prentice hall america: pathways to the present © 2005

Prentice Hall America: Pathways to the Present © 2005 Modern American History Edition

Correlated to: Maine Social Studies Standards

(Grades 9-12)

SE = Student Edition TE = Teacher Edition 1

MAINE SOCIAL STUDIES STANDARDS PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

CIVICS AND GOVERNMENT A. RIGHTS, RESPONSIBILITIES, AND PARTICIPATION Students will understand the rights and responsibilities of civic life and will employ the skills of effective civic participation. Students will be able to: SECONDARY GRADES

1. Develop and defend a position on a public policy issue within our democracy.

SE/TE: Reviewing the Declaration-Issues Past and Present-3, 53; Fast Forward to Today-U.S. Foreign Intervention, 362, 557 Fast Forward to Today-U.S. Foreign Intervention, 594, 829; Social Security, 544; New Deal Does too Much, 547, 849; Social Security 559; Modern Republicanism, 686; Other Kennedy Initiatives, 739; Roe v. Wade, 768; Section 4 Assessment-Writing an Opinion, 784; Review and Assessment-Demonstrating Reasoned Judgment, 786, Predicting Consequences, 818; Oil Crisis, 828; Energy Issues, 853; The Iran Hostage Crisis, 856; The Women’s Movement, 878; Domestic Policy Initiatives, 881; The War on Terrorism, 906-909; Section 2 Assessment-Writing to Persuade, 909; Americans in the New Millennium 910-917; Section 3 Assessment-917; Key Supreme Court Cases-Roe v. Wade, (1973), 973

TE: Connecting with History and Conflict, 362; Connecting with Economics, 758; Connecting with Citizenship, 783; Connecting with Geography, 784;Background-Oil and the Economy, 828; Homeland Security, 907

2. Assess the reasons why participation of an

attentive, knowledgeable, and competent citizenry is important to constitutional democracy, using examples from personal or historical experience.

SE/TE: The Shot Heard Round the World, 44-45; Revolutionary Ideas, 45-46; Women’s Changing Roles, 131-132; Focus on Citizenship, 273; Anthony and Stanton: Preparing the Way, 403-404; Suffragist’s Strategies, 404-405; Victory for Suffrage, 407; Section 4 Assessment-Reading Comprehension 1, 4, Critical Thinking and Writing, 407; Focus on Government, 471; Setting the Scene, 698, 910; Rise of the NAACP, 699

Prentice Hall America: Pathways to the Present © 2005, Modern American History Edition Correlated to:

Maine Social Studies Standards, (Grades 9-12)



(Continued) 2. Assess the reasons why participation of an

attentive, knowledgeable, and competent citizenry is important to constitutional democracy, using examples from personal or historical experience.

(Continued) SE/TE: Brown v. Board of Education, 699-700; The

Montgomery Bus Boycott, 701-702; Resistance in Little Rock, 702-703; Other Voices of Protest, 703; Section 1 Assessment-3-4, Making Comparisons, 703; Leaders and Strategies, 704-708; Section 2 Assessment, 708; The Struggle Intensifies, 709-714; Section 3 Assessment, 714; The March on Washington, 717-718; Fighting for the Vote, 720-721; Section 4 Assessment-Reading Comprehension, 721; Review and Assessment- Reviewing Main Ideas 15-17, 18, Formulating Questions, 729, Reviewing Main Idea 11, 14-16, 19-20, Determining Relevance, Identifying Central Issues, 786; An Era of Activism, 762-763; The Women’s Movement, 764-769; Section 1 Assessment, 769; Ethnic Minorities Seek Equality, 771-776; Section 2 Assessment, 776; The Environmental and Consumer Movement, 781-785; Section 4 Assessment, 785; The Environmental Movement, 788-789; Political Divisions, 805-808; Section 3 Assessment 2, Writing a List, 811; Facing the Future, 917

TE: Connecting with Government, 46; Background-Recent Scholarship, 46, 711; The Declaration of Independence, 50; Connecting with Economics, 701

3. Describe the circumstances under which civil

disobedience might be justified.

SE/TE: Reviewing the Declaration-Comprehension-4, 53; Anthony and Stanton Preparing the Way, 404; The Philosophy of Nonviolence, 706-707; Section 2-Assessment-2, 5, 708; The Struggle Intensifies, 709-713; Section 3 Assessment-Reading Comprehension-1-2, Identifying Alternatives, 714; Glossary 978

TE: Connecting with Citizenship, 404; Connecting with History and Conflict, 707; Bellringer, 709

4. Demonstrate an understanding of the processes of

voter registration and voter participation.

The foundation of this objective is found on pages: SE/TE: State Constitutions, 55; United States

Constitution-15th Amendment, 84, 19th Amendment, 85, 24th Amendment, 87, 26th Amendment, 88; Voting Restrictions, 333; Interpreting Political Cartoons, 333, Interpreting Charts, 333; Women Working and Voting, 454; Fighting Discrimination, 472; The Voting Rights Act, 721





(Continued) 4. Demonstrate an understanding of the

processes of voter registration and voter participation.

(Continued) SE/TE: Legal Landmarks, 721; Section 4 Assessment-

Reading Comprehension 3, 721; Focus on Citizenship, 806; Fast Forward to Today-Draft Registration, 807

TE: Connecting with Citizenship, 55; Additional Activities- Politics in Recent Years, 892D

B. PURPOSE AND TYPES OF GOVERNMENT Students will understand the types and purposes of governments, their evolution, and their relationships with the governed. Students will be able to: SECONDARY GRADES

1. Compare and contrast the purpose and the structure of the United States government with other governments (parliamentary, dictatorship, monarchy) with respect to ideology, values, and histories.

SE/TE: Controlling Colonial Trade, 25-26; Origins of Self-Government, 26; Government Structure Under the Constitution, 59-61; The Constitution of the United States-The Six Basic Principles, 65; The Constitution of the United States, 66-88;Tensions with Great Britain, 168; The American Response, 418; The Russian Revolution, 481; Focus on Government, 481; Setting the Scene, 568; Section 1 Assessment-Reading Comprehension 1, 489; Stalin’s Soviet Union, 569; The Nazi Party, 571; Section 1 Assessment-Making Comparisons, 575; China Falls to the Communists, 648; Communist Expansion in Asia, 653;

TE: Connecting with Government, 46; Background-Recent Scholarship, 46

2. Assess the different jurisdictions and roles of

local, state, and federal governments in relation to an important public policy issue.

SE/TE: Congress, 59-60; State’s Rights, 123; American Pathways-Government, 196-197; New Deal Does too Much, 547; Fast Forward to Today, 557; Social Security, 559; Modern Republicanism,686; Other Kennedy Initiatives, 739; Roe v. Wade, 768; Nuclear Power, 783; Government Actions, 784; Major Environmental Landmarks,784; Oil Crisis, 828; Deregulation, 853; Energy Issues, 853; The Women’s Movement, 878; Domestic Policy Initiatives, 881; Homeland Security, 907-908; Changing Immigration Policies, 910; Making Diversity Work, 911-913

TE: Connecting with Government, 392, 700; Background-A Country United, 906; Protecting Privacy, 913





3. Analyze the major arguments for and against representative government as distinguished from direct democracy.

The foundation of this objective can be found on pages: SE: The Articles of Confederation, 55

4. Assess the tension between the public’s need for government services and the varying availability of revenue through taxes at the local, state, and federal levels.

SE/TE: Social Programs, 829; The Great Society, 866; Slowing Federal Growth, 872-873; Domestic Policy Initiatives, 881; Section 3 Assessment-Reading Comprehension 4, 881; Domestic Issues, 887; The Battle Over Healthcare, 895-896; Welfare Reform, 896

TE: Connecting with Economics, 390; Background-Presidential Power, 829

5. Evaluate the role of the media and public

opinion in United States politics, including ways the government and media influence public opinion.

SE/TE: Viewing History, 43, 144, 190, 205, 235, 246, 252, 275, 329, 401, 425, 432, 434, 524, 538, 570, 640, 642, 704, 714, 748, 768, 810, 834; Reviewing the Declaration-Analyzing Political Cartoons, 53; Interpreting Political Cartoons, 62, 125, 134, 142, 174, 216, 240, 290, 309, 314, 333, 356, 361, 368, 384, 397, 403, 482, 489, 512, 522, 548, 551, 576, 586, 641, 657, 793, 804, 838; Review and Assessment-Analyzing Political Cartoons, 101, 147, 223, 255, 285, 317, 343, 377, 409, 443, 475, 503, 531, 561, 591, 631, 663, 689, 729, 761, 787, 819, 859, 889, 919; Railroads, 113; Fast Forward to Today, 182; Skills for Life-Analyzing Political Cartoons for Point of View, 326, Newspapers, 329-330; Magazines, 330; Evaluating Advertisement, 490; Setting the Scene, 357, 736; Yellow Journalism, 359; Focus on Culture, 375, 809; Review and Assessment- Drawing Conclusions, 376, Drawing Inferences, 918; The American Response, 418; German Submarine Warfare, 422; Newspapers and Magazines, 460; Average Household TV Viewing Hours 1950-1990; 670; Review and Assessment-Interpreting Data, 689; Public Opinion, 833

TE: Additional Activities-From Bull Run to Antietam, 154D, Politics in the Gilded Age, 288D, The United States Declares War, 412D; Connections to Today -528; Background-Technology, 670, Background-A Diverse Nation, 706; Connecting with Citizenship, 711; Connecting Science with Technology, 810; Connecting with History and Conflict, 814; Connecting with Economics, 848; Connecting with Culture, 898





C. FUNDAMENTAL PRINCIPLES OF GOVERNMENT AND CONSTITUTIONS Students will understand the constitutional principles and the democratic foundations of the political institutions of the United States. Students will be able to: SECONDARY GRADES

1. Explain the historical foundations of constitutional government in the United States (e.g., Magna Carta, Roman Republic, colonial experience, Declaration of Independence, Articles of Confederation, Constitution of the United States).

SE/TE: Signs of Change, 7; English Colonization, 17-23; Section 2 Assessment, 23; Growth of the American Colonies, 24-27; Religious Tension, 32; Effects of the Great Awakening, 33; Section 3 Assessment-Identifying Central Issues, 33; Chapter 1-Review and Assessment- Determining Relevance, 34; Revolutionary Ideas, 45-46; The Constitution of the United States, 54-59

TE: Connecting with Government, 7, 20, 46; Background-Recent Scholarship, 46; Background-Separation of Powers, 59

2. Evaluate the Federalist and anti-Federalist

positions on the ratification of the Constitution in light of historical developments.

SE/TE: The Battle Over Ratification, 61-62; Section 2 Assessment, 64-Reading Comprehension, 3; Glossary 980

TE: Instruct, 65

3. Evaluate the effectiveness of the Constitution as a vehicle for change.

SE: The Constitution: A Lasting Document, 58-59; Marbury v. Madison, 95; Article V, 78

4. Demonstrate an understanding of the meaning

and importance of traditional democratic assumptions such as individual rights, the common good, self-government, justice, equality, and patriotism.

SE/TE: The Impact of the Revolution, 49; Section 1 Assessment-Reading Comprehension-1, 49; Declaration of Independence, 50-53; United States Constitution, 65-88; Demands for Civil Rights, 698-703; The Civil Rights Act of 1964, 718-719; Civil Rights Measures, 720; Fighting for the Vote, 720-721; American Pathway-Citizenship, 732-733; The Equal Rights Amendment, 768; Ethnic Minorities Seek Equality, 771-776; Facing the Future, 917

TE: Connecting with Citizenship, 487; 772; Background-A Country United, 906

5. Demonstrate how the United States

Constitution uses checks and balances in order to prevent the abuse of power (e.g., Marbury vs. Madison, Gulf of Tonkin Resolution, Watergate).

SE/TE: Separation of Federal Powers, 59; The American System of Checks and Balances, 61; Section 2 Assessment-Reading Comprehension-2, 64; Checks and Balances, 65; Marbury v. Madison, 94; Section 3 Assessment-Reading Comprehension-2, 98; Focus on Government, 203, 441, 795; Expanding Presidential Power, 796





(Continued) 5. Demonstrate how the United States

Constitution uses checks and balances in order to prevent the abuse of power (e.g., Marbury vs. Madison, Gulf of Tonkin Resolution, Watergate).

(Continued) SE/TE: Section 1 Assessment-Drawing Conclusions,

796; Watergate Chronology, 841; Hearings Begin, 843-844; Nixon Resigns, 844; Marbury v. Madison, (1803), 971

TE: Background-Separation of Powers, 59; Connecting with Government, 61, 795

6. Evaluate, take, and defend positions on

current issues regarding judicial protection and individual rights.

SE/TE: Skills for Life-Supporting a Position, 466; Homeland Security, 907-908; Changing Immigration Policies, 910; Making Diversity Work, 911-912; Affirmative Action, 912; Section 2 Assessment-Reading Comprehension-1-2, 917; Review and Assessment-Identifying Assumptions, 918; Key Supreme Court Cases, 968-975

TE: Background-Protecting Privacy, 913

7. Examine civil rights issues related to well-known Supreme Court decisions.

SE/TE: The Dred Scott Decision, 140-141; Supreme Court Limits Scope of Amendments, 220; Plessy v. Ferguson, 334; Section 3 Assessment-Expressing Problems Clearly, 336; Brown v. Board of Education, 699-701; Reaction to Brown v. Board of Education, 700-701; Section 1 Assessment-Reading Comprehension-1, 703; Roe v. Wade, 768; The Southern Strategy, 829-830; Civil Rights Issues, 854-855; Civil Rights, 867; The Women’s Movement, 878; Affirmative Action, 912; Key Supreme Court Cases, 1200-1207

TE: Connecting with Citizenship, 210; Background-Diverse Nation, 517

D. INTERNATIONAL RELATIONS Students will understand the political relationships among the United States and other nations. Students will be able to: SECONDARY GRADES

1. Analyze the processes used to develop foreign policy.

SE/TE: Expanding U.S. Interests, 353-354; Section 1 Assessment-Reading Comprehension 2, 356; Foreign Policy After Roosevelt, 370-371; Section 3 Assessment-Reading Comprehension 1-4, Writing an Opinion, 371;Containment, 641; The Truman Doctrine, 641-642; Section 1 Assessment- Reading Comprehension 4





(Continued) 1. Analyze the processes used to develop foreign

policy.

(Continued) SE/TE: Writing a Letter to the Editor, 642; Foreign

Policy in the Early 1960’s, 751-759; Section 3 Assessment-Reading Comprehension, 759; Focus on Government, 795; Gulf of Tonkin Resolution, 796; Practical Politics, 832-833; Relaxing Tensions, 833-834; A New Approach to China, 834-835; Limiting Nuclear Arms, 836-837; Section 2 Assessment, 837; Foreign Policy Actions, 849-850; Section 4 Assessment-Reading Comprehension 2-3, 850; Carter’s Foreign Policy, 855-857; Section 5 Assessment-Reading Comprehension-3, 857; Reagan’s Foreign Policy, 873-874; Section 2 Assessment-Reading Comprehension-2, Writing to Persuade, 875; Arms Control Agreements, 880; Foreign Policy Success, 880-881; The Cold War Ends, 883-885; A New International Role, 885-887; Review and Assessment-Reviewing Main Ideas-24, Synthesizing Information, Drawing Conclusions, 888; The United States in a New World, 901-909; Section 2 Assessment-Reading Comprehension-1-4, 909; NAFTA, 915; GATT and WTO, 915-916; Section 3 Assessment-Reading Comprehension 4, 917, Writing to Persuade, 917; Review and Assessment-Reviewing Main Ideas-12, 15, Demonstrating Reasoned Judgment, 918

TE: Connecting with Government, 795 Background-Recent Scholarship, 849; Connecting with Economics, 916; Background-The Fight for Free Trade, 916

2. Trace the development of a current major

world event and predict the possible outcomes (e.g., population, global warming).

SE/TE: Results of the War, 431; Review and Assessment-Identifying Alternatives, 560 Making Comparisons, 760; The Holocaust, 609-613; Camp David Accords, 855; Section 5 Assessment-Reading Comprehension-3, 857; Focus on World Events, 897; Africa, 903-904; Israel and Palestine, 905-906; The War on Terrorism, 906-909; NAFTA, 915; GATT and the WTO, 915-916

TE: Additional Activities-The Holocaust, 592D





3. Demonstrate how domestic policy may impose constraints or obligations on United States actions in the world, using current examples.

SE: Oil Crisis, 828; Section 1 Assessment-Reading Comprehension 2, 831; Energy Issues, 853; Review and Assessment-Checking Consistency, 858; China, 903; NAFTA, 915; GATT and the WTO, 915-916

TE: Connecting with Economics, 355, Additional Activities- The United States in a New World, 892D

4. Evaluate the benefits and difficulties of

international cooperation, using specific examples.

SE/TE: The League of Nations, 438; Comparing Primary Sources-League of Nations, 439; The Yalta Conference, 608; Differences at Yalta, 637; The United Nations, 637; The Potsdam Conference, 638; Conflicting Postwar Goals, 638-639; Limiting Nuclear Arms, 836-837; Section 2 Assessment-Writing an Opinion, 837; Trade and the Global Economy, 915-916; American Documents-Address to the Forty-Third UN General Assembly Session, 954-955

TE: Background-Global Connections, 438; Background-The Nuclear Test Ban Treaty, 739

HISTORY A. CHRONOLOGY Students will use the chronology of history and major eras to demonstrate the relationships of events and people. Students will be able to: SECONDARY GRADES 1. Identify and analyze major events and people that characterize each of the significant eras in the United

States and world history. (See suggested eras below.) Eras in United States History





• The Americas to 1600

SE/TE: The Atlantic World, to 1600, 2-3; The Birth of the Atlantic World, 11-12; Section 1 Assessment-Recognizing Bias-5, 12; European Colonization of the Americas, 14-16; Review and Assessment- Reviewing Main Idea-14, 15, Demonstrating Reasoned Judgment, Making Comparisons, 35

• The Colonial Era, 1500-1754

SE/TE: English Colonization, 17-23; Section 2 Assessment, 23; Growth of the American Colonies, 24-30; Section 3 Assessment-Reading Comprehension, 33; Review and Assessment-Determining Relevance, 34, Of Plymouth Plantation 1620-1647; The Mayflower Compact, 946

• The Revolutionary Era, 1754-1783

SE/TE: Emerging Tensions in the Colonies, 31-33; Section 3 Assessment-Identifying a Central Issue, 33; Review and Assessment-Determining Relevance, 34, Reviewing Main Ideas, 11-16, Determining Relevance, Making Comparisons, 100; Balancing Liberty and Order, 38; The Road to Independence, 40-49; Section 1 Assessment, 49; April Morning, 926-927; An Act for the Gradual Abolition of Slavery, 946-947

• Nation Building, 1783-1815

SE/TE: Balancing Liberty and Order, 39; The Constitution of the United States, 54-63; Section 2 Assessment, 64; The Origins of American Politics, 89-98, Section 3 Assessment, 98; Review and Assessment- Reviewing Main Ideas, 16-20, Demonstrating Reasoned Judgment, Recognizing Ideologies, Predicting Consequences, 100; An Emerging New Nation, 104; Illustrated Databank-Territorial Expansion From 1763





• The Expanding Nation, 1815-1850

SE/TE: Postwar Issues, 97-98; An Emerging New Nation, 104-105; Life in the New Nation, 106-115; Section 1 Assessment, 115; The Market Revolution, 116-125; Section 2 Assessment, 125; Religion and Reform, 126-134; Section 3 Assessment, 134; Review and Assessment-Reviewing Main Ideas, 15-21, Determining Relevance, 146, Incidents in the Life of a Slave Girl, 928-929; Slavery in Massachusetts, 930-931

• Civil War and Reconstruction, 1850-1877

SE/TE: An Emerging New Nation, 105; The Coming of the Civil War, 135-144; Section 4 Assessment, 144; Review and Assessment-Reviewing Main Ideas, 22-24, Identifying Central Issues, 146; The Civil War, 154-155; From Bull Run to Antietam, 156-165; Section 1 Assessment, 165; Life Behind the Lines, 166-176; Section 2 Assessment, 176; The Tide of War Turns, 178-185

(Continued) • Civil War and Reconstruction, 1850-1877

(Continued) SE/TE: Section 3 Assessment, 185; Devastation and

New Freedom, 186-193, Section 4 Assessment, 193; Review and Assessment 194-195, 222-223; Reconstruction, 198-199; Presidential Reconstruction, 200-205; Section 1 Assessment, 205; Congressional Reconstruction, 206-211; Section 2 Assessment, 211; Birth of the “New South”, 212-216, Section 3 Assessment, 216; The End of Reconstruction, 218-221; Section 4 Assessment, 221; Incidents in the Life of a Slave Girl, 928-929; Slavery in Massachusetts, 930-931

• Development of the Industrial United States,

1865-1914

SE/TE: The Expansion of American Industry, 224-225; A Technological Revolution, 226-235; Section 1 Assessment, 235; The Growth of Big Business, 237-242; Section 2 Assessment, 242; Industrialization and Workers, 243-246; Section 3 Assessment, 246; The Great Strikes, 247-253, Section 4 Assessment, 253; Review and Assessment, 254-255; The Spread of Western Mining, 268-269; New Technology Eases Farm Labor, 274; Farming Becomes Big Business, 274; Farming Innovations on the Prairie, 274; Section 3 Assessment-Reading Comprehension-1, Analyzing Information, 276





• The Progressive Era, 1890-1914

SE/TE: The Progressive Reform Era, 380-381; The Origins of Progressivism, 382-387; Section 1 Assessment, 387; Progressive Legislation, 389-395; Section 2 Assessment, 395; Progressivism Under Taft and Wilson, 396-402; Suffrage at Last, 403-407; Section 4 Assessment, 407

• Emergence of the United States as a World

Power, 1890-1920

SE/TE: Becoming a World Power, 350-351; The Spanish-American War 357-364; Section 2 Assessment, 364; A New Foreign Policy, 366-36371; Section 3 Assessment, 371; Debating America’s New Role, 372-375, Section 4 Assessment, 375; Review and Assessment- 376-377; Review and Assessment, 408-409; The World War I Era, 412-413; The American Response, 418-419; Section 1 Assessment-Reading Comprehension, 4, Writing to Persuade, 419; The United States Declares War, 421-424

(Continued) • Emergence of the United States as a World

Power, 1890-1920

(Continued) SE/TE: Section 2 Assessment, 424; Global

Peacemaker, 437-441; Section 5 Assessment, 441; Review and Assessment-Reviewing Main Ideas, 25, Identifying Central Issues, 442; A Farewell to Arms, 934-935; President Wilson’s Address to Congress, 948-949

• The ‘20’s: Prosperity and Problems

SE/TE: Postwar Social Change, 450-451; Society in the 1920’s, 452-458; Section 1 Assessment, 458; Mass Media and the Jazz Age, 459-465; Section 2 Assessment, 465; Cultural Conflicts, 467-473; Section 3 Assessment, 473; Review and Assessment, 474-475, 502-503; Politics and Prosperity, 478-479; A Republican Decade 480-489; Section 1 Assessment, 489; A Business Boom, 491-497; Section 2 Assessment, 497; The Economy in the Late 1920’s, 498-501; Section 3 Assessment, 501





• Depression and The New Deal, 1929-1941

SE/TE: Crash and Depression, 506-507; The Stock Market Crash, 508-512; Section 1 Assessment, 512; Social Effects of the Depression, 513-518; Section 2 Assessment, 518; Surviving the Great Depression, 520-523; Section 3 Assessment, 523; The Election of 1932, 524-529; Section 4 Assessment, 529; Review and Assessment, 530-531, 560-561; The New Deal, 534-535; Forging a New Deal, 536-544; Section 1 Assessment, 544; The New Deal’s Critics, 545-551; Section 2 Assessment, 551; Last Days of the New Deal, 553-559; Section 3 Assessment, 559; Growing Up, 936-937

• World War II and Post War United States,

1939-1961

SE/TE: World War II: The Road to War (1931-1941), 566-567; The Rise of Dictators, 568-574; Section 1 Assessment, 574; Europe Goes to War, 575-579; Section 2 Assessment, 579; Japan Builds an Empire, 581-584; Section 3 Assessment, 584; From Isolationism to War, 585-589; Section 4 Assessment, 589; Review and Assessment, 590-591, 630-631, 662-663, 688-689; World War II: Americans at War (1941-1945), 592-593, Mobilization, 594-599; Section 1 Assessment, 599; Retaking Europe, 600-608; Section 2 Assessment, 608; The Holocaust, 609-613; Section 3 Assessment, 613; The War in the Pacific, 614-621; Section 4 Assessment, 621





(Continued) • World War II and Post War United States,

1939-1961

(Continued) SE/TE: The Social Impact of the War, 623-629;

Section 5 Assessment, 629; The Cold War (1945-1960), 634-635; Origins of the Cold War, 636-642; Section 1 Assessment, 642; The Cold War Heats Up, 644-651, Section 2 Assessment, 651; The Korean War, 652-656, Section 3 Assessment, 656; The Continuing Cold War, 657-661; Section 4 Assessment, 661; The Postwar Years at Home (1945-1960), 666-667; The Postwar Economy, 668-674; Section 1 Assessment, 674; The Mood of the 1950’s, 675-679; Section 2 Assessment, 679; Domestic Politics and Policy, 680-686; Section 3 Assessment, 686; Geography History, 690-691; The Civil Rights Movement, 696-697; Demand for Civil Rights, 698-703; Section 1 Assessment, 703; Leaders and Strategies, 704-708; Section 2 Assessment, 708; The Information Age and the Global Economy, 921; Night, 938-939; The Universal Declaration of Human Rights, 950-951

• Contemporary United States, 1961-Present

SE/TE: The Civil Rights Movement, 697; The Struggle Intensifies, 709-714; Section 3 Assessment, 714; The Political Response, 716-721; Section 4 Assessment, 721; The Movement Takes a New Turn, 722-727; Section 5 Assessment, 727; Review and Assessment-728-729, 760-761, 786-787, 818-819, 858-859, 888-889, 918-919, Reviewing Main Ideas 17-21, Critical Thinking, 729; The Kennedy and Johnson Years (1961-1969), 734-735; The New Frontier, 736-741; Section 1 Assessment, 741; The Great Society, 743-750; Section 2 Assessment, 750; Foreign Policy in the Early 1960’s, 751-759; Section 3 Assessment, 759; An Era of Activism, 762-763; The Women’s Movement, 764-769; Section 1 Assessment, 769; Ethnic Minorities Seek Equality, 771-776; Section 2 Assessment, 776; The Counterculture, 777-780; Section 3 Assessment, 780; The Environmental and Consumer Movements, 781-785; Section 4 Assessment, 785; The Environmental Movement, 788-789; The Vietnam War (1954-1975), 790-791; The War Unfolds, 792-796; Section 1 Assessment, 796; Fighting the War, 798-804





(Continued) • Contemporary United States, 1961-Present

(Continued) SE/TE: Section 2 Assessment, 804; Political

Divisions, 805-811; Section 3 Assessment, 811; The End of the War, 812-817; Section 4 Assessment, 817; Nixon, Ford, Carter (1969-1981), 824-825; Nixon’s Domestic Policy, 826-831; Section 1 Assessment, 831; Nixon’s Foreign Policy, 832-837; Section 2 Assessment, 837; The Watergate Scandal, 838-844; Section 3 Assessment, 844; The Ford Administration, 846-850; Section 4 Assessment, 850; The Carter Administration, 851-857; Section 5 Assessment, 857; The Conservative Revolution, 862-863; Roots of the New Conservatism, 864-868; Section 1 Assessment, 868; The Reagan Revolution, 871-875; Section 2 Assessment 875; Reagan’s Second Term, 876-881; Section 3 Assessment, 881; The George H.W. Bush Presidency, 882-887; Section 4 Assessment, 887; Geography History, 890-891; Entering a new Era (1992 to the Present) 892-893; Politics in Recent Years, 894-899; Section 1 Assessment, 899; The United States in a New World, 901-909; Section 2 Assessment, 909; Americans in the New Millennium, 910-917; Section 3 Assessment, 917; Letter From a Birmingham Jail, 940-941; “American History”, 942-943; Eisenhower’s Farewell Address to the Nation, 952-953

Eras in World History

• Emergence of Civilization to 1000 BC

• The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC-600 AD

• The Expansion and Interaction of Civilizations, 600 AD-1450 AD

SE/TE: Origins of a New Society, to 1754, 2; The Atlantic World, 4-8; Section 1 Assessment-Reading Comprehension 1-3, 12

• The Early Modern World, 1450-1800

SE/TE: Origins of a New Society, to 1754-World Events, 2-3; The European World, 6-9; The West African World, 9-10; Section 1 Assessment-Reading Comprehension 2-3, Recognizing Bias, 12; Review and Assessment- Reviewing Main Idea 12-13, 34





(Continued) • The Early Modern World, 1450-1800

(Continued) SE/TE: Balancing Liberty and Order-World Events,

38-39; An Emerging New Nation-World Events, 104; The Industrial Revolution, 111

• The World in the Nineteenth Century

SE/TE: An Emerging New Nation-World Events,

104-105; The Expansion of American Industry- World Events, 224-225; The Bessemer Process, 233; Section 1 Assessment-Reading Comprehension, 5, 235; Looking to the West-World Events, 256-257; Politics, Immigration and Urban Life, 288-289; The Development of Sociology, 313-314; Section 4 Assessment-Reading Comprehension 2, 315; Life at the Turn of the Twentieth Century-World Events, 318; Becoming a World Power-World Events, 350

• The World in the Contemporary Era

SE/TE: Life at the Turn of the Twentieth Century-World Events, 319; Becoming a World Power-World Events, 350-351; World Imperialism, circa 1900, 351; Growth of Imperialism, 352-353; Section 1 Assessment-Reading Comprehension 1, 356; Imperialism Viewed from Abroad, 375; The Progressive Reform Era-World Events, 380-381; The World War I Era-World Events, 412-413; The Road to War, 414-418; Section 1 Assessment-Reading Comprehension 1-3, Checking Consistency, 419; The United States Declares War, 421-424; Section 2 Assessment, 424; Ending the War, 429-431; Section 3 Assessment-Reading Comprehension 3, Analyzing Information, 431; Global Peacemaker, 437-440; Section 5 Assessment-Reading Comprehension 2-3, 441; Review and Assessment- Reviewing Main Ideas 15, 16, 18, 19-442, Reviewing Main Ideas 15-21, Critical Thinking, 590, Reviewing Main Ideas 20-21, 630, Reviewing Main Ideas 16, 632, Reviewing Main Idea, 23, 889; Postwar Social Change-World Events, 450-451; Politics and Prosperity-World Events, 478-479; The Russian Revolution, 481; American Fears, 482; Section 1 Assessment-Reading Comprehension 1-2, 489; Impact on the World, 511; Section 1 Assessment-Recognizing Cause and Effect, 512; The New Deal-World Events, 534-535





(Continued) • The World in the Contemporary Era

(Continued) SE/TE: World War II-World Events, 566-567;

Political Regimes in Europe Before World War II, 567; The Rise of Dictators, 568-574; Section 1 Assessment, 574; Europe Goes to War, 575-579; Section 2 Assessment, 579; Japan Builds an Empire, 581-584; Section 3 Assessment, 584; Japan Attacks Pearl Harbor, 588; World War II: Americans at War-World Events, 592-593; Hitler’s Europe, 1942, 593; Focus on World Events, 603; War in the Soviet Union, 603-605; The Holocaust, 609-613; Section 3 Assessment, 613; The Cold War-World Events, 634-635; NATO and the Warsaw Pact, 635; The Soviet View, 639; Soviets Tighten Their Hold, 639-640; The Iron Curtain, 640; Section 1 Assessment-Reading Comprehension 1-3, 642; NATO, 647; Communist Advances, 648-649; Early Cold War Crises, 1944-1949, 648; Section 2 Assessment-Reading Comprehension, 3, 651; The Postwar Years at Home-World Events, 666-667; Civil Rights Movement-World Events, 698-697; The Kennedy and Johnson Years-World Events, 734-735; An Era of Activism-World Events, 762-763; The Vietnam War-World Events, 790-791; Major Players in the Vietnam Conflict, 791; Background of the War, 792-793; Aftermath of the War in Asia, 815-816; Conservative Revolution, 862-863; OPEC Nations, 825; Nixon, Ford, Cater-World Events, 824-825; Cold War Events, 1980-1991, 863; The Conservative Revolution, 862-863; The Cold War Ends, 883-885; Tiananmen Square, 885; Focus on Economics, 885; Section 4 Assessment-Reading Comprehension 3, 887; Entering a New Era, 892-893; Post-Cold War Politics, 901-903; Post-Cold War Conflicts, 903-906; Trade and the Global Economy, 915; Section 3 Assessment- Reading Comprehension 4, 917

TE: Background-Global Connection, 511, 885





B. HISTORICAL KNOWLEDGE, CONCEPTS, AND PATTERNS Students will develop historical knowledge of major events, people, and enduring themes in the United States, in Maine, and throughout world history. Students will be able to: SECONDARY GRADES 1. Demonstrate an understanding of the causes and effects of major events in United States history and their

connection to both Maine and world history with emphasis on events after 1877, including, but not limited to:

• Industrialization The Great Depression

SE/TE: The Expansion of American Industry, 224-

225; A Technological Revolution, 226-235; Section 1 Assessment, 235; The Growth of Big Business, 237-242; Section 2 Assessment, 242; Industrialization and Workers, 243-246; Section 3 Assessment, 246; The Great Strikes, 247-253, Section 4 Assessment, 253; Review and Assessment, 254-255, Reviewing Main Idea 17, 502, 560-561; The Spread of Western Mining, 268-269; Building the Panama Canal, 378-379; Ford and the Automobile, 493-497; Industrial Growth, 498; The Economy in the Late 1920’s, 498-501; Section 3 Assessment, 501; Crash and Depression, 506-507; The Stock Market Crash, 508-512; Section 1 Assessment, 512; Social Effects of the Depression, 513-518; Section 2 Assessment, 518; Surviving the Great Depression, 520-523; Section 3 Assessment, 523; The Election of 1932, 524-529; Section 4 Assessment, 529; Review and Assessment, 530-531; The New Deal, 534-535; Forging a New Deal, 536-544; Section 1 Assessment, 544; The New Deal’s Critics, 545-551; Section 2 Assessment, 551; Last Days of the New Deal, 553-559; Section 3 Assessment, 559





• The Cold War (and its ending) WWI and WWII

SE/TE: American Pathways-History, 410-411; The World War I Era, 412-413; The Road to War, 414-419; Section 1 Assessment, 419; The United States Declares War, 421-424; Section 2 Assessment, 424; Americans on the European Front, 425-431; Section 3 Assessment, 431; Americans on the Home Front, 432-436; Section 4 Assessment; Global Peacemaker, 437-441; Section 5 Assessment, 441; Review and Assessment, 442-443, 590-591, 630-631, 662-663; World War II: The Road to War (1931-1941), 566-567

(Continued) • The Cold War (and its ending) WWI and

WWII

(Continued) SE/TE: The Rise of Dictators, 568-574; Section 1

Assessment, 574; Europe Goes to War, 575-579; Section 2 Assessment, 579; Japan Builds an Empire, 581-584; Section 3 Assessment, 584; From Isolationism to War, 585-589; Section 4 Assessment, 589; World War II: Americans at War (1941-1945), 592-593, Mobilization, 594-599; Section 1 Assessment, 599; Retaking Europe, 600-608; Section 2 Assessment, 608; The Holocaust, 609-613; Section 3 Assessment, 613; The War in the Pacific, 614-621; Section 4 Assessment, 621; The Social Impact of the War, 623-629; Section 5 Assessment, 629; The Cold War (1945-1960), 634-635; Origins of the Cold War, 636-642; Section 1 Assessment, 642; The Cold War Heats Up, 644-651, Section 2 Assessment, 651; The Korean War, 652-656, Section 3 Assessment, 656; The Continuing Cold War, 657-661; Section 4 Assessment, 661; A Farewell to Arms, 934-935; President Wilson’s Address to Congress, 948-949





• The Vietnam Era Civil Rights Movement

SE: The Civil Rights Movement, 696-697; Demand for Civil Rights, 698-703; Section 1 Assessment, 703; Leaders and Strategies, 704-708; Section 2 Assessment, 708; The Struggle Intensifies, 709-714; Section 3 Assessment, 714; The Political Response, 716-721; Section 4 Assessment, 721; The Movement Takes a New Turn, 722-727; Section 5 Assessment; Review and Assessment, 726-727, Reviewing Main Idea 11-15, 786, Analyzing Primary Sources, 787, 818-819; An Era of Activism, 762-763; The Women’s Movement, 764-769; Section 1 Assessment, 769; Ethnic Minorities Seek Equality, 771-776; Section 2 Assessment, 776; The Vietnam War (1954-1975), 790-791; The War Unfolds, 792-796; Section 1 Assessment, 796; Fighting the War, 798-804; Section 2 Assessment, 804; Political Divisions, 805-811; Section 3 Assessment, 811; The End of the War, 812-817; Section 4 Assessment, 817

• Watergate

SE/TE: The Watergate Scandal, 838-844; Section 3 Assessment, 844; Review and Assessment- Reviewing Main Idea 18-19, Synthesizing Information, 858, Analyzing Political Cartoons, 859





2. Demonstrate an understanding of selected major events in ancient and modern world history and their connection to United States history.

SE/TE: The Development of Sociology, 313-314; Section 4 Assessment-Reading Comprehension 2, 315; The Pressure to Expand, 352-356; Section 1 Assessment, 356; The Spanish-American War, 357-364; Section 2 Assessment, 364; Review and Assessment- Reviewing Main Ideas 14-17, 376, 442-443, 662-663, Reviewing Main Idea 17-18, Predicting Consequences, 761, Identifying Central Issues, 858, Reviewing Main Ideas 20, 23, 24, Synthesizing Information, Drawing Conclusions, 889, Reviewing Main Ideas 12-15, Demonstrating Reasoned Judgment, Drawing Inferences, 918; The Road to War, 414-418; Section 1 Assessment-419; The United States Declares War, 421-424; Section 2 Assessment, 424; Americans on the European Front, 425-431; Section 3 Assessment, 431; Americans on the Home Front, 432-436; Section 4 Assessment, 436; Global Peacemaker, 437-440; Section 5 Assessment, 441; The Red Scare, 481-483; Section 1 Assessment-Reading Comprehension 1-2, 489; Impact on the World, 511; Section 1 Assessment-Recognizing Cause and Effect, 512; The Rise of Dictators, 568-574; Section 1 Assessment, 574; Europe Goes to War, 575-579; Section 2 Assessment, 579; Japan Builds an Empire, 581-584; Section 3 Assessment, 584; From Isolationism to War, 585-589; Section 4 Assessment, 589; Mobilization, 594-599; Section 1 Assessment, 599; Retaking Europe, 600-603; The Allied Air War, 605; The Invasion of Western Europe, 605-607; The War in Europe, 607-608; Section 2 Assessment-Reading Comprehension 1, 3, 4, Critical Thinking and Writing, 608; The War in the Pacific, 614-621; Section 4 Assessment, 621; Origins of the Cold War, 636-642; Section 1 Assessment, 642; The Cold War Heats Up, 644-651; Section 2 Assessment, 651; The Korean War, 652-656; Section 3 Assessment, 656; The Continuing Cold War, 647-661; Section 4 Assessment, 661; Foreign Policy in the Early 1960’s, 751-759; Section 3 Assessment, 759; The War Unfolds, 792-796; Section 1 Assessment, 796; Nixon’s Vietnam Policy, 812-813; American Withdrawal, 815-816; Aftermath of the War in Asia, 815-816





(Continued) 2. Demonstrate an understanding of selected major

events in ancient and modern world history and their connection to United States history.

(Continued) SE/TE: Section 4 Assessment- Reading

Comprehension 1-3, 817; Nixon’s Foreign Policy, 832-837; Section 2 Assessment, 837; Foreign Policy Actions, 849-850; Carter’s Foreign Policy, 855-857; Section 5 Assessment-Reading Comprehension 3, 4, Making Comparisons, 857; Reagan’s Foreign Policy, 873-874; Section 2 Assessment- Writing to Persuade, 875; The Reagan Legacy, 880-881; The Cold War Ends, 883-885; A New International Role, 885-887; Section 4 Assessment-Reading Comprehension 2-3, 887; Focus on World Events, 897; The United States in A New World, 901-909; Section 2 Assessment, 909; Trade and the Global Economy, 915; Section 3 Assessment- Reading Comprehension 4, 917





3. Demonstrate an understanding of the lives of selected individuals who have had a major influence on history.

SE: American Biographies-Anne Hutchinson, 21, John Adams, 91, Robert E Lee, 164, Blanche K. Bruce, 210, Andrew Carnegie, 239, Chief Joseph, 263, George Armstrong Custer, 265, Jacob Ris, 308, Booker T. Washington, 324, William Randolph Heasrt 359, Susan B. Anthony, 404, Corporal York 431, Duke Ellington, 462, Louis Armstrong, 462, Henry Ford, 496, Dorothea Lange, 517, Eleanor Roosevelt, 582, General Joseph Stillwell, 582, George Marshall, 605, A. Philip Randolph, 624, Douglas MacArthur, 655, Billy Graham, 676, Martin Luther King, Jr. 706, Shirley Chisholm, 727, Earl Warren, 749, César Chávez, 773, Robert McNamara, 794, Henry Kissinger, 833, Barbara Jordan, 843, Sandra Day O’Connor, 878, Bill Gates, 913; Notable Presidents-George Washington, 63, Thomas Jefferson, 93, Abraham Lincoln, 170, Theodore Roosevelt, 369, Franklin Delano Roosevelt, 539, Harry S. Truman, 638, Dwight D. Eisenhower, 685, Lyndon Baines Johnson, 744, Richard M. Nixon, 835, Ronald Reagan, 872; Illustrated Databank-Presidents of the United States, 965-967; Biographical Dictionary, 1008-1015

TE: Background-Biography, 9, 19, 29, 61, 93, 95, 111, 131, 137, 138, 139, 141, 158, 163, 181, 182, 202, 215, 231, 233, 245, 250, 252, 272, 308. 312, 323, 330, 355, 360, 362, 370, 393, 405, 423, 434, 457, 462, 470, 522, 541, 549

(Continued) 3. Demonstrate an understanding of the lives of

selected individuals who have had a major influence on history.

(Continued) TE: Background-Biography, 572, 573, 602, 624,

650, 660, 684, 700, 702, 707, 747, 767, 775, 779, 784, 794, 800, 802, 842, 855, 865, 897; Background-The Writers of the Constitution, 57; Additional Activities- Retaking Europe, 592D, Leaders and Strategies, The Struggle Intensifies, 696D, The Women’s Movement, 762D, The Cater Administration, 824D





4. Demonstrate an understanding of enduring themes in history (e.g., conflict and cooperation, technology and innovation, freedom and justice).

SE/TE: Fast Forward to Today, 230; Review and Assessment-Making Comparisons, 255; Fighting for Freedom and Democracy, 410-411; Science and Technology, 664-665; Expanding Civil Rights, 732-733; The Cold War Ends, 883-885; Free Enterprise and the American Economy, 920-921

TE: Connecting with History and Conflict, 22, 47, 90, 95, 96, 119, 124, 138, 143, 173, 175, 180, 183, 192, 201, 204, 215, 245, 250, 251, 263, 361, 362, 421, 429, 471, 472, 483, 572, 582, 583, 612, 638, 702, 724, 755, 792, 794, 833, 855; Connecting with Citizenship, 45, 56, 62, 110, 120, 122, 210, 299, 301, 311, 384, 404, 435, 517, 600, 647, 659, 745, 766, 772, 773, 783; Connecting with Science and Technology, 226, 269, 274, 307, 340, 417, 493, 499, 671, 718, 810, 873; Additional Activities-A Technological Revolution, 224D

5. Explain how different ways of knowing and

believing have influenced human history and culture.

SE/TE: Shared Customs and Beliefs, 5; Signs of Change, 7, The Renaissance Begins, 7-8; Slave Labor in the Americas, 12; Section 1 Assessment-Recognizing Bias, 12; African Americans in the Colonies, 28-30; Effects of the Great Awakening, 33; Revolutionary Ideas, 45-46; Slave Revolts, 120; The Dred Scott Decision, 140-141; The Lincoln-Douglas Debates, 141; Two Perspectives on African American Education, 324-325; The Rise of Dictators, 568-573; The Holocaust; 609-613; Section 3 Assessment, 613; The Civil Rights Movement, 696-697; Demand for Civil Rights, 698-703; Section 1 Assessment, 703; Leaders and Strategies, 704-708; Section 2 Assessment, 708; The Struggle Intensifies, 709-714; Section 3 Assessment, 714; The Political Response, 716-721; Section 4 Assessment, 721; The Movement Takes a New Turn, 722-727





(Continued) 5. Explain how different ways of knowing and

believing have influenced human history and culture.

(Continued) SE/TE: Section 5 Assessment; Review and

Assessment, 726-727, Reviewing Main Idea 11-15, 786, Analyzing Primary Sources, 787, 818-819; An Era of Activism-American Events, 762-763; The Women’s Movement, 764-769; Section 1 Assessment, 769; Ethnic Minorities Seek Equality, 771-776; Section 2 Assessment, 776; The Environmental and Consumer Movements, 781-785; Section 4 Assessment, 785; Review and Assessment- Reviewing Main Ideas 11-16, 19-20, Critical Thinking, 786; Geography-History, 788-789

TE: Additional Activities-Life Behind the Lines, 154D, Connecting with Culture, 801

6. Describe how the basic ideas of various schools of

philosophy have affected societies (e.g., rationalism, liberalism, idealism, conservationism).

SE/TE: Social Darwinism, 239; Section 2 Assessment- Reading Comprehension 1, 242; Gulf Between Rich and Poor, 247-248; Section 4 Assessment-Reading Comprehension 1, 253; Review and Assessment- Recognizing Ideologies, 254; The Populists, 281; Populism’s Legacy, 282; Section 4 Assessment-Drawing Conclusions, 282; Fundamentalism, 470; Setting the Scene, 568; The Nazi Party, 571; Black Nationalism, 723; Section 5 Assessment-Reading Comprehension 1, 727; Evolution of Conservatism, 865-867; Afghanistan, 906-907

7. Explain the benefits and conflicts resulting from

encounters among cultures.

SE/TE: Slavery in Africa, 10; The Impact of Columbus’s Voyages, 11-12; Slave Labor in America, 12; Section 1 Assessment-Reading Comprehension 1, 12; European Colonization of the Americas, 14-23; African Americans in the Colonies, 28-30; Native American Resistance, 96; Indian Relocation, 124; Conflict with Native Americans, 261-267; Section 2 Assessment, 267; Review and Assessment-Reviewing Main Ideas 11-12,Recognizing Ideologies, 284, Reviewing Main Ideas 17-18, Predicting Consequences, 316, Reviewing Main Ideas 20, Drawing Inferences, 474, Reviewing Main Ideas 21, 24, Predicting Consequences, 630, Reviewing Main Ideas 11-13, 16-17, Recognizing Ideologies, 662, 728-729, Reviewing Main Ideas 20, Predicting Consequences, 760, Reviewing Main Ideas-24





(Continued) 7. Explain the benefits and conflicts resulting from


(Continued) SE/TE: Synthesizing Information, Drawing

Conclusions, 888; Reviewing Main Ideas-12, 15, Demonstrating Reasoned Judgment, 918; People on the Move, 297-303, Section 2 Assessment, 303; Nativism, 314; Section 4 Assessment-Reading Comprehension 3, Identifying Assumptions, 315; Growth of Imperialism, 352-353; The Spanish-American War, 357-364; Section 2 Assessment-Reading Comprehension 2-4, 364; A New Foreign Policy, 366-371, Section 3 Assessment-Reading Comprehension 1, Writing an Opinion, 371; Debating America’s New Role, 372-375; Section 4 Assessment, 375; The Road to War, 414-418; Section 1 Assessment-Reading Comprehension 1, Checking Consistency, 419; Racial Tensions, 471-473; Section 3 Assessment-Synthesizing Information, 473; The Rise of Dictators, 568-574; Section 1 Assessment-Reading Comprehension 4, Making Comparisons, 574; Japan Attacks Pearl Harbor, 588; The Holocaust, 609-613; Section 3 Assessment, 613; The Manhattan Project, 620-621; The Social Impact of the War, 623628; Section 5 Assessment-Reading Comprehension 1-2, Writing an Opinion, 629; Origins of the Cold War, 636-642; Section 1 Assessment- 642; NATO, 647-648; Communist Advances, 648-649; Section 2 Assessment-Reading Comprehension 3-4, Writing a Conclusion, 651; The Korean War; 652-656; Section 3 Assessment, 656; The Cold War in the 1950’s, 658-660; Section 4 Assessment, Identifying Alternatives, 661; The Civil Rights Movement, 697; The Struggle Intensifies, 709-714; Section 3 Assessment, 714; The Political Response, 716-721; Section 4 Assessment, 721; The Movement Takes a New Turn, 722-727; Section 5 Assessment, 727; Foreign Policy in the Early 1960’s, 751-759, Section 3 Assessment-Reading Comprehension 1, Drawing Inferences, 759; Ethnic Minorities Seek Equality, 771-776; Section 2 Assessment, 776; The War Unfolds, 792-796; Section 1 Assessment-Reading Comprehension 1, 796; Practical Politics, 832-833; Relaxing Tensions, 833-834





(Continued) 7. Explain the benefits and conflicts resulting from


(Continued) SE/TE: A New Approach to China, 834-835; Limiting

Nuclear Arms, 836-837; Section 2 Assessment, 837; Foreign Policy Actions, 849-850; Carter’s Foreign Policy, 855-857; Section 5 Assessment-Reading Comprehension-3, 857; Reagan’s Foreign Policy, 873-874; Section 2 Assessment-Reading Comprehension-2, Writing to Persuade, 875; Arms Control Agreements, 880; Foreign Policy Success, 880-881; The Cold War Ends, 883-885; A New International Role, 885-887; Section 4 Assessment-Reading Comprehension 1, 887; The United States in a New World, 901-909; Section 2 Assessment-Reading Comprehension-1-4, 909; NAFTA, 915; GATT and WTO, 915-916; Section 3 Assessment-Reading Comprehension 4, 917, Writing to Persuade, 917

TE: Connecting with Culture, 354; Additional Activities-The Road to War, 412D, Connecting with Citizenship, 647; The George H.W. Bush Presidency, 862D; Background-Interdisciplinary, 604; Background-Connections to Today, 626

EXAMPLES





• Describe how the development, expansion, and collapse of empires have affected the expansion of political power.

SE/TE: Winning Independence, 48; The Impact of the Revolution, 49; Expanding to the Pacific, 135-137; Moving West, 258-260; The Pressure to Expand, 352-356; Section 1 Assessment, 356; The Panama Canal, 366-368; Imperialism’s Appeal. 374-375; Imperialism Viewed From Abroad, 375; Review and Assessment-Reviewing Main Idea 14, 15, Synthesizing Information, 376; Causes of World War I, 414-416; Results of the War, 431; Redrawing the Map of Europe, 439; War Guilt and Reparations, 439; Map Skills-Europe After World War I, 440; Germany Expands, 573; Setting the Scene, 575; Invasion of Poland, 576; Map Skills-German Aggression, 577; War Against China, 583-584; Looking Beyond China,584; Section 3 Assessment- Reading Comprehension 3, 584; The Yalta Conference, 608; Differences at Yalta, 637; Soviets Tighten Their Hold, 639-640; China Falls to the Communists, 648-649; Communist Expansion in Asia, 653

(Continued) • Describe how the development, expansion,

and collapse of empires have affected the expansion of political power.

(Continued) SE/TE: The Cold War Ends, 883-885; Post-Cold War

Politics, 901-903; Post-Cold War Conflicts, 903-906

• Give examples of former colonies and

dependent states that have gained independence in the twentieth century and explain how they have addressed political issues related to independence.

SE: Eastern Europe, 902; Yugoslavia, 904-905

C. HISTORICAL INQUIRY, ANALYSIS, AND INTERPRETATION Students will learn to evaluate resource material such as documents, artifacts, maps, artworks, and literature, and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events. Students will be able to: SECONDARY GRADES





1. Evaluate and use historical materials to formulate historical hypotheses regarding a specific issue (e.g., space travel), and to make predictions about the future of the issue.

SE: Analyzing Political Cartoons, 35, 663, 819; Primary Sources, 373, 431, 727,801, 803; Skills for Life-Summarizing from Multiple Sources, 177, Expressing Problems Clearly, 283, Drawing and Testing Conclusions, 388, Recognizing Cause and Effect, 643, Predicting Consequences, 900; Homeland Security, 907-908, War with Iraq, 908-909; A Nation of Diversity 910-911; Making Diversity Work, 911-913; American Documents-The Universal Declaration of Human Rights, 950-951; Address to the Forty-Third UN General Assembly Session, 954-955

2. Examine and analyze primary and secondary

sources in order to differentiate between historical facts and historical interpretations, and to support or reject historical hypotheses.

SE/TE: Primary Sources, xv-xvii; Key Documents, xv; Comparing Primary Sources-Expansion into Native American Lands, 31, The Strength of the New Nation, 56, Slavery, 120, The Aims of the Civil War, 157, Voting Right for African Americans, 209, Labor Unions, 250, Gold Bugs vs. Silverites, 279, Cultural Ties, 300, Equality for Women 338, Imperialism, 373, Voting Rights for Women, 405, League of Nation’s 439, The Eighteenth Amendment, 468, Fighting the Depression, 528, Roosevelt and the New Deal, 549, Assistance for Britain, 586, Integration of the Armed Forces, 625, Rock and Roll Music, 678, Integrating Schools, 713, The Cold War, 759, Working Mothers 767, The Tragedy of Kent State, 814





(Continued) 2. Examine and analyze primary and secondary

sources in order to differentiate between historical facts and historical interpretations, and to support or reject historical hypotheses.

(Continued) SE/TE: Should Nixon Be Impeached? 842, On

Nuclear Energy, 853, The Legacy of the Civil Rights Movement, 877, Stimulating the Economy Through Tax Cuts, 916; Tensions with the French and Native Americans, 31-32; The Slavery System, 119-120; Slave Revolts, 120; The Election of 1860, 142-143; The Lower South Secedes, 143-144; The Fifteenth Amendment, 209-210; The Great Strikes, 247-251; Gold Bugs, 278-279; Silverites, 279; The Changing Roles of Women, 337-341; The Anti-Imperialists, 373-374, Imperialism’s Appeal, 374-375; The League of Nations, 438; Prohibition, 467-469; The Election of 1932, 528; Political Critics, 547-548; American Involvement Grows, 586-588; Soldiers and Segregation, 624; Youthful Rebellions, 677-679; Integration at “Ole Miss’, 712-713; Women’s Groups Organize, 766; Opposition to the Women’s Movement, 769; Kent State and Jackson State, 814; The Watergate Scandal, 838-844; Energy Issues, 853-854; Review and Assessment-Analyzing Primary Sources, 35, 101, 223, 285, 377, 409, 475, 561, 591, 631, 761, 787, 819; Skills for Life-Generalizing From Multiple Sources, 13; Focus on World Events, 757

3. Compare competing historical narratives by

contrasting different historians’ choice of questions, use and choice of sources, perspectives, beliefs, and points of view in order to demonstrate how these factors contribute to different interpretations.

SE/TE: Comparing Primary Sources, xiv; Skills for Life-Summarizing from Multiple Sources, 177; Comparing Historian’s Viewpoints-The Motivation Behind American Imperialism, 354, The Sacco and Venzetti Verdict, 483, The Origins of the Cold War, 639, The Great Society, 749

4. Compare and contrast the reliability of information

received from multiple sources (e.g., newspapers, radio or TV, biography, historical narrative) to assess an historical issue.

SE/TE: Reading and Writing Handbook, XXXII-XXXIII; Skills for Life-Summarizing From Multiple Sources, 177; Expressing Problems Clearly, 283; Identifying and Analyzing Alternatives, 420; Distinguishing Fact From Opinion, 552; Assessing the Reliability of Sources, 687; Recognizing Bias, 770

TE: Additional Activities-Fighting the War, 790D





GEOGRAPHY A. SKILLS AND TOOLS Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. Students will be able to: SECONDARY GRADES 1. Use mapping to answer complex geographic and

environmental problems.

SE/TE: Map Skills, xviii-xix; Skills for Life-Using Maps to Show Change Over Time, 217, Using Cross-Sectional Maps, 236, Distribution of Immigrants in the U.S., 289; World Imperialism, 351; Using a Time Zone Map, 365

TE: Additional Activities- Moving West, 256D, The Challenge of the Cities, 288D; Connecting with Geography, 10, 11, 107, 113, 118, 161, 179, 231, 258, 270, 297, 306, 366, 391, 428, 430, 457, 515, 603, 607, 619, 673, 710, 720, 753

2. Appraise the ways in which maps reflect

economic, social, and political policy decision making.

SE: Missouri Compromise, 98; Map Skills, 99, 108, 138, 149, 363, 367, 370, 400, 641, 646, 737, 754, 908; The World at War, 1914-1918, 413; Hitler’s Europe, 1942, 593; Skills for Life-Analyzing Trends in Electoral College Maps, 869; The Rise of the Sunbelt-Geographic Connection, 891; The Rise of the Sunbelt-New Political Influence, 891

TE: Additional Activities- European Colonization of America, 2D, The Challenge of the Cities, 288D;Connecting with Geography, 366

3. Understand how cultural and technological

features can link or divide regions.

SE/TE: A Technological Revolution, 226-235; Section 1 Assessment, 235; Industrialization and Workers, 243-246; Section 3 Assessment, 246; The Great Strikes, 247-253, Section 4 Assessment, 253; Review and Assessment, 254-255; Mining, Ranching and Farming, 268-276, Reviewing Main Ideas, 14, 474; Section 3 Assessment, 276; Building the Panama Canal, 378-379; The Mass Media, 459-461; Section 2 Assessment-Reading Comprehension 1, Writing an Opinion, 465; A Business Boom, 491-497; Section 2 Assessment, 497; Technology Transforms Life, 669-670; The Environmental and Consumer Movements, 781-785





(Continued) 3. Understand how cultural and technological

features can link or divide regions.

(Continued) SE/TE: Section 4 Assessment, 785; An Evolving

Economy, 878-880; A Technological Revolution, 913-914; Review and Assessment-Predicting Consequences, 918

TE: Additional A Technological Revolution, 224D; Connecting with Citizenship, 783

EXAMPLE

• Use survey and map data which represent classmates’ residential preferences, analyzing the factors which influence people’s preferences about where to live and their decisions to move.

SE/TE: The Rise of the Sunbelt, 890-891 TE: Additional Activities-Moving West, Mining,

Ranching and Farming, 256D, The Challenge of the Cities, 288D

B. HUMAN INTERACTION WITH ENVIRONMENTS Students will understand and analyze the relationships among people and their physical environment. Students will be able to: SECONDARY GRADES 1. Explain factors which shape places and regions

over time (e.g., physical and cultural factors).

SE/TE: Table of Contents, IV-X; Special Features, XI-XIX; The Five Geographic Themes-Regions, XXV

2. Analyze the cultural characteristics that make

specific regions of the world distinctive.

SE: The Native American World, 4-5; Rising Immigration, 133; Immigration to the United States, 1821-1860, 133; Arriving in America, 299; Immigrants From Europe, 299; European Immigration, 1870-1920, 299; Immigrants From Asia, 301; Fast Forward to Today, 301; Japanese Restricted, 302; Immigration From Mexico, 303; A Nation of Diversity, 910; Changing Racial and Ethnic Composition in the United States, 911

TE: Background-A Diverse Nation, 30, 32, 161, 210, 263, 361, 391, 464; Background-Global Connections, 299

3. Analyze how technologies contribute to cultural

sharing and separation, and identify examples of the spread of cultural traits.

SE: Fast Forward to Today-The World Wide Web, 230, Shopping at Home, 339; The Mass Media, 459-461; Section 2 Assessment-Reading Comprehension 1, Writing an Opinion, 465; Communication and Information, 913; Impact on Daily Life, 915

TE: Connecting with Culture, 913; Background-Protecting Privacy, 913





4. Explain how conflict and cooperation among peoples contribute to the division of the earth’s surface into distinctive cultural and political regions.

SE/TE: Winning Independence, 48; The Impact of the Revolution, 49; Results of the War, 431; Redrawing the Map of Europe, 439; Map Skills-Europe After World War I, 440; The Yalta Conference, 608; Differences at Yalta, 637; The United Nation, 637; Soviets Tighten Their Hold, 639-640; China Falls to the Communists, 648-649; Communist Expansion in Asia, 653; Review and Assessment- Recognizing Ideologies, 662; The Berlin Crisis, 753-754; South Vietnam Fall, 815; Camp David Accord, 855;The Soviet Union, 885; Post-Cold War Politics, 901-903; Post-Cold War Conflicts, 903-906

TE: Connecting with History and Conflict, 22, 47, 90, 95, 96, 119, 124, 138, 143, 173, 175, 180, 183, 192, 201, 204, 215, 245, 250, 251, 263, 361, 362, 421, 429, 471, 472, 483, 572, 582, 583, 612, 638, 702, 724, 755, 792, 794, 833, 855; Additional Activities-The George H.W. Bush Presidency, 862D

EXAMPLE

• Compare two places with similar environments and dissimilar cultures (e.g., Manaus, Brazil and Kinshasa, Zaire).

ECONOMICS A. PERSONAL AND CONSUMER ECONOMICS Students will understand that economic decisions are based on the availability of resources and the costs and benefits of choices. Students will be able to: SECONDARY GRADES 1. Conduct a cost benefit analysis of a personal or

business decision.

2. Evaluate different forms of savings and investments for short and long term returns (e.g., stocks, bonds, money market funds).

SE: Focus on Economics, 227; Playing the Stock Market, 500

TE: Additional Activities- The Stock Market Crash, 506D; Connecting with Economics, 509

3. Demonstrate an understanding of credit history

and the positive and negative impacts that credit can have on an individual’s financial life.

The foundation of this objective can be found on pages: SE: Personal Debt, 500 TE: Connecting with Economics, 500





EXAMPLE

• Given a fixed amount of “money” for investment purposes, create a portfolio of stocks, bonds, and other investments, trading to maximize profits over a fixed period of time.

TE: Connecting with Economics, 509

B. ECONOMIC SYSTEMS OF THE UNITED STATES Students will understand the economic system of the United States, including its principles, development, and institutions. Students will be able to: SECONDARY GRADES 1. Describe the factors (i.e., physical, capital,

technology, monetary resources) that impact the development and the distribution of a product.

SE: The Free Enterprise System, 117; Focus on Economics, 227, 242, 330, 501, 509; Railroads and Industry, 232-233; Too Many Goods Too Little Demand, 500; Economic Contraction, 511; Impact on the World, 511; Section 1 Assessment-Reading Comprehension 4, 512; Supply-Side Economics, 871

TE: Additional Activities-Forging a New Deal, 534D; Connecting with Economics, 870, 874; Free Enterprise and the American Economy 920-921

2. Identify and analyze the role of government in the

United States economic system (e.g., taxing, spending, setting interest rates, regulatory policy).

SE/TE: Early Government, 55-56; Focus on Economics, 278, 295, 550; Populism, 277-282; Section 4 Assessment, 282; Review and Assessment-Reviewing Main Idea 16, Recognizing Cause and Effect, 284, Reviewing Main Idea 14, 16, Identifying Central Issues, Recognizing Cause and Effect, 408, Reviewing Main Ideas 19-20, Determining Relevance, 531, Reviewing Main Idea 11-13, 560, Reviewing Main Ideas 17, Identifying Central Issues, Making Comparisons, Identifying Assumptions, 688, Reviewing Main Ideas 20, 858, Reviewing Main Ideas 18-19, 22, Understanding Cause and Effect, 888; The Business of Politics, 291; Regulating Railroads, 294-295; McKinley Wins in 1896, 296;Section 1 Assessment-Reading Comprehension 4, 296; Federal Reforms, 393-395; Section 2 Assessment-Reading Comprehension 4, Synthesizing Information, 395





(Continued) 2. Identify and analyze the role of government in the

United States economic system (e.g., taxing, spending, setting interest rates, regulatory policy).

(Continued) SE/TE: Wilson’s Policies as President, 399-401;

Section 3 Assessment-Reading Comprehension 4, Making Comparisons, 402;Laissez-Faire, 488; Government Policies, 512; Hoover’s Limited Strategy, 524-526; Section 4 Assessment-Reading Comprehension 1-2, 529; Forging a New Deal, 536-544; Section 1 Assessment, 544; Truman’s Domestic Policies, 680-682; The Election of 1948, 683; Modern Republicanism, 685-686; Section 3 Assessment-Reading Comprehension 2-3, Making Comparisons, 686; The Economy, 738; The Tax Cut, 746; Inflation, 828; Economic Problems, 484-849; Deregulation, 853; Changing the Economy, 870-871; Cutting Regulation, 871-872; Recession and Recovery, 874-875; Section 2 Assessment-Reading Comprehension 1, 3, 875; An Evolving Economy, 878-879; Domestic Issues, 887; Economic Reform, 895; Bush on Domestic Policy, 899; Impact on Government, 914; American Economy, 916; Section 3 Assessment-Reading Comprehension 3, 917

3. Explain the positive and the negative impacts of

advertising techniques on consumer behavior.

SE/TE: Viewing History, 144, 190, 329, 425, 432, 434, 538, 570, 640, 704; Skills for Life-Evaluating Advertisements, 490; Advertising, 492-493; Rise in Productivity, 493; Review and Assessment-Reviewing Main Idea 15, Determining Relevance, 502; Television, 670

4. Describe the full costs (including externalities)

associated with the use of natural and human resources to produce economic goods and services (e.g., solar power versus nuclear power to provide electricity).

SE/TE: Electricity’s Impact on Business and Daily Life, 229; Factory Work, 244-246; Working Families, 247; Review and Assessment- Reviewing Main Ideas 18, 254; Focus on Geography-The Everglades, 783; Nuclear power, 783; Public Response, 783; Balancing Jobs and the Environment, 785; Section 4 Assessment- Reading Comprehension 2-3, 785

EXAMPLE





• After an examination of the role of the Federal Reserve in regulating the money supply and interest rates, analyze economic scenarios in terms of likely actions by the Federal Reserve.

SE: The Federal Reserve System, 400-401; Government Policies, 512; The Economy Stalls, 848-849

C. COMPARATIVE SYSTEMS Students will analyze how different economic systems function and change over time. Students will be able to: SECONDARY GRADES 1. Explain the impact of cultural values on economic

decisions, using at least two examples.

SE/TE: Personal Debt, 500; Consumer borrowing, 510; Section 1 Assessment-Making Comparisons, 512

TE: The Economy in the late 1920’s, 478D

2. Compare strengths and weaknesses of the market economy with other economic models, using broad societal goals such as freedom, equity, security, employment, stability, and economic growth.

SE/TE: The Free Enterprise System, 117; Business on a Larger Scale, 239; Horizontal Consolidation, 241; Section 2 Assessment- Reading Comprehension 3, 242; Factory Work, 244-245; Review and Assessment- Reviewing Main Ideas, 16, 17, 484; Communism, 481; Focus on Government, 481; A Consumer Economy, 491; Industrial Growth, 496-497; Bypassed by the Boom, 497; Section 2 Assessment- Making Comparisons, 497; Focus on Economics, 885, Free Enterprise and the American Economy, 920-921

TE: Connecting with History and Conflict, 119; Connecting with Economics, 355

EXAMPLE

• Compare and contrast the Swedish economic system with that of the United States. Explain the differences in the role of government in each country (e.g., the different approaches to taxation and social policy).

D. INTERNATIONAL TRADE AND GLOBAL INTERDEPENDENCE Students will understand the patterns and results of international trade. Students will be able to: SECONDARY GRADES





1. Demonstrate an understanding that a nation has a competitive advantage when it can produce a product at a lower cost than its trading partner.

SE: Investing in Technology, 227; Railroads and Industry, 232-233; Mass Production, 234; Business on a Larger Scale, 239; Gaining a Competitive Edge, 240-242; Ford’s Assembly Line, 494-495;

TE: Background-Global Connection, 278





2. Evaluate the effect on international trade of domestic policies which either encourage or discourage exchange of goods and services (e.g., quotas, tariffs, skilled labor, stable government).

SE: Jefferson’s Foreign Policy, 95; Foreign Policy, 486; Oil Crisis, 828; Trade and the Global Economy, 915; Focus on Economics, 915

TE: Connecting with History and Conflict, 95; Background-Global Connection, 278; Connecting with Economics, 355, 418

Reference: http://www.state.me.us/education/lres/ss.pdf