california history-social science content standards · pdf filecalifornia history-social...

A Correlation of

©2016

To the

California History-Social Science

Content Standards

Grade 11

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

History-Social Science Content Standards for California Public Schools

TE = Teacher’s Edition 2 SE = Student Edition

Introduction

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

Science Content Standards for California Public Schools, 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 nation’s history,

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

enhance teaching and understanding.

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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Teacher Lesson Plans with point-of-use resources

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

©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved




Table of Contents

11.1 ......................................................................................................................................................... 4

11.2 ......................................................................................................................................................... 7

11.3 ....................................................................................................................................................... 10

11.4 ....................................................................................................................................................... 12

11.5 ....................................................................................................................................................... 14

11.6 ....................................................................................................................................................... 17

11.7 ....................................................................................................................................................... 20

11.8 ....................................................................................................................................................... 22

11.9 ....................................................................................................................................................... 26

11.10 ..................................................................................................................................................... 29

11.11 ..................................................................................................................................................... 32




History-Social Science

Content Standards

United States History and Geography:

Continuity and Change

in the Twentieth Century, Grade 11

United States History

Reconstruction to the Present

©2016

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.

1. Describe the Enlightenment and the rise of

democratic ideas as the context in which the

nation was founded

SE/TE: Mayflower Compact, 5; Democratic

Ideals in the American Colonies, 6; The Struggle

for Ratification, 14–15; Principles of the

Constitution, 15–16; United States Constitution,

640–663

Topic Assessment: Review (3. Analyze and

Evaluate the Declaration of Independence), 43;

(6. Analyze and Evaluate Intent of the U.S.

Constitution), 43; (7. Analyze and Evaluate

Importance of Constitution and Bill of Rights),

43

Digital Resources:

Social Studies Social Studies Core Concepts:

Government and Civics – Foundations of

Government

Interactive Primary Sources: English Petition of

Right; English Bill of Rights; Two Treatises of

Government, John Locke; The Spirit of Laws,

Baron de Montesquieu; The Social Contract,

Jean-Jacques Rousseau





Content Standards






©2016

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/TE: Democratic Ideals in the American

Colonies, 6; The Intent and Meaning of the

Declaration, 8–9; The Struggle for Ratification,

14–15; Principles of the Constitution, 15–16;

United States Constitution, 640–663

Review Topic Assessment (3. Analyze and

Evaluate the Declaration of Independence), 43;

(6. Analyze and Evaluate Intent of the U.S.

Constitution), 43; (7. Analyze and Evaluate

Importance of Constitution and Bill of Rights),

43

Digital Resources:

Social Studies Core Concepts: Government and

Civics – Political Systems; Political Structures

Social Studies Reference Center: Landmark

Supreme Court Cases

Interactive Primary Sources: Virginia Declaration

of Rights; Virginia Statute for Religious

Freedom, Thomas Jefferson; Declaration of

Independence

Social Studies Reference Center: Constitution Day

Resources – ; Interactive Gallery: Interactive

Declaration of Independence; Celebrate

Freedom: Declaration of Independence and

Constitution Day





Content Standards






©2016

3. Understand the history of the Constitution

after 1787 with emphasis on federal versus

state authority and growing democratization.

SE/TE: The Struggle Over Foreign Policy, 17–18;

Judicial Review, 18; The Young Republic, 21;

Monetary Policy, 142, 143; United States

Constitution, 640–663

Review Topic Assessment (6. Analyze and

Evaluate Intent of the U.S. Constitution), 43; (7.

Analyze and Evaluate Importance of

Constitution and Bill of Rights), 43; (8. Analyze

and Evaluate the Meaning of Federalism), 43;

Topic 3 (13. Describe Emergence of Monetary

Policy), 152

Digital Resources:

Interactive Primary Sources: Anti-Federalist

Papers; Federalist No. 10, James Madison;

Federalist No. 39, James Madison; Federalist

No. 51; Federalist No. 78, Alexander Hamilton

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/TE: The Civil War, 35–42

Digital Resources:

Interactive Primary Sources: Declaration of

Causes: February 2, 1861; Emancipation

Proclamation, Abraham Lincoln; Gettysburg

Address, Abraham Lincoln; Second Inaugural

Address, Abraham Lincoln





Content Standards






©2016

11.2 Students analyze the relationship among the rise of industrialization, largescale rural-

to-urban migration, and massive immigration from Southern and Eastern Europe.

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/TE: Innovation Boosts Growth, 76–77;

Innovation Drives Economic Development,

78–80; Mass Production, 80–81;

Industrialization and the New South, 81–82; The

Effects of Industrialization, 83–84; Economies of

Scale, 86; Mass production, 241; Assembly lines,

242; Science, Technology, and the Free

Enterprise System, 244; The Impact of Henry

Ford and the Automobile, 241–243

Topic 2 Assessment (1. Explain Economic

Effects of Technological Innovations), 117; Topic

5 Assessment (8. Explain Economic

Development), 275

Digital Resources:


Culture – Science and Technology

Interactive Primary Sources: How the Other Half

Lives, Jacob Riis; The Jungle, Upton Sinclair

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/TE: The New Immigrants, 98–104; A Nation

of Cities, 105–111

Topic 2 Assessment (10. Explain Actions to Expand

Economic Opportunities for Minorities), 117; (11.

Analyze Causes of Changing Demographic Patterns

in Cities), 118; (14. Analyze How Transportation

Improved Standard of Living), 118

Digital Resources:









Content Standards






©2016

3. Trace the effect of the Americanization

movement

SE/TE: Americanization, 101, 122, 128–129, 151,

171, 174, 443, 445

Topic 3 Assessment (3. Discuss Americanization

Movement), 151; Topic 8 Assessment (15. Discuss

Americanization Movement), 445

Digital Resources:

Culture – Language; Cultural Diffusion and

Change

4. Analyze the effect of urban political machines

and responses to them by immigrants and

middle-class reformers.

SE/TE: Corruption Plagues Nation, 139–143

Topic 3 Assessment (10. Use Historical Inquiry), 152;

(12. Analyze Political Machines), 152

Digital Resources:


Civics – Foundations of Government; Political

Systems; Political Structures

5. Discuss corporate mergers that produced

trusts and cartels and the economic and

political policies of industrial leaders.

SE/TE: Business Management Innovations, 86–

88; The Changing Relationship Between

Government and Business, 89–90; Wilson and

Congress Strengthen Antitrust Regulation, 184–

185

Topic 2 Topic 2 Assessment (7. Understand the

Applications of Management Innovations), 117;

(9. Describe Benefits and Costs of Sherman

Antitrust Act), 117; Topic 4 (1. Describe Benefits

and Costs of Antitrust Acts), 209

Digital Resources:

Social Studies Core Concepts: Economics –

Economics Basics; Economic Process; Economic

Systems; Economic Development; Government

and Civics – Political Structures





Content Standards






©2016

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/TE: American Influence Grows, 187–191; The

Spanish-American War, 192–199; The United

States Emerges as a World Power, 200–208

Digital Resources:





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).

SE/TE: Social Darwinism, 88, 102, 117, 187–188,

191, 210, 215, 256–257; Social Gospel, 159, 209

Topic 2 Assessment (8. Analyze Causes and

Effects of Social Darwinism), 117; Topic 4

Assessment (2. Analyze Social Gospel), 209; (13.

Analyze Causes and Effects of Social

Darwinism), 210

Digital Resources:



Social Studies Core Concepts: Culture – What Is

Culture?; Families and Societies; Cultural

Diffusion and Change

8. Examine the effect of political programs and

activities of Populists

SE/TE: The Beginnings of Populism, 147–148;

Populism’s Declining Influence, 148–150

Topic 3 Assessment (15. Evaluate Impact of

Populist Party), 152

Digital Resources:

Interactive Primary Sources: Preamble to the

Platform of the Populist Party





Content Standards






©2016

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/TE: Progressives Drive Reform, 156–163;

Women Gain Rights, 164–170; Striving for

Equality, 171–175; Reformers in the White

House, 176–186


Populist Party), 152; Topic 4 Assessment (1.

Describe Benefits and Costs of Antitrust Acts),

209; (3. Evaluate Impact of Progressive Political

Reforms), 209; (3. Evaluate Impact of

Progressive Political Reforms), 209; (5. Evaluate

Impact of Nineteenth Amendment), 209; (9.

Describe Qualities of Effective Leadership), 209;

(10. Evaluate Impact of Progressive Party), 209;

Topic 5 Assessment (4. Explain World War I As

Turning Point), 275; (11. Evaluate Impact of

Eighteenth Amendment), 276

Digital Resources:

Interactive Primary Sources: Preamble to the

Platform of the Populist Party

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.

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/TE: Influence of the Enlightenment and the

Great Awakening, 6, 561; Second Great

Awakening, 23; Social Gospel, 159, 209;

Americans Debate New Ideas and Values, 252–

254

Topic 4 Assessment (2. Analyze Social Gospel),

209; Topic 5 Assessment (11. Evaluate Impact of


Digital Resources:







Content Standards






©2016

(Continued)

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).

(Continued)




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/TE: Great Awakening, 6, 561; Second Great

Awakening, 23; Social Gospel, 159, 209;

Fundamentalism, 252–254, 260, 562

Topic 4 Assessment (2. Analyze Social Gospel),

209

Digital Resources:






3. Cite incidences of religious intolerance in the

United States (e.g., persecution of Mormons,

anti-Catholic sentiment, anti-Semitism).

SE/TE: A Rush of “New” Immigrants, 98–99;

Americanization, 102, 171; New Immigrants

Face Hostility, 102; Protecting Rights for Ethnic

and Religious Minorities, 173–175

Digital Resources:




Culture?; Religion; Cultural Diffusion and

Change





Content Standards






©2016

4. Discuss the expanding religious pluralism in

the United States and California that resulted

from large-scale immigration in the twentieth

century.

SE/TE: A Rush of “New” Immigrants, 98–99; New

Immigrants Face Hostility, 102; Protecting

Rights for Ethnic and Religious Minorities, 173–

175; American Demographics in Transition,

630–632

Topic 9 (9. Analyze Demographic Patterns), 485

Digital Resources:


Culture?; Religion; Cultural Diffusion and

Change

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/TE: For related material see: Church and

State in the Public Sphere, 483; First

Amendment: conscientious objectors, 225

Digital Resources:

Social Studies Core Concepts: Culture –Religion

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

twentieth century.

1. List the purpose and the effects of the Open

Door policy

SE/TE: Open Door Policy, 200–201, 205

Digital Resources:


Economics – Trade

2. Describe the Spanish-American War and U.S.

expansion in the South Pacific.

SE/TE: The Spanish-American War, 192–196;

Effects of U.S. Expansionism in the Philippines,

197–199; U.S. Trade and Intervention in China,

200–201; Roosevelt Works with Japan 201–202

Topic 4 Assessment (12. Evaluate Pros and

Cons of International Treaties), 210; (14.

Evaluate Acquisition of the Philippines), 210;

(16. Explain Role of Theodore Roosevelt), 210;

(17. Describe Economic Effects of the Spanish-

American War), 210





Content Standards






©2016

(Continued)

2. Describe the Spanish-American War and U.S.

expansion in the South Pacific.

(Continued)

Digital Resources:


Government and Civics –Conflict and

Cooperation

3. Discuss America’s role in the Panama

Revolution and the building of the Panama

Canal.

SE/TE: Physical and Human Geographic Factors

Impact the Panama Canal, 204–205

Digital Resources:


Economics – Trade; Government and Civics –

Conflict and Cooperation

Social Studies Reference Center: Biography –

Theodore Roosevelt

4. Explain Theodore Roosevelt’s Big Stick

diplomacy, William Taft’s Dollar Diplomacy, and

Woodrow Wilson’s Moral Diplomacy, drawing

on relevant speeches.

SE/TE: Big Stick Diplomacy, 204–206; Dollar

Diplomacy, 206; Moral Diplomacy, 206–208

Topic 4 Assessment (16. Explain Role of

Theodore Roosevelt), 210

Digital Resources:





Theodore Roosevelt

5. Analyze the political, economic, and social

ramifications of World War I on the home front.

SE/TE: The Home Front During World War I,

223–229

Digital Resources:


Government and Civics – Conflict and

Cooperation





Content Standards






©2016

6. Trace the declining role of Great Britain and

the expanding role of the United States in world

affairs after World War II.

SE/TE: A Leader on the Global Stage, 392–393;

Responding to the Soviet Challenge, 401–402;

The United States Contains Soviet Expansion,

403–404; The United States and Britain

Respond with Berlin Airlift, 404–405; The

Korean War, 406–410; The Cold War Intensifies,

411–416; Truman’s Postwar Leadership, 428–

430

Topic 8 Assessment (1. Describe Berlin Airlift),

444; (2. Describe Truman Doctrine), 444

Digital Resources:



Cooperation

Interactive Primary Sources: Charter of the

United Nations

11.5 Students analyze the major political, social, economic, technological, and cultural

developments of the 1920s.

1. Discuss the policies of Presidents Warren

Harding, Calvin Coolidge, and Herbert Hoover

SE/TE: The Harding Administration, 246–248;

Economic Prosperity Under Coolidge, 248–249;

Hoover Sweeps to Victory, 281–282; Hoover’s

Response Fails, 296–298; Challenging Economic

Times Lead to Protest, 298–300

Topic 5 Assessment (7. Analyze Return to

Normalcy), 275; (9. Identify Impact of Tariffs),

275; (10. Describe Effects of Teapot Dome

Scandal), 275; Topic 6 Assessment (5. Describe

Qualities of Effective Leadership), 327

Digital Resources:








Content Standards






©2016

(Continued)

1. Discuss the policies of Presidents Warren

Harding, Calvin Coolidge, and Herbert Hoover

(Continued)


Warren Harding

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/TE: National Association for the

Advancement of Colored People, 173, 209, 258,

274, 276, 316; Anti-Defamation League, 173–

174, 258, 276; The Red Scare, 254–256;

American Civil Liberties Union, 255;

Immigration in the 1920s, 256–257; The Ku Klux

Klan in the Early 1900s, 257–258; The Impact of

Marcus Garvey, 270

Topic 1 Assessment (11. Describe the Effects of

Reconstruction), 73; Topic 4 Assessment (7.

Describe Roles of Political Organizations), 209

Digital Resources:



Cooperation

Interactive Primary Sources: Atlanta Exposition

Address, Booker T. Washington

3. Examine the passage of the Eighteenth

Amendment to the Constitution and the

Volstead Act (Prohibition).

SE/TE: Prohibition Divides Americans, 258–260



Digital Resources:

Social Studies Reference Center:

The Constitution of the United States





Content Standards






©2016

4. Analyze the passage of the Nineteenth

Amendment and the changing role of women in

society.

SE/TE: The Nineteenth Amendment Expands

Political Rights, 168–170; Women Welcome New

Opportunities, 227; The Role of Women

Changes, 265–266


Nineteenth Amendment), 209; Topic 5

Assessment (4. Explain World War I As Turning

Point), 275; (13. Analyze Changing Roles of

Women), 276; Topic 9 Assessment (13. Trace

Historical Development of Political Equality),

485

Digital Resources:

21st Century Skills Tutorials: Political

Participation; Voting; Identify Main Ideas and

Details; Analyze Cause and Effect; Draw

Conclusions

Social Studies Reference Center: Biographies


Civics – Conflict and Cooperation; Citizenship

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/TE: The Harlem Renaissance, 269–274

Topic 5 Assessment (15. Describe Impacts of

Harlem Renaissance), 276

Digital Resources:

Interactive Primary Sources: Two Poems,

Langston Hughes

Social Studies Core Concepts: Culture –

The Arts; Cultural Diffusion and Change





Content Standards






©2016

6. Trace the growth and effects of radio and

movies and their role in the worldwide

diffusion of popular culture.

SE/TE: Popular American Culture in the 1920s,

261–264; The Jazz Age, 271–272

Topic 5 Assessment (15. Describe Impacts of

Harlem Renaissance), 276

Digital Resources:


The Arts; Cultural Diffusion and Change

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/TE: The Postwar Economy Booms, 239–241;

The Impact of Henry Ford and the Automobile,

241–243

Topic 5 (8. Explain Economic Development), 275

Digital Resources:


Economic Development; Culture – Science and

Technology

11.6 Students analyze the different explanations for the Great Depression and how the

New Deal fundamentally changed the role of the federal government.

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/TE: Economic Policy Challenges Continue,

142–143; Farmers Face Economic Difficulty,

144–145; Roosevelt Changes the Relationship

Between Government and Business, 176–179;

Wilson Endorses Further Regulation, 183–185;

Inflation and Labor Unrest, 240; Some

Problems Remain, 249; Causes of the

Depression, 280–287

Topic 5 Assessment (9. Identify Impact of

Tariffs), 275; Topic 6 Assessment (2. Identify

Impact of Stock Market Speculation on Great

Depression), 327; (3. Identify Impact of Tariffs

on the Great Depression), 327





Content Standards






©2016

(Continued)

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.

(Continued)

Digital Resources:


Economic Systems


Franklin D. Roosevelt

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/TE: Causes of the Depression, 280–287

Topic 6 Assessment (2. Identify Impact of Stock

Market Speculation on Great Depression), 327;

(3. Identify Impact of Tariffs on the Great

Depression), 327

Digital Resources:


Economic Systems



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/TE: Americans Suffer, 288–295

Topic 6 Assessment (4. Analyze Impact of

Geographic Factors on the Dust Bowl), 327; (14.

Analyze Effects of Great Depression), 328

Digital Resources:


Economic Systems







Content Standards






©2016

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/TE: Two Presidents Respond, 296–306; The

New Deal Expands, 307–313; The Effects of the

New Deal, 314–321; A New Direction for the

American Economy, 574–577; Transforming

Business and Industry, 600–602; America and

the World Economy, 608–613

Topic 6 (2. Identify Impact of Stock Market

Speculation on Great Depression), 327; (3.

Identify Impact of Tariffs on the Great

Depression), 327; (10. Explain Constitutional

Issues During Great Depression), 328

Digital Resources:


Economic Systems



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/TE: The Organized Labor Movement, 91–97

Digital Resources:


Economic Development; Economic Systems


César Chávez





Content Standards






©2016

11.7 Students analyze America’s participation in World War II.

1. Examine the origins of American involvement

in the war, with an emphasis on the events that

precipitated the attack on Pearl Harbor

SE/TE: American Reaction is Divided, 344–346;

America Moves Closer to War, 346–348

Topic 7 Assessment (1. Identify Aggression), 395

Digital Resources:


Biography – Franklin D. Roosevelt

Interactive Primary Sources: Four Freedoms,


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/TE: The United States Enters World War II,

349–357; A War on Two Fronts, 358–364; The

Allies Win the War, 373–381

Topic 7 Assessment (2. Explain 1943 as a

Turning Point in World War II), 395; (8. Analyze

Liberation of Concentration Camps), 395

Digital Resources:


Biography – Franklin D. Roosevelt; Winston

Churchill; Adolf Hitler; Harry S. Truman; Dwight

Eisenhower; Joseph Stalin; George Marshall;

Hideki Tojo

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/TE: The Aftermath of the Attack, 350–351;

High Levels of Enlistment in the Military, 352–

353; Losses in the Philippines, 355; Allies Storm

the Beaches, 375

Digital Resources:



Cooperation





Content Standards






©2016

4. Analyze Roosevelt’s foreign policy during

World War II (e.g., Four Freedoms speech).

SE/TE: Four Freedoms speech, 346; Roosevelt

Declares War, 351–352; Unconditional

Surrender, 361; Planning Germany’s Defeat,

373–374

Topic 7 Assessment (1. Identify Aggression), 395

Digital Resources:


Biography – Franklin D. Roosevelt

Interactive Primary Sources: Four Freedoms,


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/TE: The Home Front, 365–372

Topic 7 Assessment (3. Explain Rationing on the

Home Front), 395; (4. Analyze Internment of

Japanese Americans), 395; (5. Explain

Constitutional Issues), 395; (6. Explain Scientific

Discoveries and Innovations), 395; (7. Describe

Roles of Civil Rights Organizations), 395

Digital Resources:

Interactive Primary Sources: The Diary of a Young

Girl, Anne Frank

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/TE: The Production Miracle, 354; B-24

Liberator, 362; Science and Technology Help

Win the War, 379–380; Truman Decides to Use

the Bomb, 380

Topic 7 Assessment (6. Explain Scientific

Discoveries and Innovations), 395

Digital Resources:

Social Studies Core Concepts: Culture –Science

and Technology





Content Standards






©2016

7. Discuss the decision to drop atomic bombs

and the consequences of the decision

(Hiroshima and Nagasaki).

SE/TE: Truman Decides to Use the Bomb, 380

Topic 7 Assessment (11. Analyze Decisions), 395

Digital Resources:


Biography – Harry S. Truman



Cooperation

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/TE: Marshall Plan, 403–405, 421, 425

Digital Resources:


Biography – George Marshall



Cooperation

11.8 Students analyze the economic boom and social transformation of post–World War II

America.

1. Trace the growth of service sector, white

collar, and professional sector jobs in business

and government.

SE/TE: Postwar Prosperity, 423–430; Interstates

Support Migration and Prosperity, 432;

Educational Opportunities and Priorities, 435–

436

Topic 8 Assessment (6. Identify Increased

Consumption), 444; (9. Explain Economic

Impact of Computers), 445; (10. Discuss Role of

Entrepreneurs), 445

Digital Resources:

Economics – Economic Process; Economic

Systems; Economic Development





Content Standards






©2016

2. Describe the significance of Mexican

immigration and its relationship to the

agricultural economy, especially in California

SE/TE: Labor Conditions and Mexicans, 442–

443; Latino Immigration Surges, 532–533;

Latino Organizations Fight for Rights, 533–534

Topic 11 Assessment (4. Causes and Effects of

Changing Demographic Patterns), 563

Digital Resources:


Cultural Diffusion and Change

3. Examine Truman’s labor policy and

congressional reaction to it.

SE/TE: Relationships with Congress and Labor,

429

Digital Resources:



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/TE: Truman’s Postwar Leadership, 428–430;

Educational Opportunities and Priorities, 435–

436; Urban Renewal, 441

Topic 8 Assessment (12. Analyze Effects of the

Space Race on Education), 445

Digital Resources:



5. Describe the increased powers of the

presidency in response to the Great

Depression, World War II, and the Cold War.

SE/TE: Two Presidents Respond, 296–306; The

New Deal Expands, 307–313; Federal Deposit

Insurance Corporation (FDIC), 302; An

Expansion of Executive Power, 320–321; The

Role of Entrepreneurs, 427, 428; Franchise

Businesses, 427; American Corporations Go

Multinational, 428; Community Reinvestment

Act, 557; Goals and Impacts of Reaganomics,

575; The United States and Global Business,

610; The Role of the United States in the Future

Economy, 612–613





Content Standards






©2016

(Continued)

5. Describe the increased powers of the

presidency in response to the Great

Depression, World War II, and the Cold War.

(Continued)

Topic 3 Assessment (13. Describe Emergence of

Monetary Policy), 152; Topic 4 (1. Describe

Benefits and Costs of Antitrust Acts), 209; (12.

Evaluate Pros and Cons of International

Treaties), 210; Topic 5 (8. Explain Economic

Development), 275; (9. Identify Impact of

Tariffs), 275; Topic 6 (3. Identify Impact of

Tariffs on the Great Depression), 327; Topic 12

(3. Describe Reaganomics), 603; Topic 13 (1.

Describe NAFTA), 637

Digital Resources:

Government and Civics – Political Structures;


Social Studies Reference Center: Constitution Day

Resources – The Constitution of the United

States

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/TE: Population and Farming, 60, 82, 117,

135, 291–293, 296, 297, 308–309, 316, 369, 371,

633; Farm Issues, 144–150; The Environmental

Movement, 538–540; Three Mile Island, 541;

Energy and the Environment, 632–634;

Population and Farming, 60, 82, 117, 135, 145,

146, 291–293, 296, 297, 308–309, 316, 369, 371,

633

Topic 1 (10. Analyze the Problems of New

Farming Systems), 73; Topic 2 (5. Analyze Farm

Issues in the South), 117; (6. Explain

Technological Innovations in Agriculture), 117;

Topic 3 (9. Identify Effects of Population on

Physical Environment), 152; Topic 6 (12. Identify

Roles in Managing the Environment), 328; Topic

9 (14. Identify Roles in Managing Environment),

485; Topic 11 (7. Identify Roles in Managing the

Environment), 563





Content Standards






©2016

(Continued)

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

(Continued)

Digital Resources:

Social Studies Core Concepts: Geography;

Environment and Resources; Land Use;

People's Impact on the Environment

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/TE: The Space Race Increases Tensions, 415–

416; Technology Transforms Life, 634–636

Topic 8 (9. Explain Economic Impact of

Computers), 445; (11. Analyze Innovations in

Transportation), 445; (12. Analyze Effects of the

Space Race on Education), 445; Topic 12 (17.

Explain Effects of Satellite Communications on

Economic Development), 604; Topic 13 (2.

Explain Economic Impact of Technological

Innovations), 637

Digital Resources:

Social Studies Core Concepts: Culture – Science

and Technology

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/TE: Mass Culture in the 1950s, 431–437;

Critics and Rebels Emerge, 438–440; The

Counterculture of the 1960s, 522–525; Material

Culture in the 1980s, 579; Cold War Culture in

the 1980s, 580

Topic 8 Assessment (13. Analyze Diffusion of

American Culture), 445; (14. Explain

Contributions to American Culture), 445; Topic

11 Assessment (2. Describe Positive and

Negative Impacts of Rock Music), 563; Topic 13

Assessment (16. Identify Global Impact of

American Culture), 638

Digital Resources:

Social Studies Core Concepts: Culture – The Arts;

Cultural Diffusion and Change





Content Standards






©2016

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

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/TE: United Nations, 388, 391, 392, 395, 408,

413, 419, 544, 569, 578, 588; NATO, 400, 404–

405; NAFTA, 608–609, 637; General Agreement

on Tariffs and Trade (GATT), 390, 608–609;

International Monetary Fund, 390, 612; World

Bank, 390, 609

Topic 13 Assessment (1. Describe NAFTA), 637

Digital Resources:


Economic Systems; Economic Development;

Trade

Interactive Primary Sources: Charter of the

United Nations; Universal Declaration of

Human Rights

2. Understand the role of military alliances,

including NATO and SEATO, in deterring

communist aggression and maintaining

security during the Cold War.

SE/TE: NATO, 400, 404–405; SALT I, 545; SALT II,

557, 569; SEATO, 410, 488, 494

Digital Resources:


Civics – Conflict and Cooperation

Interactive Primary Sources: Universal

Declaration of Human Rights





Content Standards






©2016

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/TE: The Cold War Intensifies, 411–416; The

Social Issues of the 1950s, 438–443; The

Vietnam War Era, 486–517; The Women’s Rights

Movement, 526–531; Expanding the Push for

Equality, 532–537; The Environmental

Movement, 538–541; The Cold War Ends, 582–

587

Topic 8 Assessment (3. Explain 1957 As Turning

Point), 444; Topic 10 Assessment (2. Explain

Reasons for and Outcomes of U.S. Foreign

Involvement), 518; Topic 11 Assessment (9.

Describe Effective Leadership), 563; (10.

Describe Detente), 563; Topic 12 Assessment (7.

Describe End of Cold War), 603; Topic 12

Assessment (8. Explain Significance of 1991),

603

Digital Resources:



Interactive Primary Sources: "Tear Down This

Wall," Ronald Reagan

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/TE: Cold War Fears at Home, 417–422; The

Cold War and Vietnam, 488–496; The Antiwar

Movement, 503–509; The War’s End and Effects,

510–517; The Environmental Movement, 538–

541; The Cold War Ends, 582–587

Topic 10 Assessment (6. Describe Responses to

Draft), 518; (9. Describe Credibility Gap), 519;

(13. Identify Bias in Responses to Vietnam War),

519

Digital Resources:







Content Standards






©2016

5. Analyze the role of the Reagan

administration and other factors in the victory

of the West in the Cold War.

SE/TE: The Cold War Ends, 582–587

Topic 12 Assessment (7. Describe End of Cold

War), 603; Topic 12 Assessment (8. Explain

Significance of 1991), 603

Digital Resources:

Interactive Primary Sources: "Tear Down This

Wall," Ronald Reagan


Ronald Reagan

6. Describe U.S. Middle East policy and its

strategic, political, and economic interests,

including those related to the Gulf War

SE/TE: Success and Setback in the Middle East,

558–559; The Persian Gulf War, 590–591; The

War on Terror and the Invasion of Afghanistan,

618; War on Terror Moves to Iraq, 619

Topic 11 Assessment (15. Describe Camp David

Accords), 564; Topic 12 Assessment (9. Describe

Iran-Contra Affair), 604

Digital Resources:



7. Examine relations between the United States

and Mexico in the twentieth century, including

key economic, political, immigration, and

environmental issues

SE/TE: Latino Immigration Surges, 532–533;

Latino Organizations Fight for Rights, 533–534;

NAFTA, 608–609, 637


Changing Demographic Patterns), 563; Topic 13

Assessment (1. Describe NAFTA), 637

Digital Resources:







Content Standards






©2016

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

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/TE: Struggles of Minorities, 442–443

Topic 7 Assessment (7. Describe Roles of Civil

Rights Organizations), 395

Digital Resources:

Interactive Primary Sources: "I Have a Dream,"

Martin Luther King, Jr.; "Letter from

Birmingham Jail," Martin Luther King, Jr.


Martin Luther King Jr.


Civics – Citizenship

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/TE: The Civil Rights Movement Strengthens,

448–454; The Movement Surges Forward, 455–

461; Success and Setbacks, 462–470

Topic 9 Assessment (2. Describe Roles of Political

Organizations in Promoting Civil Rights), 484; (6.

Identify Role of Rosa Parks in Nonviolent Protest),

485; (7. Compare Approaches to Protesting), 485

Digital Resources:





Martin Luther King Jr.







Content Standards






©2016

3. Describe the collaboration on legal strategy

between African American and white civil rights

lawyers to end racial segregation in higher

education

SE/TE: A Landmark Supreme Court Decision,

450–452; Conflict Between Federal and State

Power, 452–453

Topic 9 Assessment (1. Analyze Effects of Brown

v. Board of Education), 484

Digital Resources:






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/TE: The Civil Rights Movement Strengthens,

448–454; The Movement Surges Forward, 455–

461; Success and Setbacks, 462–470





Digital Resources:










Content Standards






©2016

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/TE: Conflict Between Federal and State

Power, 452–453; The Movement Surges

Forward, 455–461; Results of the Civil Rights

Movement, 469–470; Expanding the Push for

Equality, 532–537





Digital Resources:






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/TE: 1964 Civil Rights Act, 460; Twenty-Fourth

Amendment, 464; Voting Rights Act of 1965,

464; Results of the Civil Rights Movement, 469–

470

Topic 9 Assessment (3. Describe Actions

Related to Voting Rights Act of 1965), 484

Digital Resources:










Content Standards






©2016

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/TE: A Women’s Rights Movement Emerges,

23; The Seneca Falls Convention, 23–24;

Women Gain Rights, 164–170; The Women’s

Rights Movement, 526–531


Turning Point), 275; Topic 13 Assessment (13.

Trace Development of Civil Rights Movement),

638

Digital Resources:



Interactive Primary Sources: Silent Spring, Rachel

Carson

11.11 Students analyze the major social problems and domestic policy issues in

contemporary American society.

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.

SE/TE: Immigration Act of 1965, 481, 533, 536,

563; Immigration Changes American Society,

628–629


Changing Demographic Patterns), 563; Topic 13

Assessment (11. Analyze Illegal Immigration),

638

Digital Resources:

Social Studies Core Concepts: Culture – Cultural






Content Standards






©2016

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/TE: Four Freedoms speech, 346; New

Frontier Speech, 473; President Johnson speech

before Joint Session of Congress, 478; Johnson

on the Great Society, 479–480; Nixon on

détente, 545; Reagan on the Soviet Union, 584

Digital Resources:


Harry S. Truman; Dwight Eisenhower; Richard

M. Nixon; Ronald Reagan

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/TE: Women’s Rights Movement, 526–531


Turning Point), 275; Topic 13 Assessment (13.

Trace Development of Civil Rights Movement),

638

Digital Resources:




Carson

4. Explain the constitutional crisis originating

from the Watergate scandal

SE/TE: The Watergate Scandal Brings Nixon

Down, 550–552

Topic 11 Assessment (14. Describe Effects of

Watergate Scandal), 564

Digital Resources:


Richard M. Nixon





Content Standards






©2016

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/TE: The Environmental Movement, 538–540;

Three Mile Island, 541; Energy and the

Environment, 632–634

Topic 9 (14. Identify Roles in Managing

Environment), 485; Topic 11 (7. Identify Roles in

Managing the Environment), 563

Digital Resources:




Carson

6. Analyze the persistence of poverty and how

different analyses of this issue influence

welfare reform, health insurance reform, and

other social policies.

SE/TE: Poverty Line, 442, 482; Feminization of

Poverty, 530–531; Welfare Reform, 598

Digital Resources:


Economic Systems; Economic Development

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/TE: Culture, Challenge, and Change, 579–

581; Clinton Enacts New Domestic Policies,

596–597; The Bush Domestic Agenda, 615–616;

The Financial Crisis of 2008, 620–621; President

Obama Takes Action, 623–625; Americans Look

to the Future, 628–636

Topic 13 Assessment 637–638

Digital Resources:


Civics – Political Structures

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