new york state core curriculum: united states history and ... · united states history and...

CORRELATED TO THE

New York State Core Curriculum:United States History and Government

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The Americans Correlation to the New York StateCore Curriculum: United States History andGovernment

The Americans correlates to the New York State Core Curriculum: United States History andGovernment through the Pupil's Edition, Teacher's Edition, and support materials. The followingpage references are representative of the many ways the program meets the Core Curriculumrequirements.

CONTENT OUTLINE PROGRAM REFERENCES

UNIT ONE: Introduction

I. Geography

A. The physical/cultural setting in theAmericas

1. Size and location PE/TE: World Atlas

2. Major zones/areas

a. Climate zones PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 2, 3; Ch. 7, Sec. 1; Ch. 28, GeographySpotlight: The Movement of Migrant Workers; Ch. 33, Geography Spotlight: Sunbelt, Rustbelt, Ecotopia

b. Vegetation zones PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World

c. Agricultural areas PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 2, 3; Ch. 5, Geography Spotlight:The Land Ordinance of 1785; Ch. 7, Sec. 1; Ch. 9, Sec. 1, 2; Ch. 10, Sec. 1; Ch. 12, Sec. 2; Ch. 13,Sec. 2; Ch. 22, Sec. 2, 3; Ch. 28, Geography Spotlight: The Movement of Migrant Workers

d. Natural resources PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 2, 3; Ch. 5, Geography Spotlight:The Land Ordinance of 1785; Ch. 7, Sec. 1, 2; Ch. 8, Sec. 4; Ch. 9, Sec. 1, 2, 3, 4, GeographySpotlight: Mapping the Oregon Trail; Ch. 13, Sec. 1, Daily Life: Gold Mining; Ch. 14, Sec. 1; Ch. 15,Sec. 1; Ch. 17, Sec. 3, 4; Ch. 18, Sec. 1; Ch. 23, Geography Spotlight: The Tennessee Valley Authority;Ch. 32, Sec. 3; Ch. 34, Tracing Themes: Immigration and Migration; Epilogue: Issues for the 21stCentury/The Conservation Controversy

3. Factors that shaped the identity of theUnited States

a. Major mountain ranges PE/TE: Ch. 3, Sec. 1; Ch. 6, Sec. 3; Ch. 9, Geography Spotlight: Mapping the Oregon Trail; World Atlas

b. Major river systems PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 2; Ch. 5, Geography Spotlight: TheLand Ordinance of 1785; Ch. 6, Sec. 3; Ch. 7, Sec. 2; Ch. 8, Sec. 4; Ch. 23, Geography Spotlight:The Tennessee Valley Authority; World Atlas

c. Great Plains PE/TE: Ch. 13, Sec. 2, 3; Ch. 22, Sec. 2; World Atlas

d. Atlantic/ Pacific oceans PE/TE: Ch. 3, Sec. 1, 3; Ch. 18, Sec. 4, Geography Spotlight: The Panama Canal: Funnel for Trade; World Atlas

e. Coastlines PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 3; World Atlas

PE = Pupil’s Edition, TE = Teacher’s Edition

The Americans Correlation to the New York State CoreCurriculum: United States History and Government

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c. Arid lands PE/TE: Ch. 13, Sec. 2, 3; Ch. 22, Sec. 2, 3; Ch. 33, Geography Spotlight: Sunbelt, Rustbelt, Ecotopia

d. Great Plains PE/TE: Ch. 13, Sec. 2, 3; World Atlas

B. Role/influence of geography onhistorical/cultural development

1. Influences on early Native AmericanIndians

PE/TE: Ch. 1, Sec. 1, 2

2. Influence on colonization patterns andcolonial development

PE/TE: Ch. 2, Sec. 2, 3, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 2, 3

3. Territorial expansion PE/TE: Ch. 5, Geography Spotlight: The Land Ordinance of 1785; Ch. 9, Sec. 2, 4, Geography Spotlight:Mapping the Oregon Trail; Ch. 13, Sec. 1, 2, Daily Life: Gold Mining; Ch. 18, Sec. 1, 2, 3; Ch. 19, TracingThemes: America in World Affairs; Ch. 34, Tracing Themes: Immigration and Migration; World Atlas

4. Impact during wartime PE/TE: Ch. 4, Sec. 3, 4; Ch. 6, Sec. 4; Ch. 9, Sec. 4; Ch. 11, Sec. 1, 2, 3, 4, 5; Ch. 18, Sec. 2; Ch. 19, TracingThemes: America in World Affairs; Ch. 25, Sec. 4; Ch. 26, Sec. 2; Ch. 30, Sec. 1, 2, 3, 4, 5; Ch. 33, Sec. 4

5. Effect of location on United Statesforeign policy

PE/TE: Ch. 6, Sec. 4; Ch. 7, Sec. 2; Ch. 9, Sec. 4; Ch. 12, Sec. 3; Ch. 18, Sec. 1, 2, 3, 4; Ch. 19, Sec. 1,Tracing Themes: America in World Affairs; Ch. 24, Sec. 1, 4; Ch. 28, Sec. 1; Ch. 33, Sec. 4

C. Geographic issues today

1. Waste disposal PE/TE: S26–S29; Ch. 32, Sec. 4; Ch. 34, Sec. 3; Epilogue: Issues for the 21st Century/The ConservationControversy

2. Water/air pollution PE/TE: S26–S29; Ch. 14, Geography Spotlight: Industry Changes the Environment; Ch. 32, Sec. 4; Ch. 34,Sec. 1, 3; Epilogue: Issues for the 21st Century/The Conservation Controversy

Issues in United States History—New York Edition: Sec. 5

g. Abundance of natural resources PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 2, 3; Ch. 5, Geography Spotlight:The Land Ordinance of 1785; Ch. 7, Sec. 1, 2; Ch. 8, Sec. 4; Ch. 9, Sec. 1, 2, 3, 4, GeographySpotlight: Mapping the Oregon Trail; Ch. 13, Sec. 1, Daily Life: Gold Mining; Ch. 14, Sec. 1; Ch. 15,Sec. 1; Ch. 17, Sec. 3, 4; Ch. 18, Sec. 1; Ch. 23, Geography Spotlight: The Tennessee Valley Authority;Ch. 32, Sec. 3; Ch. 34, Tracing Themes: Immigration and Migration; Epilogue: Issues for the 21stCentury/The Conservation Controversy

4. Barriers to expansion/development

a. Climate PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 3; Ch. 7, Sec. 1; Ch. 33, GeographySpotlight: Sunbelt, Rustbelt, Ecotopia

b. Mountain ranges PE/TE: Ch. 3, Sec. 1; Ch. 6, Sec. 3; Ch. 9, Geography Spotlight: Mapping the Oregon Trail; World Atlas

I. Geography (continued)

f. Climate PE/TE: Ch. 2, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 1, 2, 3; Ch. 7, Sec. 1; Ch. 9,Sec. 3; Ch. 28, Geography Spotlight: The Movement of Migrant Workers; Ch. 33, Geography Spotlight:Sunbelt, Rustbelt, Ecotopia

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5. Urban problems/challenges PE/TE: Ch. 33, Sec. 3; Ch. 34, Sec. 4

D. Demographics

1. Characteristics

a. Gender PE/TE: Ch. 4, Women and Political Power; The Living Constitution, Voting Rights; Ch. 8, Sec. 3; Ch. 21, Sec. 2;Ch. 25, Sec. 4; Ch. 27, Sec. 1, 2; Ch. 31, Sec. 2; Ch. 33, Sec. 3; Ch. 34, American Literature: WomenWriters Reflect American Diversity; Epilogue: Issues for the 21st Century/Women in the Work Force

b. Age PE/TE: Ch. 6, Daily Life: Young People in the Early Republic; Ch. 21, Sec. 2, Daily Life: Youth in the RoaringTwenties; Ch. 27, Sec. 2, Daily Life: The Emergence of the Teenager; Ch. 34, Sec. 4; Epilogue: Issuesfor the 21st Century/Curing the Health Care System, Tough Choices About Social Security

c. Ethnicity PE/TE: Ch. 15, Sec. 1, Tracing Themes: Diversity and the National Identity; Ch. 27, Sec. 4; Ch. 29, Sec. 3; Ch.31, Sec. 1; Ch. 33, Sec. 3; Ch. 34, Sec. 4, American Literature: Women Writers Reflect AmericanDiversity; Epilogue: Issues for the 21st Century/The Debate over Immigration, Issues in Education

d. Religion PE/TE: Ch. 2, Sec. 3; Ch. 3, Sec. 3; Ch. 8, Sec. 1; Ch. 15, Sec. 1; Ch. 21, Sec. 1; Ch. 33, Sec. 1

e. Economic variables PE/TE: S16, S17; Ch. 27, Sec. 2, 4; Ch. 28, Sec. 3; Ch. 29, Sec. 3; Ch. 33, Sec. 3; Ch. 34, Sec. 1, 2, 4;Epilogue: Issues for the 21st Century/Breaking the Cycle of Poverty, Women in the Work Force

f. Nature of household PE/TE: Ch. 21, Sec. 2; Ch. 27, Sec. 1, 2; Ch. 33, Sec. 3

g. Marital status PE/TE: Ch. 3, Daily Life: Colonial Courtship; Ch. 27, Sec. 1; Ch. 33, Sec. 1, 3

2. Immigration PE/TE: Ch. 14, Sec. 2; Ch. 15, Sec. 1, Tracing Themes: Diversity and the National Identity; Ch. 16, Sec. 3; Ch. 20,Sec. 1, Tracing Themes: Economic Opportunity; Ch. 28, Sec. 3; Ch. 31, Sec. 1; Ch. 34, Sec. 4, TracingThemes: Immigration and Migration; Epilogue: Issues for the 21st Century/The Debate over Immigration

Suggested DocumentsNextext Historical Readers: The Immigrants; The Irish Americans


3. Shifting populations PE/TE: Ch. 15, Tracing Themes: Diversity and the National Identity; Ch. 31, Sec. 1; Ch. 33, Sec. 3, GeographySpotlight: Sunbelt, Rustbelt, Ecotopia; Ch. 34, Sec. 4, Tracing Themes: Immigration and Migration;Epilogue: Issues for the 21st Century/The Debate over Immigration, Curing the Health Care System,Tough Choices About Social Security

3. Migration PE/TE: Ch. 7, Sec. 1; Ch. 13, Sec. 1, 2, Daily Life: Gold Mining; Ch. 15, Sec. 2; Ch. 16, Sec. 3; Ch. 19, Sec.3; Ch. 20, Tracing Themes: Economic Opportunity; Ch. 21, Sec. 4; Ch. 22, Sec. 2; Ch. 25, Sec. 4; Ch.28, Geography Spotlight: The Movement of Migrant Workers; Ch. 33, Geography Spotlight: Sunbelt,Rustbelt, Ecotopia; Ch. 34, Tracing Themes: Immigration and Migration

4. Population relationships/trends since1865

a. Population growth PE/TE: Ch. 15, Sec. 1, 2, Tracing Themes: Diversity and the National Identity; Ch. 20, Sec. 1, Tracing Themes:Economic Opportunity; Ch. 27, Sec. 2; Ch. 31, Sec. 1; Ch. 34, Sec. 4, Tracing Themes: Immigrationand Migration; Epilogue: Issues for the 21st Century/The Debate over Immigration

4. Energy usage PE/TE: S26–S29; Ch. 32, Sec. 4; Ch. 34, Sec. 1, 3; Epilogue: Issues for the 21st Century/The ConservationControversy


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5. Current issues

a. Graying of America PE/TE: S17; Ch. 23, Sec. 5; Ch. 28, Sec. 3; Ch. 34, Sec. 4; Epilogue: Issues for the 21st Century/Curing theHealth Care System, Tough Choices About Social Security

b. Effects of the baby boomgeneration

PE/TE: Ch. 23, Sec. 5; Ch. 27, Sec. 2; Ch. 28, Sec. 3; Ch. 34, Sec. 4; Epilogue: Issues for the 21stCentury/Curing the Health Care System, Tough Choices About Social Security

c. Changing composition ofpopulations

PE/TE: Ch. 15, Tracing Themes: Diversity and the National Identity; Ch. 31, Sec. 1; Ch. 33, Sec. 3; Ch. 34,Sec. 4, Tracing Themes: Immigration and Migration; Epilogue: Issues for the 21st Century/The Debateover Immigration

A. Historical foundations Suggested DocumentNextext Historical Readers: Founding a Nation

1. 17th- and 18th-century Enlightenmentthought

a. European intellectuals (Locke,Montesquieu, Voltaire, Rousseau)

PE/TE: Ch. 3, Sec. 3; Ch. 4, Sec. 2

b. Key events (Magna Carta, habeascorpus, English Bill of Rights,Glorious Revolution)

PE/TE: Ch. 3, Sec. 1

2. The peoples and peopling of theAmerican colonies (voluntary andinvoluntary)

a. Native American Indians (relationsbetween colonists and NativeAmerican Indians, trade, alliances,forced labor, warfare)

PE/TE: S8; Ch. 1, Sec. 1, 2, 5; Ch. 2, Sec. 1, 2, 3, 4, Geography Spotlight: Surviving in a New World; Ch. 3,Sec. 4

Suggested DocumentsIn-Depth Resources, Unit 1: from The Iroquois Constitution (p. 16); from The Travels and Works of Captain JohnSmith (p. 38); from John Winthrop’s Journal (p. 41)Nextext Historical Readers: Native American Perspectives

UNIT TWO: Constitutional Foundations for the United States Democratic Republic

I. The Constitution: The Foundation of American Society


c. Density PE/TE: Ch. 15, Sec. 2; Ch. 21, Sec. 1; Ch. 25, Sec. 4; Ch. 27, Sec. 1, 2, 4, Geography Spotlight: The Road toSuburbia; Ch. 34, Sec. 4

b. Distribution PE/TE: S15; Ch. 7, Sec. 1; Ch. 13, Sec. 1, 2, Daily Life: Gold Mining; Ch. 15, Sec. 2; Ch. 19, Sec. 3; Ch. 20,Tracing Themes: Economic Opportunity; Ch. 21, Sec. 1; Ch. 21, Sec. 4; Ch. 22, Sec. 2; Ch. 25, Sec. 4;Ch. 27, Sec. 1, 2, 4, Geography Spotlight: The Road to Suburbia; Ch. 33, Sec. 3, Geography Spotlight:Sunbelt, Rustbelt, Ecotopia; Ch. 34, Sec. 4, Tracing Themes: Immigration and Migration

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3. Colonial experience: political rightsand mercantile relationships

a. Colonial charters and self-government: Mayflower Compact,town meetings, House ofBurgesses, local government,property rights, enforceablecontracts, Albany Plan of Union

PE/TE: Ch. 2, Sec. 2, 3, 4; Ch. 3, Sec. 1; Ch. 4, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 1: The Mayflower Compact (p. 40)

b. Native American governmentalsystems

PE/TE: Ch. 1, Sec. 2; Ch. 3, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 1: from The Iroquois Constitution (p. 16)

c. Colonial slavery (evolution andvariation of slavery in Chesapeake,South Carolina and Georgia, lowerMississippi Valley, middle colonies,and the North; slave resistance;influence of Africa and African-American culture upon colonialcultures; contradiction betweenslavery and emerging ideals offreedom and liberty)

PE/TE: Ch. 2, Sec. 2, 4; Ch. 3, Sec. 2, 3; Ch. 4, Sec. 4

Suggested DocumentsIn-Depth Resources, Unit 1: Olaudah Equiano (p. 66)Nextext Historical Readers: Slavery in America

d. Freedom of the press: the Zengercase

PE/TE: S7; Ch. 3, Sec. 3Issues in United States History—New York Edition: Sec. 3

e. Salutary neglect, rights of Englishcitizens in America

PE/TE: Ch. 2, Sec. 2, 3, 4; Ch. 3, Sec. 1, 2, 3, 4; Ch. 4, Sec. 1

I. The Constitution: The Foundation of American Society (continued)

b. Slave trade PE/TE: Ch. 1, Sec. 3, 5; Ch. 2, Sec. 2, 4; Ch. 3, Sec. 2, 3

Suggested DocumentsIn-Depth Resources, Unit 1: Olaudah Equiano (p. 66)Nextext Historical Readers: Slavery in America

c. Varieties of immigrant motivation,ethnicities, and experiences

PE/TE: Ch. 1, Sec. 5; Ch. 2, Sec. 1, 2, 3, 4; Ch. 3, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 1: from The Journal of Christopher Columbus (pp. 17–18)


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b. Revolutionary ideology (republicanprinciples, natural rights)

PE/TE: Ch. 3, Sec. 3, 4; Ch. 4, Sec. 1, 2, 3, 4, The Declaration of Independence

c. Revolutionary leaders: BenjaminFranklin, George Washington, JohnAdams, Samuel Adams, PatrickHenry

PE/TE: Ch. 3, Sec. 3, 4; Ch. 4, Sec. 1, 2, 3, 4

Suggested DocumentsIn-Depth Resources, Unit 1: from The Autobiography by Benjamin Franklin (p. 61); Mercy Otis Warren (p. 87)In-Depth Resources, Unit 2: Patrick Henry (p. 19)

d. Slavery, African-Americans, and theoutcome of the American Revolution(African-American role in theRevolution, growth of the “freeblack” population)

PE/TE: Ch. 4, Sec. 1, 3, 4

5. New York State Constitution based onrepublican principles

a. New York State Constitution Issues in United States History—New York Edition: Sec. 1

b. State constitutions (ratification bythe people, unicameral versusbicameral legislatures, branches ofgovernment)


c. Guaranteeing religious liberty(disestablishment of churches, thegrowth of religious pluralism)


d. The abolition of slavery in the North PE/TE: Ch. 4, Sec. 4

6. Articles of Confederation PE/TE: Ch. 5, Sec. 1, 2

7. Northwest Ordinance PE/TE: Ch. 5, Sec. 1, Geography Spotlight: The Land Ordinance of 1785


4. The Revolutionary War and theDeclaration of Independence

a. Causes of the Revolution PE/TE: Ch. 3, Sec. 4; Ch. 4, Sec. 1, 2

Suggested DocumentIn-Depth Resources, Unit 1: The Boston Tea Party (pp. 80–81)

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1. Representation and process

a. Framers of the Constitution (James Madison)


Suggested DocumentIn-Depth Resources, Unit 2: James Madison (p. 32)

b. Plans of government (Virginia plan,New Jersey plan, Connecticut plan)


2. Conflict and compromise: seekingeffective institutions

a. Protecting liberty against abusesof power

PE/TE: Ch. 5, Sec. 2, 3

b. Power separated and balanced PE/TE: S7; Ch. 5, Sec. 2; Ch. 10, Tracing Themes: States’ Rights

c. The Constitution, slavery, and fearof tyrannical powers of government

PE/TE: Ch. 5, Sec. 2, 3; Ch. 10, Tracing Themes: States’ Rights

3. The document: structure ofgovernment

PE/TE: Ch. 5, Sec. 2, 3, The Living Constitution

Suggested DocumentIn-Depth Resources, Unit 2: from The U.S. Constitution, First Draft (p. 11)

4. Ratification

a. The Federalist Papers—a New Yorkactivity with widespread influence


Suggested DocumentIn-Depth Resources, Unit 2: from The Federalist No. 2 (p. 13)

b. The debate: Federalist and Anti-Federalist arguments


Suggested DocumentsIn-Depth Resources, Unit 2: from Patrick Henry’s Antifederalist Speech (p. 12); from The Federalist No. 2 (p.13); John Jay (p. 18); Patrick Henry (p. 19); James Madison (p. 32); Alexander Hamilton (p. 53)


C. The Bill of Rights PE/TE: Ch. 5, Sec. 3, The Living Constitution; Ch. 29, Tracing Themes: Civil Rights

Suggested DocumentNextext Historical Readers: Founding a Nation

B. Constitutional Convention Suggested DocumentNextext Historical Readers: Founding a Nation


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(9) Presidential power in wartimeand in foreign affairs

PE/TE: Ch. 5, The Living Constitution; Ch. 19, Sec. 4; Ch. 24, Sec. 4; Ch. 25, Sec 4; Ch. 26, Sec. 1, 2; Ch.28, Sec. 1; Ch. 30, Sec. 1, 2, 5; Ch. 32, Sec. 1, 3; Ch. 33, Sec. 4; Epilogue: Foreign Policy; History inthe Making: The War on Terrorism

Suggested DocumentNextext Historical Readers: The Presidency


E. Basic constitutional principles Suggested DocumentNextext Historical Readers: Founding a Nation

(1) national power—limits andpotentials

PE/TE: Ch. 5, Sec. 2, 3, The Living Constitution; Ch. 10, Tracing Themes: States’ Rights

(2) federalism—balance betweennation and state

PE/TE: S24; Ch. 5, Sec. 2, 3, The Living Constitution; Ch. 10, Tracing Themes: States’ Rights

(3) the judiciary—interpreter of theConstitution or shaper of publicpolicy

PE/TE: Ch. 5, Sec. 2, The Living Constitution; Ch. 7, Sec. 2See also the Historic Decisions of the Supreme Court features in the PE/TE: Ch. 6, Marbury v. Madison; Ch. 10, Dred Scott v. Sandford; Ch. 16, Plessy v. Ferguson; Ch. 19, Schenck v. United States; Ch. 23, NLRB v.Jones and Laughlin Steel Corp.; Ch. 25, Korematsu v. United States; Ch. 28, Miranda v. Arizona; Ch. 29,Brown v. Board of Education of Topeka; Ch. 31, Reynolds v. Sims; Ch. 32, Regents of the University ofCalifornia v. Bakke

Suggested DocumentHistoric Supreme Court Decisions (27 cases, pp. 1–162)

(4) civil liberties—protectingindividual liberties fromgovernmental abuses; thebalance between governmentand the individual

PE/TE: Ch. 5, Sec. 3, The Living Constitution; Ch. 19, Historic Decisions of the Supreme Court: Schenck v.United States (1919); Ch. 25, Historic Decisions of the Supreme Court: Korematsu v. United States(1944); Ch. 29, Tracing Themes: Civil Rights

(5) criminal procedures—thebalance between the rights ofthe accused and protection ofthe community and victims

PE/TE: Ch. 5, Sec. 3, The Living Constitution; Epilogue: Crime and Public Safety; Ch. 28, Historic Decisionsof the Supreme Court: Miranda v. Arizona (1968)

(6) equality—its historic andpresent meaning as aconstitutional value

PE/TE: Ch. 4, Tracing Themes: Women and Political Power; Ch. 5, Sec. 3, The Living Constitution, TracingThemes: Voting Rights; Ch. 29, Tracing Themes: Civil Rights; Ch. 31, Sec. 1, 2; Ch. 33, Sec. 3

(7) the rights of women under theConstitution

PE/TE: Ch. 4, Tracing Themes: Women and Political Power; Ch. 5, Sec. 3, The Living Constitution, TracingThemes: Voting Rights; Ch. 31, Sec. 2; Ch. 33, Sec. 3

D. Basic structure and function: threebranches and their operation

PE/TE: Ch. 5, Sec. 2, The Living Constitution

Suggested DocumentsNextext Historical Readers: Founding a Nation; The Presidency

(8) the rights of ethnic and racialgroups under the Constitution

PE/TE: Ch. 5, Sec. 3, The Living Constitution, Tracing Themes: Voting Rights; Ch. 29, Tracing Themes: CivilRights, Ch. 31, Sec. 1; Ch. 33, Sec. 3

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(10) the separation of powers andthe capacity to govern

PE/TE: Ch. 5, Sec. 2, The Living Constitution; Ch. 32, Sec. 2; Ch. 34, Sec. 1

Suggested DocumentNextext Historical Readers: The Presidency

(11) avenues of representation PE/TE: Ch. 5, Sec. 2, The Living Constitution; Projects for Citizenship: Applying the Constitution

(12) property rights and economicpolicy

PE/TE: Ch. 5, The Living Constitution

(13) constitutional change andflexibility

PE/TE: Ch. 5, Sec. 3, The Living Constitution

F. Implementing the new constitutionalprinciples

1. Creating domestic stability throughsound financial policies: Hamilton’sfinancial plans


Suggested DocumentIn-Depth Resources, Unit 2: Alexander Hamilton (p. 53)

2. Development of unwrittenconstitutional government underWashington, Adams, and Jefferson:cabinet, political parties, judicialreview, executive and Congressionalinterpretation, lobbying; the MarshallCourt (Marbury v. Madison, 1803,McCulloch v. Maryland, 1819, andGibbons v. Ogden, 1824)

PE/TE: Ch. 6, Sec. 1, 3, Historic Decisions of the Supreme Court: Marbury v. Madison; Ch. 7, Sec. 2

Suggested DocumentsHistoric Supreme Court Decisions: Marbury v. Madison (pp. 1–6); United States v. Judge Peters (pp. 7–12);McCulloch v. Maryland (pp. 13–18); Gibbons v. Ogden (pp. 19–24); Dartmouth College v. Woodward(pp. 25–30); Worcester v. Georgia (pp. 31–36)


a. The Federalist and Republicanparties (philosophies of Hamiltonand Jefferson)

PE/TE: Ch. 6, Sec. 1, 3

Suggested DocumentsIn-Depth Resources, Unit 2: Presidential Campaign Song (p. 46); Alexander Hamilton (p. 53)

b. Suppressing dissent (the WhiskeyRebellion, the Alien and SeditionActs)

PE/TE: Ch. 6, Sec. 1, 2

a. Neutrality: A key element ofAmerican foreign policy—influenceof geography

PE/TE: Ch. 6, Sec. 2, 4; Ch. 19, Tracing Themes: America in World Affairs

4. Neutrality and national security,Washington through Monroe: foreignaffairs, establishing boundaries

3. Establishing a stable political system


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c. Economic pressures as a tool ofdiplomacy


d. The failure of Republican diplomacy:War of 1812 (significance of theWar for Native American Indians,Spain, the growth of industry)

PE/TE: Ch. 6, Sec. 4; Ch. 7, Sec. 1, 2

Suggested DocumentsIn-Depth Resources, Unit 2: Dolley Madison’s Letter to Her Sister (p. 49); Tecumseh (p. 54)

e. Monroe Doctrine PE/TE: Ch. 7, Sec. 2; Ch. 19, Tracing Themes: America in World Affairs

A. Factors unifying the United States,1789–1861

1. The first and second two-party systems PE/TE: Ch. 6, Sec. 1, 2, 3; Ch. 7, Sec. 3, 4

2. The market economy and interstatecommerce

PE/TE: Ch. 7, Sec. 1, 2

B. Constitutional stress and crisis

1. Developing sectional differences andphilosophies of government

a. The growth of urban and industrialpatterns of life in the North

(1) the transportation revolution(Erie Canal, rise of the port ofNew York, New York City’s riseas a trade and manufacturingcenter)

PE/TE: S14; Ch. 7, Sec. 1; Ch. 9, Sec. 1; Ch. 10, Sec. 1

(2) the introduction of the factorysystem

PE/TE: Ch. 7, Sec. 1; Ch. 8, Sec. 4, Daily Life: Working at Mid-Century; Ch. 9, Sec. 1; Ch. 10, Sec. 1

b. A new nation in a world at war PE/TE: Ch. 6, Sec. 2, 4

II. The Constitution Tested: Nationalism and Sectionalism

(3) working conditions PE/TE: Ch. 7, Sec. 1; Ch. 8, Sec. 4, Daily Life: Working at Mid-Century


3. The Marshall Court PE/TE: Ch. 6, Sec. 3, Historic Decisions of the Supreme Court: Marbury v. Madison; Ch. 7, Sec. 2, 3

Suggested DocumentsHistoric Supreme Court Decisions: Marbury v. Madison (pp. 1–6); United States v. Judge Peters (pp. 7–12);McCulloch v. Maryland (pp. 13–18); Gibbons v. Ogden (pp. 19–24); Dartmouth College v. Woodward(pp. 25–30); Worcester v. Georgia (pp. 31–36)

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(4) women and work PE/TE: Ch. 7, Sec. 1; Ch. 8, Sec. 4, Daily Life: Working at Mid-Century

(5) urban problems PE/TE: Ch. 15, Sec. 2

b. Middle-class and working-class lifein the pre-Civil War North (families,gender roles, schooling, childhood,living conditions, status of freeblacks)

PE/TE: Ch. 6, Daily Life: Young People in the Early Republic; Ch. 7, Sec. 1; Ch. 8, Sec. 1, 2, 4, Daily Life:Working at Mid-Century; Ch. 9, Sec. 1; Ch. 10, Sec 1

c. Foreign immigration and nativistreactions (Jews; Irish massstarvation, 1845–1850; Germans;1848 refugees; Know Nothings)

PE/TE: Ch. 8, Sec. 4; Ch. 10, Sec. 1, 3

Suggested DocumentsNextext Historical Readers: The Immigrants; The Irish Americans

II. The Constitution Tested: Nationalism and Sectionalism (continued)

e. Life under slavery (slave laws;material conditions of life; womenand children; religious and culturalexpression; resistance)

PE/TE: Ch. 7, Sec. 1; Ch. 8, Sec. 2, Daily Life: Working at Mid-Century; Ch. 10, Sec. 1, 2

Suggested DocumentsIn-Depth Resources, Unit 2: Propaganda Images (p. 91); from The Confessions of Nat Turner (pp. 94–96)Nextext Historical Readers: Slavery in America

2. Equal rights and justice: expansion offranchise; search for minority rights;expansion of slavery; abolitionistmovement; the underground railroad;denial of Native American Indian rightsand land ownership

a. Political democratization: nationalpolitical nominating convention,secret ballot


b. The rise of mass politics (JohnQuincy Adams, Andrew Jackson, thespoils system, the bank war, MartinVan Buren)

PE/TE: Ch. 7, Sec. 3, 4

c. Native Americans Suggested DocumentNextext Historical Readers: Native American Perspectives

(1) History of Indian relations from1607

PE/TE: Ch. 2, Sec. 1, 2, 3, 4, Geography Spotlight: Surviving in a New World; Ch. 3, Sec. 4; Ch. 4, Sec. 4; Ch.6, Sec. 2, 4; Ch. 7, Sec. 3; Ch. 9, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 3: Black Hawk’s Farewell Speech (p. 14)

d. Patterns of Southern development(growth of cotton cultivation,movement into the Old Southwest,women on plantations)

PE/TE: Ch. 7, Sec. 1; Ch. 8, Sec. 2, Daily Life: Working at Mid-Century; Ch. 9, Sec. 1, 3; Ch. 10,Sec. 1


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(2) Native American culturalsurvival strategies (culturaladaptation, culturalrevitalization movements,Pan-Indian movements,resistance)

PE/TE: Ch. 2, Sec. 1, 2, 3, 4; Ch. 3, Sec. 4; Ch. 6, Sec. 2, 4; Ch. 7, Sec. 3; Ch. 9, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 3: Black Hawk’s Farewell Speech (p. 14)

d. The birth of the American reformtradition (religious and secularroots; public schools; care for thephysically disabled and thementally ill; the problems of povertyand crime; antislavery; women’srights movement)

PE/TE: Ch. 8, Sec. 1, 2, 3, 4, American Literature: The Literature of the Transcendentalists; Ch. 10, Sec. 2, 3Issues in United States History—New York Edition: Sec. 4

Suggested DocumentsIn-Depth Resources, Unit 2: from Dorothea Dix’s Plea on Behalf of the Mentally Ill (p. 90); Propaganda Images(p. 91); from Appeal to the Christian Women of the South (p. 92); from The Seneca Falls “Declaration ofSentiments” (p. 93); Frederick Douglass (p. 97); Elizabeth Cady Stanton (p. 98)In-Depth Resources, Unit 3: The Underground Railroad (p. 34); from Uncle Tom’s Cabin (pp. 38–40); Harriet Tubman (p. 42)

3. The great constitutional debates:states’ rights versus federal supremacy(nullification); efforts to addressslavery issue (Missouri Compromise,Compromise of 1850, fugitive slavelaw, Dred Scott v. Sandford, 1857);preservation of the Union

PE/TE: S24; Ch. 7, Sec. 2, 4; Ch. 10, Sec. 1, 2, 3, 4, Tracing Themes: States’ Rights, Historic Decisions of theSupreme Court: Dred Scott v. Sandford

Suggested DocumentsIn-Depth Resources, Unit 2: from The Hayne-Webster Debates (pp. 71–72); Henry Clay (p. 76)In-Depth Resources, Unit 3: John C. Calhoun (p. 41)Historic Supreme Court Decisions: Dred Scott v. Sandford (pp. 61–66)

C. Territorial expansion through diplomacy,migration, annexation, and war;Manifest Destiny

Suggested DocumentNextext Historical Reader: The American West

1. The Louisiana Purchase PE/TE: Ch. 6, Sec. 3; Ch. 7, Sec. 2

2. Exploring and settling the West(explorers, Lewis and Clark expedition,naturalists, trappers and traders,trailblazers, missionaries, pioneers, theMormon Church

PE/TE: Ch. 6, Sec. 3; Ch. 7, Sec. 2; Ch. 9, Sec. 2, 3, Geography Spotlight: Mapping the Oregon Trail

Suggested DocumentsIn-Depth Resources, Unit 2: from The Journals of Lewis and Clark (p. 47); Botanical Drawings (p. 48); Jim Beckwourth (p. 77)In-Depth Resources, Unit 3: On the Oregon Trail (p. 15)


(3) The removal policy: Worcesterv. Georgia, 1832


Suggested DocumentsIn-Depth Resources, Unit 2: Political Cartoon (p. 69); from The Cherokee Nation’s Appeal to the AmericanPeople (p. 70)Historic Supreme Court Decisions: Worcester v. Georgia (pp. 31–36)

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3. The Spanish, Mexican, and NativeAmerican West

PE/TE: Ch. 9, Sec. 2, 3, Geography Spotlight: Mapping the Oregon Trail

Suggested DocumentsIn-Depth Resources, Unit 3: Black Hawk’s Farewell Speech (p. 14); Lorenzo de Zavala (p. 20)

4. Motives for and implications ofexpansion and western settlement

PE/TE: Ch. 7, Sec. 2; Ch. 9, Sec. 2, 3, 4


1. United States society divided

a. Party disintegration and realignmentand sectional polarization (Kansas-Nebraska Act, disintegration of theWhig Party and the rise of theRepublican Party, Dred Scottdecision, John Brown’s raid)

PE/TE: Ch. 10, Sec. 2, 3, 4, Historic Decisions of the Supreme Court: Dred Scott v. Sandford

Suggested DocumentsIn-Depth Resources, Unit 3: John Brown’s Last Speech (p. 37)Historic Supreme Court Decisions: Dred Scott v. Sandford (pp. 61–66)

b. Abraham Lincoln, the secessioncrisis, and efforts at compromise(Lincoln-Douglas debates, electionof 1860, secession, compromiseplans, Fort Sumter)

PE/TE: Ch. 10, Sec. 4, Tracing Themes: States’ Rights; Ch. 11, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 3: from The Lincoln-Douglas Debates (pp. 35–36)

2. Wartime actions

a. Military strategy, major battles(Antietam, Gettysburg), and humantoll

PE/TE: S19; Ch. 11, Sec. 1, 3, 4, 5

b. Impact of war on home front (civilliberties during the Civil War,women’s roles)

PE/TE: Ch. 11, Sec. 2, 3, 5

Suggested DocumentsIn-Depth Resources, Unit 3: from Mary Chesnut’s Civil War (p. 61); Clara Barton (p. 67)

5. Politics of western expansion (ManifestDestiny, the Texas and Oregonquestions, the Mexican War)

PE/TE: Ch. 7, Sec. 2; Ch. 9, Sec. 2, 3, 4

Suggested DocumentsIn-Depth Resources, Unit 3: from James Polk’s Speech on War with Mexico (p. 16); Lorenzo de Zavala (p. 20)

6. Impact of western expansion uponMexicans and Native Americans

PE/TE: Ch. 9, Sec. 2, 3, 4

Suggested DocumentsIn-Depth Resources, Unit 3: Black Hawk’s Farewell Speech (p. 14); Lorenzo de Zavala (p. 20)Nextext Historical Readers: Native American Perspectives

D. The Constitution in jeopardy: TheAmerican Civil War

Suggested DocumentNextext Historical Readers: The Civil War


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A. Reconstruction plans

1. Lincoln’s plan PE/TE: Ch. 12, Sec. 1

2. Congressional Reconstruction PE/TE: Ch. 12, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 3: Thaddeus Stevens (p. 85)

3. Post-Civil War amendments (13th,14th, and 15th)

PE/TE: Ch. 5, The Living Constitution, Tracing Themes: Voting Rights; Ch. 11, Sec. 5; Ch. 12, Sec. 1, 3; Ch. 29, Tracing Themes: Civil Rights

Suggested DocumentsIn-Depth Resources, Unit 3: Frederick Douglass on Voting Rights (p. 78); Thaddeus Stevens (p. 85)

4. Impeachment of Andrew Johnson PE/TE: Ch. 12, Sec. 1

5. The reconstructed nation and shiftingrelationships between the federalgovernment, state governments, andindividual citizens

PE/TE: Ch. 12, Sec. 1, 2, 3

Suggested DocumentsIn-Depth Resources, Unit 3: Political Cartoon (p. 81); Thaddeus Stevens (p. 85); Hiram Revels (p. 86)

UNIT THREE: Industrialization of the United States

I. The Reconstructed Nation

B. The North

1. Economic and technological impactsof the Civil War

PE/TE: Ch. 11, Sec. 1, 3, 5


c. Government policy during the war(wartime finances, creating anational currency, transcontinentalrailroad, Homestead Act)

PE/TE: Ch. 11, Sec. 2, 3, 5; Ch. 13, Sec. 2; Ch. 14, Sec. 2; Ch. 20, Tracing Themes: Economic Opportunity

d. Lincoln and Emancipation (theEmancipation Proclamation, theGettysburg Address, African-American participation in the CivilWar, the 13th Amendment)

PE/TE: Ch. 5, The Living Constitution; Ch. 11, Sec. 2, 3, 4, 5; Ch. 15, Tracing Themes: Diversity and NationalIdentity

Suggested DocumentsIn-Depth Resources, Unit 3: The Emancipation Proclamation (p. 59); Recruiting Poster (p. 60)

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I. The Reconstructed Nation (continued)

2. Expanding world markets PE/TE: Ch. 11, Sec. 2

3. Developing labor needs PE/TE: Ch. 11, Sec. 3, 5

C. The New South

1. Agriculture: land and labor(sharecropping and tenant farming)


2. Status of freedmen

a. The economic, political, social, andeducational experiences of formerlyenslaved African-Americans

PE/TE: Ch. 12, Sec. 1, 2, 3; Ch. 16, Sec. 2, 3

Suggested DocumentsIn-Depth Resources, Unit 3: from Proud Shoes (p. 79); from An Inquiry on the Condition of the South (p. 80);from Jubilee (pp. 82–84)

b. From exclusion to segregation PE/TE: Ch. 12, Sec. 1, 2, 3; Ch. 16, Sec. 2, 3, Historic Decisions of the Supreme Court: Plessy v. Ferguson;Ch. 29, Sec. 1

Suggested DocumentHistoric Supreme Court Decisions: Plessy v. Ferguson (pp. 67–72)

3. Struggle for political control in the NewSouth

PE/TE: Ch. 12, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 3: Hiram Revels (p. 86)

4. Supreme Court interpretations of the13th and 14th amendments (CivilRights Cases, 1883)

PE/TE: Ch. 12, Sec. 3; Ch. 29, Sec. 1

5. The emerging debate over “proper” roleof African-Americans

PE/TE: Ch. 16, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 3: Hiram Revels (p. 86)

D. End of Reconstruction

1. Disputed election of 1876 PE/TE: Ch. 12, Sec. 3

2. End of military occupation PE/TE: Ch. 12, Sec. 1, 3

3. Restoration of white control in theSouth (1870s and 1880s) andabridgment of rights of freed African-Americans

PE/TE: Ch. 12, Sec. 3; Ch. 16, Sec. 3

Suggested DocumentIn-Depth Resources, Unit 3: from An Inquiry on the Condition of the South (p. 80)


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5. On American society PE/TE: Ch. 11, Sec. 2, 3, 5; Ch. 12, Sec. 2, 3

A. Economic transformation and the“search for order”

1. Business response to change: organizeand rationalize

PE/TE: Ch. 14, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 4: from The History of the Standard Oil Company (p. 32)

2. Organizational responses

a. From proprietorships andpartnerships to the rise ofmonopolies

PE/TE: Ch. 9, Sec. 1; Ch. 14, Sec. 2, 3; Ch. 17, Sec. 1, 3, American Literature: The Muckrakers


b. Incorporation PE/TE: Ch. 14, Sec. 3


II. The Rise of American Business, Industry, and Labor, 1865–1920

c. Capital concentration;consolidation

PE/TE: Ch. 14, Sec. 2, 3; Ch. 17, Sec. 3, American Literature: The Muckrakers


d. Expanding markets: national andinternational

PE/TE: Ch. 9, Sec. 1; Ch. 14, Sec. 2

I. The Reconstructed Nation (continued)

4. Plessy v. Ferguson, 1896: “separatebut equal”

PE/TE: Ch. 16, Sec 3, Historic Decisions of the Supreme Court: Plessy v. Ferguson; Ch. 29, Sec. 1, HistoricDecisions of the Supreme Court: Brown v. Board of Education of Topeka

Suggested DocumentsHistoric Supreme Court Decisions: Plessy v. Ferguson (pp. 67–72); Brown v. Board of Education of Topeka(pp. 73–78)

3. On federal-state relations PE/TE: Ch. 11, Sec. 5; Ch. 12, Sec. 3

E. The Impact of the Civil War andReconstruction: Summary

1. On political alignments PE/TE: Ch. 12, Sec. 1, 2, 3

2. On the nature of citizenship PE/TE: Ch. 11, Sec. 2, 5; Ch. 12, Sec. 1, 3

4. On the development of the North asan industrial power

PE/TE: Ch. 11, Sec. 3, 5

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1. John D. Rockefeller: oil; AndrewCarnegie: steel; Ford: auto

PE/TE: Ch. 14, Sec. 3; Ch. 17, Sec. 1, American Literature: The Muckrakers; Ch. 20, Sec. 3

Suggested DocumentsIn-Depth Resources, Unit 4: from “Wealth and Its Uses” (p. 31); from The History of the Standard Oil Company(p. 32); Andrew Carnegie (p. 37)

2. Work ethic: Cotton Mather to HoratioAlger


Suggested DocumentIn-Depth Resources, Unit 4: from “Wealth and Its Uses” (p. 31)

3. Conflict between public good andprivate gain, e.g., use of resources

PE/TE: Ch. 13, Sec. 2; Ch. 14, Sec. 3; Ch. 17, Sec. 3, 4

Suggested DocumentsIn-Depth Resources, Unit 4: from “Wealth and Its Uses” (p. 31); Andrew Carnegie (p. 37)

II. The Rise of American Business, Industry, and Labor, 1865–1920 (continued)

3. Energy sources: coal, oil, electricity PE/TE: Ch. 14, Sec. 1, 3, Geography Spotlight: Industry Changes the Environment


4. Communications: telegraph, telephone PE/TE: Ch. 9, Sec. 1; Ch. 14, Sec. 1; Ch. 16, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: The Birth of the Telephone (p. 30)

C. Representative entrepreneurs: Casestudies in concentrated wealth andeffort (other personalities may besubstituted; local examples of enterpriseshould also be used)

e. Merchandising changes, departmentstores, mail order catalogs


B. Major areas of growth in business andindustry

1. Transportation: railroads andautomobiles; urban transportation

PE/TE: Ch. 9, Sec. 1; Ch. 13, Sec. 1, 2; Ch. 14, Sec. 2; Ch. 15, Sec. 2; Ch. 16, Sec. 1; Ch. 17, Sec. 1; Ch.20, Sec. 3

2. Building materials: steel PE/TE: Ch. 14, Sec. 1, 3; Ch. 16, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Andrew Carnegie (p. 37)


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D. New business and governmentpractices: Popular and governmentresponses

1. Laissez-faire and government support;interpretation of 14th Amendment bySupreme Court

PE/TE: Ch. 14, Sec. 2, 3; Ch. 15, Sec. 3; Ch. 17, Sec. 1, 3; Ch. 20, Sec. 3

2. Railroad “pooling”; rate inequities(Wabash, St. Louis, and PacificRailway v. Illinois, 1886); railroadregulation: state and national ICC.

PE/TE: Ch. 13, Sec. 2, 3; Ch. 14, Sec. 2; Ch. 17, Sec. 1, 3

3. Competition and absorption; mergersand trusts; Sherman Antitrust Act,1890 (United States v. E.C. Knight,1895)

PE/TE: Ch. 14, Sec. 2, 3; Ch. 17, Sec. 1, 3, 5, American Literature: The Muckrakers

Suggested DocumentsIn-Depth Resources, Unit 4: from The History of the Standard Oil Company (p. 32)Historic Supreme Court Decisions: United States v. E.C. Knight (pp. 37–42)

E. Labor’s response to economic change:Organize

1. Efforts at national labor unions:Knights of Labor (1869); AF of L(1881–1886); ILGWU (1900)

a. “Bread and butter” objectives PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 3; Ch. 17, Sec. 1, 3; Ch. 20, Sec. 1

b. Unions and social issues(education)


c. Attitudes toward immigrants,African-Americans, women

PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 3; Ch. 15, Sec. 1; Ch. 16, Sec. 3; Ch. 17, Sec. 2; Ch. 20, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Mary Harris “Mother” Jones (p. 38)

d. Union leadership (Gompers, Debs) PE/TE: Ch. 14, Sec. 3; Ch. 17, Sec. 1, 5; Ch. 20, Sec. 1

19



a. Major strikes: gains and losses—Homestead, Pullman (In Re Debs,1895), Lawrence

PE/TE: Ch. 14, Sec. 2, 3; Ch. 17, Sec. 1, 3; Ch. 20, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Andrew Carnegie (p. 37)

b. Management’s position PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 3; Ch. 17, Sec. 3; Ch. 20, Sec. 1

c. Weapons or tactics employed indisputes between labor andmanagement

PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 3; Ch. 17, Sec. 1, 3, 5; Ch. 20, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Mary Harris “Mother” Jones (p. 38)

d. Attitude and role of government PE/TE: S12; Ch. 8, Sec. 4; Ch. 14, Sec. 3; Ch. 17, Sec. 1, 3, 5; Ch. 19, Sec. 3; Ch. 20, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 5: Child Labor in the Coal Mines (p. 16)

F. Agrarian response to economic change:Organize and protest

a. The Grange movement as agrarianprotest

PE/TE: Ch. 13, Sec. 3; Ch. 14, Sec. 2

b. Populism: a political response—William Jennings Bryan and theelection of 1896


Suggested DocumentIn-Depth Resources, Unit 4: from William Jennings Bryan’s “Cross of Gold” Speech (p. 14)

(1) Case study: The Populists as agrass-roots political party


Suggested DocumentIn-Depth Resources, Unit 4: Mary Elizabeth Lease (p. 19)

c. National government response:Interstate Commerce Act, 1887

PE/TE: Ch. 14, Sec. 2; Ch. 17, Sec. 3

III. Adjusting Society To Industrialism: American People and Places

A. Impact of industrialization

1. Urban growth

a. Attractions: jobs, education, culture,public education system

PE/TE: Ch. 15, Sec. 2; Ch. 16, Sec. 2, 4, Daily Life: Going to the Show


2. Struggle and conflict


20


c. Skyscrapers and elevators;tenements and walk-ups

PE/TE: Ch. 15, Sec. 2; Ch. 16, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: from How the Other Half Lives (p. 53)

d. Social Darwinism, increased classdivision, conspicuous consumption,social conscience, philanthropy

PE/TE: Ch. 14, Sec. 3; Ch. 15, Sec. 2, 3; Ch. 17, Sec. 1

Suggested DocumentsIn-Depth Resources, Unit 4: from “Wealth and Its Uses” (p. 31); Andrew Carnegie (p. 37); from How the OtherHalf Lives (p. 53); from Twenty Years at Hull-House (p. 54); Jane Addams (p. 59)

2. Work and workers

a. Factories and people—immigrantpatterns of settlement

PE/TE: Ch. 8, Sec. 4; Ch. 15, Sec. 1, 2; Ch. 20, Tracing Themes: Economic Opportunity; Ch. 34, TracingThemes: Immigration and Migration

b. Geographic, economic, social, andpolitical considerations

PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 1, Geography Spotlight: Industry Changes the Environment; Ch. 15,Sec. 1, 2, 3; Ch. 20, Tracing Themes: Economic Opportunity

c. Working conditions: “wage slavery” PE/TE: Ch. 8, Sec. 4, Daily Life: Working at Mid-Century; Ch. 14, Sec. 2, 3; Ch. 17, Sec. 1, 2

Suggested DocumentIn-Depth Resources, Unit 5: Child Labor in the Coal Mines (p. 16)

III. Adjusting Society To Industrialism: American People and Places (continued)

b. Problems (slums, increased crime,inadequate water and sanitationservices)


Suggested DocumentsIn-Depth Resources, Unit 4: from How the Other Half Lives (p. 53); from Twenty Years at Hull-House (p. 54);Jane Addams (p. 59)

d. Living conditions: company townsand urban slums

PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 2; Ch. 15, Sec. 2


e. The Great Migration: The migrationof African-Americans to the North

PE/TE: Ch. 15, Sec. 2; Ch. 16, Sec. 3; Ch. 19, Sec. 3; Ch. 21, Sec. 4; Ch. 34, Tracing Themes: Immigrationand Migration

3. Women, families, and work

a. Traditional roles—Victorian idealand reality

PE/TE: Ch. 8, Sec. 4, Daily Life: Working at Mid-Century; Ch. 14, Sec. 1, 3; Ch. 17, Sec. 1, 2

b. Outside and inside their homes:double drudgery

PE/TE: Ch. 8, Sec. 4, Daily Life: Working at Mid-Century; Ch. 14, Sec. 1, 3; Ch. 17, Sec. 1, 2

21



d. Emerging family patterns: two wageearners, broken homes

PE/TE: Ch. 14, Sec. 1, 3; Ch. 17, Sec. 1, 2

e. Problems of child labor, elderly,disabled, and African-Americanwomen

PE/TE: Ch. 8, Daily Life: Working at Mid-Century; Ch. 14, Sec. 3; Ch. 16, Sec. 3; Ch. 17, Sec. 1, 2

Suggested DocumentsIn-Depth Resources, Unit 4: Mary Harris “Mother” Jones (p. 38)In-Depth Resources, Unit 5: Child Labor in the Coal Mines (p. 16)

(1) Case study: child labor PE/TE: Ch. 8, Daily Life: Working at Mid-Century; Ch. 14, Sec. 3; Ch. 17, Sec. 1

Suggested DocumentsIn-Depth Resources, Unit 4: Mary Harris “Mother” Jones (p. 38)In-Depth Resources, Unit 5: Child Labor in the Coal Mines (p. 16)

f. Role of religion in a pluralisticsociety

(1) Religious tolerance developsslowly

PE/TE: Ch. 8, Sec. 4; Ch. 10, Sec. 3; Ch. 15, Sec. 1; Ch. 16, Sec. 2; Ch. 20, Sec. 1

(2) Puritan beliefs and valuesinfluenced our historicaldevelopment

PE/TE: Ch. 2, Sec. 3; Ch. 8, Sec. 1; Ch. 14, Sec. 3; Ch. 15, Sec. 1

(3) Religion and party politics to1896

PE/TE: Ch. 10, Sec. 3; Ch. 15, Sec. 1, 3

4. The growing middle class(consumerism and its material benefitsand effects)

PE/TE: Ch. 14, Sec. 1; Ch. 16, Sec. 1, 4

5. Art and literature (Mark Twain andpenny dailies)

PE/TE: Ch. 13, American Literature: Literature of the West; Ch. 15, Sec. 3; Ch. 16, Sec. 1, 4, Daily Life: Goingto the Show

B. Immigration, 1850–1924 Suggested DocumentsNextext Historical Readers: The Immigrants; The Irish Americans

1. New sources: eastern/southernEurope; Asia—the “new ethnicity”

PE/TE: Ch. 14, Sec. 2; Ch. 15, Sec. 1, 2; Ch. 16, Sec. 2, 3; Ch. 20, Sec. 1


c. Jobs for domestics, laundresses,and textile workers; technologybrought jobs as telephone operatorsand typists

PE/TE: Ch. 8, Sec. 4, Daily Life: Working at Mid-Century; Ch. 14, Sec. 1, 3; Ch. 17, Sec. 2


22


a. Diversity of the United Statespopulation

PE/TE: Ch. 8, Sec. 4; Ch. 14, Sec. 2; Ch. 15, Sec. 1, 2, Tracing Themes: Diversity and the National Identity;Ch. 16, Sec. 2, 3; Ch. 34, Tracing Themes: Immigration and Migration

C. Reactions to the “new” immigration Suggested DocumentsNextext Historical Readers: The Immigrants; The Irish Americans

1. Cultural pluralism: assimilation(Americanization), acculturation(“melting pot” or cultural pluralism),or both

PE/TE: Ch. 15, Sec. 1, 2, Tracing Themes: Diversity and the National Identity; Ch. 16, Sec. 2; Ch. 34, TracingThemes: Immigration and Migration

2. Nativist reactions: stereotyping andprejudice

PE/TE: Ch. 8, Sec. 4; Ch. 10, Sec. 3; Ch. 15, Sec. 1; Ch. 16, Sec. 3; Ch. 20, Sec. 1

(1) Case study: Irish immigration PE/TE: Ch. 8, Sec. 4; Ch. 10, Sec. 3

3. Impact on African-Americans andother established minorities


a. Case studies: Italian immigration,Chinese immigration (1850–1924,West to East migration),Russian/Jewish immigration

PE/TE: Ch. 14, Sec. 2; Ch. 15, Sec. 1, 2; Ch. 16, Sec. 2, 3; Ch. 20, Sec. 1


2. The impulses abroad PE/TE: Ch. 8, Sec. 4; Ch. 15, Sec. 1, 2; Ch. 16, Sec. 2; Ch. 34, Tracing Themes: Immigration and Migration

3. The attractions here: labor shortages,liberty, and freedoms

PE/TE: Ch. 15, Sec. 1, 2; Ch. 34, Tracing Themes: Immigration and Migration

4. Urbanization: ghettos PE/TE: Ch. 15, Sec. 1, 2

5. “Americanization” process PE/TE: Ch. 15, Sec. 1, 2, Tracing Themes: Diversity and the National Identity; Ch. 16, Sec. 2; Ch. 34, TracingThemes: Immigration and Migration

6. Impacts on family, religion, education,and politics

PE/TE: Ch. 10, Sec. 3; Ch. 15, Sec. 1, 3; Ch. 16, Sec. 2; Ch. 20, Sec. 1

7. Contributions to American society

23



5. Literacy testing, 1917 PE/TE: Ch. 15, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Artifacts from Ellis Island (p. 52)

6. The Red Scare PE/TE: Ch. 20, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 6: from Bartolomeo Vanzetti’s Speech to the Jury (pp. 11–12)

7. Quota acts of 1921 and 1924 PE/TE: Ch. 20, Sec. 1

D. The frontier (1850–1890) Suggested DocumentNextext Historical Readers: The American West

1. Land west of the Mississippi

a. Rolling plains and the GreatAmerican Desert

PE/TE: Ch. 13, Sec. 1, 2, 3

b. Native American Indian nations;concept of oneness with theenvironment


Suggested DocumentNextext Historical Readers: Native American Perspectives

c. The Homestead Act, 1862, and thesettlement of the West

PE/TE: Ch. 13, Sec. 2; Ch. 20, Tracing Themes: Economic Opportunity

Suggested DocumentIn-Depth Resources, Unit 4: Letter from a Woman Homesteader (p. 13)

2. The impact of industrialization

a. Improved transportation facilitatedshipping of foodstuffs and migrationof population

PE/TE: Ch. 13, Sec. 1, 2; Ch. 14, Sec. 2

b. Western migration of immigrants PE/TE: Ch. 13, Sec. 1, 2; Ch. 34, Tracing Themes: Immigration and Migration

c. Potential for investment:development of key urban centers

PE/TE: Ch. 13, Sec. 1; Ch. 14, Sec. 2

3. Native American Indians Suggested DocumentNextext Historical Readers: Native American Perspectives


4. “Yellow Peril,” West Coast restrictions PE/TE: Ch. 15, Sec. 1; Ch. 16, Sec. 3; Ch. 20, Sec. 1


24


1. Progressives supported the use ofgovernment power for different reformpurposes


2. Effects of developing technologies andtheir social, ethical, and moralimpacts


3. Struggle for fair standards of businessoperation and working conditions(Lochner v. New York, 1905; Muller v.Oregon, 1908)

PE/TE: Ch. 17, Sec. 1, 2

Suggested DocumentsIn-Depth Resources, Unit 5: Child Labor in the Coal Mines (p. 16)Historic Supreme Court Decisions: Holden v. Hardy (pp. 49–64); Lochner v. New York (pp. 55–60)

4. Increasing inequities between wealthand poverty

PE/TE: Ch. 15, Sec. 2, 3; Ch. 17, Sec. 1



a. Pressures of advancing whitesettlement: differing views of landuse and ownership

PE/TE: Ch. 13, Sec. 1, American Literature: Literature of the West

Suggested DocumentIn-Depth Resources, Unit 4: Chief Joseph (p. 18)

b. Treaties and legal status PE/TE: Ch. 13, Sec. 1, American Literature: Literature of the West

c. The Indian wars: 1850–1900 PE/TE: Ch. 13, Sec. 1

Suggested DocumentsIn-Depth Resources, Unit 4: The Battle of the Little Bighorn (p. 12); Chief Joseph (p. 18)

d. Legislating Indian life:reservations; Dawes Act (1887)

PE/TE: Ch. 13, Sec. 1; Ch. 17, Sec. 2

e. Indian civil rights laws—legalstatus of Native American Indians,1887–1970: citizenship, 1924;self-government, 1934; self-determination, 1970

PE/TE: Ch. 13, Sec. 1; Ch. 17, Sec. 2; Ch. 23, Sec. 3; Ch. 27, Sec. 4; Ch. 31, Sec. 1; Ch. 33, Sec. 3; Ch. 34,Sec. 4

A. Pressures for reform

UNIT FOUR: The Progressive Movement: Responses to the Challenges Brought About By Industrialization and Urbanization

I. Reform in America

5. Rising power and influence of themiddle class

PE/TE: Ch. 15, Sec. 2; Ch. 17, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 4: Jane Addams (p. 59)

25



(2) Beginnings of fight for birthcontrol (Margaret Sanger)


(3) Peace movement PE/TE: Ch. 17, Sec. 5; Ch. 19, Sec. 1, 3

Suggested DocumentIn-Depth Resources, Unit 4: Jane Addams (p. 59)

I. Reform in America (continued)

1. The “Muckrakers” and reform

a. Magazine writers (Steffens, Tarbell) PE/TE: Ch. 17, Sec. 1, American Literature: The Muckrakers

Suggested DocumentsIn-Depth Resources, Unit 4: from The History of the Standard Oil Company (p. 32); from The Shame of theCities (p. 55)

b. Novelists (Norris, Sinclair) PE/TE: Ch. 17, Sec. 1, 3, American Literature: The Muckrakers

Suggested DocumentIn-Depth Resources, Unit 5: from The Jungle (pp. 19–21)

c. Legislation (Pure Food and DrugAct, 1906, Meat Inspection Act,1906)

PE/TE: Ch. 17, Sec. 3, American Literature: The Muckrakers

Suggested DocumentIn-Depth Resources, Unit 5: from The Jungle (pp. 19–21)

2. Other areas of concern

a. Social settlement movement andthe problems of poverty (Jacob Riis,Jane Addams)

PE/TE: Ch. 15, Sec. 2; Ch. 17, Sec. 1


b. Women’s rights and efforts forpeace

(1) The suffrage movement(Elizabeth Cady Stanton, SusanB. Anthony); Seneca Falls

PE/TE: S9, S11; Ch. 4, Tracing Themes: Women and Political Power; Ch. 8, Sec. 3; Ch. 17, Sec. 2, 5

Suggested DocumentsIn-Depth Resources, Unit 2: from The Seneca Falls “Declaration of Sentiments” (p. 93); Elizabeth Cady Stanton (p. 98)In-Depth Resources, Unit 5: Political Poster (p. 17); from “The Status of Woman” (p. 18); Carrie Chapman Catt (p. 23)

B. Progress: Social and economic reformand consumer protection


26


(1) Formation of NAACP (1912) PE/TE: Ch. 16, Sec. 2, 3; Ch. 17, Sec. 3; Ch. 21, Sec. 4

Suggested DocumentsIn-Depth Resources, Unit 4: from “The Talented Tenth” (p. 75); W. E. B. Du Bois (p. 80)

(2) Ida Wells (anti-lynching) PE/TE: Ch. 16, Sec. 3; Ch. 21, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 4: from “Lynching and the Excuse for It” (p. 76)

(3) Marcus Garvey PE/TE: Ch. 21, Sec. 4

d. Temperance/prohibition PE/TE: S11; Ch. 8, Sec. 3; Ch. 17, Sec. 1; Ch. 21, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 5: Declaration of the WCTU (p. 15)

e. Formation of Anti-DefamationLeague (1913)



C. Progressivism and government action

1. Emerging Progressive movement:political reform

(1) Influence of America’s urbanmiddle class

PE/TE: S7; Ch. 15, Sec. 2; Ch. 17, Sec. 1

a. Municipal and state reform

(1) Municipal reform: response tourban problems

PE/TE: Ch. 15, Sec. 2, 3; Ch. 17, Sec. 1

Suggested DocumentsIn-Depth Resources, Unit 4: from The Shame of the Cities (p. 55); William Marcy “Boss” Tweed (p. 60)

(2) Sudden growth and neededservices

PE/TE: Ch. 15, Sec. 2, 3; Ch. 17, Sec. 1


c. The black movement and reform(Booker T. Washington and W. E. B.Du Bois)

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2. Theodore Roosevelt and the SquareDeal

a. The stewardship theory of thePresidency


b. Legislation strengthening railroadregulation and consumer protection


c. “Trust-busting” court cases(Northern Securities Co. v. UnitedStates, 1904); rule of reason:Standard Oil


3. Conservation

a. Theodore Roosevelt’s concern fornature, land, and resources


b. Federal legislation and projects:effects on states’ limits


c. Roles of Gifford Pinchot and JohnMuir

PE/TE: Ch. 17, Sec. 3, 4

4. Woodrow Wilson and the New Freedom

a. Progressivism at its zenith; the1912 election: Taft, Roosevelt,Wilson


b. The Underwood Tariff and thegraduated income tax


Suggested DocumentHistoric Supreme Court Decisions: Pollock v. Farmers Loan & Trust Co. (pp. 43–48)

c. Clayton Antitrust Act and theFederal Trade Commission



b. Progressive state reform: e.g.,Wisconsin (Robert La Follette); NewYork (Theodore Roosevelt);Massachusetts (initiative,referendum, recall); economic,social, environmental reforms


Suggested DocumentIn-Depth Resources, Unit 5: Robert M. LaFollette (p. 22)


28


e. Women’s suffrage amendment PE/TE: Ch. 4, Tracing Themes: Women and Political Power; Ch. 5, The Living Constitution; Ch. 17, Sec. 2, 5;Ch. 19, Sec. 3

Suggested DocumentsIn-Depth Resources, Unit 5: Political Poster (p. 17); from “The Status of Woman” (p. 18); Carrie Chapman Catt(p. 23)

5. World War I: effect on domestic reform PE/TE: Ch. 17, Sec. 5; Ch. 19, Sec. 3; Ch. 20, Sec. 1

A. An emerging global involvement

1. From old diplomacy to new,1865–1900

II. The Rise of American Power

a. Role of increased American power

(1) Communications technology PE/TE: Ch. 9, Sec. 1; Ch. 14, Sec. 1; Ch. 16, Sec. 1, 4

(2) American attitudes towardinternational role

PE/TE: Ch. 18, Sec. 1, 2, 3, 4; Ch. 19, Sec. 1, 4, Tracing Themes: America in World Affairs

(3) Growth of naval power PE/TE: Ch. 18, Sec. 1

b. Perry and the “opening” of Japan(1854)


2. Other Pacific overtures

a. United States and China; theChinese perspective (BoxerRebellion)


b. The Open-Door policy PE/TE: Ch. 18, Sec. 3

c. Acquisition of Hawaii PE/TE: Ch. 18, Sec. 1

d. Naval bases: Samoa PE/TE: Ch. 18, Sec. 3


d. The Federal Reserve System(monetary controls)


29



b. United States empire—Puerto Rico;Cuban protectorate (the PlattAmendment)

(1) Acquisition of the Philippines:“the great debate”

PE/TE: Ch. 18, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 5: In Favor of Imperialism (p. 40)

(2) Disposition of territories PE/TE: Ch. 18, Sec. 2, 3

(3) Constitutional issues PE/TE: Ch. 18, Sec. 3

4. Latin American affairs

a. Monroe Doctrine update (Rooseveltcorollary): the view from LatinAmerica


II. The Rise of American Power (continued)

b. West Indies protectorates (“the bigstick”)

PE/TE: Ch. 18, Sec. 3, 4

c. Panama Canal: acquisition andconstruction; Canal retrocessiontreaty

PE/TE: Ch. 18, Sec. 4, Geography Spotlight: The Panama Canal: Funnel for Trade; Ch. 32, Sec. 3

Suggested DocumentIn-Depth Resources, Unit 5: Building the Panama Canal (p. 41)

d. Taft and dollar diplomacy PE/TE: Ch. 18, Sec. 4

B. Restraint and involvement: 1914–1920 Suggested DocumentNextext Historical Readers: World War I

1. United States involvement

a. Efforts at neutrality and“preparedness”

PE/TE: Ch. 19, Sec. 1, Tracing Themes: America in World Affairs

3. Imperialism: the Spanish-American War

a. Causes for war PE/TE: Ch. 18, Sec. 2; Ch. 19, Tracing Themes: America in World Affairs

Suggested DocumentsIn-Depth Resources, Unit 5: Newspaper Front Page (p. 38); José Martí (p. 45)


30


c. United States role in the war PE/TE: Ch. 19, Sec. 2

Suggested DocumentsIn-Depth Resources, Unit 5: Patriotic Song (p. 60); Liberty Bond Poster (p. 61)

d. United States reaction to theRussian Revolution

PE/TE: Ch. 19, Sec. 1; Ch. 20, Sec. 1

C. Wartime constitutional issues Suggested DocumentNextext Historical Readers: World War I

1. War opposition and patriotism: thedraft issue


2. Espionage and Sedition acts PE/TE: Ch. 19, Sec. 3, Historic Decisions of the Supreme Court: Schenck v. United States

Suggested DocumentsIn-Depth Resources, Unit 5: Oliver Wendell Holmes, Jr. (p. 67)Historic Supreme Court Decisions: Schenck v. United States (pp. 103–108)

3. Schenck v. United States, 1919; clearand present danger doctrine

PE/TE: Ch. 19, Historic Decisions of the Supreme Court: Schenck v. United States

Suggested DocumentsIn-Depth Resources, Unit 5: Oliver Wendell Holmes, Jr. (p. 67)Historic Supreme Court Decisions: Schenck v. United States (pp. 103–108)

4. Red Scare, 1918–1919 PE/TE: Ch. 20, Sec. 1


D. The search for peace and arms control:1914–1930

Suggested DocumentNextext Historical Readers: World War I

1. The peace movement: Women’sInternational League for Peace andFreedom


Suggested DocumentsIn-Depth Resources, Unit 4: Jane Addams (p. 59)In-Depth Resources, Unit 5: Jeannette Rankin (p. 66)

2. War aims: The Fourteen Points PE/TE: Ch. 19, Sec. 4

3. Treaty of Versailles: Wilson’s role PE/TE: S23; Ch. 19, Sec. 4


b. Causes of United States entry intoWorld War I

PE/TE: S23; Ch. 19, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 5: The Zimmermann Note (p. 59)

31



2. Case study: Movement of African-Americans from the South to northerncities

PE/TE: Ch. 19, Sec. 3, 4; Ch. 21, Sec. 4; Ch. 34, Tracing Themes: Immigration and Migration

3. Return to “normalcy”: 1918–1921 PE/TE: Ch. 20, Sec. 1, 2

B. The twenties: Business boom or falseprosperity?

1. Post-World War I recession PE/TE: Ch. 20, Sec. 1

2. Avarice and scandal: Teapot Dome PE/TE: Ch. 20, Sec. 2

3. Coolidge prosperity; not for everyone PE/TE: Ch. 20, Sec. 3; Ch. 22, Sec. 1


4. League of Nations: Henry Cabot Lodgeand the United States Senate rejection


5. Washington Naval DisarmamentConference (1920s)


6. Reparations and war debts (UnitedStates as a world banker)


7. Kellogg-Briand Pact (1928) PE/TE: Ch. 20, Sec. 2; Ch. 24, Sec. 1

8. Establishment of the World Court PE/TE: Ch. 19, Sec. 4


1. War’s effects on gender roles, onAfrican-Americans, and other minoritygroups

PE/TE: Ch. 19, Sec. 3, 4; Ch. 21, Sec. 2, 4; Ch. 34, Tracing Themes: Immigration and Migration

Suggested DocumentIn-Depth Resources, Unit 5: “Returning Soldiers” (p. 62)

UNIT FIVE: At Home and Abroad: Prosperity and Depression, 1917–1940

I. War and Prosperity: 1917–1929

A. Impact of war


32


b. Farmers and minorities fail to sharein economic benefit

PE/TE: Ch. 20, Sec. 3; Ch. 22, Sec. 1

5. Speculative boom: the “big bullmarket”


C. Mass consumption and the clash ofcultural values

1. Mass consumption

a. The automobile: new industries,products, and services


Suggested DocumentsIn-Depth Resources, Unit 6: Advertisement (p. 14); Henry Ford (p. 19)

b. Installment buying: consumerdurable goods (appliances)

PE/TE: Ch. 20, Sec. 3; Ch. 22, Sec. 1

c. Real estate boom and suburbandevelopment; its economic andgeographic implications: decline oftrolleys and trains, improvement ofroads

(1) The emergence of new regional,political, and economic units


d. Entertainment: radio; motionpictures; advertising and culturalhomogenization

PE/TE: Ch. 20, Sec. 3; Ch. 21, Sec. 3, 4, Daily Life: Youth in the Roaring Twenties

Suggested DocumentIn-Depth Resources, Unit 6: Advertisement (p. 14)

I. War and Prosperity: 1917–1929 (continued)

2. Constitutional and legal issues

a. Threats to civil liberties: Red Scare,Ku Klux Klan, and Sacco andVanzetti



a. Expansion, mortgages, andadvancing technology

PE/TE: Ch. 20, Sec. 3; Ch. 22, Sec 1

4. Problems on the farm

33



c. Science, religion, and education: theScopes trial (1925)


Suggested DocumentsIn-Depth Resources, Unit 6: from The Scopes Trial (p. 33); from Inherit the Wind (pp. 36–38)

d. Restrictions on immigration: closingthe “golden door”


3. Shifting cultural values

a. Revolution in morals and manners:fads, flappers, and Freud

PE/TE: Ch. 21, Sec. 1, 2, 3, Daily Life: Youth in the Roaring Twenties

b. Women’s changing roles

(1) Effect of World War I PE/TE: Ch. 19, Sec. 3; Ch. 21, Sec. 2

(2) Involvement in the politicalprocess: the 19th Amendment

PE/TE: Ch. 4, Tracing Themes: Women and Political Power; Ch. 5, The Living Constitution; Ch. 17, Sec. 2, 5; Ch. 19, Sec. 3

Suggested DocumentsIn-Depth Resources, Unit 5: Political Poster (p. 17); Carrie Chapman Catt (p. 23)

(3) Health and working conditions PE/TE: Ch. 20, Sec. 1; Ch. 21, Sec. 2

(4) Women in the workforce PE/TE: Ch. 19, Sec. 3; Ch. 20, Sec. 1; Ch. 21, Sec. 2

(5) Emerging role: emphasis onwife rather than mother


c. The literary scene

(1) Sinclair Lewis, ErnestHemingway, Edith Wharton, WillaCather, and F. Scott Fitzgerald

PE/TE: Ch. 21, Sec. 3, American Literature: Literature in the Jazz Age

(2) The Harlem Renaissance: DukeEllington, Langston Hughes,Bessie Smith

PE/TE: Ch. 21, Sec. 4, Daily Life: Youth in the Roaring Twenties, American Literature: Literature in the Jazz Age

Suggested DocumentsIn-Depth Resources, Unit 6: from “When the Negro Was in Vogue” (p. 35); Louis Armstrong (p. 40)

I. War and Prosperity: 1917–1929 (continued)

b. Prohibition (18th Amendment) andthe Volstead Act: stimulus to crime,public attitudes, repeal (21stAmendment)

PE/TE: Ch. 5, The Living Constitution; Ch. 21, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 6: Political Cartoon (p. 32)


34


a. Overproduction/underconsumption(maldistribution of wealth)


b. Overexpansion of credit (e.g.,buying stock on margin)

PE/TE: Ch. 22, Sec. 1, 2

Suggested DocumentIn-Depth Resources, Unit 6: The Stock Market Crash (p. 51)

a. Worldwide nature—Growingfinancial interdependence


b. Interdependent banking systems PE/TE: Ch. 22, Sec. 1


c. International trade PE/TE: Ch. 22, Sec. 1

d. Political repercussions PE/TE: Ch. 22, Sec. 3; Ch. 23, Sec. 1

A. Onset of the Depression Suggested DocumentNextext Historical Readers: The Great Depression

1. Weakness in the economy

II. The Great Depression

3. The Hoover response

a. Rugged individualism; “trickledown” economics


b. Reconstruction Finance Corporation PE/TE: Ch. 22, Sec. 3

4. Unemployment, the Bonus Army,Hoovervilles; impact on women andminorities

PE/TE: Ch. 22, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 6: Attack on the Bonus Army (p. 54)

B. Franklin D. Roosevelt and the New Deal:Relief, recovery, and reform programs

PE/TE: S30–S33

Suggested DocumentNextext Historical Readers: The Great Depression

1. Relief of human suffering

2. The Stockmarket Crash

35



a. Bank “holiday”; Emergency BankingAct

PE/TE: Ch. 23, Sec. 1, 2

b. Federal Emergency Relief Act PE/TE: Ch. 23, Sec. 1, 2

c. Unemployment: WPA, PWA, CCC;troubling equity issues

PE/TE: Ch. 23, Sec. 1, 2, 3, 4, 5

Suggested DocumentIn-Depth Resources, Unit 6: WPA Posters (p. 78)

2. Recovery of the United States economy

a. NRA: “codes of fair competition” PE/TE: Ch. 23, Sec. 1, 2

b. Mortgage relief: HOLC, FHA PE/TE: Ch. 23, Sec. 1, 2

c. First and second AAA, scarcity andparity

PE/TE: Ch. 23, Sec. 1, 2, 5

3. Search for effective reform (programexamples)

a. Banking: Glass-Steagall Act (FDIC) PE/TE: Ch. 23, Sec. 1, 2, 5

b. Stock market: SEC PE/TE: Ch. 23, Sec. 1, 2, 5

c. Social Security PE/TE: Ch. 23, Sec. 2, 5

d. Labor

(1) Wagner Act (NLRB) PE/TE: Ch. 23, Sec. 2, 3, 5, Historic Decisions of the Supreme Court: NLRB v. Jones and Laughlin Steel Corp.

(2) Labor Standards Act PE/TE: Ch. 23, Sec. 2, 5

4. Labor’s response: Formation of CIO PE/TE: Ch. 23, Sec. 3

5. Controversial aspects of the New Deal

a. Constitutional issues

(1) Supreme Court and the NRA(Schechter Poultry Corp. v.United States, 1935)

PE/TE: Ch. 23, Sec. 1, Historic Decisions of the Supreme Court: NLRB v. Jones and Laughlin Steel Corp.

Suggested DocumentHistoric Supreme Court Decisions: Schechter Poultry Corp. v. United States (pp. 145–150)

II. The Great Depression (continued)


36


b. 1936 election “mandate” PE/TE: Ch. 23, Sec. 2, 3

c. Roosevelt’s “Court-packing”proposal: failure and success

PE/TE: Ch. 23, Sec. 1, Historic Decisions of the Supreme Court: NLRB v. Jones and Laughlin Steel Corp.

Suggested DocumentHistoric Supreme Court Decisions: United States v. Butler (pp. 151–156)

d. 1940: third-term controversy (theunwritten constitution)


e. Passage of the 22nd Amendment(1951)


6. The human factor

a. FDR as communicator and hisefforts to restore publicconfidence; press conferences,“fireside chats,” and effective useof the radio

PE/TE: Ch. 23, Sec. 1, 4

b. Eleanor Roosevelt as thePresident’s eyes and ears

PE/TE: Ch. 23, Sec. 1, 2, 3

c. The Dust Bowl and the Okies PE/TE: Ch. 22, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 6: Letter from a Dust Bowl Survivor (p. 53)

d. The New Deal and women (FrancesPerkins)

PE/TE: Ch. 23, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 6: Mary McLeod Bethune (p. 84)

e. The New Deal and minorities (shift in African-American vote):discriminatory results


Suggested DocumentIn-Depth Resources, Unit 6: Mary McLeod Bethune (p. 84)


(2) Supreme Court and the AAA PE/TE: Ch. 23, Sec. 1, 2

Suggested DocumentHistoric Supreme Court Decisions: United States v. Butler (pp. 151–156)

(3) TVA: model yardstick orcreeping socialism

PE/TE: Ch. 23, Sec. 2, 5, Geography Spotlight: The Tennessee Valley Authority

37



7. Culture of the Depression

a. Literature: John Steinbeck andLangston Hughes

PE/TE: Ch. 21, Sec. 4, American Literature: Literature in the Jazz Age; Ch. 22, Sec. 2; Ch. 23, Sec. 2, 4

Suggested DocumentsIn-Depth Resources, Unit 6: from “When the Negro Was in Vogue” (p. 35); from Let Us Now Praise Famous Men (p. 79)

b. Music: jazz, swing (big bands) PE/TE: Ch. 21, Sec. 4; Ch. 23, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 6: Louis Armstrong (p. 40)

c. Art: WPA, fine arts, Hollywood, comicbooks

PE/TE: Ch. 23, Sec. 2, 4

Suggested DocumentIn-Depth Resources, Unit 6: WPA Posters (p. 78)

8. Opposition to the New Deal: Al Smith,Norman Thomas, Huey Long, FatherCoughlin, Dr. Townsend

PE/TE: Ch. 23, Sec. 1, 5

Suggested DocumentsIn-Depth Resources, Unit 6: Alfred E. Smith (p. 59); from Father Coughlin’s Anti-New Deal Speech (p. 76); Huey Long (p. 83)


A. Isolation and neutrality Suggested DocumentNextext Historical Readers: World War II

1. Causes of disillusion and pacifism PE/TE: Ch. 19, Tracing Themes: America in World Affairs; Ch. 24, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 7: Charles A. Lindbergh (p. 21)

2. Neutrality Acts of 1935–37 PE/TE: Ch. 24, Sec. 1

3. Spanish Civil War: testing wartechnology and ideology


4. FDR’s “quarantine” speech (1937) PE/TE: Ch. 24, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 7: from Franklin D. Roosevelt’s “Quarantine Speech” (p. 13)

B. Failure of peace; triumph of aggression Suggested DocumentNextext Historical Readers: World War II

UNIT SIX: The United States in an Age of Global Crisis: Responsibility and Cooperation

I. Peace in Peril: 1933–1950

f. Indian Reorganization Act (1934) PE/TE: Ch. 23, Sec. 3; Ch. 27, Sec. 4


38


2. The human dimensions of the war

a. The “arsenal of democracy” (featsof productivity)

PE/TE: Ch. 24, Sec. 4; Ch. 25, Sec. 1

b. Role of women: WACs; Rosie theRiveter; return of the retired

PE/TE: Ch. 25, Sec. 1, 4

Suggested DocumentIn-Depth Resources, Unit 7: Oveta Culp Hobby (p. 43)

c. Mobilization: the draft; minorityissues


Suggested DocumentIn-Depth Resources, Unit 8: A. Philip Randolph (p. 38)

d. Financing the war: war bond drives;Hollywood goes to war


I. Peace in Peril: 1933–1950 (continued)

1. Aggressions of Japan, Germany, Italy:1932–1940

PE/TE: Ch. 24, Sec. 1, 2, 4

2. Appeasement: The Munich Conference(1938)


3. German attack on Poland; start ofWorld War II in Europe


4. Gradual United States involvement

a. Neutrality Act of 1939 (“cash andcarry”)


b. Lend-Lease Act and 50 overagedestroyers deal


c. The moral dimension: The AtlanticCharter (August 1941)


C. The United States in World War II Suggested DocumentNextext Historical Readers: World War II

1. Pearl Harbor PE/TE: Ch. 24, Sec. 4

Suggested DocumentsIn-Depth Resources, Unit 7: The Bombing of Pearl Harbor (pp. 14–15); War Poster (p. 16)

39




e. Rationing PE/TE: Ch. 25, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 7: War Ration Stamps (p. 36)

f. Experiences of men and women inmilitary service

PE/TE: Ch. 25, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 7: War Dispatch from Ernie Pyle (p. 37)

3. Allied strategy and leadership

a. Assistance to Soviet Union PE/TE: Ch. 24, Sec. 4

b. Europe first PE/TE: Ch. 25, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 7: George S. Patton (p. 44)

c. A two-front war PE/TE: Ch. 24, Sec. 4; Ch. 25, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 7: Douglas MacArthur (p. 64)

4. The atomic bomb Suggested DocumentNextext Historical Readers: The Atomic Bomb

a. The Manhattan Project (role ofrefugees)

PE/TE: Ch. 25, Sec. 1, 3

b. Truman’s decision to use the atomicbomb against Japan: Hiroshima andNagasaki


Suggested DocumentIn-Depth Resources, Unit 7: The Bombing of Nagasaki (p. 38)

c. United States occupation of Japan;the “MacArthur constitution”


Suggested DocumentIn-Depth Resources, Unit 7: Douglas MacArthur (p. 64)

d. Japanese war crime trials PE/TE: Ch. 25, Sec. 3


40



a. Incarceration of West CoastJapanese-Americans; ExecutiveOrder 9066; Korematsu v. UnitedStates (1944)

PE/TE: Ch. 25, Sec. 4, Historic Decisions of the Supreme Court: Korematsu v. United States

Suggested DocumentsIn-Depth Resources, Unit 7: from Farewell to Manzanar (p. 39); from Snow Falling on Cedars (pp. 40–42)Historic Supreme Court Decisions: Korematsu v. United States (pp. 157–162)Nextext Historical Readers: Japanese-American Internment

b. Extent of racially integrated unitsin the military

PE/TE: Ch. 25, Sec. 1, 2

c. The Nazi Holocaust: United Statesand world reactions

PE/TE: Ch. 24, Sec. 3; Ch. 25, Sec. 2, 3

Suggested DocumentsIn-Depth Resources, Unit 7: from Sophie’s Choice (pp. 17–19); Elie Wiesel (p. 20)Nextext Historical Readers: The Holocaust

d. The Nuremberg war crimes trials;later trials of other Nazi criminals,e.g., Eichmann, Barbie


6. Demobilization

a. Inflation and strikes PE/TE: Ch. 27, Sec. 1

b. The GI Bill; impact on educationand housing

PE/TE: Ch. 25, Sec. 4; Ch. 27, Sec. 1

c. Truman’s Fair Deal PE/TE: Ch. 27, Sec. 1

d. Partisan problems with Congress PE/TE: Ch. 27, Sec. 1

e. Minorities continued to find itdifficult to obtain fair practices inhousing, employment, education

PE/TE: Ch. 25, Sec. 4; Ch. 27, Sec. 1, 4

f. Upset election of 1948; Trumanversus Dewey


g. Truman and civil rights PE/TE: Ch. 27, Sec. 1

5. The war’s impact on minorities

41



1. Formation of the United Nations PE/TE: Ch. 19, Tracing Themes: America in World Affairs; Ch. 25, Sec. 3; Ch. 26, Sec. 1

2. United Nations Universal Declaration ofHuman Rights

a. Eleanor Roosevelt’s role PE/TE: Ch. 23, Sec. 1


b. Senate response Issues in United States History—New York Edition: Sec. 2

3. Displaced persons: refugee efforts PE/TE: Ch. 26, Sec. 1


B. Expansion and containment: Europe

1. Summitry: Yalta and Potsdam,establishing “spheres of influence”

PE/TE: Ch. 25, Sec. 3; Ch. 26, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 7: from Harry S. Truman’s Letter to His Daughter (p. 57)

2. The Iron Curtain: Winston Churchill PE/TE: Ch. 26, Sec. 1

3. Postwar uses for United States power

II. Peace with Problems: 1945–1960

a. The Truman Doctrine: Greece andTurkey


b. The Marshall Plan

(1) Aid for Europe PE/TE: Ch. 19, Tracing Themes: America in World Affairs; Ch. 26, Sec. 1

(2) The Common Market Issues in United States History—New York Edition: Sec. 2

(3) European Parliament Issues in United States History—New York Edition: Sec. 2

A. International peace efforts


42


4. The “hot war” in Asia: Korean War

a. The Yalu River: China enters thewar


b. United Nations efforts: MacArthur,Truman, and “limited war”


Suggested DocumentsIn-Depth Resources, Unit 7: from Douglas MacArthur’s Farewell Address to Congress (pp. 58–59); DouglasMacArthur (p. 64)

c. Stalemate and truce (1953) PE/TE: Ch. 26, Sec. 2

5. Point four aid: Africa, Asia, LatinAmerica


II. Peace with Problems: 1945–1960 (continued)

c. Berlin airlift PE/TE: S6, S21; Ch. 26, Sec. 1

d. Formation of NATO alliance PE/TE: Ch. 19, Tracing Themes: America in World Affairs; Ch. 26, Sec. 1, 4

C. Containment in Asia, Africa, and LatinAmerica

1. The United States and Japan

a. Separate peace treaty (1951) PE/TE: Ch. 25, Sec. 3


b. Reconstruction of Japan PE/TE: Ch. 25, Sec. 3

2. The United States and China

a. Rise to power of Mao Zedong andthe People’s Republic of China


b. Chiang Kai-shek to Taiwan (1949) PE/TE: Ch. 26, Sec. 2

3. USSR tests an A-bomb (1949) PE/TE: Ch. 26, Sec. 4

43


1. Truman and government loyalty checksCase studies: The Smith Act and theHouse Un-American ActivitiesCommittee (Watkins v. United States,1957); the Alger Hiss case (1950); theRosenberg trial (1950)


2. Loyalty and dissent: the case of RobertOppenheimer


3. McCarthyism PE/TE: Ch. 26, Sec. 3

Suggested DocumentIn-Depth Resources, Unit 7: Margaret Chase Smith (p. 65)

4. Politics of the Cold War PE/TE: S25

a. Loss of China PE/TE: Ch. 26, Sec. 2, 3; Ch. 27, Sec. 1

b. Stalemate in Korea PE/TE: Ch. 26, Sec. 2; Ch. 27, Sec. 1

c. Truman’s falling popularity PE/TE: Ch. 27, Sec. 1

A. Changes within the United States

1. Energy sources (nuclear power) PE/TE: Ch. 32, Sec. 4

UNIT SEVEN: World in Uncertain Times: 1950–Present

I. Toward a Postindustrial World: Living in a Global Age

2. Materials (plastics, light metals) PE/TE: Ch. 25, Tracing Themes: Science and Technology; Ch. 34, Sec. 3

D. The Cold War at home

3. Technology (computers) PE/TE: Ch. 9, Sec. 1; Ch. 16, Sec. 2; Ch. 20, Tracing Themes: Economic Opportunity; Ch. 25, TracingThemes: Science and Technology; Ch. 32, Sec. 3; Ch. 34, Sec. 2, 3; Epilogue: Issues for the21st Century/The Communications Revolution

Suggested DocumentsIn-Depth Resources, Unit 9: from The Road Ahead (p. 59); Bill Gates (p. 63)


II. Peace with Problems: 1945–1960 (continued)


44

5. Nature of employment (agriculture toindustry to service)

6. Problems (waste disposal, air/waterpollution, growing energy usage,depleting resources, e.g., domestic oilsupply)

1. Emerging power relationships:East/West; North/South; (haves/have-nots; developed/developing nations)


II. Containment and Consensus: 1945–1960

B. Eisenhower foreign policies

1. The end of the Korean War PE/TE: Ch. 26, Sec. 2

2. John Foster Dulles, the domino theoryand massive retaliation; brinkmanshipposture

PE/TE: Ch. 26, Sec. 4; Ch. 30, Sec. 1

3. The H-bomb; atoms for peace PE/TE: Ch. 26, Sec. 4

4. Summits and U-2s PE/TE: Ch. 26, Sec. 4; Ch. 28, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 7: from Dwight D. Eisenhower’s Statement on the U-2 Incident (p. 60)

5. Establishment of SEATO Issues in United States History—New York Edition: Sec. 2

6. Controversy: Aswan Dam and SuezCanal


I. Toward a Postindustrial World: Living in a Global Age (continued)

4. Corporate structures (multinationalcorporations)

PE/TE: Ch. 27, Sec. 2; Ch. 34, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 7: from The Organization Man (p. 79)

A. Review postwar events

PE/TE: Ch. 20, Tracing Themes: Economic Opportunity; Ch. 27, Sec. 2; Ch. 32, Sec. 3; Ch. 34, Sec. 2

PE/TE: Ch. 14, Geography Spotlight: Industry Changes the Environment; Ch. 28, Sec. 3; Ch. 32, Sec. 1, 3, 4;Ch. 33, Sec. 2; Ch. 34, Sec. 1, 3; Epilogue: Issues for the 21st Century/The Conservation Controversy

Suggested DocumentsIn-Depth Resources, Unit 8: Rachel Carson (p. 19)In-Depth Resources, Unit 9: from Love Canal: My Story (p. 15); from Silent Spring (p. 16)

PE/TE: Ch. 26, Sec. 1, 2, 4

45



a. Returning the United States to apeacetime economy


b. Interstate Highway Act (1956) PE/TE: Ch. 27, Sec. 1, 2

c. Suburbanization PE/TE: Ch. 27, Sec. 1, 2, 4, Geography Spotlight: The Road to Suburbia; Ch. 34, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 7: Cartoon (p. 78)

d. The Warren Court PE/TE: Ch. 27, Sec. 1; Ch. 28, Sec. 3, Historic Decisions of the Supreme Court: Miranda v. Arizona; Ch. 29,Sec. 1, Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka; Ch. 31,Historic Decisions of the Supreme Court: Reynolds v. Sims

Suggested DocumentsIn-Depth Resources, Unit 2: Thurgood Marshall (p. 33)Historic Supreme Court Decisions: Brown v. Board of Education of Topeka (pp. 73–78); Gideon v. Wainwright(pp. 85–90); Escobedo v. Illinois (pp. 91–96); Miranda v. Arizona (pp. 97–102); Baker v. Carr (pp. 121–126);Wesberry v. Sanders (pp. 127–132)

2. Civil rights Suggested DocumentNextext Historical Readers: Civil Rights

a. Jackie Robinson breaks the colorbarrier


Suggested DocumentIn-Depth Resources, Unit 7: Jackie Robinson (p. 85)

II. Containment and Consensus: 1945–1960 (continued)

b. Brown v. Board of Education ofTopeka, 1954

PE/TE: Ch. 5, The Living Constitution; Ch. 10, Tracing Themes: States’ Rights; Ch. 16, Historic Decisions of theSupreme Court: Plessy v. Ferguson; Ch. 27, Sec. 1; Ch. 28, Sec. 3; Ch. 29, Sec. 1, Historic Decisionsof the Supreme Court: Brown v. Board of Education of Topeka; Epilogue: Issues for the 21stCentury/Issues in Education

Suggested DocumentsIn-Depth Resources, Unit 2: Thurgood Marshall (p. 33)Historic Supreme Court Decisions: Plessy v. Ferguson (pp. 67–72); Brown v. Board of Education of Topeka(pp. 73–78)

7. Polish and Hungarian uprisings PE/TE: Ch. 26, Sec. 4

8. Eisenhower Doctrine: intervention inLebanon


9. Sputnik: initiating the space race PE/TE: Ch. 25, Tracing Themes: Science and Technology; Ch. 26, Sec. 4; Ch. 28, Sec. 1

C. Domestic politics and constitutionalissues

1. The Eisenhower peace


46


c. Beginnings of modern civil rightsmovement

PE/TE: S23

(1) Rosa Parks and theMontgomery bus boycott

PE/TE: Ch. 16, Historic Decisions of the Supreme Court: Plessy v. Ferguson; Ch. 27, Sec. 1; Ch. 29, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 8: Rosa Parks (p. 37)

(2) Little Rock: schooldesegregation

PE/TE: Ch. 10, Tracing Themes: States’ Rights; Ch. 29, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 8: Crisis in Little Rock (p. 30)

(3 Segregation in publictransportation ruledunconstitutional

PE/TE: Ch. 16, Historic Decisions of the Supreme Court: Plessy v. Ferguson; Ch. 29, Sec. 1, 2

(4) Sit-ins: nonviolent tactic PE/TE: Ch. 29, Sec. 1

(5) Civil Rights Act of 1957 PE/TE: Ch. 28, Sec. 3; Ch. 29, Sec. 2

D. The people

1. Prosperity and conservatism

a. Postwar consumption: homes,autos, and television

PE/TE: Ch. 27, Sec. 1, 2, 3, Geography Spotlight: The Road to Suburbia, Daily Life: The Emergence of theTeenager

Suggested DocumentsIn-Depth Resources, Unit 7: Cartoon (p. 78); Milton Berle (p. 86)

b. New educational opportunities: GI Bill

PE/TE: Ch. 25, Sec. 4; Ch. 27, Sec. 1

c. The baby boom and its effects PE/TE: Ch. 27, Sec. 2

2. Migration and immigration

a. Suburbanization: Levittowns PE/TE: Ch. 27, Sec. 1, 2, 4, Geography Spotlight: The Road to Suburbia; Ch. 34, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 7: Cartoon (p. 78)

b. Cities: declining PE/TE: Ch. 27, Sec. 2, 4; Ch. 29, Sec. 3; Ch. 34, Sec. 4

c. New immigration patterns:Caribbean focus


II. Containment and Consensus: 1945–1960 (continued)

47



III. Decade of Change: 1960s

a. Civil rights actions Suggested DocumentNextext Historical Readers: Civil Rights

(1) James Meredith at theUniversity of Mississippi


(2) Public career of Dr. MartinLuther King, Jr., Birminghamprotest (“Letter fromBirmingham Jail”)

PE/TE: Ch. 28, Sec. 1; Ch. 29, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 8: from “I Have a Dream” (p. 32)

(3) Assassination of Medgar Evers PE/TE: Ch. 29, Sec. 2

(4) March on Washington PE/TE: Ch. 29, Sec. 2

Suggested DocumentsIn-Depth Resources, Unit 8: from “I Have a Dream” (p. 32); A. Philip Randolph (p. 38); John Lewis (p. 63)

2. Foreign policy and Cold War crises

a. Bay of Pigs invasion PE/TE: Ch. 28, Sec. 1

b. Vienna Summit/Berlin Wall PE/TE: Ch. 28, Sec. 1

c. Cuban missile crisis PE/TE: Ch. 28, Sec. 1


d. Laos and Vietnam PE/TE: Ch. 28, Sec. 3; Ch. 30, Sec. 1

Suggested DocumentNextext Historical Readers: The Vietnam War

e. Latin America and the Alliance forProgress


f. Peace Corps PE/TE: Ch. 28, Sec. 2

A. The Kennedy years

1. The New Frontier: dreams and promises Suggested DocumentIn-Depth Resources, Unit 8: John F. Kennedy’s Inaugural Address (pp. 11–12)


48


h. Nuclear Test Ban Treaty 1963,1967; Hot Line established


3. Movement for rights of disabledcitizens

a. Background

(1) Historic attitude that disabledwere defective


Issues in United States History—New York Edition: Sec. 4Suggested DocumentIn-Depth Resources, Unit 2; from Dorothea Dix’s Plea on Behalf of the Mentally Ill (p. 90)

(2) Emergence of humanitarianview in 19th century,development of largeinstitutions


Issues in United States History—New York Edition: Sec. 4Suggested DocumentIn-Depth Resources, Unit 2; from Dorothea Dix’s Plea on Behalf of the Mentally Ill (p. 90)

(3) Development of the concept ofnormalization; early-20th-century programs of educationand training


b. Kennedy administration,1961–1963; beginning awareness,changing attitudes

(1) President’s Council on MentalRetardation


(2) Special Olympics Issues in United States History—New York Edition: Sec. 4

III. Decade of Change: 1960s (continued)

g. Launching the race to the Moon PE/TE: Ch. 28, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 8: Alan Shepard (p. 18)

49



(3) Rehabilitation Act of 1973,Section 504


(4) Americans with Disabilities Act,1990



d. Dependence to independence

(1) Activism by disabled veterans Issues in United States History—New York Edition: Sec. 4

(2) Deinstitutionalization Issues in United States History—New York Edition: Sec. 4

(3) Main-streaming Issues in United States History—New York Edition: Sec. 4


4. Assassination in Dallas PE/TE: Ch. 28, Sec. 2

Suggested DocumentIn-Depth Resources, Unit 8: from Paper Wings (pp. 15–17)

c. Litigation and legislation;1960–present

(1) Education of the HandicappedAct, 1966


(2) Education for All HandicappedChildren Act, 1971



50


1. Expanding on the Kennedy socialprograms

a. War on poverty; VISTA PE/TE: Ch. 28, Sec. 3

b. Medicare PE/TE: Ch. 28, Sec. 3; Epilogue: Issues for the 21st Century/Curing the Health Care System

c. Federal aid to education PE/TE: Ch. 28, Sec. 3

d. Environmental issues and concerns PE/TE: S26–S29; Ch. 28, Sec. 3

Suggested DocumentsIn-Depth Resources, Unit 8: Rachel Carson (p. 19)In-Depth Resources, Unit 9: from Silent Spring (p. 16)

2. The Moon landing: the challenge ofspace exploration

PE/TE: Ch. 28, Sec. 2; Ch. 32, Sec. 1

Suggested DocumentsIn-Depth Resources, Unit 8: Alan Shepard (p. 18)In-Depth Resources, Unit 9: Newspaper Front Page (p. 13)

3. Continued demands for equality: civilrights movement

Suggested DocumentsIn-Depth Resources, Unit 8: Civil Rights Song (p. 31)Nextext Historical Readers: Civil Rights

a. Black protest, pride, and power

(1) NAACP (National Associationfor the Advancement of ColoredPeople): legal judicialleadership, Urban League

PE/TE: Ch. 29, Sec. 1, Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka

Suggested DocumentsIn-Depth Resources, Unit 2: Thurgood Marshall (p. 33)Historic Supreme Court Decisions: Brown v. Board of Education of Topeka (pp. 73–78)

b. Case studies

(1) SNCC (Student NonviolentCoordinating Committee): sit-in movement among collegestudents

PE/TE: Ch. 29, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 8: John Lewis (p. 63)


B. Johnson and the Great Society

51




(2) SCLC (Southern ChristianLeadership Conference):promote nonviolent resistance,sit-ins, boycotts

PE/TE: Ch. 29, Sec. 1, 2, 3

(3) CORE (Congress of RacialEquality): “Freedom Riders”

PE/TE: Ch. 25, Sec. 4; Ch. 29, Sec. 1, 2, 3

Suggested DocumentIn-Depth Resources, Unit 8: John Lewis (p. 63)

(4) Testing of segregation laws PE/TE: Ch. 29, Sec. 1, 2, Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka

Suggested DocumentsIn-Depth Resources, Unit 2: Thurgood Marshall (p. 33)In-Depth Resources, Unit 8: John Lewis (p. 63)Historic Supreme Court Decisions: Brown v. Board of Education of Topeka (pp. 73–78)

(5) Others: Black Muslims;prominence of Malcolm X:advocating separation of races,separate state in the UnitedStates


(6) Civil unrest: Watts riot, 1965,as example; KernerCommission


(7) Assassination of Malcolm X(February 1965)


c. Legislative impact

(1) Civil Rights Act of 1964 (Heartof Atlanta Motel, Inc. v. UnitedStates, 1964), modificationssince 1964

PE/TE: Ch. 20, Tracing Themes: Economic Opportunity; Ch. 28, Sec. 3; Ch. 29, Sec. 2, 3; Ch. 33, Sec. 1

(2) 24th Amendment (eliminatingpoll tax)

PE/TE: Ch. 5, The Living Constitution, Tracing Themes: Voting Rights; Ch. 28, Sec. 3; Ch. 29, Sec. 2


52


4. Demands for equality: women

a. The modern women’s movement

(1) Kennedy Commission and theCivil Rights Act, 1963–1964

PE/TE: Ch. 31, Sec. 2; Epilogue: Issues for the 21st Century/Women in the Work Force

Suggested DocumentIn-Depth Resources, Unit 8: Betty Friedan (p. 82)

(2) NOW (1966) to present PE/TE: Ch. 31, Sec. 2


b. Issues

(1) Shifting roles and images PE/TE: Ch. 31, Sec. 2

Suggested DocumentsIn-Depth Resources, Unit 8: from The Feminine Mystique (p. 76); Betty Friedan (p. 82)

(2) Equal Rights Amendment(failure to ratify)

PE/TE: Ch. 31, Sec. 2; Ch. 33, Sec. 3


(3) Roe v. Wade, 1973 PE/TE: Ch. 31, Sec. 2; Ch. 33, Sec. 3

Suggested DocumentHistoric Supreme Court Decisions: Roe v. Wade (pp. 133–138)


(3) Voting Rights Act, 1965 PE/TE: Ch. 5, Tracing Themes: Voting Rights; Ch. 28, Sec. 3; Ch. 29, Sec. 2; Ch. 31, Historic Decisions of theSupreme Court: Reynolds v. Sims

Suggested DocumentIn-Depth Resources, Unit 8: Political Poster (p. 33)

(4) Court decisions since 1948upholding or modifyingpreferential treatment inemployment; equal access to housing; travel andaccommodations; voting rights; educational equity

PE/TE: Ch. 5, The Living Constitution; Ch. 10, Tracing Themes: States’ Rights; Ch. 16, Historic Decisions of theSupreme Court: Plessy v. Ferguson; Ch. 27, Sec. 1; Ch. 28, Sec. 3; Ch. 29, Sec. 1, Historic Decisionsof the Supreme Court: Brown v. Board of Education; Ch. 32, Sec. 1, Historic Decisions of theSupreme Court: Regents of the University of California v. Bakke; Ch. 33, Sec. 2, 3; Epilogue: Issuesfor the 21st Century/Issues in Education

Suggested DocumentsIn-Depth Resources, Unit 2: Thurgood Marshall (p. 33)Historic Supreme Court Decisions: Brown v. Board of Education of Topeka (pp. 73–78)

(5) Fair Housing Act, 1968 PE/TE: Ch. 29, Sec. 3

53



(5) Increased focus on domesticabuse


5. Rising consciousness of Hispanic-Americans

a. “Brown power” movement PE/TE: Ch. 31, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 8: from Los Vendidos (pp. 78–80)

b. Organizing farm labor (CesarChavez)


Suggested DocumentsIn-Depth Resources, Unit 8: The Farm Worker Movement (p. 74); United Farm Workers Poster (p. 75); CesarChavez (p. 81)

c. Cuban and Haitian immigration PE/TE: Ch. 31, Sec. 1; Ch. 33, Sec. 3; Ch. 34, Sec. 4

d. Increasing presence in Americanpolitics

PE/TE: Ch. 31, Sec. 1; Ch. 33, Sec. 3

6. Demands for equality: American IndianMovement (AIM) and other protests

a. Occupation of Alcatraz PE/TE: Ch. 31, Sec. 1

b. The “long march” PE/TE: Ch. 31, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 9: Wilma Mankiller (p. 64)

c. Wounded Knee, 1973 PE/TE: Ch. 31, Sec. 1

7. Rights of the accused

a. Mapp v. Ohio, 1961 PE/TE: Ch. 28, Sec. 3, Historic Decisions of the Supreme Court: Miranda v. Arizona

b. Gideon v. Wainwright, 1963 PE/TE: Ch. 28, Sec. 3, Historic Decisions of the Supreme Court: Miranda v. Arizona

Suggested DocumentsHistoric Supreme Court Decisions: Betts v. Brady (pp. 79–84); Gideon v. Wainwright (pp. 85–90)


(4) Equality in the workplace:compensation, the glass ceiling

PE/TE: S13; Ch. 31, Sec. 2; Ch. 33, Sec. 3; Epilogue: Issues for the 21st Century/Women in the Work Force



54


1. The French-Indochinese War: earlyUnited States involvement; Truman,Eisenhower, and Kennedy policies(review how foreign policy isformulated)

PE/TE: Ch. 28, Sec. 3; Ch. 30, Sec. 1

2. United States and the spread ofcommunism; domino theory; credibilityof other United States commitments

PE/TE: Ch. 28, Sec. 3; Ch. 30, Sec. 1, 2

3. Civil war in South Vietnam; concept ofguerrilla warfare

PE/TE: Ch. 28, Sec. 3; Ch. 30, Sec. 1, 2

4. LBJ and the Americanization of the war

a. Fear of “losing” Vietnam PE/TE: Ch. 30, Sec. 1, 2

b. Escalation and United Statesassumptions; Tet offensive

PE/TE: Ch. 30, Sec. 1, 2, 4

Suggested DocumentIn-Depth Resources, Unit 8: Robert McNamara (p. 62)

5. Student protests at home

a. Draft protesters PE/TE: Ch. 30, Sec. 3

b. Political radicals: protests,Students for a Democratic Society(SDS), antiwar

PE/TE: Ch. 30, Sec. 3, 4, 5

Suggested DocumentsIn-Depth Resources, Unit 8: Protest Buttons (p. 56); The New Left (p. 57)


c. Miranda v. Arizona, 1966 PE/TE: Ch. 5, The Living Constitution; Ch. 28, Sec. 3, Historic Decisions of the Supreme Court: Miranda v.Arizona

Suggested DocumentsHistoric Supreme Court Decisions: Escobedo v. Illinois (p. 91–96); Miranda v. Arizona (pp. 97–102)

8. Legislative reapportionment: Baker v.Carr, 1962

PE/TE: Ch. 28, Sec. 3; Ch. 31, Historic Decisions of the Supreme Court: Reynolds v. Sims

Suggested DocumentsHistoric Supreme Court Decisions: Baker v. Carr (pp. 121–126); Wesberry v. Sanders (pp. 127–132)

IV. The Limits of Power: Turmoil at Home and Abroad, 1965–1972

A. Vietnam: sacrifice and turmoil PE/TE: S10

Suggested DocumentsIn-Depth Resources, Unit 8: Letter from a Soldier in Vietnam (p. 55)Nextext Historical Readers: The Vietnam War

55



6. 1968: A year of turmoil

a. President Johnson’s decision not toseek reelection


Suggested DocumentIn-Depth Resources, Unit 8: Lyndon B. Johnson on Vietnam and Reelection (p. 58)

b. Assassinations of Dr. Martin LutherKing, Jr. (April 1968) and RobertKennedy (June 1968)

PE/TE: Ch. 29, Sec. 3; Ch. 30, Sec. 4

c. The Democratic Convention; warprotesters disrupt proceedings


d. Impact of the Vietnam War onsociety

PE/TE: Ch. 30, Sec. 3, 4, 5

A. Nixon as President, 1969–1974

1. Domestic policies and events

V. The Trend Toward Conservatism, 1972–1985

a. Modifications to Great Societyprograms (OSHA, Federal EnergyOffice, DEA, Clean Air Act, foodstamps, revenue sharing)

PE/TE: Ch. 32, Sec. 1, 4

b. The Moon landing PE/TE: Ch. 32, Sec. 1

Suggested DocumentIn-Depth Resources, Unit 9: Newspaper Front Page (p. 13)

c. Environmental Protection Agency(1970)


d. Self-determination for AmericanIndians (1970)


IV. The Limits of Power: Turmoil at Home and Abroad, 1965–1972 (continued)

c. Cultural radicals: hippies andcommunalists

PE/TE: Ch. 31, Sec. 3, Daily Life: Signs of the Sixties

Suggested DocumentIn-Depth Resources, Unit 8: Popular Song (p. 77)


56


f. Title IX - equal education access(1972)


2. Nixon’s internationalism

a. Henry Kissinger and realpolitik Suggested DocumentIn-Depth Resources, Unit 9: Henry Kissinger (p. 20)

(1) Withdrawal from Vietnam andCambodia; peace talks andsigning of Paris Peace Accords(Pentagon papers, New YorkTimes v. United States, 1971)

PE/TE: Ch. 30, Sec. 5; Ch 32, Sec. 1

Suggested DocumentHistoric Supreme Court Decisions: New York Times Co. v. United States (pp. 109–114)

(2) Nixon Doctrine PE/TE: Ch. 30, Sec. 5; Ch 32, Sec. 1

(3) Opening to China PE/TE: Ch. 32, Sec. 1

(4) Detente: SALT and grain PE/TE: Ch. 32, Sec. 1

V. The Trend Toward Conservatism, 1972–1985 (continued)

3. The Presidency in crisis

a. Resignation of Spiro Agnew PE/TE: Ch. 32, Sec. 2

b. Watergate affair and itsconstitutional implications


Suggested DocumentIn-Depth Resources, Unit 9: from All the President’s Men (p. 14)

c. United States v. Nixon, 1974 PE/TE: Ch. 32, Sec. 2

Suggested DocumentHistoric Supreme Court Decisions: United States v. Nixon (pp. 115–120)

d. The impeachment process andresignation


B. The Ford and Carter Presidencies

1. The appointive Presidency: Ford andRockefeller (the constitutionalaspects)


e. Ratification of the 26th Amendment(1971)

PE/TE: Ch. 5, The Living Constitution, Tracing Themes: Voting Rights; Ch. 32, Sec. 1

57



b. Oil crisis: shifting energy priorities PE/TE: Ch. 32, Sec. 3

c. Environmental concerns

(1) Three Mile Island PE/TE: Ch. 32, Sec. 4

(2) Acid rain PE/TE: Ch. 33, Sec. 2; Epilogue: Issues for the 21st Century/The Conservation Controversy


(3) Toxic waste PE/TE: Ch. 32, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 9: from Love Canal: My Story (p. 15)

3. Foreign policy issues: the United Statesafter Vietnam

a. Fall of South Vietnam, 1975 PE/TE: Ch. 30, Sec. 5; Ch. 32, Sec. 3

b. Oil crisis: Middle East in turmoil PE/TE: Ch. 32, Sec. 1, 3

c. Middle East mediation: Camp DavidAccords


d. The Afghanistan invasion: Olympicsand grain—diplomatic weapons


e. Iranian hostage crisis: 1979–1981 PE/TE: Ch. 32, Sec. 3; Ch. 33, Sec. 1

C. Reagan and Bush, the “new” federalismand growth of conservatism

Suggested DocumentsIn-Depth Resources, Unit 9: Political Cartoon (p. 36); from Ronald Reagan’s Farewell Address (p. 37)

1. Supply-side economics PE/TE: Ch. 33, Sec. 2

2. Tax policy and deficits PE/TE: Ch. 33, Sec. 2, 4

2. Domestic policy issues

a. Pardon for Nixon and amnesty fordraft evaders




58


4. Effects on minorities PE/TE: Ch. 33, Sec. 2, 3

Suggested DocumentIn-Depth Resources, Unit 9: Civil Rights in the 1980s (p. 38)

5. The Supreme Court and the schools

a. Engel v. Vitale, 1962 PE/TE: Ch. 33, Sec. 1


b. Tinker v. Des Moines SchoolDistrict, 1969

PE/TE: Ch. 19, Historic Decisions of the Supreme Court: Schenck v. United States; Ch. 28, Sec. 3

c. New Jersey v. TLO, 1985 Issues in United States History—New York Edition: Sec. 1

d. Vernonia School District v. Acton,1995


D. New approaches to old problems

1. Feast and famine: the farmer’sdilemma



2. The problems of poverty in an affluentsociety—“the underclass”

PE/TE: Ch. 33, Sec. 3; Epilogue: Issues for the 21st Century/Breaking the Cycle of Poverty


3. The “new” immigrants; (ImmigrationReform and Control Act of 1986)

PE/TE: Ch. 15, Tracing Themes: Diversity and the National Identity; Ch. 34, Sec. 4, Tracing Themes:Immigration and Migration; Epilogue: Issues for the 21st Century/The Debate over Immigration

4. Changing demographic patterns(growing numbers of elderly)

PE/TE: Ch. 34, Sec. 4; Epilogue: Issues for the 21st Century/Curing the Health Care System, Tough ChoicesAbout Social Security

E. Renewed United States power image

1. Central America and the Caribbean:debt and stability; Sandinistas,Contras, El Salvadorians


Suggested DocumentIn-Depth Resources, Unit 9: Daniel Inouye (p. 44)


3. Environmental and civil rights policies PE/TE: Ch. 33, Sec. 2, 3


59



F. Trade imbalance and divesting

1. Japan: trade imbalance PE/TE: Ch. 32, Sec. 3

2. United States and South Africa PE/TE: Ch. 5, Sec. 3; Ch. 29, Sec. 1

G. United States—Soviet relations

1. Gorbachev and Soviet relations PE/TE: Ch. 33, Sec. 4

2. “Star Wars” and arms limitation efforts PE/TE: Ch. 33, Sec. 2, 4

3. Cuts in defense spending and the fallof the Soviet Union


1. Case study: The election of 1988

a. Effects of demographics PE/TE: Ch. 33, Sec. 2

VI. Approaching the Next Century 1986–1999

b. Rise of a third party (H. Ross Perot) PE/TE: Ch. 34, Sec. 1

c. Increasing influence of politicalaction committees


2. Domestic issues

a. Environmental concerns PE/TE: Ch. 34, Sec. 3; Epilogue: Issues for the 21st Century/The Conservation Controversy


b. Immigration issues PE/TE: Ch. 15, Tracing Themes: Diversity and the National Identity; Ch. 34, Sec. 4, Tracing Themes:Immigration and Migration; Epilogue: Issues for the 21st Century/The Debate over Immigration

Suggested DocumentIn-Depth Resources, Unit 9: Road Sign (p. 60)


2. Middle East: war and hostages PE/TE: Ch. 33, Sec. 4

A. The Bush Presidency

d. Social concerns (Cruzan v.Director, Missouri Department of Health, 1990 and PlannedParenthood of SoutheasternPennsylvania, et al. v. Casey, 1992)


Issues in United States History—New York Edition: Sec. 1Suggested DocumentHistoric Supreme Court Decisions: Webster v. Reproductive Health Services (pp. 139–144)

c. Savings and loan scandal PE/TE: Ch 33, Sec. 2


60


3. Foreign policy issues

a. Dissolution of the Soviet Union PE/TE: Ch. 33, Sec. 4

b. Fall of the Berlin Wall and Germanreunification (1990)

PE/TE: Ch. 28, Sec. 1; Ch. 33, Sec. 4

c. Crisis in Bosnia PE/TE: Ch. 19, Sec. 1; Ch. 33, Sec. 4; Ch. 34, Sec. 1

d. Persian Gulf crisis PE/TE: Ch. 33, Sec. 4

Suggested DocumentIn-Depth Resources, Unit 9: The First Day of Desert Storm (p. 39)

VI. Approaching the Next Century 1986–1999 (continued)

B. The Clinton Presidency Suggested DocumentIn-Depth Resources, Unit 9: from “A Bridge to the Future” (p. 58)

1. Domestic issues

a. Social concerns

(1) Health care PE/TE: Ch. 28, Sec 3; Ch. 34, Sec. 1, 4; Epilogue: Issues for the 21st Century/Curing the Health CareSystem

(2) Education PE/TE: Epilogue: Issues for the 21st Century/Issues in Education

(3) Welfare reform PE/TE: Ch. 34, Sec. 1; Epilogue: Issues for the 21st Century/Breaking the Cycle of Poverty

Suggested DocumentIn-Depth Resources, Unit 9: from Contract with America (p. 57)

(4) Stability of the Social Securitysystem

PE/TE: Ch. 23, Sec. 5; Ch. 34, Sec. 4; Epilogue: Issues for the 21st Century/Tough Choices About SocialSecurity

b. Economic concerns

(1) Role of technologies PE/TE: Ch. 20, Tracing Themes: Economic Opportunity; Ch. 34, Sec. 2, 3; Epilogue: Issues for the 21stCentury/The Communications Revolution

Suggested DocumentsIn-Depth Resources, Unit 9: from The Road Ahead (p. 59); Bill Gates (p. 63)

(2) Impact of the baby boomgeneration

PE/TE: Ch. 34, Sec. 4; Epilogue: Issues for the 21st Century/Curing the Health Care System, Tough ChoicesAbout Social Security

(3) Balanced budget amendment(debate)


Suggested DocumentIn-Depth Resources, Unit 9: from Contract with America (p. 57)

(4) Market trends: The bull marketof the 1990s

PE/TE: Ch. 34, Sec. 1, 2

61



c. Political concerns

(1) Senate Whitewaterinvestigations


(2) Gun control PE/TE: Ch. 34, Sec. 1; Epilogue: Issues for the 21st Century/Crime and Public Safety

(3) Campaign finance reform(debate)


d. Impeachment and acquittal PE/TE: Ch. 5, The Living Constitution; Ch. 34, Sec. 1

2. Foreign policy issues

a. United States—Middle Eastrelations: Israeli—PLO agreement(Rabin—Arafat)


b. United States in the global economy PE/TE: S18

(1) NAFTA PE/TE: Ch. 34, Sec. 1, 2

(3) Economic aid to Russia PE/TE: Ch. 34, Sec. 1

(2) GATT PE/TE: Ch. 34, Sec. 2

VI. Approaching the Next Century 1986–1999 (continued)

(4) United States trade withChina, Japan, and LatinAmerica

PE/TE: Ch. 34, Sec. 2; Epilogue: Issues for the 21st Century/Foreign Policy

c. Intervention in Somalia, Haiti,Bosnia, and Yugoslavia

PE/TE: Ch. 19, Sec. 1; Ch. 34, Sec. 1

d. United States—Russian relations;1990 to the present

PE/TE: Ch. 33, Sec. 4; Ch. 34, Sec. 1; Epilogue: Issues for the 21st Century/Foreign Policy; The War onTerrorism

e. United States—European relations:European Union (EU), NATO

PE/TE: Ch. 19, Sec. 1; Ch. 34, Sec. 1, 2; Epilogue: Issues for the 21st Century/Foreign Policy; The War onTerrorism

62

Using “Strategies for Taking The Regents Examination”With Chapters

The test-taking section in the Pupil’s Edition, "Strategies for Taking the Regents Examination" on pages S6–S33, can be integrated with your teaching of The Americans throughout the year. The following chart shows how this section corresponds to chapters throughout the book.

TEST-PREP PAGE

S6 World War II Ch. 25, pp. 766–805Allied occupation of Germany Ch. 26, Sec. 1, pp. 808–814Marshall Plan Ch. 26, Sec. 1, pp. 808–814

S7 Freedom of the Press Living Constitution, p. 166Checks and balances Ch.5, Sec. 2, pp. 143–144Spanish-American War Ch. 18, Sec. 2, pp. 552–557Progressive reforms Ch. 17, pp. 510–545

S8 Iroquois longhouses Ch. 1, Sec. 2, pp. 8–13S9 Amelia Bloomer/Suffrage Ch. 8, Sec. 3, pp. 254–258S10 Nixon and Vietnam Ch. 30, Sec. 4, pp. 954–959S11 Mid-1800s reformers Ch. 8, pp. 238–269S12 Tammany Hall Ch. 15, Sec. 3, pp. 475–476S13 Women in the modern workplace Ch. 31, Sec. 2, pp. 982–986

Epilogue, pp. 1116–1117S14 Cargo on NY canals Ch. 9, Sec. 1, p. 277S15 Shift to the Sunbelt, 1900–2000 Ch. 33, Geography Spotlight, pp. 1052–1053S16 Unemployment, 1930–1960 Ch. 22, 23, 27

Home ownership/rentals, 1940–1980 Ch.27, pp. 838–873S17 Media in households, 1930–1998 Ch. 27, Sec. 3, pp. 858–865

Age distribution, 1900–2000 Ch. 34, Sec. 4, pp. 1090–1091S18 World motor vehicle production, 1950 and 1999 Ch. 34, Sec. 2, pp. 1078–1079S19 Causes of death of Civil War soldiers Ch. 11, Sec. 11, pp. 354–356S20 Alaska and Hawaii Ch. 18, Sec. 1, pp. 550–551S21 Postwar German occupation zones Ch. 26, Sec. 1, pp. 808–814S22 Civil rights, 1940s–1960s Ch. 29, pp. 904–933S23 World War I Ch. 19, pp. 576–615S24 Constitutional principles Ch. 5, Sec. 2, p. 143

Living Constitution, pp. 152–173S25 Cold War Ch. 26, pp. 806–837S26–S29 Environmental progress and challenges Ch. 32, Sec. 4, pp. 1026–1030S30–S33 New Deal Ch. 23, pp. 692–731

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