, 57

SE 230, 231, 262-263, 265-267, 269; TE 230, 231, 262-263, 265-267, 269

8 8.8.6 Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.

SE 225-226; TE 225-226

SE 226, 230, 264; TE 226, 230, 231, 269; WB 48, 56; ACT 48, 56

SE 230, 231, 262-263, 269; TE 230, 231, 262-263, 269

20



PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

8 8.9.1 Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).

SE 205, 228, 250, 277; TE 228, 250

SE 252, 279, 295, 299, 302; TE 252, 279, 295, 299, 302, 303; WB 58, 63; ACT 58, 63

SE 252, 277-279, 280-282, 285, 287, 291, 294-295, 297-298, 303; TE 252, 278-279, 280-282, 285, 287, 295, 297-298, 303

8 8.9.2 Discuss the abolition of slavery in early state constitutions.

*5 *5 *5

8 8.9.3 Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.

SE 131, 144; TE 144 SE 150; TE 150, 151 SE 150, 151; TE 150, 151


21



GRADE STANDARD #


Y N

8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence, Cont.

8 8.9.4 Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.

SE 262, 277-278; TE 277-278

SE 279; TE 279; WB 58; WB 58

SE 262, 277-278; TE 277-278

8 8.9.5 Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).

SE 206; TE 206 SE 207, 279, 299; TE 207, 279, 287, 299; WB 58, 60, 62, 63; ACT 58, 60, 62, 63

SE 206, 213, 278, 283-284, 287, 294-295, 296; TE 206, 213, 278-279, 283-284, 287, 294-295, 296

22




STANDARD

GRADE STANDARD #


Y N

8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence, Cont.

8 8.9.6 Describe the lives of free blacks and the laws that limited their freedom and economic opportunities

*6 *6 *6

8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.

8 8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

SE 181, 220, 227, 278; TE 220, 278

SE 279, 286; TE 279, 286; WB 39; ACT 39, 46

SE 181, 220, 227, 278, 286; TE 220, 278, 286

8 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

SE 200-202; TE 200, 202

SE 202, 207, 213, 282, 285, 301; TE 202, 207, 282, 284285, 301; WB 42, 43, 59, 60; ACT 42, 43, 59, 60

SE 200-202, 205-207, 280-282, 283, 301; TE 200, 202, 205-207, 280-282, 283, 301

23



STANDARD

GRADE STANDARD #


Y N

8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War, Cont.

8 8.10.3 Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.

SE 301 SE 301; TE 301; ACT 65

SE 301, 303, 308; TE 308

8 8.10.4 Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858),

SE 296, 300-301; TE 297, 300-301

SE 299, 301, 309, 322; TE 301, 303, 309, 322; WB 63-66, 68; ACT 63-66, 68

SE 303, 308, 310-312, 318, 321, 329; TE 303, 308, 319-321, 326, 329; RF 4

8 8.10.5 Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

SE 318-319, 321; TE 318-319, 321

SE 322; TE 322; WB 68; ACT 68

SE 329; TE 326, 329

8 8.10.6 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

SE 277-278; TE 278-279

SE 282, 295, 299, 309, 322, 327; TE 282, 295, 299, 309, 322, 327; WB 59, 62-63, 65, 67; ACT 59, 63, 65, 67

SE 281-282, 283-285, 286, 292, 294, 296, 298, 300-301, 307-309, 310-311, 313-317, 318-321, 323-326, 328, 333; TE 284-286, 292, 294, 297-298, 300-301, 307-309, 313-316, 318-321, 323-326, 328, 333

24




STANDARD

GRADE STANDARD #


Y N

8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War, Cont.

8 8.10.7 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.

SE 307-308; TE 307-308

SE 309, 312, 317, 322, 327, 328; TE 309, 312, 317, 322, 327, 328; WB 65-69; ACT 65-69

SE 310-312, 313-316, 318-321, 323-327, 328, 329; TE 310-312, 313-317, 318-322, 323-327, 328, 329

8 8.10.8 Explain how the war affected combatants, civilians, the physical environment, and future warfare.

SE 326; TE 326 SE 327, 335, 340, 345; TE 327, 335, 340, 345, 349; WB 69-73; ACT 69-73

SE 334-335, 336-338, 341-345, 346-349, 351; TE 334-335, 336-338, 341-345, 346-349, 351

8.11 Students analyze the character and lasting consequences of Reconstruction.

8 8.11.1 List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.

SE 333-335; TE 333-335

SE 335, 340, 345, 349; TE 335, 340, 345, 349; WB 71-74; ACT 71-74

SE 333-335, 336-338, 341-345, 346-347, 351; TE 333-335, 336-339, 341-345, 346-347, 351

25




STANDARD

GRADE STANDARD #


Y N

8.11 Students analyze the character and lasting consequences of Reconstruction, Cont.

8 8.11.2 Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).

SE 345 TE 345 SE 345; TE 344

8 8.11.3 Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.

SE 336-337; TE 337 SE 345, 404; TE 345, 404; WB 71, 72, 82; ACT 71, 72, 82

SE 336-337, 344-345, 351, 402-404; TE 337, 344-345, 351, 403-404

8 8.11.4 Trace the rise of the Ku Klux Klan and describe the Klan's effects.

SE 347; TE 347 SE 349; TE 349; WB 73; ACT 73, 102

SE 347, 494, 499; TE 347, 495

8 8.11.5 Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

SE 279, 335 SE 335, 340; TE 335, 340; ACT 73

SE 336, 338, 346, 351, 403; TE 337, 339, 347, 351

26




STANDARD

GRADE STANDARD #


Y N

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

8 8.12.1 Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.

SE 359-360; TE 359-360

SE 361, 366, 382, 386, 391; TE 361, 366, 382, 386, 391 WB 74-75, 78-80; ACT 74-75, 78-80

SE 362-366, 375, 379-381, 383-385, 387, 390, 393; TE 362-366, 375, 379-381, 383-385, 390, 393

8 8.12.2 Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.

SE 367-370; TE 367-370

SE 370, 373; TE 370; WB 76, 77; ACT 76, 77

SE 367-370, 371-372, 375; TE 367-370, 371-372, 375

8 8.12.3 Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.

SE 373, 378, 385; TE 378, 385

SE 386; TE 386; WB 79; ACT 79

SE 385-386, 393; TE 385-386, 393

27




GRADE STANDARD #


Y N

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, Cont.

8 8.12.4 Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).

SE 379-381; TE 379-381

SE 382, 386, 391; TE 382, 386, 391; WB 78-80; ACT 78-80

SE 382, 383-385, 387-389, 391, 393; TE 382, 383-385, 387-389, 391, 393

8 8.12.5 Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).

SE 244-245, 359-360, 379-382; TE 244-245, 359-360

SE 245, 247, 361, 382, 386, 391, 399, 404, 406, 409; TE 245, 247, 361, 386, 391, 399, 404, 406, 409; WB 52-53, 74, 79-84; ACT 52-53, 74, 79-84

SE 246-247, 383-386, 387-390, 393, 397-399, 400-404, 405-406, 407-408; TE 246-247, 383-386, 387-390, 393, 397-399, 400-404, 405-406, 407-408

8 8.12.6 Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

SE 391 SE 399, 423; TE 399, 423, 429; WB 81, 87; ACT 81, 87

SE 398-399, 421-423, 429; TE 398-399, 421-423, 429

28




GRADE STANDARD #


Y N

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, Cont.

8 8.12.7 Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

SE 359-360; TE 360 SE 361, 404; TE 361,404; WB 82, 84; ACT 74, 82, 84

SE 365, 375, 400-403, 407-408, 411; TE 400-403, 408

8 8.12.8 Identify the characteristics and impact of Grangerism and Populism.

SE 424-425; TE 424-425

SE 427; TE 427; WB 88; ACT 88

SE 424-427, 429; TE 424-427, 429

8 8.12.9 Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).

SE 387-389; TE 387-389

SE 391; TE 391; WB 80; ACT 80

SE 387-389, 393; TE 387-389, 393

29

Publisher: AGS Publihsing Program Title: United States History ©2005 Components: SE: Student Edition; TE: Teacher’s Edition; ACT: Activities in Teacher’s Resource Library (TRL); WB: Workbook Activities in TRL Grade Level: Grade Eight Intended Audience: Students whose reading level and/or language skills are below grade level.

GRADE ELEVEN

California Standards Map – United States History and Geography: Continuity and Change in the Twentieth Century


GRADE STANDARD #


Y N

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

11 11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

SE 77; TE 77 SE 77; TE 77

30




GRADE STANDARD #


Y N

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, Cont.

11 11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

SE 91-93, 94-96; TE 91-93, 94-96

SE 93, 97, 100, 103, 104, 113, 116, 126, 138, 140, 144, 149; TE 93, 97, 100, 103, 104, 113, 116, 127, 138, 140, 144, 149; WB 18-21, 23-24, 29-32; ACT 18-21, 23-24, 29-32

SE 98-100, 101-103, 104, 105, 111, 114-116, 126, 127, 137-138, 139-140, 141-143, 145-148, 151; TE 98-100,l 101-103, 104, 105, 111-113, 114-116, 126, 127, 136-138, 139-140, 141-143, 145-148, 151

11 11.1.3 Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

SE 155-157; TE 155-157

SE 157, 160, 166, 173; TE 157, 160, 166, 173; WB 33-35; ACT 33-35

SE 158-160, 163-166, 173, 175; TE 158-160, 163-166, 173, 175

31




GRADE STANDARD #


Y N

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, Cont.

11 11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

SE 326, 333-335, 359-361; TE 326, 333-335, 359-361

SE 327, 335, 340, 345, 349, 361, 366, 382, 386, 391, 392, 399, 406, 438, 441, 443; TE 327, 335, 340, 345, 349, 361, 366, 382, 386, 391, 392, 399, 406, 438, 441, 443; WB 70-73, 75, 78-80, 83, 89-91; ACT 70-73, 75, 78-80, 83, 89-91

SE 336-340, 341-345, 346-349, 351, 362-366, 375, 379-381, 383-386, 387-390, 392-393, 397, 405-406, 411, 437-438, 439-441, 442-443; TE 336-340, 341-345, 346-349, 351, 362-366, 375, 379-381, 383-386, 387-390, 392-393, 397, 405-406, 411, 437-438, 439-441, 442-443

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

11 11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

SE 362-366; TE 362-366

SE 366, 399, 406, 409, 447; TE 366; WB 75; ACT 75; WB 81, 83-84, 92; ACT 81, 83-84, 92

SE 397-399, 405-406, 407-409, 411, 423, 446-447; TE 397-399, 405-406, 407-409, 411, 423, 446-447

32




STANDARD

GRADE STANDARD #


Y N

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe, Cont.

11 11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

SE 397; TE 397-398 SE 399, 404, 406, 409; TE 399; WB 81-84; ACT 81-84

SE 401-403, 405-406, 407-408, 411; TE 401-403, 405-406, 407-408, 411

11 11.2.3 Trace the effect of the Americanization movement.

SE 400-404; TE 400-404

SE 404, 495; TE 404, 495; WB 82, 102; ACT 82, 102

SE 494-495; TE 494-495

11 11.2.4 Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

SE 415-416; TE 415-416

SE 416, 420, 427, 447; TE 416, 420, 427, 447; WB 85, 86, 88, 92; ACT 85, 86, 88, 92

SE 417-419, 424-427, 429, 446-447; TE 417-419, 424-427, 429, 446-447

11 11.2.5 Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

SE 384-386; TE 384-386

SE 386, 427, 455; TE 386, 427, 455; WB 79, 88, 94; ACT 79, 88, 94

SE 424, 453-454; TE 424-425, 453-454

33




GRADE STANDARD #


Y N


11 11.2.6 Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

SE 378-382; TE 378-382

SE 382, 386, 391; TE 382, 386, 391; WB 78-80; ACT 78-80

SE 383-386, 387-390, 393; TE 383-386, 387-390, 393

11 11.2.7 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

11 11.2.8 Examine the effect of political programs and activities of Populists.

SE 424-427; TE 424-427

SE 427; TE 427; WB 88; ACT 88

SE 424-427, 429; TE 424-427, 429

34




GRADE STANDARD #


Y N


11 11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

SE 445-447; TE 445-447

SE 447, 452; TE 447, 452; WB 92, 93; ACT 92, 93

SE 449-451, 453, 457, 448-452

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

11 11.3.1 Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

SE 229, 408; TE 229, 408

SE 409; TE 409; WB 84; ACT 84

SE 408, 411; SE 408, 411

35




GRADE STANDARD #


Y N

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty, Cont.

11 11.3.2 Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

SE 228-229; TE 229 SE 228-229; TE 229

11 11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

36




GRADE STANDARD #


Y N

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty, Cont.

11 11.3.4 Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

SE 401; TE 401 SE 404; TE 404; WB 82; ACT 82

SE 401-402; TE 401

11 11.3.5 Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

SE 148 SE 602; TE 602

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

11 11.4.1 List the purpose and the effects of the Open Door policy.

SE 442-443; TE 442-443

SE 443; TE 443; WB 91; ACT 91

SE 442-443, 449, 457, 539; TE 442-443, 457

11 11.4.2 Describe the Spanish-American War and U.S. expansion in the South Pacific.

SE 437-438; TE 437-438

SE 438, 441, 443; TE 438, 441, 443; WB 89-91; ACT 89-91

SE 439-441, 442-443, 457; TE 439-441, 442-443, 457

37




GRADE STANDARD #


Y N

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century, Cont.

11 11.4.3 Discuss America's role in the Panama Revolution and the building of the Panama Canal.

SE 449-450; TE 448-451

SE 452; TE 452; WB 93; ACT 93

SE 449-450, 457; TE 449-451, 457

11 11.4.4 Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.

SE 451, 465; TE 451 SE 452, 467; TE 452, 467

SE 451, 468, 473, 475; TE 451, 469, 475

11 11.4.5 Analyze the political, economic, and social ramifications of World War I on the home front.

SE 465-467; TE 465-467

SE 467, 472, 477; TE 467, 472, 477; WB 96-98; ACT 96-98

SE 468-471, 473-476, 479; TE 468-471, 473-476, 479

11 11.4.6 Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War I.

SE 471 SE 471, 472

38




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11 11.5.1 Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

SE 483-485; TE 483-485

SE 485, 509; TE 485; WB 99, 103, 105; ACT 99, 103, 105

SE 483-485, 496-497, 507, 510-511; TE 483-485, 496-497, 507, 510-511

11 11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

SE 446, 483, 493, 494-495; TE 446, 483

SE 485, 495, 498; TE 485, 495, 498; WB 102; ACT 99, 102

SE 483, 493, 494-495, 498, 499; TE 484, 493, 494-495, 498, 499

39




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s, Cont.

11 11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

SE 495; TE 495 SE 495; TE 495 SE 495, 499; TE 495, 499

11 11.5.4 Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

SE 362, 489-490; TE 363, 488-489

SE 490; TE 490; WB 100; ACT 100

SE 489-490, 499; TE 488-489, 499

11 11.5.5 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

SE 491-493; TE 491-493

SE 493; TE 493; WB 101; ACT 101

SE 491-493, 499; TE 491-493, 499

11 11.5.6 Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

SE 486; TE 486 SE 490, 521; TE 490; WB 100, 107; ACT 100, 107

SE 488, 499, 519, 523; TE 488, 499, 519, 523

40




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s, Cont.

11 11.5.7 Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape

SE 486-489; TE 486-489

SE 490; TE 490; WB 100; ACT 100

SE 486-489, 499; TE 486-489, 499

11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

11 11.6.1 Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

SE 426-427; TE 426-427

SE 427, 464, 497; TE 427; WB 88, 103; ACT 88, 103

SE 461, 479, 497; TE 462, 479, 497

41




GRADE STANDARD #


Y N

11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government, Cont.

11 11.6.2 Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis

SE 497; TE 497 SE 497, 509, 513, 518, 522; TE 497, 509, 513, 518, 522; WB 103-106; ACT 103-106

SE 497, 499, 507-509, 510-512, 514-518, 522, 523; TE 497, 499, 507-509, 510-512, 514-518, 522, 523

11 11.6.3 Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

SE 507-509; TE 507-509

SE 509, 522; TE 509, 522; WB 104; ACT 104

SE 507-509, 522, 523; TE 507-509, 522, 523

42




GRADE STANDARD #


Y N


11 11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

SE 510-512; TE 510-512

SE 513, 518; TE 513, 518; WB 105, 106; ACT 105, 106

SE 510-512, 514-518, 523; TE 510-512, 514-518, 523

43




GRADE STANDARD #


Y N


11 11.6.5 Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

SE 421-422; TE 421-422

SE 423, 518, 602; TE 423, 518, 602; WB 87, 92; ACT 87, 92

SE 421-422, 429, 444-445, 515, 517-518, 523, 561, 600; TE 421-422, 429, 444-445, 515, 517-518, 523, 600

11.7 Students analyze America's participation in World War II

11 11.7.1 Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.

SE 530, 535, 537-538; TE 535-538

SE 538, 541; TE 538, 541; WB 110, 111; ACT 110, 111

SE 537-538, 539-541; TE 537-538, 539-541

11 11.7.2 Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

SE 540, 544-545; TE 540, 544-545

SE 547; TE 547; WB 111, 113; ACT 111, 113

SE 540, 544-547; TE 540, 544-547

44


California Standards Map – United States History and Geography: Continuity and Change in the Twentieth Century PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

11.7 Students analyze America's participation in World War II, Cont.

11 11.7.3 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

SE 540; TE 540 SE 541; TE 541; WB 111

SE 540; TE 540

11 11.7.4 Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).

SE 530, 539 SE 538, 548; TE 548 SE 537-538, 539-540, 545-546, 548; TE 537-538, 539-540, 545-546, 548

11 11.7.5 Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

SE 540, 542-543; TE 540, 542-543

SE 534, 543; TE 534, 543; WB 112; ACT 112

SE 533, 540, 542-543, 549; TE 540, 542-543, 549

45




GRADE STANDARD #


Y N

11.7 Students analyze America's participation in World War II, Cont.

11 11.7.6 Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

SE 542 SE 547, 558; TE 547, 558; WB 114; ACT 113, 114

SE 542, 544, 546-547, 549, 558; TE 546-547, 549, 558

11 11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).

SE 546-547; TE 546-547

SE 547; TE 547; WB 113; ACT 113

SE 546-547, 549; TE 546-547, 549

11 11.7.8 Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

SE 564; TE 564 SE 567; TE 567 SE 564, 579; TE 564, 579

11.8 Students analyze the economic boom and social transformation of post-World War II America.

11 11.8.1 Trace the growth of service sector, white collar, and professional sector jobs in business and government.

SE 557-558; TE 557-558

SE 558; TE 558; WB 114; ACT 114

SE 557-558, 561; TE 557-558, 561

46




GRADE STANDARD #


Y N

11.8 Students analyze the economic boom and social transformation of post-World War II America, Cont.

11 11.8.2 Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

SE 600; TE 600 SE 602; TE 602; WB 123; ACT 123

SE 600; TE 600

11 11.8.3 Examine Truman's labor policy and congressional reaction to it.

SE 561; TE 561 SE 562; TE 562; WB 115; ACT 115

SE 561; TE 561

11 11.8.4 Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

SE 561, 564; TE 561, 564

SE 562; TE 562; WB 115; ACT 115

SE 561, 564; TE 561, 564

11 11.8.5 Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

SE 510-511; TE 511 SE 513, 518, 562, 577; TE 513, 518, 562, 577; WB 105, 106; ACT 105, 106

SE 514-518, 561, 572; TE 514-518, 561, 572

47




GRADE STANDARD #


Y N

11.8 Students analyze the economic boom and social transformation of post-World War II America, Cont.

11 11.8.6 Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

SE 597, 620, 698-699; TE 597, 620, 698-699

SE 701; TE 701; WB 144; ACT 144

SE 597, 620, 698-699; TE 597, 620, 698-699

11 11.8.7 Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

SE 558, 567, 575-576; TE 558, 567, 575-576

SE 577, 701; TE 577, 701 WB 114; ACT 114

SE 558, 567, 575-576, 579, 601, 626, 632, 649, 697-698; TE 558, 567, 575-576, 579, 601, 626, 632, 649, 697-698

11 11.8.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

SE 575, 601; TE 575, 601

SE 602; TE 602; WB 118, 123

SE 575-576, 601-602, 624; TE 575-576, 601-602, 624

48




GRADE STANDARD #


Y N

11.9 Students analyze U.S. foreign policy since World War II.

11 11.9.1 Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

SE 560-561; TE 560-561

SE 562, 570, 665; TE 562; WB 115, 117; ACT 115, 117, 135

SE 560-561, 569-570, 579, 663; TE 560-561, 569-570, 579

11 11.9.2 Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

SE 566; TE 566 SE 567, 650; TE 567, 650; WB 132; ACT 132

SE 566, 647-648, 670; TE 566, 646-648, 670

49




GRADE STANDARD #


Y N

11.9 Students analyze U.S. foreign policy since World War II, Cont.

11 11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: •The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting •The Truman Doctrine •The Berlin Blockade •The Korean War •The Bay of Pigs invasion and the Cuban Missile Crisis •Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies •The Vietnam War •Latin American policy

SE 564, 566, 568-570, 572, 586-588; TE 564, 566, 567, 568-570, 572, 586-588

SE 567, 570, 577, 588, 635; TE 567, 570, 577, 588, 635; WB 116, 117, 120, 130; ACT 116, 117, 120, 130

SE 564, 566, 568-570, 571-572, 579, 586-588, 607, 635, 637, 659; TE 564, 566, 567, 568-570, 572, 586-588, 607, 635

11 11.9.4 List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).

SE 600, 603-604; 600, TE 600, 604

SE 605, 617; TE 605, 617; WB 124, 125; ACT 124, 125

SE 600, 603-604, 607, 615-617; TE 600, 603-604, 607, 615-617

50




GRADE STANDARD #


Y N

11.9 Students analyze U.S. foreign policy since World War II, Cont.

11 11.9.5 Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

SE 641-642; TE 641-642

SE 644, 650; TE 644, 650; WB 131, 132; TE 131, 132

SE 641-642, 645-649; TE 641-642, 645-649

11 11.9.6 Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

SE 630-632; TE 630-632

SE 632, 635, 659, 665, 692; TE 632, 635, 659, 665, 692; WB 129, 130, 132, 135, 137, 141; ACT 129, 130, 132, 135, 137, 141

SE 633-634, 637, 645-647, 663-665, 669, 690-691; TE 633-635, 637, 645-647, 663-665, 669, 690-691

11 11.9.7 Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

SE 600, 667; TE 600, 667

SE 602, 668; TE 602, 668; WB 123, 136; ACT 123, 136

SE 600, 667, 681, 701; TE 600, 667, 681, 700

51




GRADE STANDARD #


Y N

11.10 Students analyze the development of federal civil rights and voting rights.

11 11.10.1 Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

SE 543, 572-574; TE 573

SE 577, 578, 593, 605; TE 577, 578; WB 118, 121, 123, 124; ACT 118, 121, 123, 124

SE 572-574, 578, 579, 589-591, 598-599, 603, 607; TE 573-574, 578, 579, 589-591, 598-599, 607

11 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

SE 302, 404, 572-573; TE 295, 302, 404, 572

SE 302; TE 302 SE 302, 404, 572-573; TE 295, 302, 404, 572

52




GRADE STANDARD #


Y N

11.10 Students analyze the development of federal civil rights and voting rights, Cont.

11 11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

SE 589; TE 590 SE 593; TE 593; WB 121; ACT 121

SE 589; TE 590

11 11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.

SE 543, 573-574; TE 573

SE 577, 593, 602, 605; TE 577, 593, 602, 605; WB 118, 121, 123, 124; ACT 118, 121, 123, 124

SE 543, 573-574, 579, 589, 591, 598-599, 603, 607; TE 573, 574, 579, 591, 599, 604, 607

53




GRADE STANDARD #


Y N


11 11.10.5 Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

SE 573-574; TE 573-574

SE 578, 602; TE 578, 602

SE 573-574, 578, 579, 598-599, 600, 607; TE 573-574, 578, 579, 600, 607

11 11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

SE 590; TE 591 SE 593; TE 593; WB 121; ACT 121

SE 590, 599, 731; TE 590, 592, 599

54




GRADE STANDARD #


Y N


11 11.10.7 Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

SE 262, 268; TE 263, 268

SE 268, 490, 602; TE 268, 490, 602; WB 100; ACT 100

SE 292, 362, 489-490, 575, 599, 699; TE 292, 363, 488-490, 575, 599, 699

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

11 11.11.1 Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

*7 *7 *7

55




GRADE STANDARD #


Y N

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society, Cont.

11 11.11.2 Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

SE 561, 564, 584, 589, 604, 606, 636, 642, 648, 687, 702; TE 561, 564, 604, 636, 702

SE 562, 606, 636, 644, 702; TE 562, 606, 636, 702

SE 561, 564, 584, 589, 604, 606, 636, 642, 648, 687, 702; TE 561, 564, 604, 636, 702

11 11.11.3 Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure

SE 575, 576, 599; TE 575, 599

SE 602, 644, 654; TE 602, 644, 654; WB 118, 123; ACT 118, 123

SE 642, 643, 652, 654, 699; TE 643, 652, 654, 699

11 11.11.4 Explain the constitutional crisis originating from the Watergate scandal

SE 621-623; TE 622 SE 624; TE 624; WB 127; ACT 127

SE 621-623, 637; TE 622, 637

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GRADE STANDARD #


Y N


11 11.11.5 Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

SE 597, 629, 698-699; TE 597, 629, 699

SE 701; TE 701; WB 144; ACT 144

SE 597, 629, 698-699; TE 597, 629, 699

11 11.11.6 Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

SE 595, 675; TE 595, 675

WB 122, 138; ACT 122, 138

SE 595, 668, 675, 681; TE 595, 675, 681

57




GRADE STANDARD #


Y N


11 11.11.7 Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

SE 576, 651, 700-701; TE 576, 651, 700-701

WB 144; ACT 144 SE 576, 579, 651, 655, 700-701; TE 576, 579, 651, 655, 700-701

Publisher Notes/Additional Comments: *1 Standard 8.2.5 (Grade 8): Information related to this topic can be found on SE pages 148, 602 *2 Standard 8.3.1 (Grade 8): Information related to this topic can be found on SE pages 139, 141, 145-147 *3 Standard 8.3.6 (Grade 8): Information related to this topic can be found on SE pages141, 158, 160, 166 *4 Standard 8.3.7 (Grade 8): Information related to this topic can be found on SE pages 69, 163, 166 *5 Standard 8.9.2 (Grade 8): Information related to this topic can be found on SE pages 277-279, 283-284 *6 Standard 8.9.6 (Grade 8): Information related to this topic can be found on SE pages 250, 281, 285, 309, 318-319 *7 Standard 11.11.1 (Grade 8): Information related to this topic can be found on SE pages 494, 600, 701

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