prentice hall america: pathways to the present, survey...

Prentice Hall America: Pathways to the Present, Survey Edition ©2005

Correlated to: Nevada Social Studies Content Standards, History

(Grade 12)

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology 1

NEVADA ACADEMIC SOCIAL STUDIES STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

HISTORY STANDARD 1.0: CHRONOLOGY - Students use chronology to organize and understand the sequence and relationship of events. 1.12.1 Analyze and develop a position on a current

event.

SE/TE: Fast Forward to Today, 7, 52, 81, 136, 156, 162, 209, 263, 302, 329, 372, 406, 415, 460, 524, 531, 571, 594, 615, 662, 685, 731, 758, 789, 816, 836, 892, 902, 934, 990, 1014, 1039, 1061, 1098, 1148; Entering a New Era, 1124–1125; Politics in Recent Years, 1126–1132; The United States in a New World, 1133–1141; Americans in the New Millennium, 1142–1149; Review and Assessment, 1150–1151

TR: See Unit Books; Learning with Documents; Great Debates in American History; Chapter Tests

TECH: Resource Pro CD-ROM; TeacherEXPRESS™ CD-ROM; Audiotapes, Exploring Primary Sources CD-ROM; Social Studies Skills Tutor CD-ROM; American Heritage ® Video Program; and www.PHSchool.com

1.12.2 Explain the sequence and relationship of events on a tiered time lines.

SE/TE: Timelines, 2–3, 34–35, 68–69, 102–103, 142–143, 198–199, 238–239, 270–271, 308–309, 344–345, 378–379, 422–423, 454–455, 486–487, 518–519, 550–551, 582–583, 612–613, 644–645, 682–683, 710–711, 738–739, 766–767, 798–799, 824–825, 866–867, 898–899, 928–929, 966–967, 1022–1023, 1056–157, 1094–1095, 1124–1125

TE: Timeline Activity, 2, 34, 68, 102, 142, 198, 238, 270, 308, 344, 378, 422, 454, 486, 518, 550, 582, 612, 644, 682, 710, 738, 766, 798, 824, 866, 898, 928, 966, 1022, 1056, 1094, 1124


TECH: Resource Pro CD-ROM; TeacherEXPRESS™ CD-ROM; Audiotapes, Exploring Primary Sources CD-ROM; Social Studies Skills Tutor CD-ROM; American Heritage ® Video Program

TECH: www.PHSchool.com

Prentice Hall America: Pathways to the Present, Survey Edition ©2005 Correlated to:

Nevada Social Studies Content Standards, History, (Grade 12)




STANDARD 2.0: HISTORY SKILLS - Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making 2.12.1 Frame and evaluate historical questions from

multiple viewpoints.

SE/TE: Comparing Historians’ Viewpoints, 119, 370, 586, 715, 781, 871, 981; Comparing Primary Sources, 45, 91, 148, 226, 287, 334, 381, 433, 480, 509, 530, 570, 605, 637, 671, 700, 760, 818, 857, 910, 945, 991, 999, 1046, 1074, 1085, 1109, 1128; American Heritage: My Brush with History, 32, 140, 338, 420, 576, 676, 764, 864, 962, 1092



2.12.2 Integrate, analyze, and organize historical

information from a variety of sources.

SE/TE: Review and Assessment, 30–31, 64–65, 94–95, 138–139, 170–171, 230–231, 266–267, 304–305, 336–337, 374–375, 418–419, 446–447, 484–485, 514–515, 546–547, 574–575, 604–605, 640–641, 674–675, 706–707, 734–735, 762–763, 792–793, 822–823, 862–863, 894–895, 920–921, 960–961, 992–993, 1018–1019, 1050–1051, 1090–1091, 1121–1122, 1150–1151; Section Assessment, 9, 16, 21, 28, 41, 48, 57, 63, 82, 88, 93, 108, 116, 122, 132, 137, 149, 157, 163, 169, 206, 212, 218, 223, 229, 248, 26, 265, 279, 284, 295, 303, 325, 331, 35, 350, 354, 361, 368, 373, 389, 400, 409, 417, 429, 435, 440, 445, 465, 472, 483, 490, 497, 506, 533, 545, 557, 568, 573, 588, 596, 603, 607, 619, 627, 634, 639, 651, 656, 663, 668, 673, 690 697, 705, 721, 729, 733, 744, 750, 755, 776, 783, 791, 806, 811, 816, 831, 840, 853, 861, 874, 883, 888, 893, 906, 911, 918, 925, 940, 946, 953, 959, 973, 982, 991, 1001, 1008, 1012, 1017, 1028, 1036, 1043, 1063, 1069, 1076, 1082, 1089, 1100, 1113, 1119, 1131, 1141, 1149







(Continued) 2.12.2 Integrate, analyze, and organize historical

information from a variety of sources.

(Continued) TECH: Resource Pro CD-ROM; TeacherEXPRESS™

CD-ROM; Audiotapes, Exploring Primary Sources CD-ROM; Social Studies Skills Tutor CD-ROM; American Heritage ® Video Program; and www.PHSchool.com

2.12.3 Analyze and interpret historical content from

informational tools, including: • charts • diagrams • graphs • maps • political cartoons • photographs • tables

SE/TE: Charts and Graphs, 6, 13, 26, 46, 61, 86, 113, 114, 120, 134, 146, 152, 154, 155, 160, 161, 202, 218, 242, 274, 275, 277, 282, 288, 291, 295, 313, 320, 350, 354, 365, 383, 399, 416, 437, 438, 443, 445, 464, 471, 474, 496, 502, 504, 507, 522, 523, 529, 537, 554, 565, 566, 587, 591, 624, 626, 660, 670, 671, 693, 717, 719, 724, 726, 732, 741, 742, 743, 775, 782, 786, 829, 850, 888, 902, 904, 947, 952, 971, 978, 985, 988, 997, 1016, 1032, 1035, 1048, 1060, 1068, 1073, 1080, 1086, 1097, 1103, 1105, 1006, 1107, 1112, 1119; Diagram, 488, 498, 541, 552, 884; Interpreting Diagrams, 6, 26, 154, 155, 274, 277, 383, 437, 471, 522, 537, 624, 660, 693, 726, 732, 742, 985, 988, 1032, 1068, 1086; Map Skills, 3, 15, 19, 25, 35, 37, 39, 43, 54, 56, 69, 75, 90, 93, 103, 106, 110, 129, 135, 143, 199, 212, 216, 225, 229, 239, 251, 252, 264, 271, 286, 300, 309, 345, 352, 356, 364, 369, 379, 385, 386, 395, 403, 404, 407, 412, 423, 432, 444, 455, 487, 494, 499, 501, 511, 519, 551, 583, 585, 592, 595, 599, 602, 613, 631, 632, 639, 645, 647, 648, 659, 672, 683, 687, 688, 689, 711, 739, 747, 761, 767, 773, 799, 801, 804, 809, 815, 820, 825, 833, 838, 844, 848, 867, 873, 878, 886, 891, 899, 905, 929, 932, 943, 967, 969, 984, 986, 995, 1023, 1034, 1043, 1045, 1057, 1095, 1115; Analyzing Political Cartoons, 31, 65, 95, 139, 159, 171, 203, 208, 231, 267, 292, 3065, 332, 337, 361, 373, 375, 398, 419, 440, 447, 470, 485, 515, 520, 539, 544, 547, 565, 575, 588, 593, 600, 604, 609, 616, 641, 675, 707, 714, 721, 735, 744, 754, 763, 777, 780, 783, 793, 808, 818, 823, 827, 863, 873, 889, 895, 921, 961, 993, 1019, 1043, 1051, 1070, 11091, 1107, 1121, 1151; Viewing Fine Art, 107, 114, 137, 240, 244, 260, 392, 436, 475, 491, 535, 748, 790, 806







(Continued) 2.12.3 Analyze and interpret historical content from

informational tools, including: • charts • diagrams • graphs • maps • political cartoons • photographs • tables



STANDARD 3.0: PREHISTORY TO 400 CE - Students understand the development of human societies, civilizations, and empires through 400 CE. 3.12.1 Identify and describe the characteristics of

pre-agricultural societies.

SE/TE: For related information see The Native American World pages 4–9.

TR: See Unit Books: Unit 1; Learning with Documents; Chapter Test: Chapter 1

TECH: Resource Pro CD-ROM; TeacherEXPRESS™ CD-ROM; Audiotapes, Exploring Primary Sources CD-ROM; and www.PHSchool.com

3.12.2 Describe technological innovations of early

agricultural societies, including: • development of agriculture • domestication of animals • development of permanent communities

SE/TE: For related information see The Native American World pages 4–9.

TR: See Unit Books: Unit 1; Learning with Documents; Chapter Test: Chapter 1


3.12.3 Explain and demonstrate how geography

influenced the political, social, and economic growth of ancient classical civilizations, including: • Africa • China • Greece • India • Mesopotamia • Rome

SE/TE: For related information see The European World pages 10–16 and The World of the West Africans pages 17–21.

TR: See Unit Books: Chapter 1; Learning with Documents; Great Debates in American History; Chapter Test: Chapter 1







3.12.4 Describe the unique political, economic, religious, social, technological, and cultural contributions of ancient and classical civilizations, including: • Africa • the Americas • China • Greece • Hebrew kingdoms • India • Mesopotamia • Phoenicia • Rome




STANDARD 4.0: 1 CE TO 1400 - Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.

4.12.1 Locate and describe civilizations in terms of geography, social structure, religion, political systems, and contributions, including: • African • Byzantine • Chinese • Indian • Japanese • Scandinavian




4.12.2 Describe the characteristics of the Mayan, Aztec, and Incan civilizations, including: • contributions • geography • political systems • religion • social structure

SE/TE: See Aztecs and Incas on pages 38 and 261. TR: See Unit Books; Great Debates in American

History; Chapter Tests TECH: Resource Pro CD-ROM; TeacherEXPRESS™


4.12.3 Describe the origin, traditions, customs, and spread of western and eastern world religions, including: • Buddhism • Christianity • Hinduism • Islam • Judaism

SE/TE: For related information see religion in America: Pathways to the Present on pages 11, 18, 37–38, 47, 50–51, 53–55, 91–93, 246–247, 333–334, 347, 360–361, 429, 505, 542, 567, 588, 701–703, and 908.








4.12.4 Describe the characteristics of European feudalism.

SE/TE: For related information see feudalism on page 11.

TR: See Unit Books; Learning with Documents; Chapter Tests

4.12.5 Describe the rise of commercial trading

centers and their effects on social, political, and economic institutions.

SE/TE: For related information see The Late Middle Ages pages 11–13 and the Renaissance pages 13–16.

TR: Geography in History, 12

CONTENT STANDARD 5.0: 1200 TO 1750 - Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750. 5.12.1 Examine the impact of technological,

mathematical, and artistic developments of the Renaissance.

SE/TE: See The Renaissance on pages 13–16. TR: See Unit Books; Learning with Documents;

Chapter Tests

5.12.2 Explain the development of European hereditary monarchies and their effects on: • centralized government • commerce and trade • religion

SE/TE: See The Rise of Monarchs pages 12–13. TR: See Unit Books; Learning with Documents;

Chapter Tests

5.12.3 Explain the causes of the Reformation and its effects in Europe and the Americas.

SE/TE: For related information see the Reformation on pages 15 and 47.


5.12.4 Identify the influence of the Enlightenment on the Western World, including: • fine arts • government • literature • philosophy • science

SE/TE: See the Enlightenment on pages 119–120 for the influence on the Declaration of Independence.



5.12.5 Compare common elements of Native North American societies, including: • communication • economic systems • housing • political systems • social systems • traditions

SE/TE: The Native American World, 4–9; Review and Assessment, 30–31

TR: See Unit Books: Unit 1; Learning with Documents; Great Debates in American History; Chapter Test: Chapter 1







5.12.6 Explain the roles of nationalism, economics, and religious rivalries in the Age of Exploration.

SE/TE: The Atlantic World Is Born, 22–28; European Colonization of the Americas, 34–35; Spanish Explorers and Colonies, 36–41; Jamestown, 42–48; Review and Assessment, 64–65

TE: 34A–34B TR: See Unit Books; Learning with Documents;

Great Debates in American History; Chapter Tests


5.12.7 Analyze interactions among Native

Americans, Europeans, and Africans.

SE/TE: The Atlantic World Is Born, 22–28; European Colonization of the Americas, 34–35; Spanish Explorers and Colonies, 36–41; Jamestown, 42–48; The New England Colonies, 49–58; The Middle and Southern Colonies, 59–63; Review and Assessment, 64–65; Life in Colonial America, 77–82; African Americans in the Colonies, 83–93; Review and Assessment, 94–95




5.12.8 Analyze how the interactions among Native

Americans, Africans, Europeans, and their descendants resulted in unique American economic, social, and political institutions.

SE/TE: The Atlantic World Is Born, 22–28; European Colonization of the Americas, 34–35; Spanish Explorers and Colonies, 36–41; Jamestown, 42–48; The New England Colonies, 49–58; The Middle and Southern Colonies, 59–63; Review and Assessment, 64–65; Life in Colonial America, 77–82; African Americans in the Colonies, 83–93; Review and Assessment, 94–95









5.12.9 Describe the similarities and differences of European colonial communities in North America in terms of politics, religion, language, economics, and social customs.

SE/TE: European Colonization of the Americas, 34–35; Spanish Explorers and Colonies, 36–41; Jamestown, 42–48; The New England Colonies, 49–58; The Middle and Southern Colonies, 59–63; Review and Assessment, 64–65An Empire and Its Colonies, 70–76; Life in Colonial America, 77–82; Review and Assessment, 94–95

TR: See Unit Books; Unit 1; Learning with Documents; Great Debates in American History; Chapter Tests: Chapters 2 & 3


5.12.10 Compare and contrast life in the New

England, Middle, and Southern colonies.

SE/TE: The New England Colonies, 49–58; The Middle and Southern Colonies, 59–63; Review and Assessment, 64–65; Life in Colonial America, 77–82; Review and Assessment, 94–95

TR: See Unit Books; Unit 1; Learning with Documents; Great Debates in American History; Chapter Tests: Chapters 2 & 3

TECH: Resource Pro CD-ROM; Audiotapes, Exploring Primary Sources CD-ROM; Social Studies Skills Tutor CD-ROM; American Heritage ® Video Program; and www.PHSchool.com

5.12.11 Explain the impact of world commerce,

including the African slave trade on Europe, Africa, and the Americas.

SE/TE: For related information see The World of the West Africans pages 17–21 and The Atlantic World Is Born pages 22–28. See also the Slave Trade on pages 75 and 84.

5.12.12 Describe the contributions and social,

political, and economic characteristics of African, Chinese, Indian, and Japanese civilizations.


5.12.13 Describe how Islamic empires were a link between Africa, Europe, and Asia.







STANDARD 6.0: 1700 TO 1865 - Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures. 6.12.1 Explain the causes and results of the Industrial

Revolution.

SE/TE: Industrial Revolution, 272–274 TR: See Unit Books; Learning with Documents;



6.12.2 Describe the causes and effects of wars with

Europeans, including the French and Indian War.

SE/TE: The Road to Independence, 102–103; The French and Indian War, 104–108; Review and Assessment, 138–139



6.12.3 Explain the political and economic causes and

effects of the American Revolution.

SE/TE: The Road to Independence, 102–103; The French and Indian War, 104–108; Issues Behind the Revolution, 109–117; Ideas Behind the Revolution, 118–126; Fighting for Independence, 127–132; Winning Independence, 133–137; Review and Assessment, 138–139




6.12.4 Describe the ideas of John Locke, Thomas

Paine, and Thomas Jefferson and their influences on the American Revolution and the formation of the United States.

SE/TE: Ideas Behind the Revolution, 118–126; Review and Assessment, 138–139









6.12.5 Describe the events, course, and results of the American Revolutionary War, including the contributions of African Americans and Native Americans.

SE/TE: Fighting for Independence, 127–132; Winning Independence, 133–137; Review and Assessment, 138–139




6.12.6 Explain the issues of the Confederation

period, including: • war debts and finance • western land • trade • taxation

SE/TE: Government by the States, 144–149; Review and Assessment, 170–171

TR: See Unit Books: Unit 2; Learning with Documents; Great Debates in American History; Chapter Tests: Chapter 5


6.12.7 Describe the Constitution’s underlying

principles, including: • checks and balances • federalism • limited government • popular sovereignty • separation of powers

SE/TE: The Constitutional Convention, 150–157; Ratifying the Constitution, 158–163; The United States Constitution, 172–196. See also Supreme Court Cases on pages 291, 365, 524, 625, 859, 926, 931–933, 944, 980, 981, 1099 and Key Supreme Court Cases on pages 1200–1207



6.12.8 Describe the issues involved in the ratification

of the Constitution, including: • main ideas of The Federalist Papers • main ideas of the Anti-Federalists • the Bill of Rights

SE/TE: Ratifying the Constitution, 158–163; Review and Assessment, 170–171








6.12.9 Describe the influence of the American Revolution on Europe and the Americas.

SE/TE: For related information see French Revolution on pages 202–203.


6.12.10 Discuss the political events, people, and ideas

that influenced European politics, including: • Napoleon • Metternich • Marx • Congress of Vienna

SE/TE: For related information see French Revolution on pages 202–203, Karl Marx on pages 478, 572, and 1117, and Napoleon on pages 203, 215, and 226.


6.12.11 Describe achievements in European fine arts

and literature.

SE/TE: For related information see Cultural, Social, and Religious Life on pages 240–248.


6.12.12 Describe the rise of national economies, the

emergence of capitalism, and the free market economy.

SE/TE: For related information see Capitalism and Free Enterprise System on pages 278, 457, 667, 713, and 1152.


6.12.13 Explain issues, events, and the roles of key

people related to the development of United States political institutions, including: • Washington’s administration • The Marshall Court • judicial review • extension of suffrage • political parties

SE/TE: The New Government, 165–169; The Origins of American Politics, 198–199; Liberty Versus Order in the 1790s, 200–206; The Election of 1800, 207–212; The Jefferson Administration, 213–218; Native American Resistance, 220–223; The War of 1812, 224–229; Review and Assessment, 230–231

TE: 198A–198B TR: See Unit Books: Unit 2; Learning with

Documents; Great Debates in American History; Chapter Tests: Chapter 6







6.12.14 Explain issues, events, and the roles of key individuals associated with the development of a national economic identity and foreign policy, including: • development of the factory system and

impacts of significant inventions such as the cotton gin and interchangeable parts

• territorial, trade, and shipping issues with Great Britain

• War of 1812 • the creation of a national transportation

system • Monroe Doctrine • growth and impact of immigration

SE/TE: Native American Resistance, 220–223; The War of 1812, 224–229; Review and Assessment, 230–231; Monroe Doctrine, 292–293, 585–586; Inventions and Innovations, 272–279

TE: 198A–198B TR: See Unit Books: Units 2 & 3; Learning with

Documents; Great Debates in American History; Chapter Tests


6.12.15 Describe the social reform and religious movements of antebellum United States which attempted to enhance life, including: • education reform • prison and mental health reform • religious revival • Utopian movement • women’s rights

SE/TE: Religion and Reform, 308–309; Reforming Society, 309–316; The Antislavery Movement, 318–325; The Movement for Women’s Rights, 326–331; Growing Divisions, 332–335; Review and Assessment, 336–337




6.12.16 Describe the contributions in language,

literature, art, and music that led to the development of an emerging culture in the United States, including: • Stephen Foster • Nathaniel Hawthorne • Hudson River School of Art • Henry David Thoreau

SE/TE: Cultural, Social, and Religious Life, 240–248; Henry David Thoreau, 312; Nathaniel Hawthorne, 272, 316, 474








6.12.17 Explain the issue of Manifest Destiny and the events related to the expansion of the United States, including: • Louisiana Purchase • removal of the Eastern tribes • Oregon and California Trails • Mexican War and Mexican War

acquisitions • California Gold Rush • Homestead Act

SE/TE: The Louisiana Purchase, 215; Native American Resistance, 220–223; Trails to the West, 249–257; The Great Plains and the Southwest, 258–265; The Mexican War and Slavery Extension, 351–354; The California Gold Rush, 268–269; Homestead Act, 398, 438, 489, 502, 528



6.12.18 Explain abolitionism and describe the

importance of abolitionists and slave revolts, including: • John Brown • Frederick Douglass • William Lloyd Garrison • Harriet Beecher Stowe • Nat Turner

SE/TE: Religion and Reform, 308–309; The Antislavery Movement, 318–325; Review and Assessment, 336–337




6.12.19 Describe the causes, key people, events, and

outcome of the Civil War, including: • states’ rights and slavery • election of 1860 • Frederick Douglass/African American

troops • President Lincoln • Emancipation Proclamation • Antietam, Vicksburg and Gettysburg • Gettysburg Address • Generals Grant and Lee

SE/TE: Two Nations, 346–350; The Mexican War and Slavery Extension, 351–354; New Political Parties, 355–361; The System Fails, 363–368; A Nation Divided Against Itself, 369–373; Review and Assessment, 374–375; The Civil War, 378–379; From Bull Run to Antietam, 380–389; Life Behind the Lines, 390–400; The Tide of War Turns, 402–409; Devastation and New Freedom, 410–417; Review and Assessment, 418–419; American Heritage: A Civil War’s Soldier’s Story, 420–421

TE: 378A–378D TR: See Unit Books: Unit 4; Learning with

Documents; Great Debates in American History; Chapter Tests: Chapters 10 & 11







STANDARD 7.0: 1860 TO 1920 - Students understand the importance and impact of political, economic, and social ideas. 7.12.1 Summarize the successes and failures of the

Reconstruction period.

SE/TE: Reconstruction, 422–423; Presidential Reconstruction, 424–429; Congressional Reconstruction, 430–435; Birth of the “New South”, 436–440; The End of Reconstruction, 442–445; Review and Assessment, 446–447



7.12.2 Describe the key people and significant issues concerning African American rights, including: • Booker T. Washington and the Tuskegee

Institute • Black Codes and Jim Crow Laws • Plessy v. Ferguson • W.E.B. DuBois and the NAACP • Ida B. Wells and the NACW

SE/TE: The World of Jim Crow, 564–568; Review and Assessment, 574–575; Booker T. Washington, 427, 556, 564, 568, 634; W.E.B. DuBois, 556, 557, 568, 634, 937

TR: See Unit Books: Unit 5; Learning with Documents; Great Debates in American History; Chapter Tests; Chapter 16


7.12.3 Describe federal policy toward Native Americans including: • Dawes Act/Indian Reorganization Act of

1934 • Indian Boarding Schools • Indian Citizenship Act of 1924 • Plains Wars • reservation system

SE/TE: Conflict with Native Americans, 491–497 TR: See Unit Books: Unit 5; Learning with



7.12.4 Describe the role of farming, railroads, mining

in the settlement of the West.

SE/TE: Looking to the West, 486–487; Moving West, 488–490; Conflict with Native Americans, 491–497; Mining, Ranching, and Farming, 498–506; Populism, 507–512; Review and Assessment, 514–515








(Continued) 7.12.4 Describe the role of farming, railroads, mining

in the settlement of the West.



7.12.5 Describe the causes, issues, and effects of the

Populist Movement.

SE/TE: Populism, 507–512; Review and Assessment, 514–515

TR: See Unit Books: Unit 5; Learning with Documents; Great Debates in American History; Chapter Tests


7.12.6 Describe the effect of industrial technology

innovations and urbanization on United States social and economic development.

SE/TE: The Expansion of American Industry, 454–455; A Technological Revolution, 456–466; The Growth of Big Business, 467–472; Industrialization and Workers, 473–476; The Great Strikes, 477–483; Review and Assessment, 484–485




7.12.7 Describe the development of corporate capitalism, including: • J.P. Morgan • mass production • vertical and horizontal

integration/consolidation

SE/TE: The Expansion of American Industry, 454–455; A Technological Revolution, 456–466; The Growth of Big Business, 467–472; Review and Assessment, 484–485









7.12.8 Explain the motivations for groups coming to the United States and describe their contributions to United States society.

SE/TE: Politics, Immigration, and Urban Life, 518–519; Politics in the Gilded Age, 520–526; People on the Move, 527–533; The Challenge of the Cities, 534–540; Ideas for Reform, 541–545; Review and Assessment, 546–547



7.12.9 Describe nativism and explain the response to immigration into the United States.

SE/TE: Nativism, 359–360, 544, 548, 615, 667, 719 TR: See Unit Books; Learning with Documents;



7.12.10 Explain the origins and issues involved in the labor movement.

SE/TE: Industrialization and Workers, 473–476; The Great Strikes, 477–483; Review and Assessment, 484–485



7.12.11 Describe the development and impact of the Progressive Movement, including: • government reform • Prohibition • “trust busting”

SE/TE: The Progressive Reform Era, 612–613; The Origins of Progressivism, 614–620; Progressive Legislation, 621–627; Progressivism Under Taft and Wilson, 628–634; Suffrage at Last, 635–639; Review and Assessment, 640–641

TE: 612A–612D TR: See Unit Books: 6; Learning with Documents;

Great Debates in American History; Chapter Tests’ Chapter 18







7.12.12 Describe the development of the women’s suffrage movement and the passage of the 19th Amendment.

SE/TE: The Movement for Women’s Rights, 326–331; The Changing Roles of Women, 569–573; Suffrage at Last, 635–639; Review and Assessment, 640–641

TE: 612A–612D TR: See Unit Books: 6; Learning with Documents;

Great Debates in American History; Chapter Tests’ Chapter 18


7.12.13 Discuss the causes, characteristics, and

consequences of United States expansion and diplomacy, including: • Alaska • Hawaii • Open Door Policy • Spanish-American War • Panama Canal • T. Roosevelt’s foreign policy • Dollar Diplomacy

SE/TE: Becoming a World Power, 582–583; The Pressure to Expand, 584–588; The Spanish-American War, 589–597; A New Foreign Policy, 598–603; Debating America’s New Role, 604–607; Review and Assessment, 608–609




7.12.14 Explain the causes and effects of the Mexican

Revolution of 1911.

SE/TE: Mexican Revolution 602–603; Focus on World Events, 603; Review and Assessment, 608–609

TE: 582A–582D TR: See Unit Books; Learning with Documents;








7.12.15 Discuss the causes, characteristics, and consequences of European and Japanese expansion.

SE/TE: The Pressure to Expand, 584–588; The Spanish-American War, 589–597; Review and Assessment, 608–609




7.12.16 Describe the causes, course, character, and

effects of World War I, including: • imperialism • arms race and alliances • nationalism • weapons/tactics • Fourteen Points • Treaty of Versailles

SE/TE: World War I, 644–645; The Road to War, 646–652; The United States Declares War, 653–656; Americans on the European Front, 657–663; Americans on the Home Front, 664–668; Global Peacemaker, 669–673; Review and Assessment, 674–675




7.12.17 Describe the causes and effects of the Russian

Revolution: • Romanovs • Lenin • Bolsheviks • Russian Civil War

SE/TE: Russian Revolution, 656, 659, 713 TR: See Unit Books; Learning with Documents;








7.12.18 Explain how fine arts, literature, and leisure activities were a reflection of the time.

SE/TE: The Expansion of Education, 552–557; New Forms of Entertainment, 559–563



STANDARD 8.0: THE TWENTIETH CENTURY, A CHANGING WORLD (1920 TO 1945) - Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945. 8.12.1 Describe the rise of totalitarian societies in

Europe, Asia, and Latin America.

SE/TE: Rise of Dictators, 800–806; Review and Assessment, 822–823



8.12.2 Discuss the effects on society of new technologies of this era, including: • communication • transportation • manufacturing

SE/TE: Society in the 1920s, 684–690; Mass Media and the Jazz Age, 691–698; A Business Boom, 723–729



8.12.3 Describe social tensions in the postwar era, including: • radical politics • immigration restrictions • religious fundamentalism • racism

SE/TE: Postwar Social Change, 682–683; Society in the 1920s, 684–690; Mass Media and the Jazz Age, 691–698; Cultural Conflicts, 699–705; Review and Assessment, 706–707









8.12.4 Describe how cultural developments in the arts, education, media, and leisure activities reflected and changed United States society.

SE/TE: Society in the 1920s, 684–690; Mass Media and the Jazz Age, 691–698; Review and Assessment, 706–707




8.12.5 Describe the causes of the Great Depression

and the policies and programs of the New Deal and their effects on social, political, economic, and diplomatic institutions.

SE/TE: The Economy in the Late 1920s, 730–733; Crash and Depression, 738–739; The Stock Market Crash, 740–744; Social Effects of the Depression, 745–751; Surviving the Great Depression, 752–755; The Election of 1932, 756–761; Review and Assessment, 762–763; Forging a New Deal, 768–776; The New Deal’s Critics, 777–783; Last Days of the New Deal, 785–791; Review and Assessment, 792–793

TE: 738A–738D, 766A–766D TR: See Unit Books: Unit 7; Learning with



8.12.6 Describe the causes, course, character, and

effects of World War II, including: • legacy of WWI • campaigns and strategies • atomic bomb • significant military • political, and scientific leaders • the Big Four • United Nations • United States changing world status • war crimes trials

SE/TE: World War II: The Road to War, 798–799; Rise of Dictators, 800–806; Europe Goes to War, 807–812; Japan Builds an Empire, 813–816; From Isolationism to War, 817–821; Review and Assessment, 822–823; World War II: Americans at War, 824–825; Mobilization, 826–831; Retaking Europe, 832–840; The Holocaust, 841–845; The War in the Pacific, 846–854; The Social Impact of the War, 855–861; Review and Assessment, 862–863








(Continued) 8.12.6 Describe the causes, course, character, and

effects of World War II, including: • legacy of WWI • campaigns and strategies • atomic bomb • significant military, political, and

scientific leaders • the Big Four • United Nations • United States changing world status • war crimes trials



8.12.7 Describe the causes, course, and effects of the Holocaust, including: • “Aryan supremacy” • Nuremburg Laws • Kristallnacht • “Final Solution” • concentration and death camps • creation of Israel

SE/TE: The Holocaust, 841–845; Review and Assessment, 862–863

TR: See Unit Books: Unit 8; Learning with Documents; Great Debates in American History; Chapter Tests: Chapters 25


8.12.8 Explain the effects of WWII on the homefront

in the United States, including: • internment camps • technologies • economic developments • propaganda • women/minority contributions • GI Bill

SE/TE: World War II: Americans at War, 824–825; Mobilization, 826–831; The Social Impact of the War, 855–861; Review and Assessment, 862–863


Documents; Great Debates in American History; Chapter Tests: Chapters 25







STANDARD 9.0: THE TWENTIETH CENTURY, A CHANGING WORLD (1945 TO 1990) - Students understand the shift of international relationships and power as well as the significant developments in American culture. 9.12.1 Describe the causes and effects of the Cold

War, including: • Europe: Marshall Plan • Berlin • NATO • Middle East: Egypt, Israel, Afghanistan,

Asia: Japan, China, Korea, Vietnam • Americas: United States, Cuba

SE/TE: The Cold War, 866–867; Origins of the Cold War, 868–875; The Cold War Heats Up, 876–883; The Korean War, 884–888; The Continuing Cold War, 889–893; Review and Assessment, 894–895; Cuban Missile Crisis, 986–989; Space Race, 892; The Vietnam War, 1022–1023; The War Unfolds, 1024–1028; Fighting the War, 1030–1036; Political Divisions, 1037–1043; The End of the War, 1044–1049; Review and Assessment, 1050–1051




9.12.2 Describe the effects of the Cold War on the

United States, including: • arms race and nuclear testing • McCarthyism • space race • Cuban Missile Crisis

SE/TE: The Cold War at Home, 881–883; The McCarthy Era, 889–890; Space Race, 892; Review and Assessment, 894–895; Cuban Missile Crisis, 986–989



9.12.3 Describe the cause, course, and character of

the Korean War, including: • United Nations Security Council • Pusan Perimeter • General MacArthur • Inchon • Yalu River • 38th Parallel

SE/TE: The Korean War, 884–888; Review and Assessment, 894–895








9.12.4 Explain how and why African and Asian peoples achieved independence from colonial rule.

SE/TE: For related information see African National congress on page 1136 and Communist Advances in Asia pages 885–888.



9.12.5 Analyze how postwar science and technology augmented United States economic strength, transformed daily life, and influenced the world economy and politics.

SE/TE: The Arms Race, 892–893; American Pathways: Science and Technology, 896–897; The Postwar Years at Home, 898–899; The Postwar Economy, 900–906; The Mood of the 1950s, 907–911; Domestic Politics and Policies, 912–919; Review and Assessment, 920–921



9.12.6 Describe the causes and effects of changing

demographics and developing suburbanization in the United States.

SE/TE: Migration, 1004, 1005; Immigration, 1004, 1144; The Rise of the Sunbelt, 1122; Suburbs, 535–536, 538, 615, 688, 728, 898, 900, 904–906, 922








9.12.8 Describe the causes, course, character, and effects of the Vietnam war, including: • Ho Chi Minh • Dien Bien Phu • Ngo Dinh Diem • Gulf of Tonkin Resolution • draft and lottery • Tet Offensive • anti-war movement • Paris Peace Accord • POWs and MIAs

SE/TE: The Vietnam War, 1022–1023; The War Unfolds, 1024–1028; Fighting the War, 1030–1036; Political Divisions, 1037–1043; The End of the War, 1044–1049; Review and Assessment, 1050–1051




9.12.9 Describe the changes in United States political

culture, including: • the role of the media • the role of women and minorities • Watergate • Iranian hostage crisis • Iran-contra affair • Grenada and Panama

SE/TE: The Mood of the 1950s, 907–911; Domestic Politics and Policies, 912–919; Review and Assessment, 920–921; Watergate Issues, 1070–1076; Iran Hostage Crisis, 1088–1089; Fighting Communism in the Americas, 1106; The Iran-contra Affair, 1112



9.12.10 Describe how international policies

contributed to the end of the Cold War, including: • recognition of China • détente • disarmament treaties; “Star Wars” • solidarity • glasnost

SE/TE: Nixon’s Foreign Policy, 1064–1069; The Carter Administration, 1083–1089; Reagan’s Second Term, 1108–1113; George H. W. Bush Presidency, 1114–1120








9.12.11 Describe the geopolitical changes in the world due to the disintegration of the USSR.

SE/TE: The Cold War Ends, 1115–1117; A New International Role, 1117–1118; Review and Assessment, 1120–1121



9.12.12 Summarize the influence of art, music,

literature, and the media on United States society.

SE/TE: The Mood of the 1950s, 907–911; The Counterculture, 1009–1012



CONTENT STANDARD 10.0: NEW CHALLENGES (1990 TO THE PRESENT) - Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium. 10.12.1 Identify and explain the implications of

scientific and technological achievements, including: • personal computers • Internet • Satellites • biotechnology

SE/TE: Computers, 901, 902, 903; A Technological Revolution, 1147–1149; Internet, 1148, 1149; Satellites, 892, 918; Review and Assessment, 1150–1151

TR: See Unit Books: Unit 10; Learning with Documents; Great Debates in American History; Chapter Tests; Chapter 34


10.12.2 Describe the regional and global effects of

political and economic alliances.

SE/TE: The United States in a New World, 1133–1141; Review and Assessment, 1150–1151; NAFTA, 263, 1140–1141; United Nations, 1088, 1118, 1137







(Continued) 10.12.2 Describe the regional and global effects of

political and economic alliances.



10.12.3 Describe how global issues affect nations

differently, including: • human rights • the environment • world and U.S. regional conflicts • medical concerns

SE/TE: The United States in a New World, 1133–1141; Review and Assessment, 1150–1151



10.12.4 Explain the causes and effects of the Persian

Gulf War, including: • Kuwait invasion • world oil supply • changing alliances

SE/TE: The Persian Gulf War, 1118–1119; Review and Assessment, 1120–1121



10.12.5 Describe the changing political climate in the

United States, including: • the role of the media • the Clinton impeachment

SE/TE: Clinton’s Second Term, 1128–1129; Review and Assessment, 1150–1151



10.12.6 Explain how literature, music, and the visual

arts are reflections of the time.

SE/TE: For related information see Americans in the New Millennium pages 1143–1149.

