prentice hall united states history - pearson...

Two Correlations

Prentice Hall United States History

Industrial Revolution to the Present Alabama Edition

©2015

To the

2010 Alabama Course of Study Social Studies, United States History II

The Industrial Revolution to the Present &

Common Core Standards for Literacy in History/Social Studies

A Correlation of Prentice Hall United States History Industrial Revolution to the Present, Alabama Edition, ©2015

to the 2010 Alabama Course of Study Social Studies United States History II

The Industrial Revolution to the Present

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Alabama Course of Study

U.S. History II ............................................................................................................................................ 3

Common Core State Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies ...................................................21

Writing Standards for Literacy in History/Social Studies.....................................................29





2010 Alabama Course of Study Social Studies United States History II


Prentice Hall United States History Industrial Revolution to the Present

Alabama Edition, ©2015 Alabama Course of Study 1. Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I.

SE/TE: America Becomes a Nation of Cities, 136-138; Technology Improves City Life, 138-140; Urban Living Creates Problems, 140-142; Industries and Cities Grow, 156-157

1.a Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad

SE/TE: Cultures Under Pressure, 160-162; New Settlers and Native Americans Clash, 162-164; Miners Hope to Strike It Rich, 169, 171; Mining Wealth, 170; Railroads Open the West, 171-172; Ranchers Build the Cattle Kingdom, 172-173; Farmers Settle on Homesteads, 174-175; Competition, conflict, and Change, 175-176 TE: History Background: Reservations, 165; History Background: Barbed Wire, 173

1.b Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues

SE/TE: Farmers Settle on Homesteads, 174-175; Farmers Face Many Problems, 197,199; Plight of the Farmer, 198; Farmers Organize and Seek Change, 199-200; Populist Party Demands Reforms, 200; Economic Crisis and Populism’s Decline, 202-203; Populism’s Legacy, 203; William Jennings Bryan, 203 TE: History Background: Greenback Labor Party, 200

1.c Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I

SE/TE: Congress Passes the Dawes Act, 168; Native Americans Take Action, 232 TE: History Background: The Dawes Act, 415








Alabama Edition, ©2015 1.d Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Immigration Act regarding immigration quotas

SE/TE: The Workforce Grows, 101; New Immigrants Come to America, 128-129; Immigrants Decide to Leave home, 129; Opportunities and challenges in America, 131-133; Immigrants Change America, 133; Experience Ellis Island, 134-135; Immigrants Move In to Seize Opportunities, 137-138; Document-Based Assessment: The Impact of Immigration, 1870-1910, 153; Large Companies Make Mining Big Business, 171; Farmers Move to the Plains, 174; Prejudices and Discrimination, 175-176; Chinese Immigrants Face Discrimination, 187-188; Mexican Americans Struggle in the West, 188-189; Anti-Asian Prejudice Troubles Relations, 267; Restricting Immigration, 337, 339; U.S. Immigration Policy, 338; Latino Population Grows, 692-693; TE: Connect to Your World: Changing U.S. Immigration Policies, 338








Alabama Edition, ©2015 1.e Interpreting the impact of change from workshop to factory on workers’ lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison

SE/TE: The Workforce Grows, 101; Innovation Drives the Nation, 102-103; Major Innovations of the 1800s, 102-103; Thomas Edison, 103; The Impact of Industrialization, 104, 106; From rags to Riches, 107; Horizontal and Vertical Integration, 109; New Ways of Doing Business, 110-111; Andrew Carnegie: Wealth (1990), 113; Right to Strike, 114; Workers Endure Hardships, 114-115; Labor Unions Form, 117-118; Strikes Rock the Nation, 118-119, 121; Pullman Workers Strike!, 120; Document-Based Assessment: Attitudes Toward Organized Labor, 125; Muckrakers Reveal the Need for Reform, 214-215; Exposing How the Other Half Lives, 214-215; Progressives Help Industrial Workers, 217; Reformers Champion Working Women’s rights, 222; Trustbusting and Regulating Industry, 235; Worker’s Rights Protected, 242-243; Eugene V. Debs Protests, 296; African Americans Demand Fair Employment, 474; A. Philip Randolph, 474 TE: History Background: Memories of Poverty, 113; History Background: The Adamson Act, 242; History Background: Asa Philip Randolph, 597

2. Evaluate social and political origins, accomplishments, and limitations of Progressivism.

SE/TE: Origins of Progressivism, 212-213; Progressives Reform Society, 216-217; Reforming Government, 218-219; Progressive Women Expand Reforms, 221-223; Women Fight for the Right to vote, 223-226; Progressivism Presents Contradictions, 228-229; Progressivism Leaves a Lasting Legacy, 243 TE: History Background: Jane Addams, 216








Alabama Edition, ©2015 2.a Explaining the impact of the Populist Movement on the role of the federal government in American society

SE/TE: Farmers Face Many Problems, 197, 199; Plight of the Farmer, 198; Farmers Organize and Seek Change, 199-200; Populist Party Demands Reforms, 200; Economic Crisis and Populism’s Decline, 202-203; Populism’s Legacy, 203; William Jennings Bryan, 203 TE: History Background: Greenback Labor Party, 200

2.b Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell

SE/TE: Reformers Criticize government Policy, 167; Muckrakers Reveal the Need for reform, 214-215; Exposing How the Other half Lives, 214-215; The Jungle by Upton Sinclair, 220; Regulating the Food and Drug Industry, 236 History Background: Upton Sinclair, 220

2.c Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act

SE/TE: The Government Imposes Regulations, 112; Progressives Reform Election Rules, 218-219; Women work for Changes in Family Life, 222; Suffragists Win the Vote, 224-225; The Nineteenth Amendment Becomes Law, 225; Roosevelt Takes on the Railroads, 235; Roosevelt Enforces the Sherman Antitrust Act, 236, Regulating Food and Drug Industries, 236; Roosevelt Changes Water Policy, 238; Taft Takes His Own Course, 238-239; Congress Lowers Tariffs, and Raises Taxes, 241; Federal Reserve Act, 241-242; Wilson Strengthens Antitrust Regulation, 242; Progressive Era Legislation and Constitutional Amendments (table), 242; Worker’s Rights Protected, 242 TE: History Background: The Damson Act, 242

2.d Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era

SE/TE: Booker T. Washington, 186; African Americans Oppose Injustices, 186-187; How Should We Respond to Discrimination?, 229; African Americans Demand Reform, 230-231; African Americans Follow Opportunity North, 298; A New “Black Consciousness”, 354-355; 355 Calls for Racial Pride








Alabama Edition, ©2015 2.e Assessing the significance of the public education movement initiated by Horace Mann

SE/TE: Education, 147

2.f Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation

SE/TE: Roosevelt Shapes the Modern Presidency 233-234; Trustbusting and Regulating Industry, 235-236; The Government Manages the Environment, 236-238; Roosevelt and Taft Differ, 238-239; Wilson Regulates the Economy, 241-242

3. Explain the United States’ changing role in the early twentieth century as a world power.

SE/TE: The Causes of Imperialism, 250-251; America’s First Steps Toward World Power, 252-253; Filipinos Rebel Against U.S. Rule, 263-265; The United States Pursues Interests in China, 265-266; Tensions Build Between American and Japan, 266-267; Roosevelt Pursues “Big Stick” Diplomacy, 269-273; Wilson Pursues Moral Diplomacy, 273-275; America Gives the Allies the Edge, 301

3.a Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba

SE/TE: Causes of the War, 256-258 TE: History Background: The Sinking of the Maine, 258

3.b Identifying the role of the Rough Riders on the iconic status of President Theodore Roosevelt

SE/TE: U.S. Forces Win in Cuba, 259-260 TE: History Background: The First United States Volunteer Calvary, 260

3.c Describing consequences of the Spanish-American War, including the Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean

SE/TE: Effects of the War, 261-262; Filipinos Rebel Against U.S. Rule, 263-264; The United States Pursues Interests in China, 265-266; Tensions Rise Between American and Japan, 266-267; U.S. Policy in Puerto Rico and Cuba, 268-269; Roosevelt Pursues “Big Stick” Diplomacy, 269-273; Panama Canal, 270-271; U.S. Intervention in Latin America (map), 272; Wilson Pursues Moral Diplomacy, 273-275

3.d Analyzing the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests

SE/TE: The United States Acquires Hawaii, 253, 255; Should the United States expand its territory?, 254 TE: History Background: The Republic of Hawaii, 254








Alabama Edition, ©2015 3.e Appraising Alabama’s contributions to the United States between Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan

SE/TE: Gorgas, Wheeler, and Morgan, 208

3.f Evaluating the role of the Open Door policy and the Roosevelt Corollary on America’s expanding economic and geographic interests

SE/TE: America Declares Equal Trade in China, 265; Hay Reaffirms the Open Door Policy, 266; Roosevelt Pursues “Big Stick” Policy, 269; Roosevelt Updates the Monroe Doctrine, 271; Latin America Reacts to the Roosevelt Corollary, 273

3.g Comparing the executive leadership represented by William Howard Taft’s Dollar Diplomacy, Theodore Roosevelt’s Big Stick Diplomacy, and Woodrow Wilson’s Moral Diplomacy

SE/TE: Roosevelt Pursues “Big Stick” Diplomacy, 269-271, 273; Panama Canal, 270-271; U.S. Intervention in Latin America (map), 272; Wilson Pursues Moral Diplomacy, 273-275

4. Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes.

SE/TE: What Caused World War I?, 280-284; Neutrality Gives Way to War, 288-291; America Mobilized for War, 292-294; Opposition and Its Consequences, 294-296; The War Changes American Society, 297-299; America Gives the Allies the Edge, 301-304; Wilson Promotes Peace Without Victory, 305-306; Wilson at the Paris Peace Conference, 306-307; America Rejects the Treaty, 308-309; America adjusts to Peace, 311-313; The Red Scare, 313-314; America Embraces Normalcy, 314-315

4.a Identifying the role of militarism, alliances, imperialism, and nationalism in World War I

SE/TE: Nationalism and Competition Heighten Tension, 282-283; Militarism Produces an Arms Race, 283-284; Alliances Make Nations Overconfident and Reckless, 284

4.b Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson’s Fourteen Points, and the League of Nations

SE/TE: Wilson Promotes Peace Without Victory, 305-306; Wilson at the Paris Peace Conference, 306-307; Woodrow Wilson: The Fourteen Points, 310 TE: History Background: Versailles Treaty, 304

4.c Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain

SE/TE: A Bitter Peace Unravels, 436-437; Repression in the Soviet Union and Italy, 437; Aggressive Leaders in Germany and Japan, 438-440








Alabama Edition, ©2015 4.d Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

SE/TE: Territorial Changes After World War I (map), 307; Problems With the Peace, 307 TE: Connect to Your World: The Middle East, 307

5. Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald.

SE/TE: History-Makers of the Early Women’s Movement, 50-51; A Fight for Equality Begins, 51; Women Work for Changes in Family Life, 222; Women Fight for the Right to Vote, 223-226; The Great Migration, 298; African Americans Follow Opportunity North, 298-299; The Red Scare, 313-314; Alabamians in the Jazz Age, 320; Advertising and Credit Build a Consumer Culture, 327-328; Cities, Suburbs, and Country, 328-329; Traditionalism and Modernism Clash, 335-336; Americans Clash Over Evolution, 336; Restricting Immigration, 337, 339; The New Ku Klux Klan, 339-340; Prohibition and Crime, 341-342; New Trends in Mass Culture, 343-345; An Age of Heroes, 345-346; Women Assume New Roles, 346-348; The New Woman?, 347; Modernism in Art and Literature, 348-351; Experience the Roaring 20s, 352-353; A New “Black Consciousness”, 3554-355; The Jazz Age, 355-357; The Harlem Renaissance, 357-358 TE: History Background: The United States v, Susan B. Anthony, 223; History Background: Revival of the Ku Klux Klan, 340; History Background: Notable Records, 356

5.a Analyzing radio, movies, newspapers, and popular magazines for their impact on the creation of mass culture

SE/TE: Americans Enjoy More Leisure Time, 343; Americans Flock to the Movies, 344; The Radio and Phonograph Break Barriers, 345; Postwar American Literature Flowers, 350-351; Experience the Roaring Twenties, 352-353; Jazz Wins Widespread Popularity, 356








Alabama Edition, ©2015 5.b Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s

SE/TE: Postwar American Literature Flowers, 350-351; Gertrude Stein, 351; The Harlem Renaissance, 357-358; Two Poems by Langston Hughes, 359

5.c Determining the relationship between technological innovations and the creation of increased leisure time

SE/TE: The Automobile Changes America, 327; Cities, Suburbs, Country, 328-329; Americans Enjoy More Leisure Time, 343

6. Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929.

SE/TE: Advertising and Credit Build a Consumer Culture, 327-328; The Big Bull Market Makes Fortunes, 328; Many Americans Face Hardships, 329; Problems Plague the Agricultural Sector, 367-368; Causes of the Great Depression, 368-369; Wealth Is Distributed Unevenly, 368-369; Easy Credit Hides Problems, 369; The Stack Market Crashes, 370; What Caused the Great Depression?, 372

6.a Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis

SE/TE: Advertising and Credit Build a Consumer Culture, 327-328; The Big Bull Market Makes Fortunes, 328; Problems Plague the Agricultural Sector, 367-368; Causes of the Great Depression, 368-369; Wealth Is Distributed Unevenly, 368-369; Easy Credit Hides Problems, 369; What Caused the Great Depression?, 372

6.b Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression

SE/TE: Tariffs Add to the Woes, 371; The Depression Goes Global, 371-372 TE: History Background: Global Depression, 376

6.c Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston

SE/TE: Postwar American Literature Flowers, 350-351; Gertrude Stein, 351; The Harlem Renaissance, 357-358; Two Poems by Langston Hughes, 359; The Grapes of Wrath by John Steinbeck, 389; Literature of the Depression, 426

6.d Analyzing the Great Depression for its impact on the American family

SE/TE: Searching for a Job, 374; Descending into Poverty, 374-375; Effects of the Great Depression, 375; Looking for a Place to Live, 375-376; Farmers Lose Their Farms, 377; The Depression Attacks Family Life, 380








Alabama Edition, ©2015 7. Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act.

SE/TE: The First Hundred Days Provide Instant Action, 398-401; Relief, Recovery, and Reform: The First 100 Days, 398-399; Opposition to the New Deal Emerges, 401-403; Extending Social and Economic Reform, 404-407; Granting New Rights to Workers, 408; The Role of Government Expands, 416-421

7.a Analyzing conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression

SE/TE: The Dust Bowl, 378; The Great Plains Becomes a Dust Bowl, 379; Desperation Causes Migration, 379

8. Summarize events leading to World War II, including the militarization of the Rhineland, Germany’s seizure of Austria and Czechoslovakia, Japan’s invasion of China, and the Rape of Nanjing.

SE/TE: A Bitter Peace Unravels, 436-437; Repression in the Soviet Union and Italy, 437; Aggressive Leaders in Germany and Japan, 438-440; Aggression Goes Unchecked, 441-442

8.a Analyzing the impact of fascism, Nazism, and communism on growing conflicts in Europe

SE/TE: A Bitter Peace Unravels, 436-437; Repression in the Soviet Union and Italy, 437; Aggressive Leaders in Germany and Japan, 438-440

8.b Explaining the isolationist debate as it evolved from the 1920s to the bombing of Pearl Harbor and the subsequent change in United States’ foreign policy

SE/TE: America’s role in the World, 333-334; Aggression Goes Unchecked, 441-442; Roosevelt Opposes Aggression, 443-444; Americans Debate Involvement, 447-449; America Takes Steps Toward War, 449-480; Japan Attacks the United States, 452-454

8.c Identifying roles of significant World War II leaders Examples: Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, George S. Patton, Sir Winston Churchill, Bernard Montgomery, Joseph Stalin, Benito Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler

SE/TE: Repression in the Soviet Union and Italy, 437; Aggressive Leaders in Germany and Japan, 438-440; Japan Attacks the United States, 452-454; Japanese Forces Take the Philippines, 457; Allies Drive Germans Out of North Africa, 468-469; Dwight Eisenhower, 483;

8.d Evaluating the impact of the Munich Pact and the failed British policy of appeasement resulting in the invasion of Poland

SE/TE: Aggression Goes Unchecked, 441-442








Alabama Edition, ©2015 9. Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam Conferences.

SE/TE: War Erupts in Europe, 444-446; Japan Attacks the United States, 452-454; Fierce Fighting in the Pacific, 457-459; Turning the Tide in Europe, 467-469; Increasing the Pressure on Germany, 469-471; Turning the Tide in the Pacific, 471-472; D-Day Invasion of Normandy, 483-484; The Allies Land on D-Day, 484-485; Liberation of Europe, 485-487; World War II in Europe (map), 486; Advancing in the Pacific, 487-489; World War II in the Pacific (map), 488; The Atomic Bomb Ends the War, 489-491

9.a Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion

SE/TE: World War II in Europe (map), 486; World War II in the Pacific (map), 488

9.b Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings

SE/TE: Hitler Launches Blitzkrieg Against Poland, 444-445; France Falls to Axis Powers, 445-446; U.S. Navy Battles German U-Boats, 450; The Battle of Britain Is Fought in the Air, 446; The Japanese Attack Pearl Harbor, 453; Axis and Allies Plan Strategy, 466-467; Turning the Tide in Europe, 467-469; Increasing the Pressure on Germany, 469-471; Turning Point: Americans Triumph at Midway, 471-472; Americans Take the Offensive, 472; Allies Land on D-Day, 484-485; Advancing in the Pacific, 487-489

9.c Explaining reasons for and results of dropping atomic bombs on Japan

SE/TE: Truman Makes His Decision, 490-491; Hiroshima and Nagasaki Are Destroyed, 491

9.d Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide Convention

SE/TE: The Japanese Expand Their Empire, 440; Japan Takes the Philippines, 457; Nazi’s Adopt the “Final Solution”, 495-496; The Allies and the Holocaust, 496-497; The United Nations Is Formed, 501-502; War Criminals Go on Trial, 502 TE: Connect to Your World: America and the World, 502








Alabama Edition, ©2015 10.a Describing Alabama’s participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases

SE/TE: World War II on the Homefront in Alabama, 432; Tuskegee Airmen, 470

11. Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO).

SE/TE: Roots of the Cold War, 510-512; Meeting the Soviet Challenge, 512; Cold War Europe (map), 513; Containing Soviet Expansion, 514; The Cold War Heats Up, 514-516; Airlift Saves Blockaded Berlin, 515; Harry S. Truman: The Truman Doctrine, 517; Americans Fight in Korea, 519-522; The Korean War (map) 520-521; The Korean War Has Lasting Effects, 522-523; The Arms Race Heightens Tensions, 524-525; Eisenhower Introduces New Policies, 525-527; The Cold War Goes Global, 527-529 TE: History Background: Soviet Siege, 515

11.a Describing Cold War policies and issues, the domino theory, McCarthyism, and their consequences, including the institution of loyalty oaths under Harry S. Truman, the Alger Hiss case, the House Un-American Activities Committee, and the execution of Julius and Ethel Rosenberg

SE/TE: Meeting the Soviet Challenge, 512; Containing Soviet Expansion, 514; The Cold War Heats Up, 514-516; Harry S. Truman: The Truman Doctrine, 517; Americans Fight in Korea, 516-522; The Korean War Has Lasting Effects, 522-523; Eisenhower Introduces New Policies, 525-527; The Cold War Goes Global, 527-529; Experience the Cold War, 530-531; Worrying About Communists at Home, 532-535; Red Scare Culture, 534-535; Spy Case Worries Americans, 535, 537; Civil Liberties and National Security, 536; McCarthy Uses Ruthless Tactics, 537-539; Document-Based Assessment: Analysis of Senator McCarthy, 543; The Domino Theory and Dien Bien Phu, 646 TE: History Background: Whittaker Chambers, 535; History Background: The Domino Theory, 646








Alabama Edition, ©2015 11.b Locating areas of conflict during the Cold War from 1945 to 1960, including East and West Germany, Hungary, Poland, Cuba, Korea, and China

SE/TE:; Meeting the Soviet Challenge, 512; Cold War Europe (map) 513, Containing Soviet Expansion, 514; The Cold War Heats Up, 514-516; Airlift Saves Blockaded Berlin, 515; Americans Fight in Korea, 516-522; The Korean War (map) 856-857; The Korean War Has Lasting Effects, 522-523; The Cold War Goes Global, 527-529; Confronting Communism in Cuba, 620, 622; The Cuban Missile Crisis (map), 621; The French Battle Nationalism and Communism, 645 TE: History Background: Soviet Siege, 515

12. Describe major initiatives of the John F. Kennedy and Lyndon B. Johnson Administrations

SE/TE: Kennedy Launches New Cold War Strategies, 618-619; Confronting Communism in Cuba, 620, 622; The Berlin Crisis, 622; Kennedy’s Domestic Program, 624-627; The Kennedy Legacy, 630; Johnson Declares a War on Poverty, 630, 632-633; The Great Society, 633-635; Document-Based Assessment: The Effectiveness of President Johnson’s Great Society Programs, 641; Kennedy Sends U.S. Troops to Vietnam, 647; Johnson Leads the Nation Into War, 648

12.a Describing Alabama’s role in the space program under the New Frontier

TE: Connect to Your World, 541

12.b Describing major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis

SE/TE: Kennedy Launches New Cold War Strategies, 618-619; Confronting Communism in Cuba, 620, 622; The Cuban Missile Crisis (map), 621; The Berlin Crisis, 622








Alabama Edition, ©2015 13. Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon.

SE/TE: The French Battle Nationalism and Communism, 645; The Domino Theory and Dien Bien Phu, 646; America Opposes Communism in Vietnam, 647; Johnson Leads the Nation Into War, 648; “Americanizing” the War, 649-650, 652; Vietnam War, 1963-1967 (map), 651; Patriotism, Heroism, and Sinking Morale, 652-654; Tet Offensive Is the Turning Point, 659-660; Nixon Starts the Pull Out, 664-665; American Troops in Cambodia, 665-666; The War Finally Ends, 667-668 TE: History Background: The Domino Theory, 982; History Background: Ho Chi Minh Trail, 651; History Background: A Turning Point, 659

13.a Locating on a map or globe the divisions of Vietnam, the Ho Chi Minh Trail, and major battle sites

SE/TE: Vietnam War, 1963-1967 (map), 651

13.b Describing the creation of North and South Vietnam

SE/TE: The Domino Theory and Dien Bien Phu, 646








Alabama Edition, ©2015 14. Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March.

SE/TE: Segregation Divides America, 580-582; Brown v. Board of Education, 582-584; Thurgood Marshall, 583; Federal and State Governments Clash, 584-585; Montgomery Bus Strike, 585-587; King’s Philosophy of Nonviolent Protest, 586; How Does Segregation Affect Education?, 588; Student Activists Make a Difference, 589-590; Riding For Freedom, 590-592; Riding for Freedom, 591; Protest and Confrontations Intensify, 592-593; The Movement Marches on Washington, 594-595; The March on Washington, 594-595; Congress Passes the Civil Rights Act of 1964, 596; Martin Luther King: I Have a Dream, 597; Experience Nonviolent Protest, 598-599; The Push for Voters Rights, 600-602; Frustration Explodes Into Violence, 602, 604; Voting Rights, 603; New Voices for African Americans, 604-607; Turbulent Times, 606; Martin Luther King’s Last Days, 607; Significant Gains and Controversial Issues, 607-608; A Raisin in the Sun by Lorraine Hansberry, 609; Document-Based Assessment: Civil Disobedience, 613

14.a Tracing the federal government’s involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965

SE/TE: Brown v. Board of Education, 582-584; Federal and State Governments Clash, 584-585; How Does Segregation Affect Education?, 588; Riding For Freedom, 590-592; Riding for Freedom, 591; Protest and Confrontations Intensify, 592-593; Congress Passes the Civil Rights Act of 1964, 596; New Legislation Guarantees Voting Rights, 602; Kerner Commission Seeks the Cause, 604








Alabama Edition, ©2015 14.b Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers

SE/TE: African Americans Demand Fair Employment, 474; Segregation Divides America, 580-582; Brown v. Board of Education, 582-584; Thurgood Marshall, 583; Federal and State Governments Clash, 584-585; Montgomery Bus Strike, 585-587; King’s Philosophy of Nonviolent Protest, 586; How Does Segregation Affect Education?, 588; Student Activists Make a Difference, 589-590; Riding For Freedom, 590-592; Riding for Freedom, 591; Protest and Confrontations Intensify, 592-593; The Movement Marches on Washington, 594-595; The March on Washington, 594-595; Congress Passes the Civil Rights Act of 1964, 596; Martin Luther King: I Have a Dream, 597; Experience Nonviolent Protest, 598-599; The Push for Voters Rights, 600-602; Frustration Explodes Into Violence, 602, 604; Voting Rights, 603; New Voices for African Americans, 604-605, 607; Turbulent Times, 606; Martin Luther King’s Last Days, 607; Significant Gains and Controversial Issues, 607-608; A Raisin in the Sun by Lorraine Hansberry, 609; Document-Based Assessment: Civil Disobedience, 613; Two Leaders Fall, 662; Martin Luther King, Jr. Letter from Birmingham Jail, 852-853

14.c Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children’s March, and key local persons and events

SE/TE: Alabama and Civil Rights, 576; The Montgomery Bus Boycott, 585-587; Ministers form the SCLC, 587; Witness History: Blocking the Schoolhouse Door, 589; Riding for Freedom, 590-591; Riding for Freedom, 591; King Campaigns in Birmingham, 593; Marching on Selma, 601-602

14.d Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement

SE/TE: New Voices for African Americans, 604-607

14.e Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston

TE: Connect to Your World, 611








Alabama Edition, ©2015 15. Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s.

SE/TE: Americans Move to the Suburbs, 552-554; Migrating to the Sun Belt, 555- 557; Migration Patterns, 1950-2010 (map), 556; The American Economy Changes Focus, 557-558; Educational Opportunities Expand, 558-559; The Culture of consumerism, 560-561; Family Life in the Fifties, 561-562; Television Takes Center Stage, 563-564; Rock-and-Roll Shakes the Nation, 565; Rock-and-Roll, 566; Critics Reject the Fifties Culture, 903-904; Rural and Urban Poverty, 568-570; “Other Americans” Face Injustice, 570-571; Document-Based Assessment: Impact of the Suburbs, 575; Jim Crow Laws Limit African Americans, 580; Segregation Prevails Around the Nation, 580-581; Racial Violence Plagues Cities, 602; The Counterculture Rises, 681-683; Defining the Counterculture, 683, 685; The Generation Gap, 684; The Counterculture Ends, 685; Seeking to Redefine Traditional Roles, 687; Looking for Better Work, 687; Women Find Their Voices, 687-688; The Workplace Slowly Changes, 690; The Latino Population Grows, 692-693; Native Americans and Asian Americans Battle Discrimination, 695-696; Changing Values Stir Unease, 722-723, 725; Sunbelt Migration, 723








Alabama Edition, ©2015 16. Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. Examples: Nixon’s policy of détente; Cambodia; Watergate scandal; pardon of Nixon; Iranian hostage situation; Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf War; impeachment trial of William “Bill” Clinton; terrorist attack of September 11, 2001; Operation Iraqi Freedom; war in Afghanistan; election of the first African-American president, Barack Obama

SE/TE: Nixon Redefines American Foreign Policy, 672-673; Playing the China Card, 673-674; Détente With the Soviet Union, 674-675; The Latino Population Grows, 692-693; Pressing for Equal Rights, 693-694; Native Americans and Asian Americans Battle Discrimination, 695-696; New Rights for Consumers and the Disabled, 697; Environmental Activists Speak Out, 699-700; Environmental Setbacks, 701, 702; Nixon Polices Target the Middle Class, 710-712, Nixon Follows a Southern Strategy, 712-713; The Watergate Scandal Brings Nixon Down, 713-717; Watergate Forces Nixon from Office, 714-715; Ford Faces Political and Economic Woes, 719-720; A Washington Outsider Becomes President, 720-722; Changing Values Stir Unease, 722-723, 725; Sunbelt Migration, 723; Ford Continues Nixon’s Foreign Policy, 727-728; Carter Changes Course, 728-729; Success and Setback in the Middle East, 729-731; Iran Hostage Crisis, 730-731; Two Views: Liberal and Conservative, 740-741; The Conservative Movement Gains Strength, 741-743; Reagan Wins the Presidency, 743-744; Reaganomics Guides the Economy, 745-746; Conservative Strength Grows, 747-748; Confronting Challenging Issues, 749; Ronald Reagan: Tear Down This Wall, 750; Reagan Challenges Communism, 751-753; The Cold War Ends, 753-755








Alabama Edition, ©2015 16. Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. (Continued)

The Fall of Communism in Europe, 754-755; Trouble Persists in the Middle East, 756; A New Role in the World, 757-759; The Persian Gulf War, 759, 761; The Persian Gulf War, 1991 (map), 760; Technology Changes American Life, 768-769; A Communications Revolution, 769-770; A Changing American Economy, 770-772; Clinton’s Domestic Policies, 774-775; Scandals, Impeachment, and Trial, 777; Competing in the Global Economy, 778-779; Americans on the Global State, 780-781; America and the Middle East, 781-782; An Election Controversy, 783-784; The Bush Agenda, 784; America’s War on Terror, 785-786; Bush’s Second Term, 786-787; The United States and the Middle East (map), 787; Financial Crisis, 788; 2008 Election, 788-789; President Obama Takes Action, 789-790


to the Common Core Standards for Literacy in History/Social Studies

Grades 11-12



Alabama Edition, ©2015

Reading Standards for Literacy in History/Social Studies Grades 11–12 students: Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SE/TE: Primary Sources, 113, 310, 451, 517, 597, 750, 837–856; Document–Based Assessment Questions, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799; Critical Thinking Skills: Analyze Primary Sources, SH24, 678, Evaluate Credibility of Sources, 206, 430, 678, Recognize Propaganda, 278, 506, Analyze Literature, 220, 351, 389, Evaluate Literature, 220; also see: Writing Skills: Analyze Primary Sources, 442 TE only: Bibliography, 2, 32, 64, 96, 126, 154, 182, 210, 248, 280, 322, 364, 394, 434, 464, 508, 544, 578, 614, 642, 680, 708, 738, 766; Modeling Reading and Writing Skills: Evaluate Online Sources, T103



Grades 11-12





RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SE/TE: Primary Sources, 113, 310, 451, 517, 597, 750, 837–856; In–Text Primary Source, 14, 42, 46, 52, 53, 71, 76, 78, 84, 90, 101, 108, 117, 131, 140, 162, 163, 167, 186, 199, 214, 223, 234, 237, 241, 251, 260, 264, 273, 286, 291, 299, 305, 329, 332, 340, 342, 350, 351, 357, 358, 367, 374, 377, 381, 388, 397, 403, 407, 408, 410, 413, 416, 418, 425, 440, 444, 446, 453, 469, 477, 483, 490, 497, 501, 503, 513, 514, 516, 519, 526, 538, 562, 568, 569, 585, 590, 593, 601, 604, 605, 619, 624, 630, 633, 646, 653, 654, 657, 665, 667, 674, 683, 687, 696, 701, 713, 716, 717, 725, 730, 743, 747, 753, 776, 785; Decision Point, 18, 308, 490, 522; Political Cartoons, 74, 109, 119, 125, 132, 185, 194, 207, 213, 234, 239, 258, 272, 279, 287, 308, 319, 331, 337, 377, 383, 393, 401, 410, 431, 448, 506, 533, 543, 625, 655, 707, 735, 753, 779, 799; also see: Critical Thinking: Identify Central Issues, 20, 27, 112, 121, 168, 259, 362, 392, 403, 411, 462, 523, 539, 559, 565, 597, 626, 640, 648, 697, 724, 734, 744, 749, 750, 764, 777, 782, 795, 798; Reading Skills: Identify Main Ideas and Details, SH4, 228, 232, 422, 426; Identify Main Ideas, 39, 43, 53, 59, 114, 121, 128, 133, 136, 142, 144, 149, 169, 193, 196, 221, 226, 233, 239, 250, 255, 311, 354, 358, 412, 421, 441, 473, 524, 529, 552, 559, 560, 567, 623, 624, 627, 629, 682, 685, 710, 717, 719, 725, 745, 749, 756, 778, 782, 795; Identify Details, 212, 219, 240, 243, 636; Identify Supporting Details, 107, 112, 156, 159, 160, 168, 268, 275, 324, 329, 384, 388, 649, 655, 727, 730, 791; Identify Central Issues, 565 TE only: Focus Questions, T33, T34, T36, T37, T40, T41, T44, T45, T48, T49, T52, T53, T56, T57, T60, T61, T64, T65, T68, T69, T72, T73, T76, T77, T80, T81, T84, T85, T88, T89, T92, T93, T96, T97, T100, T101, T104, T105, T108, T109, T112, T113, T116, T117, T120, T121, T124, T125



Grades 11-12





RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SE/TE: Cause–and–Effect Charts, 91, 92, 276, 316, 390, 420, 502; Events That Changed America, 74, 110, 224, 406, 454, 484, 594, 714, 754, 785; Critical Thinking Skills: Analyze Causes and Effects, SH27, 91, 124, 502, Recognize Effects, 79, 289, 381, 388, 442, 506, 764, Recognize Causes and Effects, 27, 30, 38, 62, 86, 121, 159, 168, 170, 176, 180, 191, 219, 421, 503, 517, 535, 535, 555, 587, 596, 606, 608, 636, 648, 685, 703, 734, 772, 790, Explain Effects, 124, 246, 265, 542, 574, 671, 678, Explain Causes, 152, 372, 542, 798, Recognize Causes, 51, 79, 239, 318, 392, 450, 462, 731, Identify Effects, 83, 426, 663, Analyze Causes, 472; Reading Skills: Identify Causes and Effects, SH4, 8, 49, 52, 72, 79, 100, 197, 203, 256, 262, 452, 459, 532, 539, 555, 586, 690, 713, Understand Effects, 34, 38, 42, 498, 546, 551, 616, 622, Recognize Multiple Causes, 372, Identify Causes, 282, 291, 696, Recognize Causes, 366



Grades 11-12





Craft and Structure RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Section Assessment: Terms and People, 8, 14, 20, 27, 38, 43, 48, 52, 59, 71, 79, 86, 90, 106, 112, 121, 133, 142, 149, 159, 168, 176, 191, 196, 203, 219, 226, 232, 239, 243, 255, 262, 267, 275, 291, 298, 309, 315, 329, 334, 342, 351, 358, 372, 381, 387, 403, 411, 421, 426, 442, 449, 459, 472, 478, 491, 497, 503, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608, 622, 627, 636, 648, 655, 663, 671, 675, 685, 689, 697, 703, 717, 725, 731, 744, 749, 756, 761, 772, 777, 782, 790, 795; Chapter Assessments, Terms and People sections, 30, 62, 94, 124, 152, 180, 206, 246, 278, 318, 362, 392, 430, 462, 506, 542, 574, 612, 640, 678, 706, 734, 764, 798 TE only: Vocabulary Builder, 4, 9, 15, 21, 34, 39, 44, 49, 53, 66, 72, 80, 87, 100, 107, 114, 128, 136, 144, 156, 160, 169, 184, 193, 197, 212, 221, 228, 233, 240, 250, 256, 263, 268, 282, 292, 301, 311, 324, 330, 335, 343, 354, 366, 373, 384, 396, 412, 436, 443, 452, 466, 473, 482, 492, 498, 510, 518, 524, 532, 546, 552, 560, 567, 580, 589, 600, 616, 623, 629, 644, 648, 656, 664, 672, 682, 686, 692, 698, 710, 719, 727, 740, 745, 751, 757, 768, 778, 783, 785

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

SE/TE: Analyze text’s structure, SH4; Primary Sources, 113, 310, 451, 517, 597, 750, 837–856; also see: Critical Thinking Skills: Recognize Causes and Effects, 27, 30, 38, 62, 86, 121, 159, 168, 170, 176, 180, 191, 219, 421, 503, 517, 535, 535, 555, 587, 596, 606, 608, 636, 648, 685, 703, 734, 772, 790; Reading Skills: Identify Causes and Effects, SH4, 8, 49, 52, 72, 79, 100, 197, 203, 256, 262, 452, 459, 532, 539, 555, 586, 690, 713; Recognize Sequence, 9, 14, 15, 20, 66, 71, 80, 86, 112, 162, 263, 267, 371, 482, 492, 512, 656, 663, 698, 703, 783, 790



Grades 11-12





RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

SE/TE: Comparing Viewpoints, 47, 109, 229, 337, 402, 511, 618, 660, 689; American Issues Connector, 7, 19, 26, 41, 69, 89, 116, 141, 165, 190, 227, 254, 290, 338, 417, 536, 603, 631, 670, 702, 794; Document–Based Assessment Questions, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799; also see: Critical Thinking Skills: Compare Points of View, SH25, 62, 152, 229, 255, 278, 291, 337, 430, 511, 612, 618, 660, 689, 734, 744, 785, 790, Identify Points of View, 38, 62, 196, 198, 219, 246, 262, 299, 342, 358, 387, 426, 430, 450, 459, 529, 539, 565, 574, 608, 622, 626, 633, 636, 725, 756



Grades 11-12





Integration of Knowledge and Ideas RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SE/TE: Infographic features, 10, 36, 50, 83, 120, 146, 166, 170, 188, 198, 214, 234, 258, 264, 274, 288, 295, 304, 326, 340, 347, 368, 375, 387, 398, 418, 438, 470, 494, 515, 526, 534, 548, 554, 563, 586, 591, 606, 626, 632, 652, 661, 668, 684, 694, 724, 730, 748, 771, 780; Maps, 5, 11, 13, 24, 26, 28, 37, 57, 60, 67, 74, 77, 85, 105, 137, 163, 173, 201, 202, 226, 237, 241, 253, 261, 270, 272, 274, 276, 284, 288, 298, 303, 307, 312, 326, 378, 393, 399, 418, 440, 445, 455, 458, 468, 476, 484, 486, 488, 495, 500, 513, 515, 520, 528, 540, 550, 556, 572, 582, 591, 621, 645, 651, 659, 662, 676, 677, 700, 713, 723, 744, 760, 762, 784, 787, 796, 804, 806, 807, 808, 809, 810, 811, 812; Charts and Graphs, 13, 20, 28, 29, 31, 35, 60, 67, 74, 76, 86, 89, 91, 92, 94, 108, 110, 111, 115, 118, 122, 124, 129, 134, 139, 140, 147, 150, 153, 158, 178, 181, 185, 202, 204, 205, 217, 218, 241, 242, 244, 247, 252, 259, 261, 271, 276, 277, 278, 283, 286, 293, 295, 303, 305, 310, 316, 325, 328, 329, 333, 336, 347, 350, 352, 353, 360, 368, 369, 372, 374, 375, 378, 386, 390, 392, 397, 398, 405, 407, 408, 409, 411, 415, 417, 420, 421, 428, 430, 437, 449, 456, 460, 462, 463, 470, 477, 489, 502, 504, 507, 514, 523, 525, 526, 540, 542, 547, 548, 550, 553, 570, 572, 575, 588, 602, 606, 608, 610, 617, 620, 630, 638, 640, 641, 651, 657, 660, 662, 665, 676, 677, 678, 684, 690, 693, 695, 701, 704, 706, 711, 713, 715, 717, 721, 722, 723, 732, 741, 744, 746, 752, 760, 762, 764, 765, 770, 771, 772, 776, 780, 784, 788, 792, 793, 794, 796; American Humanities, 143, 177, 220, 359, 389, 427, 566, 609, 691; Events That Changed America, 74, 110, 224, 406, 454, 484, 594, 714, 754, 785; Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22



Grades 11-12





RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

SE/TE: Primary Sources, 113, 310, 451, 517, 597, 750, 837–856; Comparing Viewpoints, 47, 109, 229, 337, 402, 511, 618, 660, 689; American Issues Connector, 7, 19, 26, 41, 69, 89, 116, 141, 165, 190, 227, 254, 290, 338, 417, 536, 603, 631, 670, 702, 794; Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Analyze Evidence, 362, 388, 798; Evaluate Credibility of Sources, 206, 430, 678

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

SE/TE: Document-Based Assessment Questions, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799; Comparing Viewpoints, 47, 109, 229, 337, 402, 511, 618, 660, 689; Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Compare Points of View, SH25, 62, 152, 229, 255, 278, 291, 337, 430, 511, 612, 618, 660, 689, 734, 744, 785, 790



Grades 11-12





Range of Reading and Level of Text Complexity RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

SE/TE: This objective is met throughout, Prentice Hall United States History: Reconstruction to the Present, including: American Humanities, 143, 177, 220, 359, 389, 427, 566, 609, 691; American Issues Connectors, 7, 19, 26, 41, 69, 89, 116, 141, 165, 190, 227, 254, 290, 338, 417, 536, 603, 631, 670, 702, 794; Landmark Decisions of the Supreme Court, 192, 300, 479, 588, 628, 637, 718, 726, 826; Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608; Chapter Assessment: Research Report/Essay, 542, 574, 612 TE only: Bibliography, 2, 32, 64, 96, 126, 154, 182, 210, 248, 280, 322, 364, 394, 434, 464, 508, 544, 578, 614, 642, 680, 708, 738, 766; Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 225, 522, 527; Report, 175, 218, 721, 754; Independent Research, T67; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110, T114, T118, T122, T126



Grades 11-12





Writing Standards for Literacy in History/Social Studies Grades 11–12 students: Text Types and Purposes WHST.11-12.1. Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Skills Handbook: Persuasive Essay, SH15–SH16; Writing About History: Persuasive Essay, SSH15–SSH16, 94, 640, 678; Persuasive Speech, 706; Proposal, 142, 152; Writing Skills: Generate an Argument, 648; Identify Arguments, 690; Identify Viewpoints, 71; Support Opinion With Evidence, 655; Prioritize Arguments, 86; Outline Argument, 79 TE only: Differentiated Instruction: Advanced Readers: Persuasive presentation, 634; Book Review, 147, 568, 786; Newspaper Editorials, 75, 202; Position Paper, 90; Position Statements, 775



Grades 11-12





WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

SE/TE: Cause-Effect Essay, 30, 318; Identify Effects, 8, 14; Comparison-Contrast Essay, 62, 362; Descriptive Essay, 506; Descriptive Paragraph, 503; Essay Body, 675; Expository Essay, SH9–SH11; Introduction, 267; Problem-Solution Essay, 392; Research Report, SH12–SH14; Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608; Chapter Assessment: Research Report/Essay, 542, 574, 612; Writing Skills: Summarize Historical Interpretation, 329; Compare Historical Interpretations, 3334; Multimedia Presentation, 764; also see: Document-Based Assessment Writing Task, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799 TE only: Differentiated Instruction: Advanced Readers: Essay, 136, 674, 713, 839; Report, 175, 218, 721, 754; Newspaper Articles, 593; Autobiographical Essay, 377; Compare–and–Contrast Essay, 439, 502; News Report, 657, 695; Newspaper Report, 57; English Language Learners: Essay, 724

WHST.11-12.3.(See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement, according to the Common Core State Standards)



Grades 11-12





Production and Distribution of Writing WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 38, 43, 48, 52, 59, 71, 79, 86, 90, 106, 112, 121, 133, 142, 149, 159, 168, 176, 191, 196, 203, 219, 226, 232, 239, 243, 255, 262, 267, 275, 291, 298, 309, 315, 329, 334, 342, 351, 358, 372, 381, 387, 403, 411, 421, 426, 442, 449, 459, 472, 478, 491, 497, 503, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608, 622, 627, 636, 648, 655, 663, 671, 675, 685, 689, 697, 703, 717, 725, 731, 744, 749, 756, 761, 772, 777, 782, 790, 795; Chapter Assessment Writing About History Activities, 30, 62, 94, 124, 152, 180, 206, 246, 278, 318, 362, 392, 430, 462, 506, 542, 574, 612, 640, 678, 706, 734, 764, 798; Document-Based Assessment: Writing Task, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799 TE only: Differentiated Instruction: Writing (examples), 57, 64, 75, 90, 136, 166, 175, 202, 218, 308, 314, 371, 387, 414, 487, 584, 593, 604, 647, 713, 721, 728, 754, 839

WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SE/TE: Detailed writing process instruction is provided with the following activities: Chapter Assessment: Writing About History, 30, 62, 94, 124, 152, 180, 206, 246, 278, 318, 362, 392, 430, 462, 506, 542, 574, 612, 640, 678, 706, 734, 764, 798; Writing Handbook, SH7–SH20



Grades 11-12





WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Section Assessment: Writing About History: Multimedia Presentation, 744, 749, 756, 761; Chapter Assessment: Writing About History: Multimedia Presentation, 764; History Interactive features (pearsonschool.com/ushist), 10, 28, 60, 74, 92, 110, 122, 134, 150, 170, 178, 204, 214, 244, 264, 276, 304, 316, 326, 352, 360, 378, 382, 390, 406, 428, 454, 460, 480, 484, 504, 515, 530, 540, 554, 566, 572, 594, 598, 610, 632, 638, 652, 676, 684, 704, 714, 732, 755, 762, 771, 796. Teachers can encourage students to integrate technology with the writing process activities. See pages 30, 62, 94, 124, 152, 180, 206, 246, 278, 318, 362, 392, 430, 462, 506, 542, 574, 612, 640, 678, 706, 734, 764, 798. TE only: Differentiated Instruction: Modeling Reading and Writing Skills: Multimedia Presentation, T123; also see: Teach With Technology & Technology Resources, 2, 32, 64, 96, 126, 154, 182, 210, 248, 280, 322, 364, 394, 434, 464, 508, 544, 578, 614, 642, 680, 708, 738, 766; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110, T114, T118, T122, T126



Grades 11-12





Research to Build and Present Knowledge WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608; Chapter Assessment: Research Report/Essay, 542, 574, 612; also see: History Interactive, 10, 28, 60, 74, 92, 110, 122, 134, 150, 170, 178, 204, 214, 244, 264, 276, 304, 316, 326, 352, 360, 378, 382, 390, 406, 428, 454, 460, 480, 484, 504, 515, 530, 540, 554, 566, 572, 594, 598, 610, 632, 638, 652, 676, 684, 704, 714, 732; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 225, 522, 527; Report, 175, 218, 721, 754; Independent Research, T67; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110, T114, T118, T122, T126



Grades 11-12





WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Writing Handbook: Research Writing, SH12–SH14; Section Assessment: Research Report/Essay, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608; Chapter Assessment: Research Report/Essay, 542, 574, 612; also see: Primary Sources, 113, 310, 451, 517, 597, 750, 837–85; Section Assessment Writing About History Activities, 8, 14, 20, 27, 38, 43, 48, 52, 59, 71, 79, 86, 90, 106, 112, 121, 133, 142, 149, 159, 168, 176, 191, 196, 203, 219, 226, 232, 239, 243, 255, 262, 267, 275, 291, 298, 309, 315, 329, 334, 342, 351, 358, 372, 381, 387, 403, 411, 421, 426, 442, 449, 459, 472; Connect to Your World Activities, 179, 391, 505, 639, 733; History Interactive, 10, 28, 60, 74, 92, 110, 122, 134, 150, 170, 178, 204, 214, 244, 264, 276, 304, 316, 326, 352, 360, 378, 382, 390, 406, 428, 454, 460, 480, 484, 504, 515, 530, 540, 554, 566, 572, 594, 598, 610, 632, 638, 652, 676, 684, 704, 714, 732; Critical Thinking: Analyze Primary Sources, SH24, 678; Evaluate Information, 59, 91, 255, 334, 347, 362, 472, 506, 655, 663; Evaluate Information, 59, 91, 255, 334, 347, 362, 472, 506, 655, 663; Evaluate Credibility of Sources, 206, 430, 678; Credit Primary Sources, 571; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 225, 522, 527; Report, 175, 218, 721, 754; Independent Research, T67; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110, T114, T118, T122, T126



Grades 11-12





WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Critical Thinking: Evaluate Credibility of Sources, 206, 430, 678; Evaluate Information, 59, 91, 255, 334, 347, 362, 472, 506, 655, 663; Credit Primary Sources, 571; Analyze Primary Sources, SH24, 678; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Section Assessment: Research Report/Essay, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608; Chapter Assessment: Research Report/Essay, 542, 574, 612; Document-Based Assessment: Writing Task, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799; Writing Handbook: Research Report, SH12–SH14; also see: Primary Sources, 113, 310, 451, 517, 597, 750, 837, 838, 839, 840, 841, 842, 843, 844, 845, 846, 847, 848, 849, 850, 851, 852, 853, 854, 855, 856; Landmark Decisions of the Supreme Court: Connect to Your World, Landmark Decisions of the Supreme Court, 192, 300, 479, 588, 628, 637, 718, 726, 826 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 225, 522, 527; Report, 175, 218, 721, 754; Independent Research, T67; Extend Online, T34, T38, T42, T46, T50, T54, T58, T62, T66, T70, T74, T78, T82, T86, T90, T94, T98, T102, T106, T110, T114, T118, T122, T126



Grades 11-12





Range of Writing WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Section Assessment Writing About History Activities, 8, 14, 20, 27, 38, 43, 48, 52, 59, 71, 79, 86, 90, 106, 112, 121, 133, 142, 149, 159, 168, 176, 191, 196, 203, 219, 226, 232, 239, 243, 255, 262, 267, 275, 291, 298, 309, 315, 329, 334, 342, 351, 358, 372, 381, 387, 403, 411, 421, 426, 442, 449, 459, 472, 478, 491, 497, 503, 516, 523, 528, 529, 539, 551, 559, 564, 571, 587, 596, 608, 622, 627, 636, 648, 655, 663, 671, 675, 685, 689, 697, 703, 717, 725, 731, 744, 749, 756, 761, 772, 777, 782, 790, 795; Chapter Assessment Writing About History Activities, 30, 62, 94, 124, 152, 180, 206, 246, 278, 318, 362, 392, 430, 462, 506, 542, 574, 612, 640, 678, 706, 734, 764, 798; Document-Based Assessment: Writing Task, 31, 63, 94, 125, 153, 181, 207, 247, 279, 319, 363, 393, 431, 463, 507, 543, 575, 613, 640, 679, 707, 735, 765, 799 TE only: Differentiated Instruction: Writing (examples), 57, 64, 75, 90, 136, 166, 175, 202, 218, 308, 314, 371, 387, 414, 487, 584, 593, 604, 647, 713, 721, 728, 754, 839

prentice hall united states history - pearson...

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