New York State Social Studies Framework Grade 11assets.pearsonschool.com/correlations/NY_US_History_G11_2016.pdfA Correlation of United States History, ©2016, to the New York State

A Correlation of

©2016

To the

New York State

Social Studies Framework Grade 11

A Correlation of United States History, ©2016, to the

New York State Social Studies Framework, Grade 11

2 SE = Student Edition

Introduction

This document demonstrates how Pearson United States History, ©2016 meets the New

York State Social Studies Framework for Grade 11.

Pearson is excited to announce its NEW United States History program! Designed to help

prepare students to be college and career ready all while unlocking the exciting story of our

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program is available in print, digital, and blended options.

The Pearson United States History program uses a research tested four-part learning

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1. Connect: Students make learning personal as they connect to content through a

story and activate their prior knowledge, personal experience, and perspective.

2. Investigate: Students actively learn, investigate, and acquire key content

knowledge through a variety of components both in print and digital.

3. Synthesize: Students extend their understanding by applying what they just

learned in a quick recap and “pull-it-all-together” exercise before they move on to

the next lesson.

4. Demonstrate: Students demonstrate their understanding through a variety of

authentic, formative, and summative assessments.

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eText Student Edition with valuable tools for individualized instruction, remediation,

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Assessments; built-in progress monitoring includes both formative and summative

assessments

Teacher Lesson Plans with point-of-use resources

Flipped Videos available to assign to students or serve as quick refreshers

Copyright ©2015 Pearson Education, Inc. or its affiliate(s). All rights reserved




Table of Contents

11.1 COLONIAL FOUNDATIONS (1607– 1763): ...................................................... 4

11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824): ......................................... 6

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): ................. 9

11.4 POST-CIVIL WAR ERA (1865 – 1900): .......................................................... 13

11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): ......................... 15

11.6 THE RISE OF AMERICAN POWER (1890 – 1920): .......................................... 18

11.7 PROSPERITY AND DEPRESSION (1920 – 1939): ........................................... 20

11.8. WORLD WAR II (1935 – 1945): ................................................................... 23

11.9 COLD WAR (1945 – 1990): ........................................................................... 25

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): ... 28

11.11 THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present) ........... 31




New York State

Social Studies Framework, Grade 11

United States History and Government

United States History

©2016

Grade 11: United States History and Government

Grade 11 begins with the colonial and constitutional foundations of the United States and

explores the government structure and functions written in the Constitution. The

development of the nation and the political, social and economic factors that led to the

challenges our nation faced in the Civil War are addressed. Industrialization, urbanization

and the accompanying problems are examined, along with America’s emergence as a

world power, the two world wars of the 20th century and the Cold War. Students explore

the expansion of the federal government, the threat of terrorism and the place of the

United States in an increasingly globalized and interconnected world.

11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North

America prompted cultural contact and exchange among diverse peoples;

cultural differences and misunderstandings at times led to conflict. A variety of

factors contributed to the development of regional differences, including social

and racial hierarchies, in colonial America.

(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)

11.1a Contact between Native American groups and Europeans occurred through cultural

exchanges, resistance efforts, and conflict.

Students will trace European contact

with Native Americans including the

Dutch, the English, the French and

the Spanish.

SE: Christopher Columbus Explores the

Americas, 19-21; The Spanish Build an

American Empire, 21-23; The Columbian

Exchange, 23-24; The French Settle in

North America, 30-31; Living in New

France, 32-33; Topic 1 Assessment

(9. Compare French and Spanish

Colonizers), 35; England Establishes

Colonies in North America, 38-39; New

Netherland and Its Neighbors, 50-52

Students will examine the impact of

European colonization on Native

Americans who eventually lost much

of their land and experienced a

drastic decline in population through

diseases and armed conflict.

SE: Christopher Columbus Explores the

Americas, 19-21; The Spanish Build an

American Empire, 21-23; The Columbian

Exchange, 23-24; Colonization and Conflict

in New Mexico, 28-30; Topic 1 Assessment

(11. Describe Positive and Negative

Consequences of Columbian Exchange),

35; The Effects of Disease on American

Indians, 41; Expansion in Virginia Creates

Conflict, 41-42; English Relationships With

American Indians, 47-49; Topic 2

Assessment (6. Compare and Contrast

Relations with Native Americans), 73




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11.1b A number of factors influenced colonial economic development, social structures,

and labor systems causing variation by region.


geographic factors on patterns of

settlement and the development of

colonial economic systems.

SE: Early Challenges in Jamestown, 39-41;

England Expands Its Southern Colonies,

42-43; Regional Economic Differences,

62-63; Topic 2 Assessment (1. Analyze

Economic Differences; 5. Analyze Effects of

Geographic Factors), 73

Students will examine the factors

influencing variations in colonial

social structures and labor systems.

SE: New Netherland and Its Neighbors,

50-52; Religious Toleration in Pennsylvania,

52-54; Immigration and Slavery in the

Colonies, 55-59; Economic and Social Life

in the Colonies, 60-66; Topic 2 Assessment

(2. Describe Religious Motivation for

Immigration; 15. Identify Economic

Differences), 73-74

Students will analyze slavery as a

deeply established component of the

colonial economic system and social

structure, indentured servitude vs.

slavery, the increased concentration

of slaves in the South, and the

development of slavery as a racial

institution.

SE: Immigrants Populate the Colonies,

55-56; Enslaved Africans Provide Labor,

56-58; Africans in the American Colonies,

58-59; Regional Social Differences, 64-66;

Topic 2 Assessment (7. Explain

Transatlantic Slave Trade; 11. Analyze

Regional Differences in the African

American Population), 73-74

11.1c Colonial political developments were influenced by British political traditions,

Enlightenment ideas, and the colonial experience. Self-governing structures were common

and yet varied across the colonies.

Students will examine colonial

political institutions to determine

how they were influenced by

Enlightenment ideas, British

traditions such as the Magna Carta,

and the colonial experience.

SE: Early Government in the Colonies,

67-69; New Ideas Empower Individuals 70;

The Great Awakening, 70-72; Topic 2

Assessment (9. Describe Development of

an American Identity), 74; The Foundations

of Colonial Government, 84-85; Primary

Sources: The Magna Carta, 902

Students will examine colonial

democratic principles by studying

documents such as the Mayflower

Compact and the Maryland

Toleration Act of 1649, colonial

governmental structures such as

New England town meetings and the

Virginia House of Burgesses, and the

practice of the right of petition in

New Netherland.

SE: The House of Burgesses, 40-41;

Puritans Arrive in North America, 45-47;

Early Government in the Colonies, 67-69;


Significance of Mayflower Compact;

16. Explain the Growth of Representative

Government), 74; Primary Sources:

Mayflower Compact, 902-903




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11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824): Growing political and

economic tensions led the American colonists to declare their independence

from Great Britain. Once independent, the new nation confronted the challenge

of creating a stable federal republic.

(Standards: 1, 5; Themes: TCC, GOV, CIV, ECO)

11.2a Following the French and Indian War, the British government attempted to gain

greater political and economic control over the colonies. Colonists resisted these efforts,

leading to increasing tensions between the colonists and the British government.

Students will examine British efforts

to gain greater political and

economic control such as the

Proclamation of 1763, the Stamp

Act, the Townsend Acts, the Tea Act,

the Boston Massacre, and the

Coercive Acts, and colonial reactions

to these efforts.

SE: Pontiac's Rebellion, 81-83; New Taxes

Create Conflict, 86-87; Opposition to Taxes

Strengthens, 87-89; Protests Lead to

Violence, 89-90; The First Continental

Congress, 90-91; The First Shots Are Fired,

92-93; Colonists Disagree Over British Rule,


Causes of American Revolution; 4. Analyze

the Intolerable Acts; 5. Make a Decision;

8. Explain the Outbreak of the

Revolutionary War), 106-107

11.2b Failed attempts to mitigate the conflicts between the British government and the

colonists led the colonists to declare independence, which they eventually won through

the Revolutionary War, which affected individuals in different ways.

Students will examine the purpose

of and the ideas contained in the

Declaration of Independence and

consider its long term impact.

SE: The Decision to Declare Independence,

95; Topic 3 Assessment (9. Explain the

Drafting of the Declaration of

Independence; 10. Analyze the Declaration

of Independence), 107; Primary Sources:

Declaration of Independence, 900-902


the Revolutionary War on workers,

African Americans, women, and

Native Americans.

SE: The War Begins, 97-99; The War in the

Middle States and Frontier, 99-101; The

War in the South, 101-102; The Impact of

the Revolution, 103-105; Topic 3

Assessment (9. Explain the Effects of the

American Revolution), 107

11.2c Weaknesses of the Articles of Confederation led to a convention whose purpose was

to revise the Articles of Confederation and instead resulted in the writing of a new

Constitution. The ratification debate over the proposed Constitution led the Federalists to

agree to add a bill of rights to the Constitution.

Students will examine the

weaknesses and successes of

government under the Articles of

Confederation.

SE: The Articles of Confederation, 110-116;

Topic 4 Assessment (2. Summarize the

Strengths and Weaknesses of the Articles of

Confederation), 130; Primary Sources:

Articles of Confederation, 903-908




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Students will explore the

development of the Constitution,

including the major debates and

their resolutions including

compromises over representation,

taxation, and slavery.

SE: Leaders Assemble at the Convention,

117-119; Constitutional Compromises,

119-121; Topic 4 Assessment (3. Compare

and Contrast the Virginia and New Jersey

Plans; 4. Analyze the Great Compromise;

5. Analyze the Three-Fifths Compromise),

130

Students will examine the structure,

power, and function of the federal

government as created by the

Constitution, including key

constitutional principles such as the

division of power between federal

and state government, the

separation of powers at the federal

level, the creation of checks and

balances, the sovereignty of the

people, and judicial independence.

SE: Constitutional Principles, 126-129;

Topic 4 Assessment (11. Analyze the

Principle of Popular Sovereignty;

12. Analyze the Principle of Limited

Government; 13. Analyze the Principle of

Checks and Balances; 14. Explain

Federalism in the Constitution; 15. Make an

Argument about a Constitutional Issue),

131; Primary Sources: The United States

Constitution, 878-899

Students will examine the key points

of debate expressed in the Federalist

Papers and the Antifederalist Papers,

focusing on the protection of

individual rights and the proper size

for a republic.

SE: The Debate Over Ratification, 123-125;

Topic 4 Assessment (6. Identify the

Influence of the Federalist Papers;

7. Analyze the Arguments of Alexander

Hamilton; 8. Analyze the Arguments of

James Madison; 9. Describe the Ratification

of the Constitution), 130-131; Primary

Sources: Antifederalist Papers, 909-912;

The Federalist No. 10, James Madison,

912-916; The Federalist No. 39, James

Madison, 916-919; The Federalist No. 51,

919-921; The Federalist No. 78, Alexander

Hamilton, 922-925

Students will examine the rights and

protections provided by the Bill of

Rights and to whom they initially

applied.

SE: Ratifying Conventions in the States,

126; Topic 4 Assessment (10. Explain the

Origins of the Bill of Rights), 131;

Primary Sources: The United States

Constitution Amendments, 892-893




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11.2d Under the new Constitution, the young nation sought to achieve national security

and political stability as the three branches of government established their relationships

with each other and the states.

Students will identify presidential

actions and precedents established

by George Washington, including

those articulated in his Farewell

Address.

SE: Creating a New Government, 134;

Domestic and Foreign Affairs, 139-141;

Topic 5 Assessment (1. Identify the

Precedents Set by President Washington's

Administration), 181; Primary Sources:

Farewell Address, George Washington,

925-926

Students will examine Hamilton’s

economic plan, the debate

surrounding the plan, and its impact

on the development of political

parties.

SE: Addressing the Nation's Debt, 135-137;

Political Divisions lead to Two Parties,

137-139; Topic 5 Assessment (2. Describe

How Political Parties Emerged), 181

Students will examine the tradition

of a peaceful transfer of power

established in the presidential

election of 1800 and compare it to

the presidential election of 2000,

focusing on the roles of the Electoral

College and Congress in 1800 and

the Electoral College and the

Supreme Court in 2000.

SE: Foreign Policy Affects Domestic Politics,

141-143; A New Direction for American

Government, 144-145; Controversy in the

2000 Election, 850-851; Topic 20

Assessment (5. Analyze 2000 Presidential

Election), 873

Students will examine Supreme

Court cases, including Marbury v.

Madison, McCulloch v. Maryland, and

Gibbons v. Ogden, and analyze how

these decisions strengthened the

powers of the federal government.

SE: John Marshall Shapes the Supreme

Court, 145-146; The Marshall Court

Increases Federal Power, 168; Topic 5

Assessment (3. Explain How John Marshall

Shaped the Judiciary), 181




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11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the

nation expanded, growing sectional tensions, especially over slavery, resulted in

political and constitutional crises that culminated in the Civil War.

(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)

11.3a American nationalism was both strengthened and challenged by territorial

expansion and economic growth.

Students will examine how the

Louisiana Purchase, the War of

1812, and the Monroe Doctrine

strengthened nationalism.

SE: A Growing Nation Looks Westward,

146-147; The War of 1812, 151-155; The

Influence of Nationalism on Domestic

Affairs, 167-169; Nationalism Leads to

American Expansion, 169-170; Topic 5

Assessment (4. Explain the Importance of

the Louisiana Purchase; 5. Identify Points of

View of Those For and Against War in 1812;

6. Explain How the War of 1812 Intensified

Sectionalism; 11. Explain the Significance

of the Monroe Doctrine), 181-182

Students will examine the market

revolution, including technological

developments, the development of

transportation networks, the growth

of domestic industries, the increased

demands for free and enslaved

labor, the changing role of women,

and the rise of political democracy.

SE: New Technology Revolutionizes

Transportation, 156-158; The Industrial

Revolution, 158-159; Innovations in

Industry and Agriculture, 159-160;

Industrialization Takes Hold in the North,

161-162; Industrialization Changes

Northern Society, 162-164; Agriculture

Drives Southern Society, 164-166; Topic 5

Assessment (7. Describe How the Industrial

Revolution Changed Americans' Lives;

9. Explain the Effects of the Cotton Gin;

10. Identify and Analyze Economic

Differences Between North and South),

181-182

Students will examine Jackson’s

presidency noting the ways it

strengthened presidential power yet

challenged constitutional principles

in the case of Worcester v. Georgia

(1832), including the controversy

concerning the Indian Removal Act

and its implementation.

SE: Andrew Jackson Enters National

Politics, 172-175; American Indian

Removal, 175-177; Economic Change Leads

to the Bank War, 178-179; Topic 5

Assessment (13. Define the Age of Jackson;

14. Analyze the Effects of the Indian

Removal Act), 182




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11.3b Different perspectives concerning constitutional, political, economic, and social

issues contributed to the growth of sectionalism.

Students will compare different

perspectives on States rights by

examining the Kentucky and Virginia

Resolutions and the nullification

crisis.

SE: Foreign Policy Affects Domestic Politics,

141-143; The Debate Over Nullification,

177-178; Topic 5 Assessment (15. Explain

the Constitutional Issues in the Nullification

Crisis), 182; Primary Source: Debate Over

Nullification, Webster and Calhoun,

927-928

Students will investigate the

development of the abolitionist

movement, focusing on Nat Turner’s

Rebellion, Sojourner Truth, William

Lloyd Garrison (The Liberator),

Frederick Douglass (The

Autobiography of Frederick Douglass

and The North Star), and Harriet

Beecher Stowe (Uncle Tom’s Cabin).

SE: Life as an Enslaved African American,

211-213; Free African Americans, 213-214;

The Antislavery Movement Grows, 215-216;

Topic 6 Assessment (12. Describe the

Contributions of Frederick Douglass to the

Abolition Movement), 224; Northern

Resistance to Slavery Increases, 234-236;

Topic 7 Assessment (2. Analyze the Fugitive

Slave Act's Impact), 279; Primary Source:

Uncle Tom's Cabin, Harriet Beecher Stowe,

928-929


emergence of the women’s rights

movement out of the abolitionist

movement, including the role of the

Grimké sisters, Lucretia Mott, and

Elizabeth Cady Stanton, and

evaluate the demands made at the

Seneca Falls Convention (1848).

SE: Women Fight for Reforms, 218-219;

Women Seek Expanded Rights, 219-221;

The Seneca Falls Convention, 221-222;

Topic 6 Assessment (14. Analyze Reform

Movements; 15. Analyze How the Women's

Rights Movement Changed American

Society), 224




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Students will examine the issues

surrounding the expansion of slavery

into new territories, by exploring the

Missouri Compromise, Manifest

Destiny, Texas and the Mexican-

American war, the Compromise of

1850, the Kansas-Nebraska Act, the

Dred Scott decision, and John

Brown’s raid.

SE: Slavery and the Missouri Compromise,


How the Missouri Compromise Was

Intended to End Political Conflict), 182;

Moving West, 186-191; Texas and the

Mexican-American War, 192-196; America

Achieves Manifest Destiny, 197-200; Topic

6 Assessment (1. Explain Manifest Destiny;

2. Explain the Challenges and Rewards of

Westward Migration; 3. Analyze Why

Texans Rebelled Against Mexican Rule;

4. Explain the Causes of the Mexican-

American War; 5. Explain How the Mexican-

American War Helped Fulfill Manifest

Destiny), 223; Different Perspectives on the

Issue of Slavery, 228-230; Slavery's Effect

on the 1848 Election, 230-231; The

Compromise of 1850 Averts a Crisis,

231-234; The Kansas-Nebraska Act and

"Bleeding Kansas," 237-239; Sectional

Divisions Split the Country, 240-242;

Lincoln and Douglas Debate Slavery, 242-

243; The Raid on Harpers Ferry, 243-244;

Topic 7 Assessment (3. Draw Conclusions

about the Kansas-Nebraska Act; 5.

Evaluate the Impact of the Dred Scott

Decision), 279; Primary Source: "A House

Divided," Abraham Lincoln, 929-930




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11.3c Long-standing disputes over States rights and slavery and the secession of

Southern states from the Union sparked by the election of Abraham Lincoln led to the Civil

War. After the issuance of the Emancipation Proclamation, freeing the slaves became a

major Union goal. The Civil War resulted in tremendous human loss and physical

destruction.

Students will compare the relative

strengths of the Union and the

Confederacy in terms of industrial

capacity, transportation facilities,

and military leadership, and

evaluate the reasons the North

prevailed over the South and the

impact of the war.

SE: The Collapse of the Union, 247-250;

Resources and Strategies, 250-252; The

First Year of the Civil War, 252-254; A

Stalemate in the East, 254-255; Daily Life

in the North, 261-263; Daily Life in the

South, 263-264; The Siege at Vicksburg,

267-268; Confederate Advances Are Met at

Gettysburg, 268-271; The Union's Total

War, 271-273; Explaining the North's

Victory, 276-277; The Costs of War,


Economic Differences Between the North

and South; 7. Identify Causes of the Civil

War; 8. Compare and Contrast Strategies),

279

Students will examine the expansion

of executive and federal power as

they relate to the suspension of

habeas corpus within the Union and

the issuance of the Emancipation

Proclamation.

SE: Emancipation and the Civil War,

256-257; The Emancipation Proclamation,

258-259; African Americans Join the Fight,

259-260; Civil Liberties During the War,


Causes and Effects of the Emancipation

Proclamation; 10. Discuss the Role of

African Americans in the Union Army), 279;

Primary Source: Emancipation

Proclamation, Abraham Lincoln, 931

Students will analyze the ideas

expressed in the Gettysburg

Address, considering its long-term

impact.

SE: Confederate Advances Are Met at

Gettysburg, 268-271; Topic 7 Assessment

(13. Analyze Lincoln's Gettysburg Address

and Jefferson Davis's Inaugural Address),

280; Primary Source: Gettysburg Address,

Abraham Lincoln, 932




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11.4 POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political

reunion and expanded constitutional rights. However, those rights were

undermined and issues of inequality continued for African Americans, women,

Native Americans, Mexican Americans, and Chinese immigrants.

(Standards: 1, 4, 5; Themes: ID, TCC, CIV, ECO)

11.4a Between 1865 and 1900, constitutional rights were extended to African Americans.

However, their ability to exercise these rights was undermined by individuals, groups, and

government institutions.

Students will examine the 13th,

14th, and 15th amendments and

consider the role of Radical

Republicans in Reconstruction.

SE: The War's End, 274-276; The

Challenges of Reconstruction, 284-285;

Competing Reconstruction Plans, 286-287;

The Johnson Presidency and

Reconstruction, 287-288; Congress Passes

a Plan for Reconstruction, 289-290;

Republicans Dominate Government, 291-

293; Topic 8 Assessment (2. Compare and

Contrast Rival Plans for Reconstruction;

3. Describe the Effects of Reconstruction;

4. Describe the Effects of the Civil War;

5. Describe the Impact of the Fourteenth

Amendment; 7. Describe the Impact of the

Fifteenth Amendment), 309

Students will investigate the ways

individuals, groups, and government

institutions limited the rights of

African Americans, including the use

of Black Codes, the passage of Jim

Crow laws, the Ku Klux Klan,

restrictions on voting rights, and

Supreme Court cases including the

Civil Rights Cases (1883) and Plessy

v. Ferguson (1896).

SE: Land Distribution in the South,

295-296; Changes in the South Spark

Violence, 296-298; The South Restricts

African American Rights, 303-305; Topic 8

Assessment (11. Describe the Effects of

Reconstruction; 12. Analyze the Effects of

Supreme Court Decisions; 14. Evaluate

Voting Restrictions After Reconstruction;

15. Evaluate Jim Crow Laws), 309;

Minorities Face Challenges in the

Progressive Era, 407-408; Topic 11

Assessment (6. Analyze Effects of Plessy v.

Ferguson), 445

Students will examine the ways in

which freedmen attempted to build

independent lives including activities

of the Freedmen’s Bureau, creation

of educational institutions, and

political participation.

SE: The Freedmen’s Bureau, 287; Freed

People Rebuild Their Lives, 293-295;

African American Leaders Seek Reform,

306-307; Topic 8 Assessment (9. Evaluate

the Impact of the Freedmen's Bureau;

16. Compare and Contrast Civil Rights

Strategies), 309




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the election of 1876 and the

compromise of 1877 on African

Americans.

SE: Reconstruction Comes to an End,

299-302; Reconstruction Leaves a Mixed

Legacy, 302-303; Topic 8 Assessment

(13. Evaluate the End of Reconstruction),

309

11.4b The 14th and 15th amendments failed to address the rights of women.

Students will examine the exclusion

of women from the 14th and 15th

amendments and the subsequent

struggle for voting and increased

property rights in the late 19th

century, including the work of Susan

B. Anthony.

SE: Expanding Opportunities for Women,

400-402; Women Seek Equal Political

Rights, 402-405

11.4c Federal policies regarding westward expansion had positive effects on the national

economy but negative consequences for Native Americans.

Students will examine the economic

impacts of the Homestead Act

(1862) and the Pacific Railway Act

(1862) on westward expansion.

SE: The War Spurs Expansion, 262; Causes

of Immigration, 335-336; Farmers Settle

the Plains, 370-371; Mining and the Growth

of Railroads, 366-368; Topic 10 Assessment

(5. Analyze Growth of Railroads; 7. Analyze

Effect of Transportation Innovations on

Standard of Living; 8. Describe Economic

Impact of Homestead Act), 387-388

Students will examine the effect of

federal policies on Native Americans

on the Great Plains including

reservation policies, the Dawes Act

(1887), and forced acculturation

efforts (Carlisle Indian School).

SE: Cultures Forced to Adapt, 358-359;

Settlers and Native Americans Collide,

360-361; The Indian Wars Conclude,

361-363; The Government Encourages

Assimilation, 364-365; Topic 10

Assessment (2. Analyze Social Issues

Affecting Native Americans; 3. Discuss

Americanization Movement), 387

11.4d Racial and economic motives contributed to long-standing discrimination against

Mexican Americans and opposition to Chinese immigration.

Students will analyze relevant

provisions of the Treaty of

Guadalupe Hidalgo as compared

with the actual treatment of

Mexicans and Mexican Americans in

the Southwest, including California,

from 1848 to 1900.

SE: Realizing Manifest Destiny; 197-198;

Minorities Encounter Difficulties, 371-372;

Struggles and Change Across the West,

373-374




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contributions of Chinese to the

national economy and reasons for

nativist opposition to their continued

immigration (Chinese Exclusion Act

of 1882).

SE: Optimism and the Immigrant

Experience, 336-337; Social Issues

Affecting Immigrants, 337-339; Topic 9

Assessment (12. Explain Effects of Chinese

Exclusion Act), 354; Minorities Encounter

Difficulties, 371-372; Topic 10 Assessment

(6. Explain Actions to Expand Economic

Opportunities and Political Rights), 387

11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): The United

States was transformed from an agrarian to an increasingly industrial and

urbanized society. Although this transformation created new economic

opportunities, it also created societal problems that were addressed by a variety

of reform efforts.

(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.5a New technologies and economic models created rapid industrial growth and

transformed the United States.


technological innovations that

facilitated industrialization

considering energy sources, natural

resources, transportation, and

communication.

SE: American Industry Grows, 312-314;

Innovation Drives Economic Development,

314-317; Industrialization and the New

South, 317-319; The Effects of

Industrialization, 319-320; Topic 9

Assessment (1. Explain Economic Effects of

Technological Innovations; 3. Compare

Impact of Energy on Way of Life; 14.

Analyze How Transportation Improved

Standard of Living), 353-354

Students will examine the growth of

industries under the leadership of

businessmen such as John D.

Rockefeller, Andrew Carnegie, J.P.

Morgan, and Henry Ford and analyze

their business practices and

organizational structures.

SE: Corporations Find New Ways of Doing

Business, 321-324; The Pros and Cons of

Big Business, 324; Free Enterprise

Improves Life, 347-348; A Mass Culture

Develops, 348-350; Topic 9 Assessment

(2. Analyze the Rise of Entrepreneurship

Under the Free-Enterprise System;

4. Understand Impact of Mass Production;

7. Understand the Applications of

Management Innovations), 353

The Impact of Henry Ford and the

Automobile, 477-479




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Students will evaluate the

effectiveness of state and federal

attempts to regulate business, by

examining the Supreme Court

decision in Wabash, St. Louis &

Pacific R.R. v. Illinois (1886), the

Interstate Commerce Act (1887),

the Sherman Antitrust Act (1890),

and President Theodore Roosevelt’s

trust-busting role as evidenced in

Northern Securities Co. v. United

States (1904).

SE: The Changing Relationship Between

Government and Business, 325-326; Topic

9 Assessment (9. Describe Benefits and

Costs of Sherman Antitrust Act), 353;

Roosevelt Changes the Relationship

Between Government and Business,

412-415; Wilson and Congress Strengthen

Antitrust Regulation, 420-421; Topic 11

Assessment (1. Describe Benefits and Costs

of Antitrust Acts), 445

11.5b Rapid industrialization and urbanization created significant challenges and societal

problems addressed by a variety of reform efforts.

Students will examine demographic

trends associated with urbanization

and immigration between 1840 and

1920, including push-pull factors

regarding Irish immigration and

immigration from southern and

eastern Europe.

SE: New Immigrants Seek Better Lives,

334-336; Optimism and the Immigrant

Experience, 336-337; Social Issues

Affecting Immigrants, 337-339; Immigrants

Affect American Society, 339-340;

Americans Migrate to Cities, 341-342;

Technology Improves City Life, 343-345;

Topic 9 Assessment (10. Explain Actions to

Expand Economic Opportunities for

Minorities; 11. Analyze Causes of Changing

Demographic Patterns in Cities), 353-354;

21st Century Skills: Analyze Data and

Models, 958-959; Read Charts, Graphs, and

Tables, 959-960

Students will examine problems

faced by farmers between 1870 and

1900 and examine the goals and

achievements of the Grange

Movement and the Populist Party.

SE: Farmers Migrate to Urban Areas, 342;

Topic 9 Assessment (5. Analyze Farm

Issues in the South; 6. Explain

Technological Innovations in Agriculture),

353; Farmers Face Economic Difficulties,

380-381; Farmers Seek Change Trough

Alliances, 381-383; The Beginnings of

Populism, 383-384; Populism's Declining

Influence, 384-386; Topic 10 Assessment

(15. Evaluate Impact of Populist Party),

388; Primary Source: Preamble to the

Platform of the Populist Party, 933; 21st

Century Skills: Analyze Cause and Effect,

950-951




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Students will examine the attempts

of workers to unionize from 1870 to

1920 in response to industrial

working conditions, including the

Knights of Labor, the American

Federation of Labor, the American

Railway Union, the International

Ladies Garment Workers’ Union, and

the International Workers of the

World, considering actions taken by

the unions and the response to

these actions.

SE: Workers Endure Difficulties, 327-329;

The Growth of Labor Unions, 329-331;

Labor Unions Lead Protests, 331-333; Labor

Unions Thrive, 545-547

Students will examine Progressive

Era reforms, such as the 16th and

17th amendments (1913) and the

establishment of the Federal

Reserve System (1913).

SE: The Progressive Era Begins, 392-394;

The Impact of Muckrakers, 394-395;

Reformers Impact Society, 395-397;

Progressive Reforms Impact Government,

398-399; A New Direction in Presidential

Politics, 417-419; Wilson Endorses Further

Regulation, 419-421; The Progressives'

Legacy, 421-422; Topic 11 Assessment

(3. Evaluate Impact of Progressive Political

Reforms; 4. Evaluate Impact of

Seventeenth Amendment; 10. Evaluate

Impact of Progressive Party; 15. Describe

Federal Reserve Act), 445-446

Students will examine the efforts of

the woman’s suffrage movement

after 1900, leading to ratification of

the 19th amendment (1920).

SE: Women Seek Equal Political Rights,

402-405; Topic 11 Assessment (5. Evaluate

Impact of Nineteenth Amendment), 445;

The War Changes U.S. Society, 463-465;

Topic 12 Assessment (4. Explain World War

I As Turning Point), 511

Students will trace the temperance

and prohibition movements leading

to the ratification of the 18th

amendment (1919).

SE: Prohibition Divides Americans, 494-496

Students will trace reform efforts by individuals and the consequences of those

efforts including:

Jane Addams and Hull House SE: Reformers Impact Society, 395-397

Jacob Riis’ How the Other Half

Lives

SE: Urban Living Creates Social Issues,

345-346; The Impact of Muckrakers, 394-

395; Primary Source: How the Other Half

Lives, Jacob Riis, 934-935




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New York Governor Theodore

Roosevelt and the Tenement

Reform Commission

SE: Roosevelt Changes the Relationship

Between Government and Business,

412-415; Managing the Environment,


Qualities of Effective Leadership), 445

Upton Sinclair’s The Jungle and

the Meat Inspection Act

SE: The Impact of Muckrakers, 394-395;

Primary Source: The Jungle, Upton Sinclair,

936-937

Margaret Sanger and birth

control

SE: Women Address Social Issues, 401-402

Ida Tarbell’s The History of the

Standard Oil Company

SE: The Impact of Muckrakers, 394-395

Ida Wells and her writings about

lynching of African Americans

SE: African American Leaders Seek Reform,

306-307; Women Address Social Issues,

401-402

Booker T. Washington’s

contributions to education,

including Tuskegee Institute


306-307; African Americans Promote Civil

Rights, 408-409; Primary Source: "Atlantic

Exposition Address," Booker T. Washington,

935-936

W. E. B. Du Bois and the

founding of the National

Association for the Advancement

of Colored People (NAACP), the

publication of The Crisis and the

Silent Protest (1917)


306-307; African Americans Promote Civil

Rights, 408-409; Topic 11 Assessment

(7. Describe Roles of Political

Organizations), 445

11.6 THE RISE OF AMERICAN POWER (1890 – 1920): Numerous factors

contributed to the rise of the United States as a world power. Debates over the

United States’ role in world affairs increased in response to overseas expansion

and involvement in World War I. United States participation in the war had

important effects on American society.

(Standards: 1, 2, 3, 4: Themes: GEO, SOC, GOV, ECO)

11.6a In the late 1800s, various strategic and economic factors led to a greater focus on

foreign affairs and debates over the United States’ role in the world.

Students will examine factors such

as the economic and strategic

interests that led the United States

to seek foreign markets, resources,

and coaling stations, including

interest in Hawaii.

SE: America on the World Stage, 423-425;

America Begins to Expand, 425-426; The

Acquisition of Hawaii, 426-427; U.S. Trade

and Intervention in China, 436-437




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Students will investigate the causes

and effects of the Spanish-American

War, evaluating Spanish, Cuban,

and United States interests and

actions.

SE: Causes of the Spanish-American War,

428-430; American Forces Defeat the

Spanish, 430-431; Topic 11 Assessment

(17. Describe Economic Effects of the

Spanish-American War), 446

Students will examine debates

between anti-imperialists and

imperialists surrounding ratification

of the Treaty of Paris of 1898 and

annexation of the Philippines.

SE: The War as a Turning Point, 432-433;

Effects of U.S. Expansionism in the

Philippines, 433-435; Topic 11 Assessment

(12. Evaluate Pros and Cons of

International Treaties; 14. Evaluate

Acquisition of the Philippines), 446

Students will investigate expanding

American influence in the Caribbean

and Latin America through the

creation of the Panama Canal and

the Roosevelt Corollary.

SE: American Foreign Policy in Latin

America, 438-439; "Big Stick" Diplomacy,

440-442; Wilson's "Moral Diplomacy,"

442-443

11.6b While the United States attempted to follow its traditional policy of neutrality at the

beginning of World War I, the nation eventually became involved in the war. President

Woodrow Wilson led the nation into war with the hope of reforming the international order

through his Fourteen Points.

Students will investigate the reasons

for President Wilson’s shift from

neutrality to involvement in World

War I.

SE: The Causes of World War I, 450-452;

The Great War Begins, 452-454; The United

States Remains Neutral, 454-456; Reason

for U.S. Entry into the War, 456-458;

America Joins the Fighting, 466-469; Topic

12 Assessment (3. Analyze Issues of U.S.

Involvement in World War I), 511

Students will examine Wilson’s goals

as expressed in the Fourteen Points,

his role at the Versailles Peace

Conference, and the compromises

he was forced to make to gain

approval for the League of Nations.

SE: Wilson Wants "Peace Without Victory,"

469-471; The Paris Peace Conference,

471-472; Primary Source: The Fourteen

Points, Woodrow Wilson, 937

Students will examine reasons

President Wilson was unsuccessful in

gaining support for Senate

ratification of the Treaty of

Versailles.

SE: America Rejects the Treaty of

Versailles, 472-474




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11.6c World War I had important social, political, and economic effects on American

society.

Students will investigate the effects

of mobilization on the United States

economy, including the role and

contributions of women and African

Americans in the war effort.

SE: Mobilizing for War, 459-461;

Opposition to the War, 461-463; The War

Changes U.S. Society, 463-465

Students will investigate the causes

and effects of the Great Migration on

American society.

SE: The War Changes U.S. Society, 463-

465; Topic 12 Assessment (14. Analyze

Causes and Effects of Great Migration), 512

Students will examine the Supreme

Court decision concerning civil

liberties in Schenck v. United States

(1919).

SE: Opposition to the War, 461-463


relationship between postwar

recession, fear of radicals,

xenophobia, and the Red Scare

(1919–1921).

SE: Postwar Issues, 475-477; The Red

Scare, 490-491

11.7 PROSPERITY AND DEPRESSION (1920 – 1939): The 1920s and 1930s were

a time of cultural and economic changes in the nation. During this period the

nation faced significant domestic challenges including the Great Depression.

(Standards: 1, 4; Themes: ID, TCC, SOC, CIV)

11.7a The 1920s was a time of cultural change in the country, characterized by clashes

between modern and traditional values.

Students will examine the cultural

trends associated with the Roaring

Twenties, including women’s efforts

at self-expression and their changing

roles.

SE: Urban, Suburban, and Rural Areas,

480-481; Americans Debate New Ideas and

Values, 488-490; Popular American Culture

in the 1920s, 497-500; American Role

Models, 500-501; The Role of Women

Changes, 501-502; Social Issues Are

Reflected in Art and Literature, 502-504;

Topic 12 Assessment (13. Analyze

Changing Roles of Women), 512; Women

Play Increasingly Significant Political Roles,

550-551; Topic 13 Assessment

(11. Identify Contributions of Eleanor

Roosevelt), 564


Prohibition on American society.

SE: Prohibition Divides Americans,


(11. Evaluate Impact of Eighteenth

Amendment), 512




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Students will examine change in

immigration policy as reflected by

passage of the Quota Acts of the

1920s.

SE: Immigration in the 1920s, 492-493

Students will examine the reasons

for the resurgence of the Ku Klux

Klan.

SE: The Ku Klux Klan in the Early 1900s,


(12. Describe Efforts to Promote Rights),

512

Students will examine the key issues

related to the Scopes trial.

SE: Americans Debate New Ideas and

Values, 488-490

11.7b African Americans continued to struggle for social and economic equality while

expanding their own thriving and unique culture. African American cultural achievements

were increasingly integrated into national culture.

Students will examine literary and

artistic contributions associated with

the Harlem Renaissance and its

impact on national culture.

SE: The Jazz Age, 507-508; The Harlem

Renaissance, 508-510; Topic 12

Assessment (15. Describe Impacts of

Harlem Renaissance), 512; Primary Source:

Two Poems, Langston Hughes, 937-938

Students will examine the rise of

African American racial pride and

Black Nationalism including the role

of Marcus Garvey.

SE: Support for Black Nationalism in Urban

Areas, 505-506; A Stronger Political Voice

for African Americans, 551-552

11.7c For many Americans, the 1920s was a time of prosperity. However, underlying

economic problems reflected by the stock market crash of 1929 led to the Great

Depression. President Franklin D. Roosevelt’s responses to the Great Depression

increased the role of the federal government.


for economic prosperity during the

1920s.

SE: Economic Growth in the 1920s,

479-480; The Harding Administration,

482-484; Economic Prosperity Under

Coolidge, 484-485; America's Place in a

Changed World, 485-487; Topic 12

Assessment (7. Analyze Return to

Normalcy; 8. Explain Economic

Development), 511




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Students will examine the underlying

weaknesses of the economy that led

to the stock market crash of 1929

and the Great Depression.

SE: The Harding Administration, 482-484;

Topic 12 Assessment (9. Identify Impact of

Tariffs), 511; Hidden Economic Problems in

the Roaring Twenties, 516-519; The Stock

Market Hits Bottom, 520; The Great

Depression Begins, 520-522; The Causes of

the Great Depression, 522-523; Economic

Hardship Shakes the Cities, 524-526; Topic

13 Assessment (2. Identify Impact of Stock

Market Speculation on Great Depression;

3. Identify Impact of Tariffs on Great

Depression; 14. Analyze Effects of Great

Depression), 563-564

Students will compare and contrast

the responses of Presidents Herbert

Hoover and Franklin Roosevelt to the

Great Depression.

SE: Hoover's Response Fails, 532-534;

Challenging Economic Times Lead to

Protest, 534-536; Americans Turn to

Roosevelt, 536-538; Topic 13 Assessment

(5. Describe Qualities of Effective

Leadership), 563; 21st Century Skills:

Compare and Contrast, 951-952; Draw

Conclusions, 956-957

Students will examine the human

and environmental causes of the

Dust Bowl and its effects.

SE: Rural America Struggles with Poverty,

526-529; The Depression Era Reflected in

Literature, 561-562; Topic 13 Assessment

(1. Analyze Causes and Effects of Changing

Demographic Patterns; 4. Analyze Impact

of Geographic Factors on the Dust Bowl),

563; 21st Century Skills: Draw Inferences,

955-956




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Students will evaluate President

Roosevelt’s leadership during the

Depression including key legislative

initiatives of the New Deal,

expansion of federal government

power, and the constitutional

challenge represented by his Court

packing effort.

SE: The New Deal Begins, 538-540; Critics

of the New Deal, 540-542; Expanding New

Deal Programs, 543-545; Opposition to the

New Deal, 547-549; A New Political

Coalition Emerges, 553-554; New Deal

Legislation Expands the Historical Role of

Government, 554-557; Topic 13

Assessment (6. Describe Continued Effect

of Federal Deposit Insurance Corporation;

8. Evaluate Historical Roles of State and

Federal Government; 9. Understand Effects

of Government Actions on Individuals;

10. Explain Constitutional Issues During

Great Depression; 13. Explain

Constitutional Issues), 563-564; 21st

Century Skills: Compare and Contrast,

951-952; Identify Main Ideas and Details,

952-953

11.8. WORLD WAR II (1935 – 1945): The participation of the United States in

World War II was a transformative event for the nation and its role in the world.

(Standards: 1, 2; Themes: TCC, GOV, CIV, TECH)

11.8a As situations overseas deteriorated, President Roosevelt’s leadership helped move

the nation from a policy of neutrality to a pro-Allied position and ultimately direct

involvement in the war.

Students will examine reasons for

the passage of the Neutrality Acts

(1935–1937) and consider the

national debate as a shift to pro-

Allied policies including “cash and

carry” and Lend-Lease.

SE: American Reaction Is Divided,

580-582; America Moves Closer to War,

582-584; Topic 14 Assessment (1. Identify

Aggression), 631

Students will trace ongoing

negotiations with Japan and United

States efforts to stop Japanese

aggression without resorting to war

and without appeasing Japanese

demands.

SE: Roosevelt Criticizes Acts of War,

576-577; Japan Attacks the United States,

585-588


the Japanese attack on Pearl Harbor.

SE: Japan Attacks the United States,

585-588




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Students will examine President

Roosevelt’s leadership during World

War II, including his role as

commander in chief and his

diplomatic efforts to maintain the

Grand Alliance.

SE: Japan Attacks the United States,

585-588; FDR Leads Domestic Industry's

Rapid Mobilization, 589-590; Allied

Strategy, 594-595; The European Front,

595-597; Planning Germany's Defeat,

609-610; Primary Source: "Four

Freedoms," Franklin D. Roosevelt, 938-939

Students will examine how

technological advancements altered

the nature of war and the extent of

its devastation, including the use of

air power over civilian targets and

President Truman’s decision to use

the atomic bomb against the

Japanese cities of Hiroshima and

Nagasaki.

SE: Roosevelt Criticizes Acts of War,

576-577; War Breaks Out in Europe,

577-580; The Early War in the Pacific,

590-593; The European Front, 595-597;

Axis Powers on the Defensive, 597-598;

Turning Points in the Pacific, 599-600;

Defeat of Germany, 612-613; Americans

Advance Toward Japan, 614-615; The War

Comes to an End, 615-617; Topic 14

Assessment (6. Explain Scientific

Discoveries and Innovations; 11. Analyze

Decisions), 631

11.8b United States entry into World War II had a significant impact on American society.

Students will examine United States

mobilization efforts and wartime

production and their effects on

unemployment rates.

SE: Patriotism Inspires Rapid Mobilization,

588-590; Patriotism on the Home Front,

601-602; Increased Opportunities in

Employment, 605-607; Topic 14

Assessment (3. Explain Rationing on the

Home Front), 631


for President Roosevelt’s executive

order for Japanese removal, the

impact of removal on Japanese

people living in the United States,

and the Supreme Court’s decision in

Korematsu v. United States (1944).

SE: Japanese Internment During World War

II, 603-604; Topic 14 Assessment

(4. Analyze Internment of Japanese

Americans; 5. Explain Constitutional

Issues), 631


contributions of women, African

Americans, Native Americans, Asian

Americans, Mexican workers, and

Mexican Americans to the war effort,

as well as the discrimination they

experienced in the military and

workforce.

SE: Patriotism Inspires Rapid Mobilization,

588-590; Increased Opportunities in

Employment, 605-607; Migration During

World War II, 607-608; Domestic Impact of

the War, 628-629




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11.8c In response to World War II and the Holocaust, the United States played a major

role in efforts to prevent such human suffering in the future.

Students will investigate American

officials' knowledge of the Holocaust,

evaluating the degree to which

intervention may have been

possible.

SE: Allied Response to the Holocaust,


Liberation of Concentration Camps), 631;

Primary Source: Anne Frank: The Diary of

a Young Girl, Anne Frank, 939-940


contributions of Supreme Court

Justice Robert Jackson and his

arguments made as Chief Prosecutor

for the United States at the

Nuremberg War Crimes trials.

SE: International Organizations and

Treaties, 626-628

Students will investigate the role of

Eleanor Roosevelt in creating the

United Nations Universal Declaration

of Human Rights.

SE: International Organizations and

Treaties, 626-628; Topic 14 Assessment

(10. Identify Contributions of Eleanor

Roosevelt), 631; Primary Source: Charter

of the United Nations, 940-942; Universal

Declaration of Human Rights, 942

11.9 COLD WAR (1945 – 1990): In the period following World War II, the United

States entered into an extended era of international conflict called the Cold War

which influenced foreign and domestic policy for more than 40 years.

(Standards: 1, 2, 3; Themes: TCC, GOV, ECON)

11.9a After World War II, ideological differences led to political tensions between the

United States and the Soviet Union. In an attempt to halt the spread of Soviet influence,

the United States pursued a policy of containment.

Students will trace key decisions

made at wartime conferences as

they applied to Poland, Eastern

Europe, and postwar Germany, and

note how continuing disagreements

over these decisions helped bring

about the start of the Cold War.

SE: Planning the Postwar World, 624-625;

International Impact of the War, 625-626;

Topic 14 Assessment (12. Identify and

Explain Changes in Political Boundaries),

632; Background of the Cold War, 636-637

Students will trace United States

containment policies including the

Truman Doctrine (1947), the

Marshall Plan (1948), and the North

Atlantic Treaty Organization (1949),

and actions taken during the Berlin

blockade, and consider how they

represent a shift in American foreign

policy.

SE: Responding to the Soviet Challenge,

637-638; The United States Contains Soviet

Expansion, 639-640; Soviet Aggression

Drives Cold War, 640-641; Topic 15

Assessment (1. Describe Berlin Airlift;

2. Describe Truman Doctrine), 680; The

Cause and Outcomes of the Berlin Crisis,

727-728




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Students will examine domestic

concerns about the spread of

communism and the rise of

McCarthyism.

SE: Cold War Tensions Rise at Home,

653-655; Domestic Spy Cases Increase

Fears, 655-656; McCarthyism, 656-658


Truman’s decision to fight a limited

war in defense of South Korea.

SE: U.S. Involvement in Korea, 643-645;

Outcomes of the Korean War, 645-646

Students will trace the United States

involvement in Vietnam, including

President Johnson’s decision to

escalate the fighting in Vietnam.

SE: Reasons for U.S. Involvement in

Indochina, 728-730; The United States

Responds to Communism in Vietnam,

730-732; Escalation of Forces in Vietnam,

733-735; The Tet Offensive, 742-743;

Attempts to Withdraw from Vietnam,

746-747; The Vietnam War Ends, 749-750;

Effects of the Vietnam War, 750-753; Topic

17 Assessment (4. Describe Impact of Gulf

of Tonkin Resolution; 14. Explain Outcomes

of Vietnam War), 754-755

Students will examine reasons for

declining public confidence in

government, including America’s

involvement in Vietnam, student

protests, the growing antiwar

movement, and the Watergate

affair.

SE: Patriotism, Heroism, and Sinking

Morale, 735-737; Doubt Grows on the

Home Front, 737-738; Antiwar Sentiment

Grows, 739-742; Events Intensify the

Antiwar Movement, 747-749; Topic 17

Assessment (6. Describe Responses to

Draft; 9. Describe Credibility Gap;

12. Explain Constitutional Issues), 754-

755; The Watergate Scandal Brings Nixon

Down, 786-788; Topic 18 Assessment

(14. Describe Effects of Watergate

Scandal), 800


congressional effort to limit

presidential power through the War

Powers Act.

SE: Effects of the Vietnam War, 750-753




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11.9b The United States and the Soviet Union engaged in a nuclear arms race that

eventually led to agreements that limited the arms buildup and improved United States-

Soviet relations.

Students will trace the acceleration

of the nuclear arms race from the

detonation of an atomic bomb by the

Soviet Union in 1949 through 1969,

including the effect of Sputnik and

the Space Race.

SE: The Arms Race Intensifies Tensions,

647-648; Eisenhower's Response to Soviet

Aggression, 648-650; International Cold

War Conflicts, 650-652; Topic 15

Assessment (3. Explain 1957 As Turning

Point; 8. Explain Impact of Space

Technology), 680-681; Domestic Priorities,


Turning Points), 721; 21st Century Skills:

Summarize, 953-954

Students will examine Soviet

motives for placing missiles in Cuba

and the impact of the Cuban missile

crisis on Soviet-American relations

leading to the adoption of the

Nuclear Test Ban Treaty.

SE: Kennedy Strives to Win the Cold War,

724-726; Kennedy Responds to

Communism in Cuba, 726-727; Topic 17

Assessment (1. Describe Cuban Missile

Crisis), 754

Students will examine the policy of

détente and its effect on the nuclear

arms race.

SE: Nixon's Policy of Détente, 781; Ford

Continues Nixon's Foreign Policies,

790-791; Topic 18 Assessment (10.

Describe Détente), 799

11.9c American strategic interests in the Middle East grew with the Cold War, the creation

of the State of Israel, and the increased United States dependence on Middle Eastern oil.

The continuing nature of the Arab-Israeli dispute has helped define the contours of

American policy in the Middle East.

Students will examine United States

foreign policy toward the Middle

East, including the recognition of

and support for the State of Israel,

the Camp David Accords, and the

interaction with radical groups in the

region.

SE: Success and Setback in the Middle

East, 794-795; Topic 18 Assessment

(15. Describe Camp David Accords), 800;

U.S. Involvement in the Middle East and the

Iran-Contra Affair, 821-823; America and

the Middle East in the 1990s, 830-831;

Topic 19 Assessment (9. Describe Iran-

Contra Affair), 839




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11.9d A combination of factors contributed to the end of the Cold War including American

policies and Soviet economic and political problems that led to the loss of Soviet control

over Eastern Europe.

Students will trace factors leading to

the fall of the Berlin Wall and the

end of the Cold War, including

American policies, Soviet economic

problems, Soviet efforts at reform,

and the loss of Soviet control over

Eastern Europe.

SE: Nixon's New Approach to Foreign

Policy, 778-779; Opening Relations With

China, 779-780; Reagan Leads with "Peace

Through Strength," 818-820; Impact of the

End of the Cold War, 820-821; Topic 19

Assessment (7. Describe End of Cold War;

8. Explain Significance of 1991), 839;

Primary Source: "Tear Down This Wall,"

Ronald Reagan, 945-946

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):

Racial, gender, and socioeconomic inequalities were addressed by individuals,

groups, and organizations. Varying political philosophies prompted debates over

the role of the federal government in regulating the economy and providing a

social safety net.

(Standards: 1, 4, 5; Themes: ID, TCC, SOC, GOV, CIV, ECO)

11.10a After World War II, long-term demands for equality by African Americans led to

the civil rights movement. The efforts of individuals, groups, and institutions helped to

redefine African American civil rights, though numerous issues remain unresolved.

Students will examine the role and

impact of individuals such as Rev.

Martin Luther King Jr., Stokely

Carmichael, Fannie Lou Hamer, and

Malcolm X in the movement and

their perspectives on change.

SE: The Montgomery Bus Boycott,

689-690; Public Institutions Open Doors to

Minorities, 693-695; Thousands Gather in

the Nation's Capital, 695-696; Increasing

Participation in the Political Process,

698-700; New Civil Rights Groups,

702-704; King Expands His Dream,


Role of Rosa Parks in Nonviolent Protest;

7. Compare Approaches to Protesting),

721; Primary Source: "I Have a Dream,"

Martin Luther King, Jr., 944; "Letter from

Birmingham Jail," Martin Luther King, Jr.,

944-945

Students will examine the role of

groups such as the National

Association for the Advancement of

Colored People (NAACP), Southern

Christian Leadership Conference

(SCLC), and Student Non-Violent

Coordinating Committee (SNCC) in

the movement, their goals and

strategies, and major contributions.

SE: Segregation Limits Equality, 684-686;

Student Activists Promote Civil Rights,

691-692; Freedom Rides Begin Throughout

the South, 692-693; Increasing



Roles of Political Organizations in Promoting

Civil Rights), 720




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Students will examine judicial

actions and legislative achievements

during the movement such as Brown

v. Board of Education of Topeka

(1954), the Civil Rights Act of 1964,

Heart of Atlanta Motel, Inc. v. United

States (1964) and Voting Rights Act

of 1965.

SE: A Landmark Supreme Court Decision,

686-688; A Significant Congressional Vote

Addresses Minority Rights, 696; Increasing


698-700; Results of the Civil Rights

Movement, 705-706; Topic 16 Assessment

(1. Analyze Effects of Brown v. Board of

Education; 3. Describe Actions Related to

Voting Rights Act of 1965; 4. Evaluate

Methods of Expanding Right to Participate

in Democratic Process; 13. Trace Historical

Development of Political Equality), 720-721

Students will analyze the

significance of key events in the

movement including the

Montgomery bus boycott, federal

intervention at Little Rock, Arkansas,

the Birmingham protest, and the

March on Washington.

SE: Conflict Between Federal and State

Power, 688-689; The Montgomery Bus

Boycott, 689-690; Public Institutions Open

Doors to Minorities, 693-695; Thousands

Gather in the Nation's Capital, 695-696;

Primary Source: "I Have a Dream," Martin

Luther King, Jr., 944; "Letter from

Birmingham Jail," Martin Luther King, Jr.,

944-945

11.10b Individuals, diverse groups, and organizations have sought to bring about change

in American society through a variety of methods.

Students will trace the following efforts in terms of issues/goals, key individuals and

groups, and successes/limitations:

Modern women’s movement

(e.g., The Feminine Mystique

[1963], National Organization for

Women , Equal Pay Act and Title

IX, Roe v. Wade)

SE: A New Feminist Movement Pushes for

Equality, 762-764; The Role of Women's

Civil Rights Organizations, 764-765; The

Impact of the Women's Movement,

765-766; Expanding and Protecting the

Rights of All Americans, 867

Native Americans (e.g.,

American Indian Movement,

Russell Means, native identity

and land claims)

SE: Native Americans and Asian Americans

Battle Discrimination, 770-772; Topic 18

Assessment (5. Describe Political

Organizations Promoting American Indian

Civil Rights; 6. Describe Landmark Court

Cases), 799

Brown Power (Chicano)

movement (e.g., Cesar Chavez,

United Farm Workers)

SE: Latino Organizations Fight for Rights,

769-770




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People with disabilities (e.g.

Individuals with Disabilities

Education Act [1975], Americans

with Disabilities Act [1990] )

SE: Activists Win Rights for Consumers and

the Disabled, 772-773

Rights of accused (e.g., Mapp v.

Ohio [1961], Gideon v.

Wainwright [1963], Miranda v.

Arizona [1966])

SE: The Impact of the Warren Court, 718-

719

Immigration (e.g., Immigration

Act of 1965, Immigration Act of

1986, continuing debates over

immigration reform)

SE: Creating the Great Society, 715-718;

Latino Immigration Surges, 768-769; Topic

18 Assessment (4. Causes and Effects of

Changing Demographic Patterns), 799;

Immigration Changes American Society,

864-866

Gay Rights and the LGBT

movement (e.g., Stonewall Inn

riots [1969], efforts for equal

legal rights)

SE: Expanding and Protecting the Rights of

All Americans, 867

Environment (e.g., Silent Spring

[1962], Clean Air Act of 1970,

Clean Water Act of 1972,

Endangered Species Act of 1973,

Environmental Protection Agency

[1970], Reagan’s policy)


Topic 16 Assessment (14. Identify Roles in

Managing Environment), 721;

Environmental Activists Sound the Alarm,

774-776; Impact of Environmental

Regulations, 776-777; Topic 18 Assessment

(7. Identify Roles in Managing the

Environment; 8. Compare Impact of Energy

Over Time), 799; Energy and the

Environment, 868-870; Primary Source:

Silent Spring, Rachel Carson, 943-944

Student rights (e.g., Engel v.

Vitale [1962], Tinker v. Des

Moines School District [1969],

New Jersey v. TLO [1985])

SE: The Impact of the Warren Court,


(12. Analyze Effects of Tinker v. Des

Moines), 721; Significant Societal Issues,

811; Topic 19 Assessment (4. Describe

Edgewood I.S.D. v. Kirby), 839

Students will thoroughly investigate

at least one of the efforts above.

SE: Topic 20 Assessment (13. Trace

Development of Civil Rights Movement),

874; 21st Century Skills: Interpret Sources,

957-958; Analyze Primary and Secondary

Sources, 967-968; Give an Effective

Presentation, 972; Write an Essay, 973




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11.10c Varying political philosophies prompted debates over the role of the federal

government in regulating the economy and providing a social safety net.

Students will compare and contrast

the economic policies of President

Johnson (Great Society) and

President Reagan (Reaganomics)

regarding the size and role of the

federal government.

SE: Johnson's Path to the Presidency,

713-715; Creating the Great Society,

715-718; A New Direction for the American

Economy, 810-813; Topic 19 Assessment

(3. Describe Reaganomics), 839

Students will examine the causes of

the financial panic of 2008 and the

federal government‘s response to

the Great Recession.

SE: The Financial Crisis of 2008, 856-857;

President Obama Takes Action, 859-861;

Obama's Second Term, 861-862

Students will examine the debates

over the role of the government in

providing a social safety net

including the stability of the Social

Security Trust Fund and Medicare

Trust Fund, as well as changes

under the Affordable Care Act.


Clinton Enacts New Domestic Policies,


Viewpoints), 839; President Obama Takes

Action, 859-861; Concerns and Hopes,

871-872; Topic 20 Assessment (15. Discuss

Social Security and Medicare Solvency),

874

11.11 THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present)

The United States’ political and economic status in the world has faced external

and internal challenges related to international conflicts, economic competition,

and globalization. Throughout this time period, the nation has continued to

debate and define its role in the world.

(Standards: 1, 2, 4, 5; Themes: TCC, GOV, CIV, TECH, EXCH)

11.11a The United States created a coalition to defeat Iraq in the Persian Gulf War

(1991), but was reluctant to commit American military power through the rest of the

decade.

Students will examine the decision

of President George H. W. Bush to

oppose Iraq’s invasion of Kuwait.

Students will evaluate the positive

and negative consequences of the

Persian Gulf War.

SE: The Persian Gulf War, 826-827; Topic

19 Assessment (10. Compare Impact of

Energy Over Time), 840

Students will trace United States

foreign policy regarding Bosnia,

Rwanda, and Kosovo, exploring the

tension between defending human

rights and the reluctance to

intervene stemming from the

Vietnam syndrome.

SE: Bush Forges a New Role in the World,

824-826; Clinton Intervenes With Mixed

Success, 828-830; Topic 19 Assessment

(11. Evaluate Pros and Cons), 840




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11.11b In response to the terrorist attacks of September 11, 2001, the United States

launched the War on Terror which involved controversial foreign and domestic policies.

Students will trace the reactions to

the September 11, 2001, attacks,

including responses of the American

public, the authorization of the War

on Terror, the invasion of

Afghanistan, and the passage of the

USA PATRIOT Act.

SE: The September 11, 2001 Attacks and

the War on Terror, 852-855; Topic 20

Assessment (4. Describe U.S. Involvement

in World Affairs), 873

Students will examine the decision

to invade Iraq based on allegations

concerning weapons of mass

destruction and trace the course of

the war.

SE: War on Terror Moves to Iraq, 855;

Problems Surface in Iraq, 855; President

Obama Takes Action, 859-861

Students will evaluate the USA

PATRIOT Act, including constitutional

issues raised about the violation of

civil liberties by the federal

government’s electronic surveillance

programs.

SE: Ensuring National Security, 854-855;


Constitutional Issues Surrounding 9/11;

14. Discuss USA PATRIOT Act), 873-874

11.11c Globalization and advances in technology have affected the United States

economy and society.

Students will examine the positive

and negative consequences of

globalization in relation to the United

States economy.

SE: Digital Technology Changes American

Life, 836-838; Free Trade and Treaties,

844-846; Technological and Management

Innovations in the American Economy,

846-847; The Role of the United States in

the Future Economy, 848-849; Topic 20

Assessment (1. Describe NAFTA; 2. Explain

Economic Impact of Technological

Innovations), 873; Technology Transforms

Life, 870-872

Students will investigate the role of

multinational corporations and their

influence on both the United States

economy and on other countries

around the world.

SE: Technological and Management

Innovations in the American Economy,


Impact of Multinational Corporations), 873

Students will examine the economic

relationship and the strategic rivalry

between the United States and

China.

SE: Bush Forges a New Role in the World,

824-826; Free Trade and Treaties, 844-846

Documents

New York State Social Studies Framework Grade 11assets.pearsonschool.com/correlations/NY_US_History_G11_2016.pdfA Correlation of United States History, ©2016, to the New York State