prentice hall the american journey: teaching and learning

Prentice Hall The American Journey: Teaching and Learning Classroom, 3rd Edition © 2004 (Goldfield)

Correlated to: New Mexico Social Studies Content Standards and Benchmarks

(Grades 9-12)

SE = Student Edition IM = Instructor’s Manual PS = Print Supplements MS = Multimedia Supplements 1

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

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

New Mexico Strands • History (New Mexico, United States, and World) • Geography • Government and Civics • Economics

STRAND: HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 9-12 Benchmark I-A New Mexico: Analyze how people and events of New Mexico have influenced United States and world history since statehood. Performance Standards

1. Compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures.

SE: Native Americans, 6–10, 11; During World War II, 696, 698; Native American Activism, 772

IM: 1–5, 120–124 PS: Instructor’s Resource Binder; American

Stories; Prentice Hall and Penguin Bundle Program; Retrieving the American Past

MS: Test Generator; U.S. History Documents CD-ROM; Exploring American CD-ROM; One Key; Companion Website

2. Analyze the geographic, economic, social, and political factors of New Mexico that impacted United

States and world history, to include:

• land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal, and federal government levels

SE: Native Americans, 6–10, 11; Native American Activism, 772; Landholdings, 675; Assimilation, 740





Correlated to: New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)




• role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations

SE: For related information see: Water Pollution page 570 and Urbanization of the American West page 511.

PS: Instructor’s Resource Binder; American Stories; Prentice Hall and Penguin Bundle Program; Retrieving the American Past


• urban development

SE: For related information see: Urbanization, 511, 632, 637



• role of the federal government (e.g.,

military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects)

SE: Los Alamos Science City, 686 IM: 120–124 PS: Instructor’s Resource Binder; American



• unique role of New Mexico in the 21st

century as a “Minority Majority” state.

SE: For related information see New Mexico pages 342, 343, 346, 538, 599, 686



3. Analyze the role and impact of New Mexico

and New Mexicans in World War II (e.g., Native Code Talkers, New Mexico National Guard, internment camps, Manhattan Project, Bataan Death March).

SE: World War II, 696, 698; Manhattan Project, 696, 707, 708, 709

IM: 120–124 PS: Instructor’s Resource Binder; American








4. Analyze the impact of the arts, sciences, and technology of New Mexico since World War II ( e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high tech industries, federal laboratories).

SE: For related information see New Mexico pages 342, 343, 346, 538, 599, 686



5. Explain how New Mexico history represents a framework of knowledge and skills within which to

understand the complexity of the human experience, to include:

• analyze perspectives that have shaped the structures of historical knowledge

SE: American Views, 5, 53, 66, 96, 122, 146, 170, 209, 227, 252, 278, 318, 341, 374, 391, 423, 460, 480, 504, 540, 560, 584, 616, 633, 664, 700, 726, 750, 780, 816, 830



• describe ways historians study the past

SE: Review Questions, 29, 54, 78, 106, 130, 162, 192, 215, 238, 263, 286, 322, 349, 376, 410, 436, 466, 496, 518, 545, 576, 626, 650, 682, 710, 735, 759, 787, 818, 846; Visualizing the Past, 164, 412, 520, 652, 788; Overview Tables, 23, 49, 84, 101, 126, 154, 187, 189, 207, 232, 257, 277, 309, 315, 332, 366, 372, 408, 424, 483, 513, 534, 551, 582, 612, 644, 666, 708, 731, 828



• explain connections made between the

past and the present and their impact.

SE: From Then to Now, 27, 70, 159, 206, 236, 284, 298, 345, 370, 396, 434, 463, 505, 528, 570, 646, 671, 709, 814, 842








9-12 Benchmark I-B United States: Analyze and evaluate the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction. Performance Standards

1. Analyze the impact and changes that Reconstruction had on the historical, political and social developments of the United States.

SE: Reconstruction, 414–437 IM: 72–76 PS: Instructor’s Resource Binder; American



2. Analyze the transformation of the American economy and the changing social and political conditions in

the United States in response to the Industrial Revolution, to include:

• innovations in technology, evolution of marketing techniques, changes to the standard of living, and the rise of consumer culture

SE: New Industry, 471–482 IM: 82–86 PS: Instructor’s Resource Binder; American



• rise of business leaders and their

companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie)

SE: New Industry, 471–482 IM: 82–86 PS: Instructor’s Resource Binder; American



• development of monopolies and their

impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting)

SE: Monopolies, 535, 537, 574 IM: 91–95 PS: Instructor’s Resource Binder; American



• growth of cities ( e.g., influx of

immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted)

SE: New Immigrants, 483–489; New Cities, 490–493


Stories






(Continued) • growth of cities ( e.g., influx of

immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted)

(Continued) PS: Prentice Hall and Penguin Bundle Program;

Retrieving the American Past MS: Test Generator; U.S. History Documents CD-

ROM; Exploring American CD-ROM; One Key; Companion Website

• efforts of workers to improve working

conditions ( e.g., organizing labor unions, strikes, strike breakers)

SE: Child Labor, 477; Working Women, 478; Workers Organize, 481–482




• rise and effect of reform movements (

e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers)

SE: Reforming Society, 556–563; Reforming Politics and Government, 564–565




• conservation of natural resources (e.g.,

the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902)

SE: Managing Natural Resources, 568 PS: Instructor’s Resource Binder; American



• progressive reforms ( e.g., the national

income tax, direct election of senators, women’s suffrage, prohibition).

SE: The Progressive Era, 546–548; The Ferment of Reform, 550–554; Transatlantic Influences, 555–556; Reforming Society, 556–563; Reforming Politics and Government, 564–565; Theodore Roosevelt and the Progressive Presidency, 566–571; Woodrow Wilson and the Progressive Reform, 572–577









3. Analyze the United States’ expanding role in the world during the late 19th and 20th centuries, to include:

• causes for a change in foreign policy from

isolationism to interventionism

SE: Creating an Empire, 578–580; The Roots of Imperialism, 581–584; First Steps, 585–587; The Spanish-American War, 588–591; Imperial America: The United States and East Asia, 592–594; Imperial Power: The United States and Latin America, 595–601




• causes and consequences of the Spanish

American War

SE: The Spanish-American War, 588–591 IM: 101–104 PS: Instructor’s Resource Binder; American



• expanding influence in the Western

Hemisphere (e.g., the Panama Canal, Roosevelt Corollary added to the Monroe Doctrine, the “ Big Stick” policy, “ Dollar Diplomacy”)

SE: Imperial Power: The United States and Latin America, 595–601




• events that led to the United States’

involvement in World War I

SE: America and the Great War, 602–604; Waging Neutrality, 605–610; Waging War in America, 611–616; Waging War and Peace Abroad, 617–618; Waging Peace at Home, 620–627









• United States’ rationale for entry into WWI and impact on military process, public opinion and policy

SE: America and the Great War, 602–604; Waging Neutrality, 605–610




• United States’ mobilization in WWI (e.g.,

its impact on politics, economics, and society)

SE: Waging War in America, 611–616 IM: 105–109 PS: Instructor’s Resource Binder; American



• United States’ impact on the outcome of

World War I

SE: Waging War and Peace Abroad, 617–618; Waging Peace at Home, 620–627




• United States’ role in settling the peace

(e.g., Woodrow Wilson, Treaty of Versailles, League of Nations, Senator Henry Cabot Lodge, Sr.).

SE: Waging War and Peace Abroad, 617–618; Waging Peace at Home, 620–627




4. Analyze the major political, economic, and social developments that occurred between World War I and

World War II, to include:

• social liberation and conservative reaction during the 1920s ( e.g., flappers, prohibition, the Scopes trial, Red Scare)

SE: Towards a Modern Era, The 1920s, 630; The Economy that Roared, 632–635; The Business of Government, 635–637; Cities and Suburbs, 637–640; Mass Culture in the Jazz Age, 640–641; Culture Wars, 642–645; A New Era in the World, 647–651

IM: 110–114 PS: Instructor’s Resource Binder






(Continued) • social liberation and conservative reaction

during the 1920s ( e.g., flappers, prohibition, the Scopes trial, Red Scare)

(Continued) PS: American Stories; Prentice Hall and Penguin

Bundle Program; Retrieving the American Past


• causes of the Great Depression ( e.g.,

over production, under consumption, credit structure)

SE: A New Era in the World, 647–651; Hard Times in Hooterville, 658–661




• rise of youth culture in the “ Jazz Age”

SE: Mass Culture in the Jazz Age, 640–641 IM: 110–114 PS: Instructor’s Resource Binder; American



• development of mass/popular culture (

e.g., rise of radio, movies, professional sports, popular literature)

SE: Mass Culture in the Jazz Age, 640–641 IM: 110–114 PS: Instructor’s Resource Binder; American



• human and natural crises of the Great

Depression, ( e.g., unemployment, food lines, the Dust Bowl, western migration of Midwest farmers)

SE: A New Era in the World, 647–651; Hard Times in Hooterville, 658–661; Herbert Hoover and the Great Depression, 661–663









• changes in policies, role of government, and issues that emerged from the New Deal ( e.g., the Works programs, Social Security, challenges to the Supreme Court)

SE: Launching the New Deal, 664–668; Consolidating the New Deal, 669–671; The New Deal and American Life, 672–676; Ebbing of the New Deal, 677–678




• role of changing demographics on

traditional communities and social structures.

SE: The New Deal and American Life, 672–676 IM: 115–119 PS: Instructor’s Resource Binder; American



5. Analyze the role of the United States in World War II to include:

• reasons the United States moved from a

policy of isolationism to involvement after the bombing of Pearl Harbor

SE: The Dilemmas of Neutrality, 687–691; Holding the Line, 692–693




• events on the home front to support the

war effort ( e.g., war bond drives, mobilization of the war industry, women and minorities in the work force)

SE: Mobilizing for Victory, 695–702 IM: 120–124 PS: Instructor’s Resource Binder; American



• major turning points in the war ( e.g., the

Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan).

SE: Holding the Line, 692–693; War and Peace, 702–711



MS: Test Generator; U.S. History Documents CD-ROM; Exploring American CD-ROM






(Continued) • major turning points in the war ( e.g., the

Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan).

(Continued) MS: One Key; Companion Website

6. Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include:

• intent and impact of the 13th, 14th, and

15th Amendments to the Constitution

SE: Federal Reconstruction, 421–426; Redemption, 430–431




• segregation as enforced by Jim Crow

laws following Reconstruction

SE: Jim Crow Laws, 455, 752 PS: Instructor’s Resource Binder; American



• key court cases (e.g., Plessy v. Ferguson,

Brown v. Board of Education of Topeka, Roe v. Wade)

SE: Plessy v. Ferguson, 454–455; Brown v. Board of Education of Topeka, 738, 752; Roe v. Wade, 370, 646, 812



• roles and methods of civil rights

advocates ( e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez)

SE: Righteousness Like a Mighty Stream: The Struggle for Civil Rights, 752–754, 755–756









• the passage and effect of the voting rights legislation on minorities ( e.g., 19th Amendment, role of Arizona Supreme Court decision on Native Americans and their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding their voting rights [ New Mexico 1962], 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)

SE: Righteousness Like a Mighty Stream: The Struggle for Civil Rights, 752–754, 755–756




• impact and reaction to the efforts to pass the Equal Rights Amendment

SE: Equal Rights Amendment, 637, 812 PS: Instructor’s Resource Binder; American



• rise of Black Power, Brown Power,

American Indian Movement, United Farm Workers.

SE: The End of Consensus, 763–769; Racial Rioting, 769–772




7. Analyze the impact of World War II and the Cold War on United States foreign and domestic policy, to

include:

• origins, dynamics, and consequences of the Cold War tensions between the United States and the Soviet Union

SE: Confronting the Soviet Union, 721–724; Cold War and Hot War, 725–729




• new role of the United States as a world

leader (e.g., Marshall Plan, NATO)

SE: Confronting the Soviet Union, 721–724 IM: 125–129 PS: Instructor’s Resource Binder; American








• need for, establishment, and support of the United Nations

SE: United Nations, 678, 707, 722, 728, 729, 784 PS: Instructor’s Resource Binder; American



• implementation of the foreign policy of containment, including the Truman Doctrine

SE: Confronting the Soviet Union, 721–724 IM: 125–129 PS: Instructor’s Resource Binder; American



• Red Scare ( e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race)

SE: Red Scare, 730–733 IM: 125–129 PS: Instructor’s Resource Binder; American



• external confrontations with communism ( e.g., the Berlin Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea, Vietnam)

SE: Confronting the Soviet Union, 721–724; Cold War and Hot War, 725–729




• Sputnik and the space race

SE: Space Satellite, 739 PS: Instructor’s Resource Binder; American



• image of 1950s affluent society

SE: A Decade of Affluence, 739–744 IM: 130–135 PS: Instructor’s Resource Binder; American








• political protests of Vietnam Conflict (War)

SE: The End of Consensus, 763–769 IM: 136–140 PS: Instructor’s Resource Binder; American



• counter culture in the 1960s.

SE: Youth Culture and Counterculture, 768 PS: Instructor’s Resource Binder; American



8. Analyze the impact of the post-Cold War Era on United States foreign policy, to include:

• role of the United States in supporting

democracy in Eastern Europe following the collapse of the Berlin Wall

SE: The Second Cold War, 802–805 IM: 141–145 PS: Instructor’s Resource Binder; American



• new allegiances in defining the new

world order

SE: The Second Cold War, 802–805; Paradoxes of Power, 841–844




• role of technology in the information age

SE: A New Economy? 828–833 IM: 146–150 PS: Instructor’s Resource Binder; American








9. Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

• analyze perspectives that have shaped the

structures of historical knowledge


















9-12 Benchmark I-C World: Analyze and interpret the major eras and important turning points in world history from the Age of Enlightenment to the present to develop an understanding of the complexity of the human experience. Performance Standards

1. Describe and explain how the Renaissance and Reformation influenced education, art, religion, and government in Europe, to include:

• development of Renaissance artistic and

literary traditions ( e.g., Michelangelo, Leonardo da Vinci, Shakespeare)

Prentice Hall The American Nation focuses on the history of the United States through a dramatic representation of historical events.

• development of Protestantism ( e.g., Martin Luther, John Calvin)


• religious conflict and persecutions ( e.g., Spanish Inquisition).


2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations.

SE: Transplantation, 30–32; The French in North America, 33; English Settlement in the Chesapeake, 34–39; The Founding of New England, 40–44; Competition in the Caribbean, 45; The Proprietary Colonies, 46–49; The Dutch Overseas Empire, 51–55



3. Explain and analyze revolutions ( e.g., democratic, scientific, technological, social) as they evolved

throughout the Enlightenment and their enduring effects on political, economic, and cultural institutions, to include:

• Copernican view of the universe and

Newton’s natural laws


• tension and cooperation between religion and new scientific discoveries


• impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe







• events and ideas that led to parliamentary government ( English Civil War, Glorious Revolution)

SE: English Civil War, 142; Glorious Revolution, 94–95



• Enlightenment philosophies used to

support events leading to American and French Revolutions

SE: Enlightenment, 90, 213 PS: Instructor’s Resource Binder; American



• Napoleonic Era ( e.g., codification of law)


• Latin America’s wars of independence


4. Analyze the pattern of historical change as evidenced by the Industrial Revolution, to include:

• conditions that promoted industrialization

SE: For related information see Industry, Immigrants, and Cities pages 468–497.



• how scientific and technological

innovations brought about change









• impact of population changes ( e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe)

SE: New Immigrants, 483–489; New Cities, 490–497



• evolution of work/business and the role of

labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration)

SE: Workers Organize, 481–482 PS: Instructor’s Resource Binder; American



• political and economic theories of

capitalism and socialism ( e.g., Adam Smith, Karl Marx)




• status and roles of women and minorities.

SE: Working Women, 478; Nativism, 487–488 PS: Instructor’s Resource Binder; American



5. Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

• clash of cultures

SE: For related information see Creating an

Empire, pages 578–601. PS: Instructor’s Resource Binder; American



• British Empire expands around the world

SE: For related information see The Roots of

Imperialism pages 581–584. PS: Instructor’s Resource Binder; American







(Continued) • British Empire expands around the world

(Continued) MS: Test Generator; U.S. History Documents CD-


• nationalism ( e.g., competition and

conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).

SE: For related information see Creating an Empire, pages 578–601.



6. Describe and analyze the geographic,

political, economic, religious, and social structures of the civilizations of East Asia.

SE: See Imperial Ambitions: The United States and East Asia pages 592–594.



7. Analyze and evaluate the causes, events, and effects of World War I, to include:

• rise of nationalism ( e.g., unification of

Germany, Otto Von Bismarck’s leadership)

SE: For related information see Waging Neutrality pages 605–610.



• rise of ethnic and ideological conflicts (

e.g., the Balkans, Austria-Hungary, decline of the Ottoman Empire)

SE: Waging Neutrality, 605–610 PS: Instructor’s Resource Binder; American



• major turning points and the importance

of geographic, military, and political factors in decisions and outcomes

SE: Waging War and Peace Abroad, 617–619 PS: Instructor’s Resource Binder; American








• human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks)

SE: Waging War and Peace Abroad, 617–619 PS: Instructor’s Resource Binder; American



• effects of loss of human potential through

devastation of populations and their successive generations

SE: Economic Readjustment and Social Conflict, 621–622



• effects of the Russian Revolution and the

implementation of communist rule

SE: For related information see Red Scare page 623.



8. Analyze and evaluate the causes, events, and impacts of World War II from various perspectives, to

include:

• failures and successes of the Treaty of Versailles and the League of Nations

SE: Waging War and Peace at Home, 617–619; Waging Peace at Home, 620–624



• rise of totalitarianism ( e.g., Nazi

Germany’s policies of European domination, Holocaust)

SE: Neutrality and Fascism, 679 PS: Instructor’s Resource Binder; American








• political, diplomatic, and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco)

SE: Good Neighbors and Hostile Forces, 678–680; World War II, 684–711



• principal theaters of battle, major turning

points, and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “ island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan).

SE: World War II, 684–711 PS: Instructor’s Resource Binder; American



9. Analyze and evaluate international developments following World War II, the Cold War, and post-Cold

War, to include:

• war crime trials

SE: Victory and Tragedy in Europe, 705 PS: Instructor’s Resource Binder; American



• creation of the state of Israel and resulting

conflicts in the Middle East


• rebuilding of Western Europe ( e.g., Marshall Plan, NATO)

SE: The Truman Doctrine and Marshall Plan, 723 PS: Instructor’s Resource Binder; American



• Soviet control of Eastern Europe ( e.g.,

Warsaw Pact, Hungarian Revolt)

SE: For related information see Cold War and Hot War pages 724–727.








• creation and role of the United Nations

SE: United Nations, 707, 722, 728, 729, 784 PS: Instructor’s Resource Binder; American



• Mao Zedong and the Chinese Revolution

(e.g., Long March, Taiwan, Cultural Revolution)

SE: China, 726–727 PS: Instructor’s Resource Binder; American



• national security in the changing world

order

SE: The Cold War at Home and Abroad, 712–735 PS: Instructor’s Resource Binder; American



• technology’s role in ending the Cold War

SE: For related information see Crisis and Democracy in Eastern Europe pages 804.



• fluidity of political alliances

SE: For related information see Complacency and Crisis pages 820–846.



• new threats to peace

SE: Paradoxes of Power, 841–844 PS: Instructor’s Resource Binder; American








• reasons for the collapse of the Soviet Union and the end of the Cold War

SE: Embracing Perestroika, 804 PS: Instructor’s Resource Binder; American



• use of technology in the Information Age

SE: A New Economy? 828–833 PS: Instructor’s Resource Binder; American



10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to

include:

• French Indochina and the Vietnam War ( e.g., the role of Ho Chi Minh)

SE: Vietnam War, 763–767, 773–774, 776, 788–789



• Mohandas Gandhi’s non-violence

movement for India’s independence


• apartheid in South Africa and evolution from white minority government ( e.g., Nelson Mandela, Desmond Tutu)

SE: South Africa, 709, 784 PS: Instructor’s Resource Binder; American



• Middle East conflicts (Israel, Palestine,

Egypt).

SE: Middle East, 803; Paradoxes of Power, 841–844








11. Analyze historical and modern-day policies of the Western Hemisphere, with emphasis on Mexico and Canada, to include:

• expansion of democracy in Western

Hemisphere


• immigration and migration issues

SE: Immigration, 808–809 PS: Instructor’s Resource Binder; American



• changes in foreign policy brings spiraling

impact on each nation and international relations


• trade.

SE: NAFTA, 766, 833 PS: Instructor’s Resource Binder; American



12. Explain how world history presents a framework of knowledge and skills within which to understand the

complexity of the human experience, to include:

• analyze perspectives that have shaped the structures of historical knowledge


















9-12 Benchmark I-D—Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. Performance Standards

1. Understand how to use the skills of historical analysis to apply to current social, political, geographic, and economic issues.




2. Apply chronological and spatial thinking to understand the importance of events.

SE: Chronology, 10, 36, 59, 84, 86, 115, 140, 172, 201, 222, 247, 269, 294, 331, 356, 382, 421, 442, 469, 500, 529, 552, 588, 608, 631, 662, 690, 718, 743, 765, 795








3. Describe primary and secondary sources and their uses in research.

SE: American Views, 5, 53, 66, 96, 122, 146, 170, 209, 227, 252, 278, 318, 341, 374, 391, 423, 460, 480, 504, 540, 560, 584, 616, 633, 664, 700, 726, 750, 780, 816, 830; Appendix, A-1–A-12; Primary Sources, 4, 32, 58, 82, 110, 111, 134, 168, 196, 218, 242, 266, 290, 326, 352, 380, 416, 438, 466, 498, 524, 548, 580, 604, 630, 656, 657, 686, 714, 738, 762, 792, 822



4. Explain how to use a variety of historical

research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas).




5. Distinguish “ facts” from authors’ opinions

and evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about the subject.




6. Interpret events and issues based upon the

historical, economic, political, social, and geographic context of the participants.

SE: American Views, 5, 53, 66, 96, 122, 146, 170, 209, 227, 252, 278, 318, 341, 374, 391, 423, 460, 480, 504, 540, 560, 584, 616, 633, 664, 700, 726, 750, 780, 816, 830; Review Questions, 29, 54, 78, 106, 130, 162, 192, 215, 238, 263, 286, 322, 349, 376, 410, 436, 466, 496, 518, 545, 576, 626, 650, 682, 710






(Continued) 6. Interpret events and issues based upon the

historical, economic, political, social, and geographic context of the participants.

(Continued) SE: Review Questions, 735, 759, 787, 818, 846;

Visualizing the Past, 164, 412, 520, 652, 788; Overview Tables, 23, 49, 84, 101, 126, 154, 187, 189, 207, 232, 257, 277, 309, 315, 332, 366, 372, 408, 424, 483, 513, 534, 551, 582, 612, 644, 666, 708, 731, 828



7. Analyze the evolution of particular historical

and contemporary perspectives.

SE: Chronology, 10, 36, 59, 84, 86, 115, 140, 172, 201, 222, 247, 269, 294, 331, 356, 382, 421, 442, 469, 500, 529, 552, 588, 608, 631, 662, 690, 718, 743, 765, 795



8. Explain how to use technological tools to

research data, verify facts and information, and communicate findings.

SE: Where to Learn More, 29, 55, 79, 107, 130, 163, 193, 215, 239, 263, 286, 323, 349, 377, 411, 437, 467, 497, 519, 545, 577, 601, 627, 651, 683, 711, 735, 759, 787, 819, 846; CD-Rom Document, CD-1–CD5








STRAND: GEOGRAPHY Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 9-12 Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives, and apply them to explain the past, present, and future in terms of patterns, events, and issues. Performance Standards

1. Evaluate and select appropriate geographic representations to analyze and explain natural and man-made issues and problems.

2. Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

SE: Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839

PS: Instructor’s Resource Binder; History Notes MS: Test Generator; U.S. Exploring American CD-

ROM; One Key; Companion Website

9-12 Benchmark II-B: Analyze natural and man-made characteristics of worldwide locales; describe regions, their interrelationships, and patterns of change. Performance Standards

1. Analyze the interrelationships among natural and human processes that shape the geographic connections and characteristics of regions, including connections among economic development, urbanization, population growth, and environmental change.

SE: Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839



2. Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

SE: Transplantation, 30–55; The Creation of New Worlds, 56–79; Slavery and the Old South, 264–286; The Politics of Sectionalism, 350–377; Transforming the West, 496–519; Creating an Empire, 578–601








3. Analyze and evaluate changes in regions and recognize the patterns and causes of those changes (e.g., mining, tourism).

SE: The Creation of New Worlds, 56–79; Transforming the West, 496–519



4. Analyze and evaluate why places and regions are important to human identity (e.g., sacred tribal grounds, culturally unified neighborhoods).




9-12 Benchmark II-C: Analyze the impact of people, places, and natural environments upon the past and present in terms of our ability to plan for the future. Performance Standards

1. Analyze the fundamental role that geography has played in human history (e.g., the Russian winter on the defeat of Napoleon’s army and the same effect in World War II).

SE: Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839



2. Compare and contrast how different viewpoints influence policy regarding the use and management of natural resources.

SE: Conservation of Natural Resources, 568 PS: Instructor’s Resource Binder; History Notes MS: Test Generator; U.S. Exploring American CD-


3. Analyze the role that spatial relationships have played in effecting historic events.

SE: Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839








4. Analyze the use of and effectiveness of technology in the study of geography.

SE: Instructors and students can go to an interactive version of each map. See the web address associated with each map. Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839



9-12 Benchmark II-D: Analyze how physical processes shape the Earth’s surface patterns and biosystems. Performance Standards

1. Analyze how the Earth’s physical processes are dynamic and interactive.

SE: Dust Bowl, 658, 669; Dust Storms, 667 PS: Instructor’s Resource Binder; History Notes MS: Test Generator; U.S. Exploring American CD-


2. Analyze the importance of ecosystems in understanding environments.

SE: For related information see Native American Societies pages 8–11.



3. Explain and analyze how water is a scare resource in New Mexico, both in quantity and quality.

SE: For related information see: Water Pollution page 570 and Urbanization of the American West page 511.

4. Explain the dynamics of the four basic

components of the Earth’s physical systems (atmosphere, biosphere, lithosphere, and hydrosphere).

SE: Dust Bowl, 658, 669; Dust Storms, 667; Gulf of Mexico, 99–100; Mississippi Valley, 99–100, 101, 150, 151. For related information see Native American Societies pages 8–11.








9-12 Benchmark II-E: Analyze and evaluate how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. Performance Standards

1. Analyze the factors influencing economic activities (e.g., mining, ranching, agriculture, tribal gaming, tourism, high tech) that have resulted in New Mexico’s population growth.

SE: Slavery and the Old South, 264–286; The Politics of Sectionalism, 350–377; Transforming the West, 496–519



2. Analyze the effects of geographic factors on major events in United States and world history.

SE: Maps, 8, 13, 21, 33, 35, 47, 63, 71, 77, 85, 105, 113, 137, 139, 148, 151, 153, 157, 180, 200, 213, 221, 228, 234, 237, 250, 259, 270, 271, 293, 302, 303, 328, 336, 340, 347, 357, 369, 386, 387, 393, 394, 395, 403, 404, 425, 446, 447, 484, 491, 507, 526, 543, 569, 586, 591, 596, 610, 618, 638, 670, 676, 689, 694, 704, 706, 721, 728, 747, 749, 764, 794, 807, 824, 836, 839



3. Analyze the interrelationships among settlement, migration, population-distribution patterns, landforms, and climates in developing and developed countries.

SE: Population, 10, 11, 20, 35, 43, 87, 97, 99, 249, 251, 268, 295, 327, 338, 340, 467, 476, 508



4. Analyze how cooperation and conflict are involved in shaping the distribution of political, social and economic factors in New Mexico, United States, and throughout the world (e.g., land grants, border issues, United States territories, Israel and the Middle East, the former Soviet Union, and Sub-Saharan Africa).

SE: Transplantation, 30–55; The Creation of New Worlds, 56–79; Convergence and Conflict, 82–107; Imperial Breakdown, 108–130; War for Independence, 132–163; Slavery and the Old South, 264–286; The Civil War, 378–411; Transforming the West, 496–519; Creating an Empire, 578–601; World War I, 602–627; World War II, 684–711



5. Analyze how cultures shape characteristics of a region.









6. Analyze how differing points of view and self-interest play a role in conflict over territory and resources (e.g., impact of culture, politics, strategic locations, resources).




7. Evaluate the effects of technology on the developments, changes to, and interactions of cultures.

SE: Technology, 297–301, 502; Mining Industry, 506–510; Ranching, 510–512; Railroads, 269, 271, 272, 292–295, 539



9-12 Benchmark II-F: Analyze and evaluate the effects of human and natural interactions in terms of changes in the meaning, use, distribution, and importance of resources in order to predict our global capacity to support human activity. Performance Standards

1. Compare the ways man-made and natural processes modify the environment and how these modifications impact resource allocations.

SE: Dust Bowl, 658, 669; Dust Storms, 667; Gulf of Mexico, 99–100; Mississippi Valley, 99–100, 101, 150, 151; Technology, 297–301, 502; Mining Industry, 506–510; Ranching, 510–512; Railroads, 269, 271, 272, 292–295, 539



2. Analyze how environmental changes bring about and impact resources.

SE: Dust Bowl, 658, 669; Dust Storms, 667 PS: Instructor’s Resource Binder; History Notes MS: Test Generator; U.S. Exploring American CD-


3. Analyze the geographic factors that influence the major world patterns of economic activity, economic connections among different regions, changing alignments in world trade partners, and the potential redistribution of resources based on changing patterns and alignments.

SE: New industry, 471–481; Depression, 654–663; Growth in the Sunbelt, 806–810








STRAND: CIVICS AND GOVERNMENT Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. 9-12 Benchmark III-A: Compare and analyze the structure, power, and purpose of government at the local, state, tribal, and national levels as set forth in their respective constitutions or governance documents. Performance Standards

1. Analyze the structure, powers, and role of the legislative branch of the United States government, to include:

• specific powers delegated in Article I of

the Constitution

SE: For related information see Toward a New Union pages 184–189 and Text pages A-5–A12.

PS: Instructor’s Resource Binder; Retrieving the American Past


• checks and balances described in The

Federalist Papers Number 51

SE: The Federalist, 190 PS: Instructor’s Resource Binder; American



• lawmaking process




• role of leadership within Congress









• Federalist and anti-Federalists positions.




2. Analyze the structure, powers, and role of the executive branch of the United States government, to

include:

• specific powers delegated in Article II of the Constitution




• checks and balances




• development of the Cabinet and federal

bureaucracy




• roles and duties of the presidency,

including those acquired over time such as “ head of state” and “ head of a political party.”









3. Examine the election of the president through the nomination process, national conventions, and Electoral College.

SE: Elections, 201, 205, 210, 213, 224, 229, 233, 237, 242, 247, 254, 257, 258, 259, 261, 354, 359, 362–364, 365, 368, 369, 405, 406, 425, 429, 430, 532, 533, 534, 542, 543, 566, 570, 571, 572, 573, 589, 592, 609, 610, 624, 625, 635, 637, 648, 663, 670, 672, 691, 702, 719, 720, 748, 749, 757, 774, 775, 778, 782, 794, 795, 810, 823–826, 838–839

PS: Instructor’s Resource Binder; American Stories; Retrieving the American Past


4. Analyze the structure, powers, and role of the judicial branch of the United States government, including

landmark United States Supreme Court decisions, to include:

• specific powers delegated by the Constitution in Article III and described in the Federalist Papers Numbers 78- 83




• checks and balances




• judicial review as developed in Marbury

v. Madison

SE: Marbury v. Madison, 220 PS: Instructor’s Resource Binder; American

Stories; Retrieving the American Past MS: Test Generator; U.S. History Documents CD-


• issues raised in McCulloch v. Maryland

SE: McCulloch v. Maryland, 232 PS: Instructor’s Resource Binder; American

Stories; Retrieving the American Past MS: Test Generator; U.S. History Documents CD-







• dual court system of state and federal governments, including their organization and jurisdiction.




5. Analyze the rights, protections, limits, and freedoms included within the United States Constitution and

Bill of Rights, to include:

• constitutional mandates such as the right of habeas corpus, no bill of attainder, and the prohibition of the ex post facto laws




• 1st Amendment guarantees freedom of

religion, speech, press, assembly, and petition




• 4th, 5th, and 6th Amendments address

search and seizure, rights of the accused, right to a fair and speedy trial, and other legal protections




• 14th Amendment protection of due

process and equal protection under the law









• conflicts which occur between rights, including tensions between the right to a fair trial and freedom of the press and between majority rule and individual rights




• expansion of voting rights, limitation of

presidential terms, etc.




6. Compare and contrast the structure and powers of New Mexico’s government as expressed in the New

Mexico Constitution with that of the United States Constitution, to include:

• direct democracy in the initiative, referendum, and recall process

SE: Populist Election, 538 PS: Instructor’s Resource Binder; Retrieving the

American Past MS: Test Generator; U.S. History Documents CD-


• impeachment process

SE: Impeachment, 173, 187, 425, 530, 646, 782, 827, 828



• process of voter registration and voting

SE: Voting, 94, 243, 244, 247, 259, 261, 359, 455, 457, 526, 565, 637, 756



• role of primary elections to nominate candidates

SE: Primaries, 528, 565 PS: Instructor’s Resource Binder; Retrieving the








• how a bill becomes a law




• executive officers and their respective

powers




• New Mexico courts, appointment of

judges, and election and retainment processes for judges

SE: Populist Election, 538 PS: Instructor’s Resource Binder; Retrieving the



• organization of county and municipal

governments.

SE: City Government, 662–664 PS: Instructor’s Resource Binder; Retrieving the



7. Describe and analyze the powers and

responsibilities of ( including the concept of legitimate power) local, state, tribal, and national governments.

SE: Articles of Confederation, 174–175, 184, 186–187; Constitution of the United States, 183–188; City Government, 662–664; State Governments, 187–188, 427, 531–532, 566, 773








9-12 Benchmark III-B: Analyze how the symbols, icons, songs, traditions, and leaders of New Mexico and the United States exemplify ideals and provide continuity and a sense of unity. Performance Standards

1. Analyze the qualities of effective leadership. 2. Evaluate the impact of United States political,

tribal, and social leaders on New Mexico and the nation.

SE: American Views, 5, 53, 66, 96, 122, 146, 170, 209, 227, 252, 278, 318, 341, 374, 391, 423, 460, 480, 504, 540, 560, 584, 616, 633, 664, 700, 726, 750, 780, 816, 830; Appendix, A-1–A-12; Primary Sources, 4, 32, 58, 82, 110, 111, 134, 168, 196, 218, 242, 266, 290, 326, 352, 380, 416, 438, 466, 498, 524, 548, 580, 604, 630, 656, 657, 686, 714, 738, 762, 792, 822



3. Analyze the contributions of symbols, songs,

and traditions toward promoting a sense of unity at the state and national levels.

SE: Visualizing the Past, 164, 412, 520, 652, 788 PS: Instructor’s Resource Binder; Retrieving the



4. Evaluate the role of New Mexico and United

States symbols, icons, songs, and traditions in providing continuity over time.

SE: Visualizing the Past, 164, 412, 520, 652, 788 PS: Instructor’s Resource Binder; Retrieving the



9-12 Benchmark III-C: Compare and contrast the philosophical foundations of the United States political system in terms of the purpose of government, including its historical sources and ideals, with those of other governments in the world. Performance Standards

1. Analyze the structure, function, and powers of the federal government ( e.g., legislative, executive, and judicial branches).

SE: For related information see Toward a New Union pages 183–188.








2. Analyze and explain the philosophical foundations of the American political system in terms of the inalienable rights of people and the purpose of government, to include:

• Iroquois League and its organizational

structure for effective governance

SE: Iroquois League, 101–102 PS: Instructor’s Resource Binder; American



• basic philosophical principles of John

Locke expressed in the Second Treatise of Government ( nature, equality, and dissolution of government)

SE: John Locke, 48, 90, 117, 141 PS: Instructor’s Resource Binder; American



• foundation principles of laws by William

Blackstone ( laws in general and absolute rights of individuals)




• importance of the founders of the Rights

of Englishmen, the Magna Carta, and representative government in England.




3. Analyze the fundamental principles in the

Declaration of Independence.

SE: The Outbreak of War and the Declaration of Independence, 135–142; Text, A1–A2








4. Analyze the historical sources and ideals of the structure of the United States government, to include:

• principles of democracy • essential principles of a republican form

of government • code of law put forth in the Code of

Hammurabi • separation of powers as expressed by the

Baron of Montesquieu • checks and balances as expressed by

Thomas Hobbs • ideas of individual rights developed in the

English Bill of Rights • role of philosophers in supporting

changes in governments in the 18th and 19th centuries ( e.g., Locke, Rousseau, Voltaire).




5. Compare and contrast the concepts of courts and justice from Henry II of England to the court system of today.

SE: Court System, 202–203 PS: Instructor’s Resource Binder; Retrieving the



6. Compare and contrast the unitary, confederal,

and federal systems.




7. Analyze the ways powers are distributed and

shared in a parliamentary system.

SE: British Parliament, 93, 94, 116, 124–128, 136, 137, 140, 155



8. Compare and contrast the different

philosophies, structures, and institutions of democratic versus totalitarian systems of government.







(Continued) 8. Compare and contrast the different

philosophies, structures, and institutions of democratic versus totalitarian systems of government.

(Continued) PS: Instructor’s Resource Binder; Retrieving the



9. Analyze and evaluate the concept of limited

government and the rule of law.




10. Compare and contrast the characteristics of

representative governments.




11. Compare and contrast characteristics of

Native American governments with early United States government.

SE: Articles of Confederation, 174–175, 184, 186–187; Constitution of the United States, 183–188; Iroquois League, 10, 100, 101, 102



12. Compare and contrast the philosophical

foundations of forms of government to understand the purpose of the corresponding political systems (e.g., socialism, capitalism, secular, theocratic, totalitarian)

SE: Articles of Confederation, 174–175, 184, 186–187; Constitution of the United States, 183–188; Iroquois League, 10, 100, 101, 102; City Government, 662–664; State Governments, 187–188, 427, 531–532, 566, 773








13. Analyze the role that the United States has played as a constitutional republican government for nations around the world.

SE: The Second Cold War, 802–805 PS: Instructor’s Resource Binder; Retrieving the



9-12 Benchmark III-D: Understand how to exercise rights and responsibilities as citizens by participating in civic life and using skills that include interacting, monitoring, and influencing. Performance Standards

1. Describe and analyze the influence of the non-elected (e.g., staff, lobbyists, interest groups).

SE: Lobbyists, 528, 549 PS: Instructor’s Resource Binder; Retrieving the



2. Analyze the rights and obligations of citizens in the United States, to include:

• connections between self-interest, the

common good, and the essential element of civic virtue as described in The Federalist Papers Numbers 5 and 49




• obeying the law, serving on juries, paying

taxes, voting, registering for selective service, and military service.

SE: Citizenship, 677 PS: Instructor’s Resource Binder; Retrieving the



3. Demonstrate the skills needed to participate in government at all levels, to include:

• analyze public issues and the political

system


• evaluate candidates and their positions


• debate current issues.

SE: For related information see Complacency and

Crisis pages 820–846.






4. Analyze factors that influence the formation of public opinion (e.g., media, print, advertising, news broadcasts, magazines, radio).


5. Evaluate standards, conflicts, and issues related to universal human rights and their impact on public policy.


STRAND: ECONOMICS Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. 9-12 Benchmark IV-A: Analyze the ways individuals, households, businesses, governments, and societies make decisions, are influenced by incentives (economic and intrinsic) and the availability and use of scarce resources and that their choices involve costs and varying ways of allocating. Performance Standards

1. Analyze “opportunity costs” as a factor resulting from the process of decision making.

2. Understand how socioeconomic stratification (SES) arises and how it affects human motivation, using data.

SE: Prentice Hall The American Journey provides a history of the United States through a rich thought-provoking narrative. Students can focus on economic issues as they read New Industry pages 471–481; Great Depression and the New Deal pages 654–683 and A New Economy? pages 828–833.

3. Understand the relationship between

socioeconomic stratification and cultural values.

SE: See New Cities pages 491–949 and War on Poverty page 755.


MS: Test Generator; Exploring American CD-ROM; One Key; Companion Website

4. Analyze and evaluate the impact of economic

choices on the allocation of scarce resources.

SE: See New Industry pages 471–482, Carter, Energy and the Economy page 783, Oil prices page 784.








5. Describe and analyze how economic incentives allow individuals, households, businesses, governments, and societies to use scarce human, financial, and natural resources more efficiently to meet economic goals.

6. Evaluate present and future economic costs and economic risks in the use of productive resources associated with investments.


7. Understand labor markets and how they work.

SE: Labor Unions, 305, 478–480, 540–541, 553–554, 556, 612, 615, 622, 624, 634, 636, 672, 673, 716, 739



8. Describe and analyze the three major divisions

of economics: macro-, micro-, and consumer. 9. Understand the relationship between essential

learning skills and workforce requirements (e.g., School to Work initiatives, Service Learning) as they relate to supply and demand in the labor market.


10. Use quantitative data to analyze economic

information. 11. Analyze various investment strategies

available when meeting personal and business goals.


12. Understand the basis of supply and demand

and marginal productivity.

SE: New Industry, 471–481; Great Depression and the New Deal, 654–683; A New Economy? 828–833.



13. Understand personal financing (e.g., banking,

credit, debit, lending institutions).

SE: Banking, 442–443, 537, 561, 573, 598–599, 613, 663, 665, 675








9-12 Benchmark IV-B: Analyze and evaluate how economic systems impact the way individuals, households, businesses, governments, and societies make decisions about resources and the production and distribution of goods and services. Performance Standards

1. Analyze the historic origins of the economic systems of capitalism, socialism, and communism.

SE: Capitalists, 512, 796; Mercantilism, 83; Socialism, 623, 661, 668



2. Compare the relationships between and

among contemporary countries with differing economic systems.




3. Understand the distribution and characteristics of economic systems throughout the world, to include:

• characteristics of command, market and

traditional economies




• how command, market, and traditional

economies operate in specific countries




• comparison of the ways that people

satisfy their basic needs through the production of goods and services.

SE: New Industry, 471–481; Great Depression and the New Deal, 654–683; A New Economy? 828–833



4. Analyze the importance of, and issues related

to, the location and management of the factors of production.

SE: New Industry, 471–481 PS: Instructor’s Resource Binder; Retrieving the

American Past MS: Test Generator; Exploring American CD-







5. Describe how changes in technology, transportation, and communication affect the location and patterns of economic activities in New Mexico and the United States.

SE: Technology, 297–301, 468–470, 502, 515–517, 743



6. Analyze the roles played by local, state, tribal,

and national governments in both public and private sectors of the United States system.

SE: New Deal, 664–680; Economic Policy, 715; GI Bill, 716



7. Understand the relationship between United

States governmental policies and international trade.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833



8. Evaluate economic systems by their ability to

achieve broad societal goals (e.g., efficiency, equity, security, employment, stability, economic growth).




9. Explain how businesses (e.g., sole

proprietorships, partnerships, corporations, franchises) are organized and financed in the United States economy.

SE: New Industry, 471–481 PS: Instructor’s Resource Binder; Retrieving the



10. Interpret measurements of inflation and unemployment and relate them to the general economic “ health” of the national economy.

SE: Inflation, 175–176, 383–384, 622, 668, 695, 715, 778; Unemployment, 255, 539, 622, 659, 661–666, 669



11. Analyze the impact of fiscal policy on an

economic system (e.g., deficit, surplus, inflation).

SE: Monetary Policy, 535–537, 718–719, 828–833, 839–830








12. Compare and contrast different types of taxes (e.g., progressive, regressive, proportional).

SE: Taxes, 383–384, 457, 565, 571, 573, 659, 663, 695



13. Analyze the effects of specific government

regulations on different economically designated groups (e.g., consumers, employees, businesses).

SE: Consumers, 715–716; Sherman Anti-Trust, 534–535, 541



14. Compare, analyze, and evaluate the positive

and negative aspects of American capitalism in relationship to other economic systems.

SE: Capitalists, 512, 796 PS: Instructor’s Resource Binder; Retrieving the



15. Describe and evaluate how the United States economy moved from manufacturing-based to information driven.

SE: A New Economy? 828–833 PS: Instructor’s Resource Binder; Retrieving the



16. Analyze the reasons for uneven economic growth-based changes (e.g., demographic, political, economic).

SE: New Industry, 471–481; Great Depression and the New Deal, 654–683; A New Economy? 828–833.



17. Analyze the economic ramifications of

entrepreneurship.

SE: Capitalists, 512, 796 PS: Instructor’s Resource Binder; Retrieving the



9-12 Benchmark IV-C: Analyze and evaluate the patterns and results of trade, exchange, and interdependence between the United States and the world since 1900.

Performance Standards

1. Analyze foreign and domestic issues related to United States economic growth since 1900.

SE: 535–537, 718–719, 828–833, 839–830 PS: Instructor’s Resource Binder; Retrieving the








2. Analyze significant economic developments between World War I and World War II, to include:

• economic growth and prosperity of the 1920s

SE: The 1920s, 628–651 PS: Instructor’s Resource Binder; Retrieving the



• causes of the Great Depression and the effects on United States economy and government

SE: Great Depression, 654–663 PS: Instructor’s Resource Binder; Retrieving the



• New Deal measures enacted to counter the Great Depression

SE: New Deal, 664–683 PS: Instructor’s Resource Binder; Retrieving the



• expansion of government under New Deal.

SE: New Deal, 664–683 PS: Instructor’s Resource Binder; Retrieving the



3. Analyze the effects of World War II, the Cold War, and post-Cold War on contemporary society, to include:

• economic effects of WWII on the home

front

SE: Mobilizing for Victory, 695–702 PS: Instructor’s Resource Binder; Retrieving the



• United States prosperity of the 1950s

SE: A Decade of Affluence, 739–744 PS: Instructor’s Resource Binder; Retrieving the



• impact of the Cold War on business cycle and defense spending

SE: The Cold War, 712–735 PS: Instructor’s Resource Binder; Retrieving the








• recession of 1980s

SE: Recession, 783 PS: Instructor’s Resource Binder; Retrieving the



• technology boom and consequent economic slow down of 2000

SE: A New Economy? 828–833 PS: Instructor’s Resource Binder; Retrieving the



4. Describe the relationship between United States’ international trade policies and its economic system.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833



5. Identify and analyze the international

differences in resources, productivity, and prices that are a basis for international trade.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833



6. Explain the comparative advantage of a nation

when it can produce a product at a lower “opportunity cost” than its trading partner.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833; Oil and OPEC, 784; Japan, 647



7. Evaluate the effect on international trade of

domestic policies that either encourage or discourage exchange of goods and services and investments abroad.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833



8. Analyze and evaluate how domestic policies

can affect the balance of trade between nations.

SE: Trade, 533, 580–581, 583–585, 593–594, 607, 678–679, 746, 801, 833








9. Explain and describe how the Federal Reserve System and monetary policies ( e.g., open market, discount rate, change in reserve requirements) are used to promote price stability, maximum employment, and economic growth.

SE: Federal Reserve Act, 573, 636 PS: Instructor’s Resource Binder; Retrieving the



10. Identify how monetary policies can affect exchange rates and international trade.

SE: Monetary Policy, 535–537, 718–719, 828–833, 839–830



11. Analyze and evaluate the use of technology on

economic development.

SE: New Industry, 471–481; A New Economy? 828–833



12. Describe and analyze multinational entities

(e.g., NAFTA, European Union) in economic and social terms.

SE: NAFTA, 760, 883 PS: Instructor’s Resource Binder; Retrieving the



Reference: http://164.64.166.11/cilt/downloads/standards/stand_ss.pdf