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Two Correlations

Prentice Hall United States History

Beginnings to the Industrial Revolution Alabama Edition

©2015

To the

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

Beginnings to the Industrial Revolution &

Common Core Standards for Literacy in History/Social Studies

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

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

Beginnings to the Industrial Revolution

Table of Contents

Alabama Course of Study

United States History I........................................................................................... 3

Common Core State Standards for Literacy in History/Social Studies

Reading Standards for Literacy in History/Social Studies .................................... 13

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects ............................................................................................................... 19

2 SE = Student Edition TE = Teacher’s Edition




3

2010 Alabama Course of Study Social Studies United States History I


Prentice Hall United States History Beginnings to the Industrial Revolution,

Alabama Edition, ©2015 United States History I 1. Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans.

SE/TE: The First People of the Americas, 4-6; Early American Indian Cultures, 6, 9-10; Ancient Cliff Dwellers, 7; Native American Cultures, ca. 1500 (map), 8; Common Cultural Features, 10; Life in Europe in 1400, 11-12; Europe Looks Beyond Its Borders, 12-13; West African Kingdoms, 15-16, 18; West African Life, 18; Slavery in West Africa, 18-19; The Spanish Expand Their Empire, 23-24;The Transatlantic Exchange, 25-26; Spain Organizes Its American Empire, 35-36; Pueblos Revolt Against the Spanish, 39; Life in New France, 42-43; England’s First Colonies, 44-45; Jamestown Overcomes Hardships, 45-47; The Effects of Expansion in Virginia, 47-48; Puritans Arrive in Massachusetts, 51-53; Conflict With the Native Americans, 53-54; The Dutch Establish New Netherland, 55-56; New Sweden Is Founded, 56; William Penn founds Pennsylvania, 57, 59; Africans Are Transported to America, 68-70; Africans in America, 70-71 TE: History Background,: Penn and Lenni Lenape, 58

1.a Describing the influence of the Crusades, Renaissance, and Reformation on European exploration

SE/TE: Europe Looks Beyond Its Borders, 12-13; Roots of Democracy, 74

1.b Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities

SE/TE: The Portuguese Begin to Explore, 14; Spain Looks to the West, 20-21; Why It Matters, 40; Why It matters, 44; England’s First Colonies, 45-46; Maryland, 48; Georgia, 49; Puritans Arrive in Massachusetts, 51; The Dutch Establish New Netherlands, 55-56; New Sweden Is Rounded, 56; New Jersey is Settled, 57; William Penn Founds Pennsylvania, 57, 59; William Penn’s Holy Experiment, 58; Mercantilism Drives the British Economy, 75-76








Alabama Edition, ©2015 1.c Analyzing the course of the Columbian Exchange for its impact on the global economy

SE/TE: The Columbian Exchange, 25: The Transatlantic Exchange, 25-26

1.d Explaining triangular trade and the development of slavery in the colonies

SE/TE: Triangular Trade Route, 77

2. Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations.

SE/TE: Regional Economic Patterns, 80-81; Regional Social Patterns, 82, 83-84; Geography and Regional Economies, 82

2.a Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact Explaining the significance of the House of Burgesses and New England town meetings in colonial politics

SE/TE: Mayflower compact, 33; Puritans Arrive in Massachusetts, 51; The House of Burgesses, 46; Traditions of English Government, 72-73; Glorious Revolution Results in a Bill of Rights, 73-74; Roots of Democracy, 74; The Mayflower Compact, 1173

2.b Describing the impact of the Great Awakening on colonial society

SE/TE: The Great Awakening, 78-79; Effects of the Great Awakening, 79

3. Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence

SE/TE: The French and Indian War, 86-88, Pontiacs Rebellion, 88-89; Aftermath of the War, 89; Colonists’ Political Heritage, 98-99; New Taxes Upset Colonists, 100; Colonial Protests Intensify, 100-102, New Taxes Lead to New Protests, 102-103; Colonists Unite Against Harsh Measures, 104-105; War Begins, 108-109; The Second Continental Congress, 109; Patriots and Loyalists Disagree, 110-111; Opinion Swings Toward Independence, 111-112; Thomas Paine’s Common Sense, 111; Declaration of Independence, 113-115








Alabama Edition, ©2015 3.a Explaining the role of key revolutionary leaders, including George Washington; John Adams; Thomas Jefferson; Patrick Henry; Samuel Adams; Paul Revere; Crispus Attucks; and Gilbert du Motier, Marquis de Lafayette

SE/TE: Paul Revere: A Silversmith, 80; Enlightenment Ideas, 101; Patriot Leaders Emerge, 101; Violence Erupts in Boston, 102-103; The Colonies Take Action, 104-105; The Battles of Lexington and Concord, 108-109; The Second Continental Congress, 109; The Colonists Declare Independence, 112; George Washington, 118; Patriot’s Strength, 118; The War Shifts to the Middle States, 119; European Allies Enter the War, 120; The Continental Army Faces Challenges, 120; The War Ends, 124; Cornwallis Surrenders, 124 TE: History Background: Foreign Aid, 120

3.b Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown

SE/TE: The Battles of Lexington and Concord, 108-109; The British Make Mistakes, 117-118; The War Shifts to the Middle States, 119; Military Turing Points, 118-119; The Continental Army Faces Challenges, 120; Turning Points of the American Revolution, 121; The War Moves West, 122; The British Win Early Victories, 123-124; Patriots Drive the British Back, 124; Cornwallis Surrenders, 124; The Battle of Yorktown, 125

3.c Summarizing major ideas of the Declaration of Independence, including the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau

SE/TE: Roots of Democracy, 74; Enlightenment Thinkers Offer New Worldviews, 78; Enlightenment Ideas, 101; Thomas Paine’s Radical Proposal, 111; The Colonists Declare Independence, 112; Declaration of Independence, 113-116; John Locke: Two Treatises of Government, 149 TE: History Background: Roots of American Democracy, 149

3.d Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians

SE/TE: The Frontier War, 122; The Revolution Impacts Women, 126; Changes for African Americans, 126-127; Revolutionary Ideas Spread, 127








Alabama Edition, ©2015 3.e Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians

SE/TE: The Treaty of Paris, 125-126

4. Describe the political system of the United States based on the Constitution of the United States.

SE/TE: United States Constitution, 162-189

4.a Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States

SE/TE: Adding the Bill of Rights, 153; Principles of the New Constitution,153, 155-156; Expanding and Protecting Civil rights, 154; The Six Basic Principles, 162; The Preamble, 164; Clause 18, 170; Lincoln Looks to the Future, 391; Radical Reconstruction Begins, 407; The Fifteenth Amendment Extends Suffrage, 409; Supreme Court Decisions Impeded Equality, 422; Can the Federal Government Enforce Protection of rights?, 423

4.b Describing inadequacies of the Articles of Confederation

SE/TE: Weaknesses of the Articles of Confederation, 140-141

4.c Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers

SE/TE: The Convention Begins, 143; Hamilton and Madison, 143-144; Meet the Framers, 144-145; Rival Plans of Government, 144-146; Settling Differences Through Compromise, 146-148; The Struggle Over Ratification, 150-152; History Makers, 152; Ratifying Conventions, 152-153 TE: History Background: A Close Compromise, 146; History Background: The Virginia Bill of Rights, 154








Alabama Edition, ©2015 4.d Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton’s economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington’s Farewell Address, and the election of 1800

SE/TE: Hamilton’s Plan Stirs Debate, 193-194; Opposing Hamilton, 194-195; Political Parties Grow, 196; A Two-Party System Emerges, 196-197; The Parties Debate Foreign Policy, 202-203; The Election of 1800, 203; George Washington: Farewell Address, 204 TE: History Background: The Whiskey Rebellion, 195; History Background: Congressional Pugilists, Washington’s Farewell, 201-202; History Background: Effects of Washington’s Farewell Address, 204

5. Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia.

SE/TE: John Marshall’s Supreme Court, 206-207; Marshall and the Supreme Court Boost Federal Power, 243

5.a Explaining concepts of loose and strict interpretations of the Constitution of the United States

SE/TE: Interpreting the Constitution, 195; John Marshall’s Supreme Court, 206-207; How Can the Supreme Court Declare Laws to Be Unconstitutional?, 207; Marshall and the Supreme Court Boost Federal Power, 243 TE: History Background: The “Midnight Judges”, 207

6. Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine.

SE/TE: Relations With Britain Deteriorate, 139;-140 American Relations With Europe, 199-200; Americans Debate the French Revolution, 200; Adams Confronts Crisis With France, 202; Jefferson’s Foreign Troubles, 209-211; Gearing Up for War, 214-215; Should the United States declare War on Britain?, 215; War Breaks Out, 216-217; War’s Aftermath and Effects, 218-219; Expanding the United States, 244; “The Monroe Doctrine, 246; Document-Based Assessment: The Monroe Doctrine, 263 TE: History Background: The French and American Revolutions, 199








Alabama Edition, ©2015 7. Describe causes, courses, and consequences of United States’ expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails.

SE/TE: The Treaty of Paris, 125-126; Congress Creates a Plan for Western Lands, 136-137, 138; Settling the Northwest Territory, 138; Conflict in the Ohio Valley, 198-199; The Nation Expands, 208-209; Defeating the Native Americans, 216; The Nation Continues to Grow, 219; Document-Based Assessment: Settling the Northwest Territory, 223; Native American Removal, 252-253; Trail of Tears, 252-254; Mormons Are Persecuted, 269-270; Settling the Spanish Borderlands, 298-300; Americans Look Westward, 300-302; Trails to the West, 302-303; The Journey Westward, 302-304; Texas Wins Independence, 305-307; Americans Debate Expansion, 307-308; The Mexican-American War, 308-310; America Achieves Manifest Destiny, 311-312; The California Gold Rush, 313-314; Effects of the California Gold Rush, 315 TE: History Background: Samuel Worcester, 253

8. Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation.

SE/TE: Connect to Your World: Global Interdependence, 91; The Creek War, 1813-1814, 94; Connect to Your World: America Goes to War, 129; Connect to Your World: American Indian Policy, 159; Slavery and Cotton in Alabama, 224; Native American Removal, 252-253

9. Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay’s American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast.

SE/TE: The Transport Revolution, 298-230; Technology Sparks Industrial Growth, 230-231; Inventions Transform Industry and Agriculture, 231-232; The North Embraces Industry, 233-234; Social Change in the North, 234-235; Southern Agricultural Economy and Society, 236-238; The Cotton Gin Expands slavery, 237; Experience Plantation Life, 240-241; Nationalist Economic Policies, 242-243; Economy Experiences Panics, 243-244; Cycles of Boom and Bust, 244 TE: History Background: Developing the Cotton Gin, 237








Alabama Edition, ©2015 10. Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government.

SE/TE: Jackson Emerges, 251-252; The Nullification Crisis, 255-256; The Bank War, 256-258

10.a Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal

SE/TE: Jackson Begins His Next Campaign, 250-251; Jackson Emerges 251-252; Native American Removal, 252-254

11. Evaluate the impact of American social and political reform on the emergence of a distinct culture.

SE/TE: The Second Great Awakening Changes America, 266-267; Non-Protestants Suffer Discrimination, 269-270; Utopias and Transcendentalism, 271-272; Reforming Education, 274-276; Helping the Ill and Imprisoned, 276; The Temperance Movement, 277; The Fight Against Slavery, 282-283; Working Against Abolition, 283-285; Women Work for Change, 286-287; Women Begin the Fight for Rights, 288-289

11.a Explaining the impact of the Second Great Awakening on the emergence of a national identity

SE/TE: The Second Great Awakening Changes America, 266-267

11.b Explaining the emergence of uniquely American writers Examples: James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

SE/TE: American Art and Literature Flourish, 244; Transcendentalists Advance New Ideas, 272; Henry David Thoreau, 272; Nature by Ralph Waldo Emerson, 273;

11.c Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War

SE/TE: Dorothea Dix Campaigns for Reform, 276; Dorothea Dix, 276; Women Disagree on Aims, 289; The Seneca Falls Convention Inspires Women, 290

12. Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner.

SE/TE: Life Under Slavery, 278-278; The Lives of Free African Americans, 281; Garrison Founds The Liberator, 282; The Fight Against Slavery, 282-283; Frederick Douglas, 283; Working Against Abolition, 283-285; Women Lead Reform Efforts, 287; Radicals Oppose the Ten Percent Plan, 404

12.a Describing the rise of religious movements in opposition to slavery, including objections of the Quakers

SE/TE: The Fight Against Slavery, 282








Alabama Edition, ©2015 12.b Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River

SE/TE: Governing Western Lands, 137-138

12.c Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin, on the abolitionist movement

SE/TE: Underground Railroad to Freedom, 333; Stowe and Delany Condemn Slavery. 333-334

13. Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision.

SE/TE: The Nation Compromises of Slavery, 246-249; The Missouri Compromise (map), 247; A compromise Avoids a Crisis, 326-328; Should the Union Be Saved? 328; Resistance Against the Fugitive Slave Act, 331, 333-334; The Kansas-Nebraska Act Undoes the Missouri Compromise, 334; Territories Open to Slavery (map), 335; The Dred Scott Decision Triggers Outrage, 341, 343; Does Congress Have the Power to Limit Slavery?, 342 TE: History Background: Dred Scott v. Sandford, 342

13.a Describing Alabama’s role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton

SE/TE: Slavery and Cotton in Alabama, 224; Alabama in the Civil War, 320 TE: Connect to Your World: Sectionalism and National Politics, 355

13.b Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession

SE/TE: Governing Western Lands, 137-138; The Nation Compromises of Slavery, 246-247; Texas Wins Independence, 305-307; The Wilmot Proviso Divides Americans, 312; Wilmot Proviso Seeks to Limit Slavery, 325; Compromise Avoids a Crisis, 326-328; Senate Adopts the Compromise of 1850, 328-329; The Kansas-Nebraska Act Undoes the Missouri Compromise, 334

13.c Describing tariff debates and the nullification crisis between 1800 and 1861

SE/TE: The Nullification Crisis, 255-256

13.d Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States

SE/TE: The Republican Party Is Born, 340-341; Republicans Nominate Lincoln, 347-348








Alabama Edition, ©2015 14. Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman’s March to the Sea.

SE/TE: Union and Confederate Resources, 360-362; Confederate and Union Strategies, 362; Early Battles of the Civil War, 364—365; The Civil War, 1861-1862 (map), 365; Stalemate Develops in the East, 366; The Push Towards Emancipation, 367-368; Emancipation at Last, 368-370; African Americans Join the Fight, 370-371; The Home Front in the North, 373-375; The Home Front in the South, 375-376; The Life of a Soldier, 376-377; Women and War, 378; Songs of the Civil War, 379; Union Victory at Vicksburg, 380-381; A Turing Point in the East, 382-385; The Battle of Gettysburg, 384-385; The Union Presses the Advantage, 386-387; Experience the Siege of Vicksburg, 388-389; The War’s Final Days, 390-392; Why the North Won, 392-393; The War’s Lasting Impact, 393, 395; The Civil War, 1863-1865 (map), 394; Document-Based Assessment: Total War, 399

14.a Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan “Stonewall” Jackson, and William Tecumseh Sherman

SE/TE: The Election of 1860, 346-349; Abraham Lincoln, 352; Jefferson Davis, 352; Advantages of the Confederacy, 361; Bull Run Shakes Union confidence, 364; Grant Fights in Tennessee, 364; Union forces Capture New Orleans, 364; Sherman Drives to the Sea, 386-387

14.b Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation

SE/TE: Union and Confederate Resources, 360-362; Why the North Won, 392-393

14.c Explaining reasons border states remained in the Union during the Civil War

SE/TE: Lincoln Avoids the Slavery Issue, 363

14.d Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address

SE/TE: Emancipation at Last, 368-370; Abraham Lincoln: The Emancipation Proclamation; The Home Front in the North, 373-375; The Home Front in the south, 375-376; Effects on the Economy, 393-394

14.e Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton

SE/TE: Women and the War, 378 TE: Connect to Your World: Women in American Society, 397

14. Tracing Alabama’s involvement in the Civil War

SE/TE: Alabama in the Civil War, 320









Alabama Edition, ©2015 15. Compare congressional and presidential reconstruction plans, including African-American political participation.

SE/TE: The Issues of Reconstruction, 402-403; Lincoln Sets a Moderate Course, 403-405; Johnsons’ Reconstruction Plan, 405-406; Congressional Reconstruction, 406-407, 408

15.a Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen’s Bureau

SE/TE: How Will the South Be Rebuilt?, 403; Government Aids Freedmen, 405; Southerners Aim to Restore Old Ways, 405; Freed People Build New Communities, 413, 415; Freedman’s Bureau, 415; Remaking the Southern Economy, 415-416; Economic Panic Leads to Depression, 421; Evaluating Reconstruction’s Effects, 424-425 TE: History Background: “40 Acres and a Mule”, 415

15.b Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan

SE/TE: Congressional Reconstruction, 406-407, 409; Republican Governments Bring Change, 410-412; Remaking the Southern Economy, 415-416; Violence Undermines Reform Efforts, 416-418

15.c Describing the Compromise of 1877 SE/TE: Reconstruction Officially Ends, 424

15.d Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments

SE/TE: Lincoln Looks to the Future, 391; Radical Reconstruction Begins, 407; The Fifteenth Amendment Extends Suffrage, 409; Freed People Build New Communities, 413, 415; Supreme Court Decisions Impeded Equality, 422

15.e Explaining causes for the impeachment of President Andrew Johnson

SE/TE: Congress Impeaches the President, 407

15.f Explaining the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction

SE/TE: The New South (post 1877) and “after reconstruction” is beyond the scope of this book. Plessey versus Ferguson (1896) is beyond the scope of this book. Black Codes during reconstruction can be found in Southerners Aim to Restore Old Ways, 405

15.g Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-term effect on politics and economics in Alabama

SE/TE: For related content see, United States Constitution, 162-189


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

Grades 9-10


Prentice Hall United States History Beginnings to the Industrial Revolution

Alabama Edition, ©2015

Reading Standards for Literacy in History/Social Studies Grades 9–10 students: Key Ideas and Details RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

SE/TE: Primary Sources, 149, 157, 204, 291, 372, Document–Based Assessment Questions, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, Critical Thinking Skills: Analyze Primary Sources, SH24, Evaluate Credibility of Sources, 92, Recognize Propaganda, 107, 130, Analyze Literature, 273 TE only: Bibliography, 2, 32, 64, 96, 132, 190, 226, 264, 296, 322, 358, 400; Modeling Reading and Writing Skills: Evaluate Online Sources, T59, T139


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

Grades 9-10




RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE/TE: Primary Sources, 149, 157, 204, 291, 372, In–Text Primary Source, 10, 16, 22, 48, 51, 59, 70, 73, 78, 84, 86, 87, 88, 101, 120, 151, 193, 206, 217, 229, 238, 243, 252, 254, 256, 276, 279, 282, 289, 301, 308, 313, 334, 361, 404, Decision Point, 147, 215, 307, 406, Political Cartoons, 102, 160, 195, 196, 201, 202, 257, 263, 277, 337, 341, 348, 374, 406, 411, 420, 426, 430, 431, also see: Critical Thinking: Identify Central Issues, 30, 49, 127, 130, 141, 149, 160, 203, 211, 237, 318, 329, 378, 414, 427, Reading Skills: Identify Main Ideas and Details, SH4, 55, 59, Identify Main Ideas, 4, 10, 66, 71, 134, 141, 150, 156, 205, 266, 272, 298, 304, 402, 409, 410, 418, 419, 424, 427, Identify Details, 15, 19, Identify Supporting Details, 72, 79, 198, 203, 367, 371; Identify Main Details, 211 TE only: Focus Questions, T32, T33, 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, T128, T129, T132, T133, T136, T137, T140, T141, T144, T145, T148, T149, T152, T153, T156, T157, T160, T161




Grades 9-10




RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

SE/TE: Cause–and–Effect Charts, 28, 90, 219, 260, 316, 350, 428, Events That Changed America, 125, 237, 348, 384, Critical Thinking Skills: Analyze Causes and Effects, SH27, Understand Cause and Effect, 19, 26, 71, Recognize Effects, 271, 304, 337, 345, 353, Recognize Causes and Effects, 39, 43, 62, 79, 211, 238, 259, 277, 285, 294, 427, Explain Effects, 62, 112, 222, 318, 372, Explain Causes, 92, 262, 356, Recognize Causes, 160, 281, 291, 310, 353, Identify Effects, 366, 371, Reading Skills: Identify Causes and Effects, SH4, 228, 232, 286, 290, 346, 353, 417, Understand Effects, 20, 26, 242, 247, 249, 254, 274, 277, 311, 331, 334, 337, 393, Recognize Multiple Causes, 50, 54

Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

SE/TE: Section Assessment: Terms and People, 10, 14, 19, 26, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156, 197, 203, 211, 219, 231, 238, 247, 254, 259, 272, 277, 285, 290, 304, 310, 315, 329, 336, 345, 353, 366, 371, 378, 387, 395, 409, 418, 427, Chapter Assessments, Terms and People sections, 30, 62, 92, 130, 160, 222, 262, 294, 318, 356, 398, 430, TE only: Vocabulary Builder, 4, 11, 15, 20, 34, 40, 44, 50, 55, 66, 72, 80, 85, 98, 108, 113, 123, 134, 142, 150, 192, 198, 205, 214, 228, 233, 242, 249, 255, 266, 274, 278, 286, 298, 305, 311, 324, 331, 339, 346, 360, 367, 373, 380, 390, 402, 410, 419




Grades 9-10




RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

SE/TE: Analyze text’s structure, SH4; Primary Sources, 149, 157, 204, 291, 372, also see: Critical Thinking Skills: Recognize Causes and Effects, 39, 43, 62, 79, 211, 238, 259, 277, 285, 294, 427, Reading Skills: Identify Causes and Effects, SH4, 228, 232, 286, 290, 346, 353, 417, Recognize Sequence, 85, 89, 98, 105, 1081, 1121, 119, 123, 206, 214, 219, 305, 310, 390, 395

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

SE/TE: Comparing Viewpoints, 284, 328, 426, American Issues Connector, 27, 154, 239, 268, 330, 408, Document–Based Assessment Questions, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, also see: Critical Thinking Skills: Compare Points of View, SH25, 30, 69, 105, 148, 156, 160, 259, 294, 318, 329, 356, 398, Identify Points of View, 10, 54, 107, 285, 318, 338, 356, 375, 427




Grades 9-10




Integration of Knowledge and Ideas RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SE/TE: Infographic features, 7, 17, 25, 38, 46, 58, 68, 74, 144, 196, 200, 252, 270, 281, 288, 314, 332, 363, 374, 414, 420, Maps Geography Interactive, 5, 8, 13, 16, 21, 24, 28, 36, 49, 54, 59, 60, 67, 77, 82, 87, 88, 121, 125, 126, 138, 203, 208, 210, 213, 217, 220, 223, 230, 239, 247, 253, 259, 269, 271, 300, 302, 309, 312, 335, 348, 365, 394, 407, 424, Charts and Graphs, 8, 14, 28, 60, 68, 75, 83, 90, 99, 128, 140, 146, 155, 158, 161, 194, 208, 219, 220, 222, 237, 244, 251, 256, 260, 287, 292, 294, 295, 303, 314, 316, 319, 327, 340, 354, 361, 369, 386, 394, 409, 424, Skills Handbook: Analyze Graphic Data, SH21, Analyze Maps, SH22

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

SE/TE: Primary Sources, 149, 157, 204, 291, 372, Comparing Viewpoints, 284, 328, 426, American Issues Connector, 27, 154, 239, 268, 330, 408, Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Analyze Evidence, 30, 130, 398, Evaluate Credibility of Sources, 92




Grades 9-10




RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

SE/TE: Document-Based Assessment Questions, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, Comparing Viewpoints, 284, 328, 426, Skills Handbook: Reading Informational Texts, SH2–SH6; Analyze Primary Sources, SH24, Compare Viewpoints, SH25; Critical Thinking: Compare Points of View, SH25, 30, 69, 105, 148, 156, 160, 259, 294, 318, 329, 356, 398

Range of Reading and Level of Text Complexity RH.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

SE/TE: This objective is met throughout, Prentice Hall United States History, including: American Humanities, 245, 273, 338, 379, American Issues Connectors, 27, 154, 239, 268, 330, 408, Landmark Decisions of the Supreme Court, 207, 248, 342, 423, Writing Handbook: Research Writing, SH12–SH14; Chapter Assessment: Research Report/Essay, 222, 262 TE only: Bibliography, 2, 32, 64, 96, 132, 190, 226, 264, 296, 322, 358, 400, Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 384, Report, 185, 314, Independent Research, T59, T103; 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, T130, T134, T138, T142, T146, T150, T154, T158, T162




Grades 9-10




Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 9–10 students: Text Types and Purposes WHST.9-10.1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses 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: Complaint Letter, 418; Editorial, 315, 318; Persuasive Essay, 294, 976; Identify Viewpoints, 272; Express Editorial Position, 310; Prioritize Arguments, 285; Outline Argument, 337, 353, 356 TE only: Differentiated Instruction: Advanced Readers: Persuasive presentation, 22; Opinion Paper, 334; Newspaper Editorials, 349, 391; Position Paper, 424




Grades 9-10




WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient 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 ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Cause-Effect Essay, 62, Identify Effects, 39, 43; Expository Essay, SH9–SH11, 62; Headlines, 371; Introduction, 259; Letter, 430; News Article, 378, 387, 395, 398; Problem-Solution Essay, 92; Research Report, SH12–SH14; Research Report/Essay, 222, 262, Thesis Statement, 84, 247; Compare and Contrast, 127; also see: Document-Based Assessment Writing Task, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431 TE only: Differentiated Instruction: Advanced Readers: Essay, 75, Report, 185, 314, Newspaper Articles, 365, 929; Multimedia Presentation, 5, 17, 125, 270; Newspaper Report, 308; Writing a Summary, 252; Writing an Observation, 406; Newspaper Report, 99




Grades 9-10




WHST.9-10.3. (See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement per Common Core State Standards)

Production and Distribution of Writing WHST.9-10.4. 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, 10, 14, 19, 26, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156, 197, 203, 211, 219, 231, 238, 247, 254, 259, 272, 277, 285, 290, 304, 310, 315, 329, 336, 345, 353, 366, 371, 378, 387, 395, 409, 418, 427, Chapter Assessment Writing About History Activities, 30, 62, 92, 130, 160, 222, 262, 294, 318, 356, 398, 430, Document-Based Assessment: Writing Task, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, TE only: Differentiated Instruction: Writing (examples), 5, 13, 17, 125, 152, 169, 185, 208, 246, 270, 314, 336, 349, 352, 391, 406, 407

WHST.9-10.5. 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, 92, 130, 160, 222, 262, 294, 318, 356, 398, 430, Writing Handbook, SH7–SH20




Grades 9-10




WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: History Interactive features (pearsonschool.com/ushist), 17, 28, 46, 60, 74, 90, 106, 125, 144, 158, 212, 220, 240, 260, 288, 292, 314, 316, 354, 384, 420, Teachers can encourage students to integrate technology with the writing process activities. See pages 30, 62, 92, 130, 160, 222, 262, 294, 318, 356, 398, 430 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Multimedia Presentation, 5, 17, 125, 270; Modeling Reading and Writing Skills: Multimedia Presentation, T159; also see: Teach With Technology & Technology Resources, 2, 32, 64, 96, 132, 190, 226, 264, 296, 322, 358, 400, 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, T130, T134, T138, T142, T146, T150, T154, T158, T162


http://pearsonschool.com/ushist),



Grades 9-10




Research to Build and Present Knowledge WHST.9-10.7. 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, 852, 859, 865, 875, 887, 895, 901, 907, 923, 932, 944; Chapter Assessment: Research Report/Essay, 222, 262, 878, 910, 948; also see: History Interactive, 17, 28, 46, 60, 74, 90, 106, 125, 144, 158, 212, 220, 240, 260, 288, 292, 314, 316, 354, 384, 420, 446, 486, 514, 550, 600, 640, 662, 696, 718, 742, 790, 816, 840, 866, 890, 930, 946, 974, 1012, 1040, 1068, 1098, 1132; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 384, 561, 693, 858, 863, 873; Report, 185, 314, 511, 554, 1090; Independent Research, T59, T103; 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, T130, T134, T138, T142, T146, T150, T154, T158, T162




Grades 9-10




WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: Writing Handbook: Research Writing, SH12–SH14; Research Report/Essay, 222, 262; also see: Primary Sources, 149, 157, 204, 291, 372, Section Assessment Writing About History Activities, 10, 14, 19, 26, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156, 197, 203, 211, 219, 232, 238, 247, 254, 259, 272, 277, 285, 290, 304, 310, 315; Connect to Your World Activities, 29, 61, 91, 129, 159, 221, 261, 293, 317, History Interactive, 17, 28, 46, 60, 74, 90, 106, 125, 144, 158, 212, 220, 240, 260, 288, 292, 314, 316, 354, 384, 420; Critical Thinking: Evaluate Credibility of Sources, 92, Evaluate Information, 315; Analyze Primary Sources, SH24; Evaluate Information, 315; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24 TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 384,; Report, 185, 314, Independent Research, T59, T103; 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, T130, T134, T138, T142, T146, T150, T154, T158, T162




Grades 9-10





WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Critical Thinking: Evaluate Credibility of Sources, 92; Evaluate Information, 315, Analyze Primary Sources, SH24; Evaluate Information, 315, Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Writing Handbook: Research Writing, SH12–SH14; Section Chapter Assessment: Research Report/Essay, 222, 262; Document-Based Assessment: Writing Task, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431, Research Report, SH12–SH14; Research Report/Essay, 222, 262, also see: Primary Sources, 149, 157, 204, 291, 372, Landmark Decisions of the Supreme Court; Connect to Your World, 207, 248, 342, 423, TE only: Differentiated Instruction: Advanced Readers & Gifted and Talented Students: Research, 184, 384; 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, T130, T134, T138, T142, T146, T150, T154, T158, T162

Range of Writing WHST.9-10.10. 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: Writing About History, 10, 14, 19, 26, 30, 39, 43, 49, 54, 59, 62, 71, 79, 84, 89, 92, 105, 112, 122, 127, 130, 141, 148, 156, 160, 197, 203, 211, 219, 222, 232, 238, 247, 254, 259, 262, 272, 277, 285, 290, 304, 310, 315, 318, 329, 337, 353, 356, 366, 371, 378, 387, 395, 398, 409, 418, 427, 430, Document-Based Assessment: Writing Task, 31, 63, 93, 131, 161, 223, 263, 295, 319, 357, 399, 431 TE only: Differentiated Instruction: Writing (examples), 5, 13, 17, 125, 152, 169, 185, 208, 246, 270, 314, 336, 349, 352, 391, 406, 407

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