california standards map grade eleven—history-social …€¦ · · 2002-07-3111 (2) analyze...

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California Standards MapGrade Eleven—History-Social Science

United States History and Geography:Continuity and Change in the Twentieth Century

8/20022003

Publisher: McDougal Littell

Program Title:Components: Pupil's Edition, Teacher's Edition

Grade Level(s): Grade 11

Intended Audience: United States History Students

Grade Standard Text of Standard Introduced Practiced Taught to Y N Local Education Agency# Mastery Evaluator Notes

11 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

11 (1) Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

PE/TE: 34-35,

52-54†

PE/TE: 35, 52-53

PE/TE: 34-35, 52-53

11 (2) Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

PE/TE: 52-53, 63, 68-71

PE/TE: 53, 68-71

PE/TE: 52-53, 63, 68-71

Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

StandardMeets

FOR LEA USE ONLYPUBLISHER CITATIONS*

The Americans: Reconstruction to the 21st Century © 2003

Standards Map - Basic Comprehensive ProgramGrade Eleven - History-Social Science

United States History and Geography: Continuity and Change in the Twentieth Century

* For more information, see Notes.HSS 11th Grade Standards Map --Approved by the State Board ofEducation on Feb. 6, 2002. 1

For questions, contact Kathy Jacobsen, CFIR Division,California Department of Education ©, (916) 657-4892


StandardMeets


11 (3) Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

PE/TE: 69-71, 74-76, 104-105, 185-186, 286-287, 700-

703, 724-725†

Add’l TE: 698

PE/TE: 71, 725Add’l TE: 76, 291

PE/TE: 69-71, 74-76, 185-186, 290-291

11 (4) Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of theUnited States as a world power.

PE/TE: 174, 181-189, 234-235, 237-238, 243-249, 262-266, 310-312,

352-365†

Add’l TE: 228, 340

PE/TE: 182-183, 189-190, 229, 266, 272, 345, 365, 368Add’l TE: 186, 263-264, 354, 362

PE/TE: 181-189, 262-266, 342-345, 352-365




StandardMeets


11 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

11 (1) Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle .

PE/TE: 233, 244-245, 262-266, 310-314,

317, 320-322†

Add’l TE: 228

PE/TE: 233, 250, 266, 272, 311Add’l TE: 244, 264, 310-311, 320

PE/TE: 233, 244-245, 262-266, 310-312, 327

11 (2) Describe the changing landscape, including thegrowth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

PE/TE: 262-

266, 286-289†

PE/TE: 263, 266, 272, 289, 291, 301Add’l TE: 263

PE/TE: 262-266, 286-289

11 (3) Trace the effect of the Americanization movement.

PE/TE: 263,

284†

Add’l TE: 252, 274

PE/TE: 300 PE/TE: 263, 284

11 (4) Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

PE/TE: 267-

268†

PE/TE: 268-269, 271-273Add’l TE: 269

PE/TE: 267-271

11 (5) Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

PE/TE: 238-

242†

PE/TE: 240, 249-250Add’l TE: 242

PE/TE: 238-244, 247-249

11 (6) Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

PE/TE: 230-233, 236-240, 342-344, 356-

358, 360†

PE/TE: 233, 250, 345, 368-369Add’l TE: 231, 343

PE/TE: 230-233, 236-240, 342-345, 366-367




StandardMeets


11 (7) Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

PE/TE: 242-

243, 266†

PE/TE: 249-250

PE/TE: 242-243, 266

11 (8) Examine the effect of political programs and activities of Populists.

PE/TE: 221-

223†

PE/TE: 223, 226Add’l TE: 221

PE/TE: 221-223

11 (9) Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

PE/TE: 306-312, 319-325,

328-337†

Add’l TE: 304

PE/TE: 312, 319, 325, 337Add’l TE: 303d, 310, 320-322, 333

PE/TE: 306-312, 319-325, 328-337




StandardMeets


11 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

11 (1) Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

PE/TE: 144-145, 266, 705-

706†

Add’l TE: 706 PE/TE: 144-145, 705-706

11 (2) Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian funda-mentalism in current times.

PE/TE: 35-36, 144-145, 266,

438, 831-832†

PE/TE: 36, 833

PE/TE: 35-36, 144-145, 266

11 (3) Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

PE/TE: 131-133, 258, 414-

417†

Add’l TE: 133, 415

PE/TE: 131-133, 414-417

11 (4) Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

PE/TE: 254-

256†

Add’l TE: 252

PE/TE: 259 PE/TE: 254-256

11 (5) Describe the principles of religious liberty foundin the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

PE/TE: 70-71, 96-97, 438-

439†

PE/TE: 70-71, 460Add’l TE: 438

PE/TE: 70-71, 96-97, 438-439




StandardMeets


11 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

11 (1) List the purpose and the effects of the Open Door policy.

PE/TE: 356-

357†

PE/TE: 358, 368

PE/TE: 356-357

11 (2) Describe the Spanish-American War and U.S. expansion in the South Pacific.

PE/TE: 344-

351, 355†

Add’l TE: 340

PE/TE: 348-349, 351, 368-369Add’l TE: 339d, 344, 347, 350

PE/TE: 344-351, 355

11 (3) Discuss America’s role in the Panama Revolution and the building of the PanamaCanal.

PE/TE: 360-

361†

PE/TE: 367-369Add’l TE: 339c, 360

PE/TE: 360-361, 366-367

11 (4) Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.

PE/TE: 362-

365†

PE/TE: 362, 365, 368Add’l TE: 363

PE/TE: 362-365

11 (5) Analyze the political, economic, and social ramifications of World War I on the home front.

PE/TE: 381-

383 403†

Add’l TE: 370

PE/TE: 391-392, 395, 406Add’l TE: 382, 389, 394

PE/TE: 381-383, 388-395

11 (6) Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.

PE/TE: 585-586, 604-605

PE/TE: 606, 608, 630Add’l TE: 624

PE/TE: 606-615, 622-629




StandardMeets


11 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11 (1) Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

PE/TE: 419-

424 466†

Add’l TE: 410

PE/TE: 421, 426-427, 430-431, 481, 483-484Add’l TE: 409c, 420, 480, 482

PE/TE: 419-421, 478-483

11 (2) Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

PE/TE: 412-418, 438-439,

453-454†

Add’l TE: 410, 432

PE/TE: 414-415, 418, 430, 460-461Add’l TE: 409d, 413

PE/TE: 412-418, 438-439

11 (3) Examine the passage of the Eighteenth Amendment to the Constitution and theVolstead Act (Prohibition).

PE/TE: 436-

437†

PE/TE: 436, 439, 460

PE/TE: 436

11 (4) Analyze the passage of the Nineteenth Amendment and the changing role of women insociety.

PE/TE: 334-

335, 440-445†

Add’l TE: 304, 432

PE/TE: 445, 460-461Add’l TE: 335, 441-442

PE/TE: 334-335, 440-445

11 (5) Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

PE/TE: 452-

457, 459†

PE/TE: 453, 456-457, 459-461Add’l TE: 431c, 431d, 454-455

PE/TE: 452-457




StandardMeets


11 (6) Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

PE/TE: 445, 447-448, 450,

460†

Add’l TE: 432

PE/TE: 451Add’l TE: 447

PE/TE: 447-448

11 (7) Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

PE/TE: 422-

427†

Add’l TE: 410

PE/TE: 421, 425, 427, 430-431Add’l TE: 424, 426

PE/TE: 422-427




StandardMeets


11 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

11 (1) Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

PE/TE: 464-

471†

Add’l TE: 462

PE/TE: 466-467, 471Add’l TE: 461c, 465, 470

PE/TE: 464-471

11 (2) Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

PE/TE: 464-471, 478-483,

488-501†

Add’l TE: 462, 486

PE/TE: 467, 471, 481, 483-485, 494, 499, 501, 522-523Add’l TE: 480, 491, 496

PE/TE: 464-471, 478-483, 488-501

11 (3) Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

PE/TE: 463, 472-477, 497, 504-509, 515-

519†

Add’l TE: 462, 486

PE/TE: 473, 476-477, 484-485, 509, 519, 522-523Add’l TE: 462d, 505

PE/TE: 472-477, 504-509, 515-519

11 (4) Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g.,Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

PE/TE: 492-494, 504-509,

515-519†

Add’l TE: 486

PE/TE: 493-494, 505, 507-509, 516, 519, 522-523Add’l TE: 492, 500, 517-518

PE/TE: 492-494, 504-509, 515-519

11 (5) Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, includingthe United Farm Workers in California.

PE/TE: 244-246, 320, 417-418, 499, 502-503, 507-509,

518, 769-771†

Add’l TE: 410

PE/TE: 246, 249-251, 418, 509, 522, 788-789Add’l TE: 245, 417, 508, 770

PE/TE: 244-245, 417-418, 507-509, 769-771




StandardMeets


11 11.7 Students analyze America’s participation in World War II.

11 (1) Examine the origins of American involvement in the war, with an emphasis on the events thatprecipitated the attack on Pearl Harbor.

PE/TE: 550-

557†

PE/TE: 552-554 557-559Add’l TE: 551, 555

PE/TE: 550-557

11 (2) Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

PE/TE: 569-

579, 581-583†

PE/TE: 570-571, 576, 579-581, 598Add’l TE: 575

PE/TE: 569-579, 581-583

11 (3) Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g.,the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

PE/TE: 563,

573, 579†

PE/TE: 582Add’l TE: 563, 572-573, 576

PE/TE: 573, 576, 579

11 (4) Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).

PE/TE: 534-535, 550-552,

554, 557†

PE/TE: 559Add’l TE: 534, 551

PE/TE: 534-535, 550-551, 554, 557

11 (5) Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America ) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

PE/TE: 544, 565-566, 594-

595†

Add’l TE: 526, 560

PE/TE: 549, 595, 597Add’l TE: 544, 565, 594

PE/TE: 592-597

11 (6) Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources.

PE/TE: 539, 561, 564-567,

583-585, 589†

PE/TE: 564, 599Add’l TE: 583

PE/TE: 564-567, 583-585

11 (7) Discuss the decision to drop atomic bombs andthe consequences of the decision (Hiroshima and Nagasaki).

PE/TE: 583-

585†

PE/TE: 525, 598Add’l TE: 584

PE/TE: 583-585

11 (8) Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

PE/TE: 696,

636†

PE/TE: 696 PE/TE: 696




StandardMeets


11 11.8 Students analyze the economic boom and social transformation of post–World War II America.

11 (1) Trace the growth of service sector, white collar,and professional sector jobs in business and government.

PE/TE: 641-

642†

PE/TE: 664 PE/TE: 641-642

11 (2) Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

PE/TE: 662,

768-771†

PE/TE: 663Add’l TE: 662, 769

PE/TE: 768-771

11 (3) Examine Truman’s labor policy and congressional reaction to it.

PE/TE: 636-

637†

PE/TE: 637 PE/TE: 636-637

11 (4) Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

PE/TE: 626, 634-636, 688-

691†

Add’l TE: 632, 668

PE/TE: 626, 696Add’l TE: 689

PE/TE: 634-636, 689-691

11 (5) Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

PE/TE: 517, 567-568, 606,

611-612†

PE/TE: 519 PE/TE: 517, 606, 611-612

11 (6) Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

PE/TE: 646, 684-685, 820-

825†

PE/TE: 646, 625, 826Add’l TE: 646

PE/TE: 684-685, 820-825, 846-847

11 (7) Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

PE/TE: 622-623, 626-629, 644, 646-647, 652-655, 681, 820-825, 871,

876-881†

PE/TE: 629, 631, 651, 654, 664, 825-827, 880-881, 890Add’l TE: 626, 646, 653, 823, 877-879

PE/TE: 622-623, 626-629, 644, 646-647, 650-655, 820-825, 871, 876-881

11 (8) Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

PE/TE: 645, 745, 783-784, 786-787, 808-

809†

PE/TE: 656-657, 787-788, 809Add’l TE: 631d, 645, 745, 783

PE/TE: 652-657, 762-763, 783-784, 874-875




StandardMeets


11 11.9 Students analyze U.S. foreign policy since World War II.

11 (1) Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffsand Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

PE/TE: 585-586, 603, 725,

854, 872-873†


PE/TE: 585-586, 872-873

11 (2) Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

PE/TE: 608, 624

PE/TE: 624, 631

PE/TE: 730-732

11 (3) Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including thefollowing:• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting• The Truman Doctrine• The Berlin Blockade• The Korean War• The Bay of Pigs invasion and the Cuban Missile Crisis• Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies• The Vietnam War• Latin American policy

PE/TE: 585-586, 601, 606-608, 611-621, 624, 629-761 799, 801, 815,

851-852†

Add’l TE: 600, 728

PE/TE: 606-607, 612-613, 615, 617, 619, 621, 630-631, 675, 677-678, 696-697, 732, 735, 741, 743, 745-747, 749, 753, 755, 758, 761, 764-765Add’l TE: 618, 620, 624, 673-674, 731, 734, 739, 744, 756, 759, 851

PE/TE: 606-608, 611-621, 673-677, 730-761, 801, 815, 851-852




StandardMeets


11 (4) List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the “nuclear freeze” movement).

PE/TE: 616-621, 626, 729, 740-747, 749-750, 756, 761,

813, 815†

Add’l TE: 600, 728

PE/TE: 619, 621, 630-631, 681, 743, 745, 747, 761, 764-765Add’l TE: 667d, 749, 756, 815

PE/TE: 616-621, 681, 740-747, 756, 815

11 (5) Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

PE/TE: 848-

850†

PE/TE: 847, 855-857

PE/TE: 848-850

11 (6) Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

PE/TE: 798-799, 816-817, 852-855,

US10-US11†

PE/TE: 827, 853-857Add’l TE: 852

PE/TE: 816-817, 852-855, US10-US11

11 (7) Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

PE/TE: 662, 864, 873, 885-

886†

PE/TE: 662, 886

PE/TE: 864, 885-886




StandardMeets


11 11.10 Students analyze the development of federal civil rights and voting rights.

11 (1) Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.

PE/TE: 453, 505-506, 564-566, 637-638, 702-705, 710-

716, 722-723†

Add’l TE: 560, 698

PE/TE: 638, 705, 707, 712, 716, 726-727Add’l TE: 702

PE/TE: 565-566, 637-638, 702-705, 722-723

11 (2) Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke , and California Proposition 209.

PE/TE: 162-163, 172-173, 184-185, 284-289, 452-457, 505-506, 592-593, 700-725,

815, 843†

Add’l TE: 698

PE/TE: 172, 285, 287, 291, 505, 701, 703, 705, 707, 716, 719, 722-723, 725-727Add’l TE: 697d, 702, 704, 706, 714-715, 721

PE/TE: 166-167, 172-173, 184-185, 284-291, 452-457, 592-593, 700-725, 818-819

11 (3) Describe the collaboration on legal strategy between African American and white civil rightslawyers to end racial segregation in higher education.

PE/TE: 702-

703†

PE/TE: 702-703

11 (4) Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significanceof Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

PE/TE: 700, 702, 704-705, 708-709, 711-

715, 719-720†

PE/TE: 723, 726-727Add’l TE: 697c, 714

PE/TE: 702, 704-706, 714, 719Add’l TE: 697c




StandardMeets


11 (5) Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas,strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

PE/TE: 145, 700-707, 711-712, 717-719, 723, 769-773, 843-845, 885-

887†

PE/TE: 702, 773Add’l TE: 706

PE/TE: 700-707, 711-712, 717-719, 769-773

11 (6) Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

PE/TE: 690, 702-703, 715-

716, 722-723†

PE/TE: 707, 709, 714, 727Add’l TE: 702

PE/TE: 708-709, 714, 716, 722-723, 724-725

11 (7) Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

PE/TE: 64-65, 147-149, 334-335, 776-780,

842-843†

PE/TE: 65, 148, 335, 777-778, 780, 788-789Add’l TE: 779, 842

PE/TE: 147-149, 334-335, 776-780, 842-843




StandardMeets


11 11.11 Students analyze the major social problemsand domestic policy issues in contemporary American society.

11 (1) Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

PE/TE: 691,

769†

Add’l TE: 766, 885-886, 888-889, 896-897

PE/TE: 855, 887, 890-891, 897Add’l TE: 886, 896

PE/TE: 691, 885-886, 896-897

11 (2) Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

PE/TE: 618, 636, 681, 689, 785, 812-813,

834†

PE/TE: 857Add’l TE: 667c, 667d

PE/TE: 636, 681, 689, 785, 812-813

11 (3) Describe the changing roles of women in society as reflected in the entry of more womeninto the labor force and the changing family structure.

PE/TE: 441-443, 504-505, 565, 591, 635, 644-645, 776-780, 842-843,

910-911†

PE/TE: 443, 645, 779-780Add’l TE: 442, 505, 591, 644, 777

PE/TE: 441-443, 504-505, 644-645, 776-780, 842-843, 910-911

11 (4) Explain the constitutional crisis originating from the Watergate scandal.

PE/TE: 804-

807†


PE/TE: 804-807

11 (5) Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

PE/TE: 691, 837, 881, 912-

913†

PE/TE: 821, 825-827, 913Add’l TE: 822-824, 812

PE/TE: 820-825, 912-913




StandardMeets


11 (6) Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

PE/TE: 660-661, 680, 682, 688, 690, 769-770, 794-796, 835-841, 861-

862, 906-907†

PE/TE: 661, 663, 696-697Add’l TE: 795, 861, 906-907

PE/TE: 660-661, 689-690, 769-770, 794-796, 861-862, 906-907

11 (7) Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts tothe suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

PE/TE: 646, 660-661, 690,

841†

PE/TE: 661, 663

PE/TE: 646, 660-661




StandardMeets


CHRONOLOGICAL AND SPATIAL THINKING

11 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons thatwere learned.

PE/TE: 104, 260, 404, 615,

7391

PE/TE: 299, 659, R7,

R11, R16†

PE/TE: R7, R11, R16

11 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

PE/TE: 292-300, 434-459, 515-519, 698-

725, 882-889†

PE/TE: 285, 519, 661,

770, 883†

PE/TE: 282-285, 434-459, 634-663, 830-832, 869-875

11 3. Students use a variety of maps and documentsto interpret human movement, including major patterns of domestic and international migration, changing environmental preferencesand settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

PE/TE: S20-S23, 205, 255,416, 591, 846-847, R25-

R26†2

PE/TE: 239, 650, 685, 885, R25-

R263

PE/TE: S20-S23, R25-R26

11 4. Students relate current events to the physical and human characteristics of places and regions.

PE/TE: 650-651, 684-685, 846-847, 885,

912†

PE/TE: 651, 675, 739, 847, 885Add’l TE: 599d, 823-824, 883

PE/TE: 604-608, 660-661, 673-677, 738-740, 820-825, 882-884

Historical and Social Sciences Analysis SkillsThe intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve. They are to be assessed only in conjunction with the content standards in grades nine through twelve.In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills.




StandardMeets


HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW

11 1. Students distinguish valid arguments from fallacious arguments in historical interpretations.

PE/TE: 401, 516, 585, 853,

R9†4

PE/TE: 401, 552, 585,

692, R94

PE/TE: 516, 552, 692,

853, R94

11 2. Students identify bias and prejudice in historical interpretations.

PE/TE: 401, 516, 585, 853,

R9†4

PE/TE: 401, 552, 585, 692, R9,

R15, R224

PE/TE: 516, 552, 692, 853, R9,

R15, R224

11 3. Students evaluate major debates among historians concerning alternative interpretationsof the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.

PE/TE: 401, 516, 585, 853,

R11†4

PE/TE: 401, 552, 585,

692, R114

PE/TE: 516, 552, 692,

853, R114

11 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

PE/TE: 884,

R13†

PE/TE: 338, 807, R13Add’l TE: 284, 884

PE/TE: R13




StandardMeets


HISTORICAL INTERPRETATION11 1. Students show the connections, causal and

otherwise, between particular historical events and larger social, economic, and political trends and developments.

PE/TE: 230-235, 237-238, 388-395, 634-636

PE/TE: 233, 265, 395, 591Add’l TE: 231, 389,

592†

PE/TE: 472-477, 590-595Add’l TE: 231, 389, 592

11 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

PE/TE: 359-367, 388-397, 616-621, 830-

833, R7†

PE/TE: 271, 469, 604, 799, R7Add’l TE: 465, 636

PE/TE: 262-266, 515-521, 654-763, 860-889, R7

11 3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

PE/TE: R11-

R12†

PE/TE: 484, 726, 788,

R11-R125

Add’l TE: 310, 537

PE/TE: R11-R12

11 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.

PE/TE: 478-483, 720, 866-867

PE/TE: 483,

585†

Add’l TE: 360, 584, 867

PE/TE: 359-367, 583-585, 734-735, 815

11 5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

PE/TE: 211, 234-235, 474, 519, 646

PE/TE: 231, 519, 821Add’l TE: 323, 646,

822†

PE/TE: 230-232, 236-237, 322-324, 820-825

11 6. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

PE/TE: 591, 634-636, 813-

814, 837, 862†

PE/TE: 517, 636, 836Add’l TE: 469, 813

PE/TE: 464-471, 517-518, 798-799, 834-836, 869-871




StandardMeets


Publisher Notes/Additional Comments (note to publishers: please include grade level/standard when listing comments):† page(s) contain material in more than one instructional category for this objective.1 Chronology and Spatial Thinking 11.1 see also Tracing Themes, Now & Then and Point Counterpoint features throughout the text.2 Chronology and Spatial Thinking 11.3 see also Maps throughout the text.3 Chronology and Spatial Thinking 11.3 see also Geography Skillbuilders throughout the text.4 Historical Research, Evidence, and Point of View 11.1, 11.2 and 11.3 see also Point Counterpoint features throughout the text.5 Historical Interpretation 11.3 see also Developing Historical Perspective and Developing Historical Questions throughout the text.



california standards map grade eleven—history-social …€¦ · · 2002-07-3111 (2) analyze...

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