georgia performance standards, social studies …... historical outline map book, the first english...

Georgia Performance Standards, Social Studies

Subject Area: History (Grades 9-12) State-Funded Course:

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

Publisher: Pearson Education, Inc. Publishing as Pearson Prentice Hall

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Standard Strand/Course Content Standard

Where Taught (If print Component, cite page number; if non-print, cite appropriate location)

The high school United States history course provides students with a comprehensive, intensive study of major events and themes in United States history. Beginning with early European colonization the course examines major events and themes throughout United State history. The course concludes with

significant developments in the early 21st century.

SSUSH1 The student will describe European settlement in North America during the 17th century a. explain Virginia’s development, including the Virginia Company,

tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon’s Rebellion, and the development of slavery

SE/TE: pp. 44–48, 61, 86–87

TR: Learning Styles Lesson Plans booklet, p. 6; Guided Reading and Review booklet, p. 8; Historical Outline Map Book, The First English Settlements, p. 14; Learning with Documents booklet, Primary Source Activity, Cultural Clashes in the Virginia Colony, p. 7; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Life in Jamestown, pp. 99–100; Literature, The Fate of an Indentured Servant, p. 41; Unit 1/2 booklet, Section 2 Quiz, p. 16; Guide to the Essentials, Section 2 Summary, p. 11

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 2; Student Edition on Audio CD, Chapter 2; Sounds of an Era Audio CD, The First Voyage Made to the Coasts of America, Roger Barlowe; Prentice Hall Presentation Pro CD-ROM, Chapter 2; TeacherExpress Primary Source Activity, Native American Customs; TeacherExpress Visual Learning Activity, Education as a Step Toward Freedom; Exploring Primary Sources in U.S. History CD-ROM, “Swing Low, Sweet Chariot” Spiritual

b. describe the settlement of New England including religious reasons,

relations with Native Americans including King Phillip’s War, the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of Massachusetts charter

SE/TE: pp. 50–57, 61, 66–67, 1156–1157

TR: Learning Styles Lesson Plans booklet, p. 7; Guided Reading and Review booklet, p. 9; Historical Outline Map Book, The New England Colonies, p. 16; The Thirteen Colonies, p. 15; Learning with Documents booklet, Key Documents, The Mayflower Compact, p. 75; Visual Learning Activity, A Lasting Stereotype, p. 41; Nystrom Atlas of Our Country, Colonies in the North and East, pp. 14–15; Unit 1/2 booklet, Section 3 Quiz, p. 17; Unit 1/2 booklet, Section 3 Summary, p. 12; Geography and History booklet, pp. 2–3; Unit 1/2 booklet, Chapter 2 Test, p. 14

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 2; Student Edition on Audio CD, Chapter 2; Color Transparencies, Historical Maps, A3; American Photo, F1; Exploring Primary Sources in U.S. History CD-ROM, Mayflower Compact; Prentice Hall Presentation Pro CD-ROM, Chapter 2; TeacherExpress Literature Activity, Puritan Poetry; Sounds of an Era Audio CD, “A Model of Christian Charity,” John Winthrop; Exploring Primary Sources in U.S. History CD-ROM, Fundamental Orders of 1639; TeacherExpress Visual Learning Activity, The Pequot War; Prentice Hall United States History Video Collection, Volume 2, The Era of Colonization

c. explain the development of the mid-Atlantic colonies including the

Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania

SE/TE: pp. 59–63

TR: Guided Reading and Review booklet, p. 10; Historical Outline Map Book, New Netherland and New Sweden, p. 13; The Middle Colonies, p. 17; Unit 1/2 booklet, Section 4 Quiz, p. 18; Unit 1/2 booklet, Chapter 2 Test, p. 14

TECH: Section Reading Support Transparencies; Guided Reading

Audiotapes (English/Spanish), Chapter 2; Student Edition on Audio CD, Chapter 2; Prentice Hall Presentation Pro CD-ROM, Chapter 2; Exam View Test Bank CD-ROM, Chapter 2; Social Studies Skills Tudor CD-ROM; TeacherExpress Biography, Hannah Callowell Penn

d. explain the reasons for French settlement of Quebec

SE/TE: pp. 49–50

TR: Historical Outline Map Book, Search for a Northwest Passage, p. 10; The French Explore North America, p. 12

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SSUSH2 The student will trace the ways that the economy and society of British North America developed

a. explain the development of mercantilism and the trans-Atlantic trade,

SE/TE: pp. 70–72, 74–75

TR: Guided Reading and Review booklet, p. 11; Nystrom Atlas of Our Country, Colonies in the North and East, pp. 14–15; Unit 1/2 booklet, Section 1 Quiz, p. 26; Guide to the Essentials, Section 1 Summary, p. 15; Historical Outline Map Book, Major Track Routes, p. 19


Audiotapes (English/Spanish), Chapter 3; Student Edition on Audio CD, Chapter 3; Color Transparencies, Historical Maps, A4; Prentice Hall Presentation Pro CD-ROM, Chapter 3

b. describe the Middle Passage, growth of the African population and

African-American culture

SE/TE: 83–88

TR: Learning Styles Lesson Plans booklet, p. 8; Guided Reading and Review booklet, p. 13; Nystrom Atlas of Our Country, Unwilling Immigrants and Native Americans, pp. 16–17; Unit 1/2 booklet, Section 3 Quiz, p. 28; Unit 1/2 booklet, Section 3 Summary, p. 17

TECH: TeacherExpress Visual Learning Activity, Education as a Step

Toward Freedom; Exploring Primary Sources in U.S. History CD-ROM, “Swing Low, Sweet Chariot” Spiritual; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 3; Student Edition on Audio CD, Chapter 3; Prentice Hall Presentation Pro CD-ROM, Chapter 3; Sounds of an Era Audio CD, Gullah Storyteller Janie Hunter

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c. identify Benjamin Franklin as a symbol of social mobility and individualism

SE/TE: pp. 77, 79, 117

TR: Guided Reading and Review booklet, p. 12; Skills for Life booklet, p. 6


Audiotapes (English/Spanish), Chapter 3; Color Transparencies, The Way it Works, H4; Sounds of an Era Audio CD, The Autobiography of Benjamin Franklin

d. explain the significance of the Great Awakening.

SE/TE: pp. 92–93

TR: American History Block Scheduling Support, Reviving Religion: The Great Awakening (Forgiving a New Nation folder); Biography, Literature, and Comparing Primary Sources booklet, Jonathan Edwards, p. 8

TECH: Color Transparencies, American Diversity, G2; TeacherExpress

Primary Source Activity, The Great Awakening; Sounds of an Era Audio CD, “Sinners in the Hands of an Angry God,” Jonathan Edwards

SSUSH3 The student will explain the primary causes of the American Revolution.

a. explain how the end of Anglo-French imperial competition as seen in the French- Indian War, and the 1763 Treaty of Paris, laid the groundwork for the American Revolution

SE/TE: pp. 89–91, 102, 104–108

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TR: Learning Styles Lesson Plans booklet, p. 9; Guided Reading and Review booklet, pp. 14, 15; Historical Outline Map Book, North America in 1753, p. 20; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Expansion into Native American Lands, pp. 101–102; Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Unit 1/2 booklet, Section 4 Quiz, p. 29; Historical Outline Map Book, The French and Indian War; Learning with Documents booklet, Braddock’s Defeat, p. 9; Biography, Literature, and Comparing Primary Sources booklet, Literature, Laying Siege to Quebec, p. 43; Nystrom Atlas of Our Country, Colonies in the North and East, pp. 14–15, Unit 1/2 booklet, Section 1 Quiz, p. 41; Unit 1/2 booklet, Section 1 Summary, p. 20


Audiotapes (English/Spanish), Chapter 3, Chapter 4; Student Edition on Audio CD, Chapter 3, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 3, Chapter 4

b. explain colonial response to such British actions such as the

Proclamation of 1763 Stamp Act, and the intolerable acts as seen in Sons and Daughters of Liberty, and Committees of Correspondence

SE/TE: pp. 102, 109–115, 116

TR: Guided Reading and Review booklet, p. 16; Historical Outline Map Book, North America in 1763, p. 22; Learning with Documents booklet, Visual Learning Activity, Boycotting Tea, p. 43; American History Block Scheduling Support, To Arms! The Revolution Begins (Forging a New Nation folder); Historical Outline Map Book, Lexington and Concord, p. 23; The Revolutionary War, an Overview, p. 24; Unit 1/2 booklet, Section 2 Quiz, p. 42; Guide to the Essentials, Section 2 Summary, p. 21

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TECH: Prentice Hall United States History Video Collection, Volume 4, The American Revolution; Color Transparencies, Historical Maps, A6, A7, A60; TeacherExpress Literature Activity, C2; Cause and Effect Charts, D2; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 4; Student Edition on Audio CD, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 4; TeacherExpress Biography, Pontiac; TeacherExpress Visual Learning Activity, The American Rattlesnake; Exploring Primary Sources in U.S. History CD-ROM, The Bloody Massacre, 1770; War is Inevitable—and Let it Come!, Patrick Henry; Sounds of an Era Audio CD, Newspaper Account of the Battle of Lexington and Concord; Give Me Liberty or Give Me Death, Patrick Henry

c. explain the importance of Thomas Paine’s Common Sense to the

movement for independence

SE/TE: pp. 118–119

TR: Guided Reading and Review Booklet, p.17

TECH: TeacherExpress Literature Activity, Common Sense; Exploring Primary Sources in U.S. History CD-ROM, Common Sense, Thomas Paine

SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

a. explain the language, organization, and intellectual sources including the writing of John Locke and Montesquieu of the Declaration of Independence and the role of Thomas Jefferson

SE/TE: pp. 119–121, 123–126

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TR: Learning Styles Lesson Plans booklet, p. 10; Guided Reading and Review booklet, p. 17; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Rule by the People, p. 103; Learning with Documents booklet, Key Documents, Patrick Henry, Speech to the Virginia Provincial Convention, p. 76; Unit 1/2 booklet, Section 3 Quiz, p. 43; Guide to the Essentials, Section 3 Summary, p. 22


Audiotapes (English/Spanish), Chapter 4; Student Edition on Audio CD, Chapter 4; Sounds of an Era Audio CD, The Declaration of Independence; TeacherExpress Literature Activity, Common Sense; Exploring Primary Sources in U.S. History CD-ROM, Common Sense, Thomas Paine; The New American Man, Michael-Guillaume Jean de Cévecoeur; Prentice Hall Presentation Pro CD-ROM, Chapter 4; Exploring Primary Sources in U.S. History CD-ROM, Correspondence on the Progress of the Revolution; Abagail and John Adams; Join or Die; Declaration of Independence; Prentice Hall United States History Video Collection, The American Revolution

b. explain the reason for and significance of the French alliance and

foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette

SE/TE: pp. 132, 135

TR: Historical Outline Map Book, The Revolutionary War in the Northeast


Audiotapes (English/Spanish), Chapter 4; Student Edition on Audio CD, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 4.

c. analyze George Washington as a military leader including the creation of a professional military and the life of a common soldier, crossing the Delaware River, and Valley Forge

SE/TE: pp. 104–105, 115, 129–131, 133

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TR: Historical Outline Map Book, The Revolutionary War, An Overview, p. 24; The Revolutionary War in the Northeast, p. 25

TECH: Color Transparencies, Fine Art, E5; Sounds of an Era Audio CD,

Champ Clark on Valley Forge

d. explain Yorktown, the role of Lord Cornwallis and the Treaty of Paris, 1783

SE/TE: p. 135–136

TR: Historical Outline Map Book, North America in 1783, p. 28

TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 4; Student Edition on Audio CD, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 4.

SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

a. explain how weaknesses in the Articles of Confederation and Daniel Shays’ Rebellion led to a call for a stronger central government

SE/TE: pp. 142, 144–149

TR: Guided Reading and Review booklet, p. 20; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the United States as an Independent Nation, pp. 105–106; Unit 1/2 booklet, Section 1 Quiz, p. 53; Guide to the Essentials, Section 1 Summary, p. 26; Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21

TECH: Prentice Hall United States History Video Collection, Volume 5, A

New Nation; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 5; Student Edition on Audio CD, Chapter 5; Color Transparencies, Political Cartoons, B2; Exploring Primary Sources in U.S. History CD-ROM, Articles of Confederation; New York State Constitution of 1777; TeacherExpress Literature Activity, The Contrast; TeacherExpress Biography, Captain Daniel Shays

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b. evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution put forth in the Federalists Papers concerning form of government, factions, checks and balances and the power of the executive including the roles of Alexander Hamilton and James Madison

SE/TE: pp. 158–163

TR: Learning Styles Lesson Plans booklet, p. 13; Guided Reading and Review booklet, p. 22; Learning with Documents booklet, The Federalist No. 71, p. 77; Unit 1/2 booklet, Section 3 Quiz, p. 55; Guide to the Essentials, Section 3 Summary, p. 28; Learning with Documents booklet, Visual Learning Activity, The First United States Coins, p. 44; American History Block Scheduling Support, The Birth of the Constitution: The Philadelphia Convention; Taking Sides: The Creation of Political Parties (Forging a New Nation folder)

TECH: Section Reading Support Transparencies; Sounds of an Era Audio

CD, “Federalist No. 51,” James Madison; Exploring Primary Sources in U.S. History CD-ROM, The Federalist Papers, No. 1, Alexander Hamilton; Objections to the Constitution, George Madison; Color Transparencies, Historical Maps, A8; Political Cartoons, B3; Exploring Primary Sources in U.S. History CD-ROM, U.S. Constitution; The Bill of Rights; English Bill of Rights

c. explain the key features of the Constitution, specifically Great

Compromise, separation of powers, limited government, and the issue of slavery

SE/TE: pp. 150–157, 164, 172–189, 232–233

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TR: Guided Reading and Review booklet, p. 21; Learning Styles Lesson Plans booklet, p. 12; Unit 1/2 booklet, Section 2 Quiz, p. 54; Guide to the Essentials, Section 2 Summary, p. 27; Biography, Literature, and Comparing Primary Sources booklet, The Real Character of the Executive, p. 44; Skills for Life booklet, p. 7; American History Block Scheduling Support, Checks and Balances: The Rise of the American Judiciary (Forging a New Nation folder); Unit 1/2 booklet, American Pathways Activity, pp. 75–76


Audiotapes (English/Spanish), Chapter 5; Student Edition on Audio CD, Chapter 5; Prentice Hall Presentation Pro CD-ROM, Chapter 5; Color Transparencies, Historical Maps, A55; TeacherExpress Critical Thinking Activity, Determining Relevance: Checks and Balances

d. analyze how the Bill of Rights serves as a protector of individual and

states rights

SE/TE: pp. 161–163, 187–189

TR: Guided Reading and Review booklet, p. 22

TECH: Exploring Primary Sources in U.S. History CD-ROM, U.S. Constitution: The Bill of Rights; English Bill of Rights

e. explain the importance of the Presidencies of George Washington

and John Adams including the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton)

SE/TE: pp. 165–169, 170–171, 200–209

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TR: Guided Reading and Review booklet, pp. 23, 24, 25; Unit 1/2 booklet, Section 4 Quiz, p. 56; Guide to the Essentials, Section 4 Summary, p. 29; Learning Styles Lesson Plans booklet, pp. 14, 15; Unit 1/2 booklet, Section 1 Quiz, p. 64; Unit 1/2 booklet, Section 1 Summary, p. 31; American History Block Scheduling Support, Taking Sides: The Creation of American Political Parties (Forging a New Nation folder)


Audiotapes (English/Spanish), Chapter 5, Chapter 6; Student Edition on Audio CD, Chapter 5, Chapter 6; Prentice Hall Presentation Pro CD-ROM, Chapter 5, Chapter 6; TeacherExpress Primary Source Activity, A Department of Peace; TeacherExpress Visual Learning Activity, A Portrait of a President; TeacherExpress Primary Source Activity, Meeting President and Mrs. Washington; Sounds of an Era Audio CD, The Farewell Address of George Washington; TeacherExpress Critical Thinking Activity, Recognizing Bias, the Seeds of Nationalism; Exploring Primary Sources in U.S. History CD-ROM, Farewell Address, George Washington

SSUSH6 The student will analyze the nature of territorial and population growth, and its impact in the early decades of the new nation.

a. explain the Northwest Ordinance’s importance in the westward migration of Americans, on slavery, public education, and the addition of new states

SE/TE: pp. 196–197, 215, 228–229

TR: Geography and History booklet, pp. 4–5; Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Historical Outline Map Book, Political United States, p. 82; The Missouri Compromise, 1820, p. 45

TECH: Color Transparencies, Historical Maps, A9, A60

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b. describe Jefferson’s diplomacy of obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark

SE/TE: pp. 215–216

TR: Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Historical Outline Map Book, Political United States, p. 82; Exploring the Louisiana Purchase, p. 30

TECH: Color Transparencies, Historical Maps, A9, A60, A10;

TeacherExpress Visual Learning Activity, Honoring Thomas Jefferson; Exploring Primary Sources in U.S. History CD-ROM, The Journals of Lewis and Clark

c. explain major reasons for the War of 1812 and the war’s significance

of the development of a national identity

SE/TE: pp. 217–218, 222–223, 224–229

TR: Learning with Documents booklet, Primary Source Activity, Native American Politics, p. 11; Guided Reading and Review booklet, p. 28; Learning with Documents booklet, Visual Learning Activity, The Present State of Our Country; Historical Outline Map Book, The War of 1812; Learning with Documents booklet, Key Documents, The Star Spangled Banner, p. 78; Biography, Literature, and Comparing Primary Sources booklet, Literature, An Illustrious Career, pp. 45–46; Comparing Primary Sources, For and Against the War of 1812, pp. 107–108; Unit 1/2 booklet, Section 5 Quiz, p. 68; Guide to the Essentials, Section 5 Summary, p. 35

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TECH: TeacherExpress Primary Source Activity, Native American Politics; Exploring Primary Sources in U.S. History CD-ROM, Sell a Country! Why Not Sell the Air?, Tecumseh; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 6; Color Transparencies, Historical Maps, A11, A12; Sounds of an Era Audio CD, The Star Spangled Banner; Exploring Primary Sources in U.S. History CD-ROM, On the Burning of Washington, D.C., Polly Madison; The Star Spangled Banner, Francis Scott Key

d. describe the construction of the Erie Canal, the rise of New York

City, and the development of the nation’s infrastructure

SE/TE: pp. 274–276

TR: Historical Outline Map Book, Transportation to the West, p. 33

TECH: Color Transparencies, The Way it Works, H7

e. describe the reasons for and importance of the Monroe Doctrine

SE/TE: pp. 292–293

TR: Learning With Documents booklet, Key Documents, The Monroe Doctrine, p. 79; Historical Outline Map Book, The United States in 1824, p. 34

TECH: Exploring Primary Sources in U.S. History CD-ROM, The Monroe

Doctrine

SSUHS7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th

century, and the different responses to it.

a. explain the impact the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets

SE/TE: pp. 272–274, 276–278, 281–284

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TR: Learning Styles Lesson Plans booklet, p. 18; Guided Reading and Review booklet, pp. 32, 33; Biography, Literature, and Comparing Primary Sources booklet, Catherine Littlefield Greene, p. 13; American History Block Scheduling Support, On the Job: Industrialism in America (Expansion, Reconstruction, and Immigration folder); Unit 3/4 booklet, Section 1 Quiz, p. 14; Guide to the Essentials, Section 1 Summary, p. 41


Audiotapes (English/Spanish), Chapter 8; Color Transparencies, Cause and Effect Charts, D4; American Diversity, G4; The Way it Works, H5, H6, H7; Exploring Primary Sources in U.S. History CD-ROM, A Description of Factory Life in 1846; TeacherExpress Primary Source Activity, New England Mill Women

b. describe the westward growth of the United States including the

emerging concept of Manifest Destiny

SE/TE: pp. 249–257, 258, 263–265, 268–269, 351–354

TR: Learning Styles Lesson Plans booklet, p. 17; Guided Reading and Review booklet, pp. 30, 42; Historical Outline Map Book, Western Land Claims, p. 29; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Peace and Friendship, pp. 109–110; American History Block Scheduling Support, No Neighbors for Miles; The Northwest Territory (Forging a New Nation folder); Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Historical Outline Map Book, Land Acquired from Native Americans to 1810, p. 31; Biography, Literature, and Comparing Primary Sources booklet, The Pioneers, pp. 47–48; Brigham Young, p. 12; Historical Outline Map Book, Oregon Country, p. 38; Trails to the West, p. 40; Skills for Life booklet, p. 9; Geography and History booklet, pp. 6–7

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 7; Student Edition on Audio CD, Chapter 7; Color Transparencies, Cause and Effect Charts, D3; Fine Art, E6; American Photo, F2; Historical Maps, A60, A15; American Diversity, G3; Sounds of an Era Audio CD, Morris Birkbeck on America Moving Westward; TeacherExpress Critical Thinking Activity, Making Comparisons: Population Boom; TeacherExpress Primary Source Activity, Moving West; Color Transparencies, Historical Maps, A13, A14, A18; TeacherExpress Literature Activity, Song of the Pioneers; TeacherExpress Critical Thinking Activity, Determining Relevance

c. describe reform movements, specifically temperance, abolitionism,

and public school

SE/TE: pp. 310–316, 318–325

TR: Learning Styles Lesson Plans booklet, p. 20; Guided Reading and Review booklet, pp. 37, 38; Biography, Literature, and Comparing Primary Sources booklet, On Property in Utopian Communities, pp. 113–114; Unit 3/4 booklet, Section 1 Quiz, p. 26; Section 2 Quiz, p. 27; Guide to the Essentials, Section 1 Summary, p. 47; Section 2 Summary, p. 48; Learning with Documents booklet, Visual Learning Activity, Countrymen in Chains, p. 48; Nystrom Atlas of Our Country, A Divided Nation, pp. 26–27; American History Block Scheduling Support, “Come Along to Freedom,” The Underground Railroad (Expansion, Reconstruction, and Immigration folder)

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 9; Student Edition on Audio CD, Chapter 9; Sounds of an Era Audio CD, “Self-Reliance,” Ralph Waldo Emerson; TeacherExpress Critical Thinking Activity, Recognizing Ideologies: Transcendentalism; Exploring Primary Sources in U.S. History CD-ROM, Civil Disobedience, Henry David Thoreau; Audubon and His Journals: My Style of Drawing Birds, John James Audubon; SOEA, Dorothea Dix on Asylum Reform; TeacherExpress Primary Source Activity, Protecting Society’s Outcasts; Sounds of an Era Audio CD, The Narrative of the Life of An American Slave, Frederick Douglass; TeacherExpress Literature Activity, The Life of a Freedman; Color Transparencies, Historical Maps, A17; Exploring Primary Sources in U.S. History CD-ROM, First Issue of the Liberator, William Lloyd Garrison

d. explain women’s efforts to gain the suffrage including Elizabeth

Cady Stanton and the Seneca Falls Conference

SE/TE: pp. 326–331

TR: Guided Reading and Review booklet, p. 39; Biography, Literature, and Comparing Primary Sources booklet, Marla Mitchell, p. 14; American History Block Scheduling Support, The Reformers: A Struggle for Women’s Rights (Property, Depression, and War folder); Unit 3/4 booklet, Section 3 Quiz, p. 28; Guide to the Essentials, Section 3 Summary, p. 49; Learning with Documents booklet, Key Documents, Seneca Falls Declaration, p. 80

TECH: Exploring Primary Sources in U.S. History CD-ROM, Seneca Falls

Declaration of Sentiments; Sounds of an Era Audio CD, “Ain’t I a Woman?” Sojourner Truth

e. explain Jacksonian Democracy, expanding the suffrage, the rise of

popular political culture, and the development of American nationalism

SE/TE: pp. 290–295, 297–303

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TR: Guided Reading and Review booklet, pp. 35, 36; Learning with Documents booklet, The Monroe Doctrine, p. 79; Historical Outline Map Book, The United States in 1824, p. 34; Unit 3/4 booklet, Section 4 Quiz, p. 17; Guide to the Essentials, Section 4 Summary, p. 44; Nystrom Atlas of Our Country, The Second Wave of Immigration, pp. 24–25; Historical Outline Map Book, The Election of 1828, p. 36; Learning Styles Lesson Plans booklet, p. 19; Learning with Documents booklet, Primary Source Activity, President Jackson’s Inauguration, p. 13; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Webster vs. Georgia, pp. 111–112; American History Block Scheduling Support, The Trail of Tears (Expansion, Reconstruction, and Immigration folder); Historical Outline Map Book, Indian Removal, 1830–1842, p. 37


Audiotapes (English/Spanish), Chapter 8; Student Edition on Audio CD, Chapter 8; Critical Thinking, AF, F3; Prentice Hall Presentation Pro CD-ROM, Chapter 8; Exploring Primary Sources in U.S. History CD-ROM, The Sovereignty of People in America, Alexis de Togueville; Critical Thinking, Political Cartoons, B4; TeacherExpress Visual Learning Activity, The Presidential Election of 1840; Exploring Primary Sources in U.S. History CD-ROM, Our Federal Union: It Must Be Preserved, Andrew Jackson; Debate Over Nullification, Daniel Webster and John C. Calhoun; Sounds of an Era Audio CD, Andrew Jackson on the Bank of the United States

SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion.

a. explain how slavery became a significant issue in American politics including the slave of Nat Turner, and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas and the Grimke sisters)

SE/TE: pp. 285–289, 318–325, 338–339, 346–349, 1160–1163

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TR: Guided Reading and Review booklet, pp. 38, 41, 34; Learning with Documents booklet, Visual Learning Activity, Countrymen in Chains, p. 48; Nystrom Atlas of Our Country, A Divided Nation, pp. 26–27; American History Block Scheduling Support, “Come Along to Freedom,” The Underground Railroad; Learning Styles Lesson Plans booklet, p. 22


Audiotapes (English/Spanish), Chapter 9, Chapter 10; Student Edition on Audio CD, Chapter 9, Chapter 10; Sounds of an Era Audio CD, The Narrative of the Life of an American Slave, Frederick Douglass; TeacherExpress Literature Activity, Life as a Freedman; Exploring Primary Sources in U.S. History CD-ROM, Meaning of the Fourth of July for the Negro, Frederick Douglass; Critical Thinking, Historical Maps, A17; TeacherExpress Biography, William Lloyd Garrison; Exploring Primary Sources in U.S. History CD-ROM, First Issue of the Liberator, William Lloyd Garrison; American Heritage My Brush With History Videotapes, The Underground Railroad; Critical Thinking, American Diversity, G8; Exploring Primary Sources in U.S. History CD-ROM, Uncle Tom’s Cabin, Harriet Beecher Stowe; TeacherExpress Critical Thinking Activity, Identifying Alternatives, Reacting to Slave Uprisings

b. explain the Missouri Compromise and the issue of slavery in western

states and territories

SE/TE: pp. 351–356

TR: Guided Reading and Review booklet, pp. 42, 43; Historical Outline Map Book, War With Mexico, p. 41; Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Unit 3/4 booklet, Section 2 Quiz, p. 42; Guide to the Essentials, Section 2 Summary, p. 53; Historical Outline Map Book, The Missouri Compromise, 1820, p. 45; Nystrom Atlas of Our Country, Settling the West, pp. 28–29

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 10; Critical Thinking, Historical Maps, A18

c. describe the Nullification Crisis and the emergence of states’ rights

ideology, including the role of John C. Calhoun and development of sectionalism

SE/TE: pp. 280–289, 298–300, 357–358, 376–377

TR: Guided Reading and Review booklet, pp. 33, 34; NAOS, A Divided Nation, pp. 26–27; Unit 3/4 booklet, Section 2 Quiz, p. 15; Section 3 Quiz, p. 16; Guide to the Essentials, Section 2 Summary, p. 42; Section 3 Summary, p. 43; Geography and History booklet, pp. 8–9


Audiotapes (English/Spanish), Chapter 8; TeacherExpress Critical Thinking Activity, Making Comparisons; Exploring Primary Sources in United States History CD-ROM, Debate Over Nullification, Daniel Webster and John C. Calhoun

d. describe war with Mexico and the Wilmot Proviso

SE/TE: pp. 351–354

TR: Guided Reading and Review booklet, p. 42; Historical Outline Map Book, War With Mexico, p. 41; Nystrom Atlas of Our Country, Early Expansion of the United States, pp. 20–21; Unit 3/4 booklet, Section 2 Quiz, p. 42; Unit 3/4 booklet, Section 2 Quiz, p. 42; Guide to the Essentials, Section 2 Summary, p. 53


Audiotapes (English/Spanish), Chapter 10, Critical Thinking, Historical Maps, A18; Sounds of an Era Audio CD, “Sovinir de Porto Rico,” Louis Moreau Gottschalk

e. explain the Compromise of 1850

SE/TE: 355–359, 362

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TR: Guided Reading and Review booklet, p. 43; Historical Outline Map Book, The Missouri Compromise, 1820, p. 45; Nystrom Atlas of Our Country, Settling the West, pp. 28–29; Historical Outline Map Book, The Compromise of 1850, p. 46; Growth of the United States to 1853, p. 42; Unit 3/4 booklet, Section 3 Quiz, p. 43; Guide to the Essentials, Section 3 Summary, p. 54; Skills for Life booklet, p. 12


Audiotapes (English/Spanish), Chapter 10; Critical Thinking, Historical Maps, A19; Sounds of an Era Audio CD, John C. Calhoun for the Compromise of 1850; Exploring Primary Sources in United States History CD-ROM, A Frontier Lady, Sarah Royce

SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

a. explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid,

SE/TE: pp. 360–361, 363–368

TR: Historical Outline Map Book, Kansas-Nebraska Act, 1954, p. 47; Guided Reading and Review booklet, p. 44; Unit 3/4 booklet, Section 4 Quiz, p. 44; Guide to the Essentials, Section 4 Summary, p. 55; Learning with Documents booklet, Primary Source Activity, An Interview with John Brown, p. 15


Audiotapes (English/Spanish), Chapter 10; Exploring Primary Sources in United States History CD-ROM, Dred Scott v. Sondferd; TeacherExpress Primary Source Activity, Lincoln-Douglas Senate Campaign

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b. describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural addresses and the Gettysburg speech and in his use of emergency powers such as his decision to suspend habeas corpus

SE/TE: pp. 394–396, 408–409, 414–415

TR: Learning with Documents booklet, Primary Source Activity, The Gettysburg Address, p. 116

TECH: Exploring Primary Sources in U.S. History CD-ROM, “The

Gettysburg Address”; Exploring Primary Sources in U.S. History CD-ROM, Second Inaugural Address, Abraham Lincoln

c. describe the role of Ulysses Grant, Robert E. Lee, “Stonewall

Jackson,” William T. Sherman, and Jefferson Davis

SE/TE: pp. 382–386, 388–389, 402–404, 407–408, 410–414

TR: Biography, Literature, and Comparing Primary Sources booklet, General Robert E. Lee, p. 16; Historical Outline Map Book, The Civil War in the East, p. 51; Major Battles of the Civil War, p. 50; Union Advances, p. 52; Learning with Documents booklet, Defending Atlanta, p. 50

d. explain the importance of Fort Sumter, Antietam, Vicksburg,

Gettysburg, and the Battle for Atlanta

SE/TE: pp. 372–373, 389, 404–408, 413–414

TR: Biography, Literature, and Comparing Primary Sources booklet, Biography, General P.G.T. Beauregard, p. 15; Comparing Primary Sources, On the Southern Secession, pp. 115–116; Historical Outline Map Book, The Civil War in the East, p. 51; Major Battles of the Civil War, p. 50; Union Advances, p. 52; Learning with Documents booklet, Visual Learning Activity, Defending Atlanta, p. 50

TECH: TeacherExpress Critical Thinking Activity, Identifying Assumptions: War Begins; Critical Thinking, Historical Maps, A22, A23, A20, A21, A24

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e. describe the significance of the Emancipation Proclamation

SE/TE: pp. 395–397

TR: Learning with Documents booklet, Key Documents, The Emancipation Proclamation, p. 44

TECH: Exploring Primary Sources in U.S. History CD-ROM, Emancipation

Proclamation

g. explain the importance of the growing economic disparity between the North, and the South through an examination of population, functioning railroads, and industrial output

SE/TE: pp. 349–350, 397–399

TR: Historical Outline Map Book, The Northern States, p. 43; The Southern States, p. 81

TECH: Critical Thinking, American Diversity, G8

SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.

a. compare and contrast Presidential Reconstruction with Radical Republican Reconstruction

SE/TE: pp. 426–429, 431–435, 439–440

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TR: Great Debates booklet, Great Debates, How Should the Union be Reconstructed, p. 6; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Story of Free Joe, pp. 54–56; Learning Styles Lesson Plans booklet, p. 26; Guided Reading and Review booklet, pp. 50, 51; Historical Outline Map Book, Reconstruction, p. 53; Unit 3/4 booklet, Section 1 Quiz, p. 64; Section 2 Quiz, p. 65; Guide to the Essentials, Section 1 Summary, p. 63; Section 2 Summary, p. 64; Biography, Literature, and Comparing Primary Sources booklet, Bio, Charlotte Forten Grimke, p. 17; American History Block Scheduling Support, The Realities of Reconstruction (Expansion, Reconstruction, and Immigration folder)


Audiotapes (English/Spanish), Chapter 12; Student Edition on Audio CD, Chapter 12; Sounds of an Era Audio CD, “When Johnny Comes Marching Home Again”; Sounds of an Era Audio CD, Charlotte Forten on Freedmen’s Schools; Critical Thinking, Political Cartoons, B6

b. explain efforts to redistribute land in the South among the former

slaves, provide advanced education such as Morehouse College, and the Freedmen’s Bureau

SE/TE: pp. 427–429

TR: Great Debates booklet, Great Debates, How Should the Union be Reconstructed, p. 6; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Story of Free Joe, pp. 54–56; Learning Styles Lesson Plans booklet, p. 26; Guided Reading and Review booklet, pp. 50, 51; Historical Outline Map Book, Reconstruction, p. 53; Unit 3/4 booklet, Section 1 Quiz, p. 64; Section 2 Quiz, p. 65; Guide to the Essentials, Section 1 Summary, p. 63; Section 2 Summary, p. 64; Biography, Literature, and Comparing Primary Sources booklet, Bio, Charlotte Forten Grimke, p. 17

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 12; Student Edition on Audio CD, Chapter 12; Sounds of an Era Audio CD, “When Johnny Comes Marching Home Again”

c. describe the significance of the 13th, 14th , and 15th amendments

SE/TE: pp. 414–415, 431–435

TR: Guided Reading and Review booklet, p. 51; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Voting Rights for African Americans, pp. 119–120


Audiotapes (English/Spanish), Chapter 12; Student Edition on Audio CD, Chapter 12

e. explain Black Codes, the Ku Klux Klan, and other forms of

resistance to racial equality during Reconstruction.

SE/TE: 430, 442–443


TECH: f. explain the impeachment of Andrew Johnson in relationship to

Reconstruction

SE/TE: pp. 430–433


TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 12; Student Edition on Audio CD, Chapter 12; TeacherExpress Primary Source Activity, The Trial of Andrew Johnson

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SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction.

a. explain the impact of the railroads on other industries such as steel and on the organization of big business

SE/TE: pp. 460–463

TR: Learning Styles Lesson Plans booklet, p. 28; Guided Reading and Review booklet, p. 54; American History Block Scheduling Support, Linking the Nation: The Railroads (Expansion, Reconstruction, and Immigration folder); Nystrom Atlas of Our Country, Settling the West, pp. 28–29; Historical Outline Map Book, Political United States

TECH: TeacherExpress Biography, Washington A. Roebling; Critical

Thinking, The Way It Works, H10; American Photo, F5; Exploring Primary Sources in U.S. History CD-ROM, The Tall Office Building Artisan Considered

b. describe the impact of the railroads in the development of the West,

including the transcontinental railroad, and the use of Chinese labor

SE/TE: pp. 460–462

TR: Learning Styles Lesson Plans booklet, p. 28; Guided Reading and Review booklet, p. 54; Great Debates booklet, Decision-Making Activities, Using Chinese Laborers to Build the Transcontinental Railroad, p. 30; American History Block Scheduling Support, Linking the Nation: The Railroads (Expansion, Reconstruction, and Immigration folder)

TECH: Critical Thinking, The Way It Works, H9

c. identify John D. Rockefeller and the Standard Oil Company and the

rise of trusts and monopolies

SE/TE: pp. 467–472

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TR: Guided Reading and Review booklet, p. 55; Learning with Documents booklet, Primary Source Activity, Tenement Factories, p. 18; Great Debates booklet, Great Debates, How Should Business Leaders Affect the Economy?, p. 8; Unit 5/6 booklet, Section 2 Quiz, p. 5; Guide to the Essentials, Section 2 Summary, p. 69


Audiotapes (English/Spanish), Chapter 13; Student Edition on Audio CD, Chapter 13, Prentice Hall Presentation Pro CD-ROM, Chapter 13; Sounds of an Era Audio CD, “Gospel of Wealth,” 1901 recording; TeacherExpress Critical Thinking Activity, Making Comparisons: Business Consolidations; Exploring Primary Sources in U.S. History CD-ROM, Andrew Carnegie, Wealth; Critical Thinking, Cause and Effect Charts, D6; TeacherExpress Visual Learning Activity, Home of the Trusts; Exploring Primary Sources in U.S. History CD-ROM, Spindle Top Gusher; Critical Thinking, Political Cartoons, B7

d. describe the inventions of Thomas Edison, including the electric

light bulb, motion pictures, and the phonograph, and their impact on American life.

SE/TE: pp. 457–459


TECH: Critical Thinking, The Way It Works, H11; Sounds of an Era Audio CD, Thomas Edison on the Electric Age, 1908 recording

SSUSH12 The student will analyze important consequences of American industrial growth.

a. describe Ellis Island, the change in immigrants origins to southern and eastern Europe, and the impact of this change on urban America,

SE/TE: pp. 527–531, 534–538, 1164–1165

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TR: Learning Styles Lesson Plans booklet, p. 33; Guided Reading and Review booklet, pp. 63, 64; Learning with Documents booklet, Visual Learning Activity, Passage to America, p. 54; Nystrom Atlas of Our Country, The Third Wave of Immigration, pp. 30–31; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Statue of Liberty; American History Block Scheduling Support, Ellis Island, Gateway to America (Expansion, Reconstruction, and Immigration folder); Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Cultural Ties, p. 125; Unit 5/6 booklet, Section 2 Quiz, p. 27; Section 3 Quiz, p. 28; Guide to the Essentials, Section 2 Summary, p. 79; Learning with Documents booklet, Primary Source Activity, New York Gangs, p. 20


Audiotapes (English/Spanish), Chapter 15; Student Edition on Audio CD, Chapter 15; Critical Thinking, American Diversity, G9, G10; Exploring Primary Sources in U.S. History CD-ROM, The New Colossus, Emma Lazarus; Sounds of an Era Audio CD, Ellis Island Immigrants; Critical Thinking, Historical Maps, A58; Sounds of an Era Audio CD, “The Bowery,” 1893 recording; Critical Thinking, Fine Art, E14

b. identify the American Federation of Labor, Samuel Gompers

SE/TE: pp. 477–480

TR: Guided Reading and Review booklet, p. 57; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Labor Unions, p. 121

TECH: Sounds of an Era Audio CD, The Electric Light Quadrille, 1889

recording; TeacherExpress Literature Activity, Sister Carrie; Sounds of an Era Audio CD, “The Commonwealth of Toil,” 1940s recording

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c. describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee,

SE/TE: pp. 488–497, 498–501

TR: Guided Reading and Review booklet; pp. 58, 59, 60; Nystrom Atlas of Our Country, Settling the West, pp. 28–29; Unit 5/6 booklet, Section 1 Quiz, p. 15; Section 2 Quiz, p. 16; Guide to the Essentials, Section 1 Summary, p. 73; Section 2 Summary, p. 74; Learning with Documents booklet, Primary Source Activity, African-American Settlers, p. 19; Learning Styles Lesson Plans booklet, p. 30; Learning with Documents booklet, Visual Learning Activity, Western Expansion into Native American Land, p. 53; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Cultural Ties, p. 125; Historical Outline Map Book, Indian Lands After 1850, p. 55; Nystrom Atlas of Our Country, Later Expansion of the United States, pp. 32–33; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Californian’s Tale, p. 58; Historical Outline Map Book, Opening the West, p. 56

TECH: Critical Thinking, Fine Art, E11, E12; The Way It Works, H13;

Sounds of an Era Audio CD, Cowboy Dan Deering; Section Reading Support Transparencies; Critical Thinking, Historical Maps, A25, A60, A26; Sounds of an Era Audio CD, “It Is a Good Day to Die,” Sioux war song; TeacherExpress Primary Source Activity, Talks with Otoe Chiefs; Exploring Primary Sources in U.S. History CD-ROM, Geronimo: His Own Story, SM Barrett, ed.

d. describe the 1894 Pullman strike as an example of industrial unrest.

SE/TE: pp. 482–483

TR: Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Labor Unions, p.121

TECH: Sounds of an Era Audio CD, “The Commonwealth of Toil,” 1940s recording

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SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era.

a. explain Upton Sinclair’s The Jungle and federal oversight of the meat packing industry,

SE/TE: pp. 614, 616–617, 626

TR: Learning Styles Lesson Plans booklet, p. 38; Guided Reading and Review booklet, p. 74; Biography, Literature, and Comparing Primary Sources booklet, Literature, Horrors of the Meatpacking Industry, p. 64; Unit 5/6 booklet, p. 63

TECH: Sounds of an Era Audio CD, Upton Sinclair Interview; Exploring

Primary Sources in U.S. History CD-ROM, The Jungle, Upton Sinclair

b. identify Jane Addams and Hull House, and the role of women in

reform movements,

SE/TE: pp. 541–543, 572–573, 616–619


TECH: TeacherExpress Biography, Lillian Wald; TeacherExpress Primary Source Activity, Holl House; Exploring Primary Sources in United States History CD-ROM, Twenty Years of Hull House, Jane Adda

c. describe the rise of Jim Crow, Plessy v. Ferguson, and the

emergence of the NAACP.

SE/TE: 564–568, 576–577

TR: Guided Reading and Review booklet, p. 68; Great Debates booklet, Great Debates, Can Separate Be Equal, pp. 32–35; American History Block Scheduling Support, The Realities of Reconstruction (Expansion, Reconstruction, and Immigration folder); Unit 5/6 booklet, Section 3 Quiz, p. 39; Guide to the Essentials, Section 3 Summary, p. 85

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 16; Student Edition on Audio CD, Chapter 16; TeacherExpress Primary Source Activity, Lynchings and Mob Law; PHVSHVC, Volume 10, Reconstruction and Segregation; American Heritage My Brush with History Videotapes, Living Under Jim Crow

d. explain Ida Tarbell’s role as a muckraker

SE/TE: pp. 616–617

TR: Biography, Literature, and Comparing Primary Sources booklet, Bio, Ida Tarbell

e. describe the significance of progressive reforms such as the

initiative, the recall, and referendum direct election of senators, reform of labor laws and efforts to improve living conditions for the poor in cities

SE/TE: pp. 621–627

TR: Guided Reading and Review booklet, p. 75; Nystrom Atlas of Our Country, The Third Wave of Immigration; Unit 5/6 booklet, Section 2 Quiz, p. 64; Guide to the Essentials, Section 2 Summary, p. 94; Learning with Documents booklet, Primary Source Activity, The Shame of the People; Great Debates booklet, Marching for Child Labor Laws, pp. 36–37

TECH: Prentice Hall United States History Video Collection, Volume 14,

The Progressive Movement; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 18; Student Edition on Audio CD, Chapter 18; Prentice Hall Presentation Pro CD-ROM, Chapter 18; TeacherExpress Primary Source Activity, Giving the Child a Chance

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SSUSH14 The student will explain America’s evolving relationship with the world at the turn of the twentieth century.

a. explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast,

SE/TE: pp. 531–532, 533

TR: Learning Styles Lesson Plans booklet, p. 33; Guided Reading and Review booklet, p. 63; Nystrom Atlas of Our Country, The Third Wave of Immigration, pp. 30–31; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Cultural Ties, p. 125; Unit 5/6 booklet, Section 2 Quiz, p. 27; Guide to the Essentials, Section 2 Summary, p. 79


Audiotapes (English/Spanish), Chapter 15; Student Edition on Audio CD, Chapter 15; Prentice Hall Presentation Pro CD-ROM, Chapter 15; TeacherExpress Visual Learning Activity, The Chinese Question; Critical Thinking, American Diversity; Exploring Primary Sources in U.S. History CD-ROM, Poems by Chinese Immigrants at Angel Island

b. describe the Spanish-American War, the war in the Philippines, and

the debate over American expansionism,

SE/TE: pp. 584–596, 604–607

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TR: Guided Reading and Review booklet, pp. 70, 71, 73; Nystrom Atlas of Our Country, Later Expansion of the United States, pp. 32–33; Historical Outline Map Book, The United States and the Caribbean, p. 81; Unit 5/6 booklet, Section 1 Quiz, p. 52; Section 2 Quiz, p. 53; Section 4 Quiz, p. 55; Guided to the Essentials, Section 1 Summary, p. 88; Section 2 Summary, p. 89; Section 4 Summary, p. 91; Learning Styles Lesson Plans booklet, pp. 36, 37; American History Block Scheduling Support, The Spanish-American War: Door to Imperialism (Property, Depression, and War folder); Learning with Documents booklet, Visual Learning Activity, Wartime Propaganda, p. 56; Biography, Literature, and Comparing Primary Sources, Bio, Walter Reed; Great Debates booklet, Great Debates, Should the United States Have Colonies, p. 14; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the Race for Empire


Audiotapes (English/Spanish), Chapter 17; Student Edition on Audio CD, Chapter 17; Critical Thinking, Time Lines, C5; Critical Thinking, Political Cartoons, B9; TeacherExpress Visual Learning Activity, Expansionism; Critical Thinking, American Diversity, G11; Critical Thinking, Historical Maps A27, A30; TeacherExpress Literature Activity, The Open Boat; TeacherExpress Critical Thinking Activity, Drawing Conclusions: The Explosion of the Maine; Sounds of an Era Audio CD, “Roosevelt’s Charge,” and “Teddy Roosevelt’s Bugler”; TeacherExpress Primary Source Activity, Teddy Roosevelt, Letters Home

c. explain U.S. involvement in Latin America, as reflected by the

Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

SE/TE: pp. 598–603

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TR: Guided Reading and Review booklet, p. 72; Nystrom Atlas of Our Country, Later Expansion of the United States, pp. 32–33; Historical Outline Map Book, The Panama Canal, p. 59; Learning with Documents booklet, Primary Source Activity, The Panamanian Revolution, p. 22; Unit 5/6 booklet, Section 3 Quiz, p. 54; Guide to the Essentials, Section 3 Summary, p. 90; Learning with Documents booklet, Key Documents, Theodore Roosevelt, The Strenuous Life, p. 85; Biography, Literature, and Comparing Primary Sources booklet, Literature, You’re All Right, Teddy, p. 63; American History Block Scheduling Support, Through Mud and Disease: Building the Panama Canal (Property, Depression, and War folder)


Audiotapes (English/Spanish), Chapter 17; Sounds of an Era Audio CD, William Howard Taft, 1908 recording

SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I.

a. describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare

SE/TE: pp. 646–651, 653–656

TR: Learning Styles Lesson Plans booklet, p. 40; Guided Reading and Review booklet, p. 78; Learning with Documents booklet, Primary Source Activity, Thoughts on the War, p. 24; Biography, Literature, and Comparing Primary Sources booklet, Literature, A War Song, p. 66; Historical Outline Map Book, Europe in World War I; Unit 5/6 booklet, Section 1 Quiz, p. 74; Guide to the Essentials, Section 1 Summary, p. 98

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 19; Student Edition on Audio CD, Chapter 19; Sounds of an Era Audio CD, “Castle Walk” 1914 recording; Critical Thinking, Historical Maps, A33, A34; Sounds of an Era, Herbert Hoover on the Battle of Somme, 1928 recording; I Didn’t Raise My Boy to be a Soldier, 1916 recording; TeacherExpress Critical Thinking Activity, Identifying Central Issues: Provocation of War

b. explain the domestic impact of World War I, reflected by the origins

of the Great Migration, and the Espionage Act and socialist Eugene Debs

SE/TE: pp. 664–668, 687

TR: American History Block Scheduling Support, Liberty Bread and War Bonds: Supporting our Soldiers in World War I (Property, Depression, and War folder); Guided Reading and Review booklet, p. 81; Unit 5/6 booklet, Section 4 Quiz, p. 77; Guide to the Essentials, Section 4 Summary, p. 101; Learning with Documents booklet, Visual Learning Activity, Women’s Roles in World War I, p. 58

TECH: Sounds of an Era Audio CD, “Over There,” 1917 recording; Section

Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 19; Prentice Hall Presentation Pro CD-ROM, Chapter 19

c. explain Wilson’s Fourteen Points, the proposed League of Nations

SE/TE: pp. 669–673

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TR: Guided Reading and Review booklet, p. 82; Learning Styles Lesson Plans booklet, p. 41; Learning with Documents booklet, Key Documents, Woodrow Wilson: The Fourteen Points; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the League of Nations, p. 133; Unit 5/6 booklet, Section 5 Quiz, p. 78; Guide to the Essentials, Section 5 Summary, p. 102; Historical Outline Map Book, Europe After World War I


Audiotapes (English/Spanish), Chapter 19; Student Edition on Audio CD, Chapter 19; Exploring Primary Sources in U.S. History CD-ROM, The Fourteen Points; Prentice Hall Presentation Pro CD-ROM, Chapter 19; TeacherExpress Primary Source Activity, Mrs. Wilson’s Role

d. passage of the Eighteenth Amendment, establishing Prohibition, and

the Nineteenth Amendment, establishing women suffrage

SE/TE: pp. 329, 626–627, 636–637, 639, 685–686, 699–701

TR: Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the Nineteenth Amendment, p. 131; Learning Styles Lesson Plans booklet, p. 43; Guided Reading and Review booklet, p. 85; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the Eighteenth Amendment, p. 135

TECH: Exploring Primary Sources in U.S. History CD-ROM, Are Not

Women Half the Nation?; TeacherExpress Literature Activity, The “New” Woman; TeacherExpress Visual Learning Activity, When Women Have Rights; Sounds of an Era Audio CD, Carrie Chapman Catt, 1920

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SSUSH16 The student will identify key developments in the aftermath of WW I.

a. explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction

SE/TE: pp. 712–717, 719–720

TR: Learning Styles Lesson Plans booklet, p. 34; Guided Reading and Review booklet, p. 86; Learning with Documents booklet, Primary Source Activity, Industrializing the U.S.S.R., p. 26; Biography, Literature, and Comparing Primary Sources booklet, Bio, Walter Lippman

TECH: Sounds of an Era Audio CD, Warren Harding

b. identify Henry Ford, mass production, and the automobile

SE/TE: pp. 725–728, 729


TECH: Critical Thinking, The Way It Works, H17

c. describe the impact of radio, and the movies

SE/TE: pp. 691–693


TECH: Sounds of an Era Audio CD, “Society Blues,” 1921 recording d. describe modern forms of cultural expression, including Louis

Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley

SE/TE: pp. 693–697, 708–709

TR: Learning Styles Lesson Plans booklet, p. 42; Guided Reading and Review booklet, p. 84; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Weary Blues, p. 67; American History Block Scheduling Support, The Harlem Renaissance During the Jazz Age (Property, Depression, and War folder); Unit 7/8 booklet, American Pathways Activity, pp. 44–45

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TECH: Sounds of an Era Audio CD, “Society Blues,” 1921 recording; “Rhapsody in Blue;” “West End Blues;” “East St. Louis Toodle-oo;” Sounds of an Era Audio CD, “I, Too, Am America”; Exploring Primary Sources in U.S. History CD-ROM, As I Grew Older, Langston Hughes

SSUSH17 The student will analyze the causes and consequences of the Great Depression.

a. describe the causes including over production, under consumption, and stock market speculation that led to the stock market crash of 1929 and Great Depression

SE/TE: pp. 730–733, 740–744

TR: Guided Reading and Review booklet, pp. 88, 89; Unit 7/8 booklet, Section 3 Quiz, p. 16; Section 1 Quiz, p. 24; Guide to the Essentials, Section 3 Summary, p. 110; Section 1 Summary, p. 112; Biography, Literature, and Comparing Primary Sources booklet, Literature, The Stock Market Crash, p. 70; American History Block Scheduling Support, The Great Depression: A Struggle to Survive (Property, Depression, and War folder)


Audiotapes (English/Spanish), Chapter 21, Chapter 22; Student Edition on Audio CD, Chapter 21, Chapter 22; Prentice Hall Presentation Pro CD-ROM, Chapter 21, Chapter 22; TeacherExpress Biography, Woody Guthrie; Critical Thinking, American Photo, F7; TeacherExpress Critical Thinking Activity, Identifying Central Issues: Signs of Trouble

b. explain the impact of the drought in the creation of the Dust Bowl

SE/TE: pp. 746–747, 749

TR: American History Block Scheduling Support, Nature’s Fury: The Dust Bowl (Property, Depression, and War folder)

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TECH: Sounds of an Era Audio CD, “The Grapes of Wrath”; Exploring Primary Sources in U.S. History CD-ROM, The Grapes of Wrath; Depression Photograph, Dorothea Lange

c. explain the social and political impact of widespread unemployment

that resulted in developments such as Hoovervilles.

SE/TE: pp. 745–750, 752–753, 1168–1169

TR: Learning Styles Lesson Plans booklet, pp. 46, 51; Guided Reading and Review booklet, p. 90; Unit 7/8 booklet, Section 2 Quiz, p. 25; Section 3 Quiz, p. 26; Guide to the Essentials, Section 2 Summary, p. 113; Section 3 Summary, p. 114; Biography, Literature, and Comparing Primary Sources booklet, Bio, Babe Didrickson Zaharis, p. 27


Audiotapes (English/Spanish), Chapter 22; Student Edition on Audio CD, Chapter 22; Prentice Hall Presentation Pro CD-ROM, Chapter 22; TeacherExpress Literature Activity, The Psychological Effects of the Depression; Exploring Primary Sources in U.S. History CD-ROM, Depression Photographs, Dorothea Lange; Sounds of an Era Audio CD, Kitty McCulloch; TeacherExpress Primary Source Activity, The Forgotten Man

SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response to the depression and compare the ways governmental programs aided those in need.

a. describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment

SE/TE: pp. 772–775

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TR: Great Debates booklet, Great Debates, Should the Federal Government Interfere in Local Matters?, p. 16; American History Block Scheduling Support, Alphabet Soup, New Deal Legislation (Property, Depression, and War folder); Historical Outline Map Book, Tennessee Valley Authority; Learning with Documents booklet, Visual Learning Activity, Promoting the WPA, p. 62

b. explain the Wagner Act and the rise of industrial unionism

SE/TE: pp. 775–776, 783, 786–788


c. explain the passage of the Social Security Act as a part of the second New Deal

SE/TE: pp. 776, 779, 789

TECH: TeacherExpress Critical Thinking Activity, Recognizing Ideologies: The Role of Government

d. identify Eleanor Roosevelt as a symbol of social progress and

women’s activism

SE/TE: pp. 759–760, 773–774

TECH: Sounds of an Era Audio CD, Dorothy Thompson on Eleanor Roosevelt, 1936 recording

e. identify the political challenges to Roosevelt’s domestic and

international leadership including the role of Huey Long, the “court packing bill,” and the Neutrality Act

SE/TE: pp. 779–783

TR: Learning Styles Lesson Plans booklet, p. 49; Guided Reading and Review booklet, p. 94; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On the New Deal, pp. 141–142

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TECH: Critical Thinking, Political Cartoons, B13; Sounds of an Era, “Share the Wealth,” Huey Long; TeacherExpress Visual Learning Activity, FDR Tries to Pack the Court

SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

a. explain A. Philip Randolph’s proposed march on Washington, D.C. and President Franklin D. Roosevelt’s response

SE/TE: pp. 855–857

b. explain the Japanese attack on Pearl Harbor and the internment of Japanese-Americans

SE/TE: pp. 820–821, 858–860

TR: Learning with Documents booklet, Franklin Delano Roosevelt, Asking for War Against Japan, p. 88; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Japanese American Internment, p. 145; American History Block Scheduling Support, The Internment of Japanese Americans During World War II (Property, Depression, and War folder)

TECH: Critical Thinking, Historical Maps, A40; Exploring Primary Sources in U.S. History CD-ROM, Pearl Harbor, Daniel K. Inouye; Sounds of an Era Audio CD, Broadcast From KGU, Honolulu, Dec. 7, 1941; Broadcast from Washington, Dec. 7, 1941; Roosevelt’s Declaration of War, 1941; Exploring Primary Sources in U.S. History CD-ROM, Japanese Internment Photograph

c. explain major events including the lend-lease program, the Battle of

Midway, D-Day, and the fall of Berlin

SE/TE: pp. 819–821, 832–853

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TR: Guided Reading and Review booklet, pp. 101, 102, 103; Historical Outline Map Book, World War II in Europe and North Africa, p. 65; Historical Outline Map Book, Germany Divided, p. 67; Unit 7/8 booklet, Section 2 Quiz, p. 61; Section 3 Quiz, p. 62; Section 4 Quiz, p. 63; Guide to the Essentials, Section 2 Summary, p. 127; Section 3 Summary, p. 128; Section 4 Summary, p. 129; Historical Outline Map Book, World War II in the Pacific, p. 66; Learning with Documents booklet, Primary Source Activity, Guadalcanal, p. 30

TECH: Exploring Primary Sources in U.S. History CD-ROM, Lend Lease;

Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 25; Prentice Hall Presentation Pro CD-ROM, Chapter 25; Critical Thinking, Historical Maps, A41, A42, A43; TeacherExpress Biography, Jacqueline Cochran; TeacherExpress Critical Thinking Activity, Predicting Consequences: After the Army, What?’ TeacherExpress Visual Learning Activity, The North African Front; TeacherExpress Literature Activity, Dispatches From the Battle Front; Sounds of an Era Audio CD, D-Day Invasion, 1944; Exploring Primary Sources in U.S. History CD-ROM, Night, Elre Wiesel

d. describe war mobilization, as indicated by rationing, war-time

conversion, and the role of women in war industries

SE/TE: pp. 826–831

TR: Learning Styles Lesson Plans booklet, p. 52; Guided Reading and Review booklet, p. 100; Unit 7/8 booklet, Section 1 Quiz, p. 60; Guide to the Essentials, Section 1 Summary, p. 126


Audiotapes (English/Spanish), Chapter 25; Exploring Primary Sources in U.S. History CD-ROM, What Should You Bring Overseas?” Bill Steele; Critical Thinking, American Photo, F8; Fine Art, E18

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e. describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb

SE/TE: pp. 852–853

TR: Biography, Literature, and Comparing Primary Sources booklet, Literature, Hiroshima, p. 74

TECH: Sounds of an Era Audio CD, President Truman, 1945

SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States.

a. describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy,

SE/TE: pp. 868–874, 876–883

TR: Guided Reading and Review booklet, pp. 105, 106; Learning with Documents booklet, Primary Source Activity, Uncle Joe; Historical Outline Map Book, Europe After World War II, p. 68; Europe, p. 77; Learning with Documents booklet, Visual Learning Activity, What They Fear Most, p. 68; Biography, Literature, and Comparing Primary Sources booklet, Bio, George F. Kennan, p. 31; Unit 7/8 booklet, Section 1 Quiz, p. 72; Section 2 Quiz, p. 73; Guide to the Essentials, Section 1 Summary, p. 132; Section 2 Summary, p. 133; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Joining NATO, pp. 147–148; American History Block Scheduling Support, The Berlin Wall, Past and Present (Nation after World War II)

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 26; Student Edition on Audio CD, Chapter 26; Prentice Hall Presentation Pro CD-ROM, Chapter 26; Sounds of an Era Audio CD, George Marshall, June 5, 1947; President Truman, 1948; Critical Thinking, Historical Maps, A45, A46; TeacherExpress Critical Thinking Activity, Identifying Central Issues, Cold War Policy

b. explain the impact of the new communist regime in China, the

outbreak of the Korean War, and how these events contributed to the rise of Senator Joseph McCarthy

SE/TE: pp. 884–890

TR: Guided Reading and Review booklet, p. 107; Historical Outline Map Book, The Korean War, p. 69; American History Block Scheduling Support, Korea: The Unknown War (NAWWII); Unit 7/8 booklet, Section 3 Quiz, p. 74; Guide to the Essentials, Section 3 Summary, p. 134; Learning with Documents booklet, General Douglas MacArthur’s Address to Congress, p. 89

TECH: Critical Thinking, Historical Maps, A47; Sounds of an Era Audio CD, General Douglas MacArthur, April 19, 1951; TeacherExpress Biography, Marguerite Higgins; Sounds of an Era Audio CD, Army-MacArthur Hearings, 1954; TeacherExpress Literature Activity, The Hunt for Witches and Communists; Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 26; Student Edition on Audio CD, Chapter 26; Prentice Hall Presentation Pro CD-ROM, Chapter 26

c. describe the Cuban Revolution, the Bay of Pigs and the Cuban

missile crisis,

SE/TE: pp. 983–984, 986–989


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TECH: TeacherExpress Primary Source Activity, Cuban Missile Crisis; Exploring Primary Sources in U.S. History CD-ROM, On the Cuban Missile Crisis; John F. Kennedy and Nikita Khrushchev

d. describe the Vietnam War, the Tet offensive, and growing

opposition to the war

SE/TE: pp. 1024–1028, 1030–1043

TR: Learning Styles Lesson Plans booklet, pp. 64, 65; Guided Reading and Review booklet, pp. 124, 125; Historical Outline Map Book, War in Southeast Asia, p. 70; American History Block Scheduling Support, Vietnam: The War at Home; Unit 9/10 booklet, Section 1 Quiz, p. 37; Section 2 Quiz, p. 38; Section 3 Quiz, p. 39; Guide to the Essentials, Section 1 Summary, p. 156; Section 2 Summary, p. 157; Section 3 Summary, p. 158; Biography, Literature, and Comparing Primary Sources booklet, Literature, Experiences of a Young Soldier in Vietnam, p. 83; “Bio, John McCain III, p. 36; Learning with Documents booklet, Primary Source Activity, An Army Nurse Remembers, p. 36; Key Documents, The Fort Huron Statement, p. 95; Visual Learning Activity, Antiwar Demonstrators, p. 24; Great Debates booklet, Great Debates, Should the United States Have Stayed in Vietnam?, p. 24


Audiotapes (English/Spanish), Chapter 31; Student Edition on Audio CD, Chapter 31; Prentice Hall Presentation Pro CD-ROM, Chapter 31; Sounds of an Era Audio CD, John F. Kennedy, 1961 recording; Sounds of an Era Audio CD, Walter Cronkite, 1968 recording; Sounds of an Era Audio CD, President Johnson, 1968 recording

SSUSH21 The student will explain economic growth and its impact on the United States 1945-1970

a. describe the baby boom and the impact as shown by Levittown and the Interstate Highway Act

SE/TE: pp. 904–906

TECH: Sounds of an Era Audio CD, “Route 66,” Nat King Cole Trio

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b. describe the impact television has had on American culture, including the Presidential Debates (Kennedy/Nixon, 1960), news coverage of the Civil Rights movement,

SE/TE: pp. 901–902, 946, 968

TR: Learning with Documents booklet, Visual Learning Activity, The Miracle of Television, p. 66

c. analyze the impact of technology on American life including the

development of the personal computer and the cellular telephone

SE/TE: pp. 901–903, 1145–1146

TR: Learning with Documents booklet, Visual Learning Activity, The Miracle of Television, p. 66

d. describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower’s actions

SE/TE: pp. 892–893

SSUSH22 The student will identify dimensions of the Civil Rights movement 1945-1970.

a. explain the importance of President Truman’s order to integrate the U.S. military and the federal government

SE/TE: pp. 888, 914

TECH: TeacherExpress Primary Source Activity, Harry Truman: Off the Record

b. identify Jackie Robinson and the integration of baseball

SE/TE: p. 930

TR: Guided Reading and Review booklet, p. 112; Great Debates booklet, Great Debates, Integrating the University of Georgia, p. 40; Biography, Literature, and Comparing Primary Sources booklet, Bio, Thurgood Marshall, p. 33; Learning with Documents booklet, Primary Source Activity, Enforcing Brown v. Board of Education, p. 33; Learning with Documents booklet, Key Documents, Brown v. Board of Education; Unit 9/10 booklet, Section 1 Quiz, p. 4; Guide to the Essentials, Section 1 Summary, p. 141

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TECH: Sounds of an Era Audio CD, Reaction to Brown v. Board of Education, 1954; Exploring Primary Sources in U.S. History CD-ROM, Brown v. Board of Education

c. explain Brown v. Board of Education and efforts to resist the

decision

SE/TE: pp. 931–933, 934–935

TR: Guided Reading and Review booklet, p.112; Great Debates booklet, Integrating the University of Georgia, p40; Biography, Literature, and Comparing Primary Sources booklet, Biography, Thurgood Marshall, p. 33; Learning with Documents, Primary Source Activity, Enforcing Brown v. Board of Education, p. 33, Key Documents, Brown v. Board of Education, p 92; Unit 9/10 Booklet, Section 1 Quiz, p. 4; Guide to the Essentials, Section 1 Summary, p. 141

TECH: Sounds of an Era, Reaction to Brown v. Board of Education, 1954;

Exploring Primary Sources in U.S. History CD-ROM, Brown v. Board of Education

d. describe the significance of Martin Luther King, Jr.’s Letter from a

Birmingham Jail and his I have a dream speech

SE/TE: pp. 938–939, 949–950, 1172–1173

TR: Learning with Documents booklet, Key Documents, Martin Luther King, Jr., “I Have a Dream,” p. 91

TECH: Exploring Primary Sources in U.S. History CD-ROM, Letter From a

Birmingham Jail, Martin Luther King, Jr.

e. describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965

SE/TE: pp. 948–953

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TR: Guided Reading and Review booklet, p. 115; American History Block Scheduling Support, Presidential Paver: Changes in the Twentieth Century, p. 91

TECH: TeacherExpress Primary Source Activity, Registering to Vote in

Mississippi; TeacherExpress Visual Learning Activity, A White House Demonstration

SSUSH23 The student will describe and assess the impact of political developments between 1945-1970.

a. describe the Warren Court and the expansion of individual rights as seen in the Miranda decision

SE/TE: pp. 979–981

b. describe the political impact of the assassination of President John F. Kennedy including the impact on Civil Rights legislation

SE/TE: pp. 972, 950

TR: Biography, Literature, and Comparing Primary Sources booklet, Literature, A Grieving Nation

TECH: Sounds of an Era Audio CD, Walter Cronkite on Kennedy’s Death,

1963; A Dallas Reporter on Kennedy’s Assassination

c. explain Lyndon Johnson’s Great Society including the establishment of Medicare

SE/TE: pp. 977–979, 981

TR: Guided Reading and Review booklet, p. 118; Learning with Documents booklet, Primary Source Activity, President Johnson’s Thanksgiving Address, p. 34; Key Documents, Lyndon B. Johnson, The Great Society, p. 94

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), Chapter 29; Student Edition on Audio CD, Chapter 29; Critical Thinking, Political Cartoons, B17; Sounds of an Era Audio CD, “Great Society Speech,” 1964 recording; TeacherExpress Visual Learning Activity, The Job Corps; TeacherExpress Critical Thinking Activity, Recognizing Cause and Effect

d. describe the social and political turmoil of 1968 to include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention

SE/TE: pp. 957–959, 1041–1042

TECH: Sounds of an Era Audio CD, Report of Robert Kennedy Assassination

SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960’s.

a. compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics, including sit-ins, freedom rides, and changing composition

SE/TE: pp. 938–946

TR: Biography, Literature, and Comparing Primary Sources booklet, Literature, SNCC Workers, pp. 78–79; American History Block Scheduling Support, Martin Luther King’s Nonviolent Way to Civil Rights; Learning with Documents booklet, Primary Source Activity, Protecting the Freedom Riders, p. 33

TECH: Sounds of an Era Audio CD, A Sit-In in Nashville, Tennessee;

TeacherExpress Biography, Sidney Poitier

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b. describe the National Organization of Women and the origins and goals of the modern women’s movement

SE/TE: pp. 996–1001, 1002

TR: Guided Reading and Review booklet, p. 120; Biography, Literature, and Comparing Primary Sources booklet, Comparing Primary Sources, On Working Mothers, pp. 155–156; Unit 9/10 booklet, Section 1 Quiz, p. 26; Guide to the Essentials, Section 1 Summary, p. 151; Learning with Documents booklet, Primary Source Activity, The Equal Rights Amendment, p. 35; Great Debates booklet, Great Debates, What Are Equal Rights, p. 22; Skills for Life booklet, p. 32


Audiotapes (English/Spanish), Chapter 30, Student Edition on Audio CD, Chapter 30; Prentice Hall Presentation Pro CD-ROM, Chapter 30

c. analyze the anti-Vietnam War movement

SE/TE: pp. 1037–1043, 1045–1046

TR: Guided Reading and Review booklet, p. 125; Learning with Documents booklet, Key Documents, The Port Huron Statement, p. 95; Visual Learning Activity, Antiwar Demonstrators, p. 24; Comparing Primary Sources, On the Tragedy of Kent State, p. 157; Great Debates booklet, Decision-Making Activities, How to Heal a War-Torn Nation, p. 44


Audiotapes (English/Spanish), Chapter 30; Student Edition on Audio CD, Chapter 30

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d. analyze Cesar Chavez and the United Farm Workers movement

SE/TE: pp. 1003–1005

TR: Guided Reading and Review booklet, p. 121; Biography, Literature, and Comparing Primary Sources booklet, Bio, Delores Hverta, p. 35

TECH: Sounds of an Era Audio CD, Cesar Chavez, 1973 recording

e. explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement

SE/TE: pp. 1013–1017, 1020–1021

TR: Guided Reading and Review booklet, p. 123; Learning with Documents booklet, Visual Learning Activity, Preserving the Environment, p. 69; American History Block Scheduling Support, Fueling the Nation: Energy and The Environment; Geography and History booklet, pp. 18–19; Nystrom Atlas of Our Country, Land Use, Population, and Ethnicity, pp. 46–47

TECH: Sounds of an Era Audio CD, Rachel Carsen on Silent Spring, 1963;

Ralph Nader to the National Press Club, 1966 recording; TeacherExpress Primary Source Activity, The Desecration of America

f. describe the rise of the conservative movement as seen in the

presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968)

SE/TE: pp. 1096–1099

TR: Guided Reading and Review booklet, p. 133; Learning with Documents booklet, Primary Source Activity, Speaking for the President, p. 38; Unit 9/10 booklet, Section 1 Quiz, p. 64; Guide to the Essentials, Section 1 Summary, p. 167; Skills for Life booklet, p. 35

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TECH: Section Reading Support Transparencies; Guided Reading Audiotapes (English/Spanish), p. 33; Student Edition on Audio CD, p. 33; Sounds of an Era Audio CD, Ronald Reagan

SSUSH25 The student will describe changes in national politics since 1968.

a. describe President Richard M. Nixon’s opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford

SE/TE: pp. 1064–1067, 1070–1076, 1078–1082

TR: Guided Reading and Review booklet, pp. 129, 130, 131; Learning with Documents booklet, Visual Learning Activity, Wanted, p. 71; Biography, Literature, and Comparing Primary Sources booklet, Literature, Unraveling the Story of Watergate, p. 85; Comparing Primary Sources, On Nixon’s Impeachment, p. 159; Unit 9/10 booklet, Section 2 Quiz, p. 53; Section 3 Quiz, p. 54; Section 4 Quiz, p. 55; Guide to the Essentials, Section 2 Summary, p. 162; Section 3 Summary, p. 163; Section 4 Summary, p. 164


Audiotapes (English/Spanish), Chapter 32; Student Edition on Audio CD, Chapter 32; Sounds of an Era Audio CD, Nixon on the People’s Republic of China, July 15, 1971; Critical Thinking, Political Cartoons, B18; Sounds of an Era Audio CD, Nixon’s Watergate Speeches; Exploring Primary Sources in U.S. History CD-ROM, Bugging in the Watergate

b. explain the impact of Supreme Court decisions on ideas about civil

liberties and civil rights including such decisions as Roe v. Wade (1973 and the Bakke decision on affirmative action

SE/TE: pp. 1000, 1086–1087, 1099, 1110

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TR: Great Debates booklet, Great Debates, What Should Be the Rights of the Accused,” p. 26

c. explain the Carter administrations efforts in the Middle East

including the Camp David Accords, his response to the 1979 Iranian Revolution and Iranian hostage crisis

SE/TE: pp. 1087–1089

TECH: Sounds of an Era Audio CD, Carter on the Hostages in Iran

c. describe domestic and international events of Ronald Reagan’s presidency including Reagonomics, the Iran-contra scandal and the collapse of the Soviet Union

SE/TE: pp. 1099–1100, 1102–1113

TR: Guided Reading and Review booklet, pp. 134, 135; Unit 9/10 booklet, Section 2 Quiz, p. 65; Guide to the Essentials, Section 2 Summary, p. 168; Learning with Documents booklet, Key Documents, “These Are the Boys of Pointe due Hoc,” p. 97; Visual Learning Activity, Short-Lived Approval, p. 72


Audiotapes (English/Spanish), Chapter 33; Student Edition on Audio CD, Chapter 33; Prentice Hall Presentation Pro CD-ROM, Chapter 33; TeacherExpress Visual Learning Activity, Passing the Economic Buck; Sounds of an Era Audio CD, Ronald Reagan, 1984 Campaign Speech; TeacherExpress Biography, Sandra Day O’Connor; TeacherExpress Primary Source Activity, An Explanation of Iran-Contra

d. explain the relationship between Congress and President Bill Clinton

including the North American Free Trade Agreement and his impeachment and acquittal

SE/TE: pp. 1127–1130

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TECH: Sounds of an Era Audio CD, President Clinton on Monica Lewinsky Scandal

e. analyze the 2000 presidential election and its outcome emphasizing

the role of the electoral college

SE/TE: p. 1130

TECH: Exploring Primary Sources in U.S. History CD-ROM, Inaugural Address, President George W. Bush

f. analyze the response of President George W. Bush to the attacks of

September 11, 2001 on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq

SE/TE: pp. 1138–1141

TECH: Sounds of an Era Audio CD, President Bush’s speech to Congress following the attacks of September 11, 2001.

Reference: http://www.georgiastandards.org/socialstudies.asp