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A Correlation of

Prentice Hall United States History

Survey Edition ©2013

to the

South Carolina High School United States History

and the Constitution Standards

A Correlation of Prentice Hall United States History Survey Edition ©2013 to the

South Carolina High School United States History and the Constitution Standards

Key: SE = Student Edition 2

Introduction

This document demonstrates how Prentice Hall® United States History ©2013 Survey Edition meets the 2011 South Carolina High School United States History and the Constitution Standards. Correlation page references are to the Student Edition. Social Studies Skills for the 21st Century are included in the correlation with each respective standard.

Connect, Experience, and Succeed! Prentice Hall United States History allows students to experience dynamic, interactive technology that brings history to life with exciting sights and sounds, personal accounts, and dramatic human emotions. The program’s updated content includes the global economic crisis, Barack Obama’s first two years as President, the Tea Party Movement, the 2010 midterm elections, and the Gulf Coast oil spill.

Experience exciting technology: Students experience stunning visuals and lively presentations through PresentationEXPRESS™ Premium DVD-Rom while engaging in chapter-by-chapter, project-based learning with the Experience It! Multimedia Pack.

Connect with Essential Questions: Students explore the big ideas and enduring issues of American history through the American Issues Connector, Web Quests, Journal, and Essential Questions Videos.

All students succeed: Use a variety of progress monitoring tools, chapter assessments, interactive quiz games, and Success Tracker™ — benchmark testing and remediation — to ensure all students succeed.

Prentice Hall United States History Survey Edition Units: Era 1: Origins of a New Nation (Prehistory-1765) Era 2: Creating the American Republic (1765-1816) Era 3: Expansion and Reform (1812-1860) Era 4: Civil War and Reconstruction (1846-1877) Era 5: Industrialization of the United States (1865-1914) Era 6: Emergence of the Modern United States (1890-1920) Era 7: Prosperity and Depression (1919-1941) Era 8: World War II and Postwar America (1931-1960) Era 9: Challenges and Change (1945-1980) Era 10: Changing and Enduring Issues (1980-Today)




Table of Contents

Standard USHC-1 ................................................................................................... 4 Standard USHC-2 ................................................................................................... 6 Standard USHC-3 ................................................................................................... 8 Standard USHC-4 ................................................................................................. 11 Standard USHC-5 ................................................................................................. 13 Standard USHC-6 ................................................................................................. 15 Standard USHC-7 ................................................................................................. 17 Standard USHC-8 ................................................................................................. 19




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Prentice Hall United States History Survey Edition ©2013

UNITED STATES HISTORY AND THE CONSTITUTION Standard USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States. USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development of British North America, including religious, social, political, and economic differences.

SE: England’s Southern Colonies, 44–49; The New England Colonies, 50–54; New York Becomes an English Colony, 56–57; Chart and Timeline of 13 British Colonies, 60; Migration from England, 66–67; Comparing Regional Cultures, 80–84; Documents of Our Nation: The Mayflower Compact, 1173

USHC-1.2 Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the rule of law as written in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War.

SE: House of Burgesses, 46–47; Government in the Colonies, 72–73, 75; Infographic: Roots of Democracy, 74; Chart: English Ideas Influence the Colonies, 90; Causes of the Revolution, 98–105; American Experience (History Interactive): The Road to Revolution, 106–107; Documents of Our Nation: Patrick Henry, “Liberty or Death,” 1173

USHC-1.3 Analyze the impact of the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic.

SE: Declaring Independence, 108–112; Declaration of Independence, 113–116; The Revolution Impacts Society, 126–127; Documents of Our Nation: John Adams, “Free and Independent States,” 1175

USHC-1. Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached at the Philadelphia Convention and the ratification of the Constitution.

SE: A Confederation of States, 134–141; Drafting the Constitution, 142–148; Primary Sources: John Locke: Two Treatises of Government, 149; Ratifying the Constitution,150–156; Primary Sources: James Madison: The Federalist, No. 10, 157; Chart: Comparing Plans for the Representation in the New Federal Government, 158; Writing About History, 160; Documents of Our Nation: The Federalist, No. 51, 1176

USHC-1.5 Explain how the fundamental principle of limited government is protected by the Constitution and the Bill of Rights, including democracy, republicanism, federalism, the separation of powers, the system of checks and balances, and individual rights.

SE: Ratifying the Constitution,150–153, 155–156 (see in particular page 155 for definitions of limited government, federalism and checks and balances); Primary Sources: James Madison: The Federalist, No. 10, 157; Chart of the Bill of Rights, 158; American Issues Connector: Checks and Balances, 159; Document-Based Assessment: Religious Freedom in Early America, 161; United States Constitution and commentary, 162–189







USHC-1.6 Analyze the development of the two-party system during the presidency of George Washington, including controversies over domestic and foreign policies and the regional interests of the Democratic-Republicans and the Federalists.

SE: A Two-Party System Emerges, 196–197; The Parties Debate Foreign Policy, 202–203

USHC-1.7 Summarize the expansion of the power of the national government as a result of Supreme Court decisions under Chief Justice John Marshall, such as the establishment of judicial review in Marbury v. Madison and the impact of political party affiliation on the Court.

SE: John Marshall’s Supreme Court, 206, 208; Landmark Decisions of the Supreme Court: Marbury vs. Madison, 207; Marshall and the Supreme Court Boost Federal Power, 243; Supreme Court Cases: Gibbons v. Ogden, 1166; Marbury v. Madison, 1167; McCulloch v. Maryland, 1167

Social Studies Literacy Skills for the Twenty-First Century

Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.

SE: Maps, 36, 49, 54, 59, 60, 67, 77, 82, 87, 88, 121, 125, 126, 138; Focus on Geography, 82, 138

Examine the relationship of the present to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future.

SE: American Issues Connector, 61, 91, 129, 154, 159

Trace and describe continuity and change across cultures.

SE: England’s Southern Colonies, 44–49; The New England Colonies, 50–54; The Middle Colonies, 55–59; Comparing Regional Cultures, 80–84

Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.*

* Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 37, 47, 49, 58, 59, 71, 74, 84, 89, 130, 145, 156, 160; Draw Inferences, 43, 47, 92, 111, 112, 127, 149; Synthesize Information, 30, 69, 92, 130, 141

Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.

SE: Causes of the Revolution, 98–105; Declaring Independence, 108–112; Shays’ Rebellion, 141; Drafting the Constitution, 142–149







Create a thesis supported by research to convince an audience of its validity.

SE: Writing Handbook: Research Writing, SH12–SH14; also see: Primary Sources, 149, 157; Section Assessment Writing About History Activities, 39, 43, 49, 54, 59, 71, 79, 84, 89, 105, 112, 122, 127, 141, 148, 156; Connect to Your World Activities, 29, 61, 91, 129, 159; History Interactive, 60, 74, 90, 106, 125, 144, 158; Critical Thinking: Evaluate Credibility of Sources, 92; Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24

Standard USHC-2: The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century. USHC-2.1 Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states’ rights and federal power during the era of Jacksonian democracy as the result of major land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession.

SE: The Louisiana Purchase, 209; American Experience (History Interactive): Experience Lewis and Clark, 212–213; The Nation Continues to Grow, 219; Chart of U.S. Territorial Expansion, 220; American Issues Connector: Sectionalism and National Politics, 239; An Era of Nationalism, 242–244,246–247; Democracy and the Age of Jackson, 249–254; Constitutional Disputes and Crises, 255–259

USHC-2.2 Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States’ relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War.

SE: The Monroe Doctrine, 246; Document-Based Assessment: The Monroe Doctrine, 263; Migrating to the West, 298-304; Texas and the Mexican-American War, 305-310; Effects of Territorial Expansion, 311-315; Document-Based Assessment: New Settlement in the Mexican Session, 319

USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies.

SE: Sectional Differences, 233–238; American Issues Connector: Sectionalism and National Politics, 239; Nationalist Economic Policies, 242–243; The Nullification Crisis, 255; The Bank War, 256–257







USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

SE: Sectional Differences, 233–238; American Issues Connector: Sectionalism and National Politics, 239; A Reforming Society, 274–277; The Antislavery Movement, 278–285; The Women’s Movement, 286–291; Document-Based Assessment: Nat Turner’s Revolt Shakes the South, 295; Effects of Territorial Expansion, 311–315; Slavery, States’ Rights, and Western Expansion, 324–329; A Rising Tide of Protest and Violence, 331–338; Documents of Our Nation: Frederick Douglass, Independence Day Speech, 1178-1179; Documents of Our Nation: Sojourner Truth, “Ain’t I a Woman,” 1179; Documents of Our Nation: Elizabeth Cady Stanton, Address to the Legislature of New York, 1179


Assess the relative importance of multiple causes on outcomes.

SE: Analyze Cause and Effect, SH27; Cause–and–Effect Charts, 219, 260, 316; Events That Changed America, 237; Critical Thinking Skills: Recognize Effects, 271, 304; Recognize Causes and Effects, 211, 238, 259, 277, 285, 294; Explain Effects, 222, 318; Explain Causes, 262; Recognize Causes, 281, 291, 310; Reading Skills: Identify Causes and Effects, 228, 232, 286, 290; Understand Effects, 242, 247, 249, 254, 274, 277, 311

Represent and interpret Earth’s physical

and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.*


SE: Maps: Geography Interactive, 203, 208, 210, 213, 217, 220, 223, 230, 239, 247, 252, 259, 269, 271, 300, 302, 309, 312; Focus on Geography, 230, 302; Analyze Maps, SH22

Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.

SE: Industry and Transportation, 228–232; Sectional Differences, 233–241; Economics Handbook, 1152-1153







Analyze, interpret, and synthesize social studies information to make inferences and draw conclusions.*


SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 197, 222, 238, 241, 247, 254, 262, 273, 294, 310, 314, 315; Draw Inferences, 196, 203, 204, 253, 272, 277, 281, 285, 290, 314; Synthesize Information, 204, 212–213, 219, 259, 262, 290, 291


SE: Writing Handbook: Research Writing, SH12–SH14; also see: Primary Sources, 204, 291; Section Assessment Writing About History Activities, 203, 211, 219, 232, 238, 247, 254, 259, 272, 277; Connect to Your World Activities, 221, 261, 293, 317; History Interactive, 212, 220, 240, 260, 288, 292, 314, 316; Writing Task, 295; Critical Thinking: Evaluate Information, 315; Credit Primary Sources, 907; Analyze Primary Sources, SH24; Evaluate Information, 315; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24

Standard USHC-3: The student will demonstrate an understanding of how regional and ideological differences led to the Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America. USHC-3.1 Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states’ rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America.

SE: Slavery, States’ Rights, and Western Expansion, 324–329; A Rising Tide of Protest and Violence, 331–338; Political Realignment Deepens the Crisis, 339–345; Landmark Decisions of the Supreme Court: Dred Scott v. Sandford, 342; Lincoln, Secession and War, 346–353; Document-Based Assessment: John Brown’s Raid, 357

USHC-3.2 Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, and political factors in the defeat of the Confederacy; and the ultimate defeat of the idea of secession.

SE: Resources, Strategies, and Early Battles, 360–366; African Americans and the War, 367–372; Life During the War, 373–379; Turning Points of the War, 380–389; The War’s End and Impact, 390–395; Document-Based Assessment: Total War, 399; Documents of Our Nation: Abraham Lincoln, The Gettysburg Address, 1180; Documents of Our Nation: Abraham Lincoln, Second Inaugural Address, 1181







USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans.

SE: Rival Plans for Reconstruction, 402–409; Reconstruction in the South, 410–418; The End of Reconstruction, 419–427; Document-Based Assessment: The Freedman’s Bureau, 431; also see additional pages for the amendments: thirteenth, 391; fourteenth, 520–521, 527; fifteenth, 520–521, 527

USHC-3.4 Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post-Reconstruction era.

SE: Violence Undermines Reform Efforts, 416-418; The End of Reconstruction, 419–427; The New South, 492–495; Segregation and Social Tensions, 520–527

USHC-3.5 Evaluate the varied responses of African Americans to the restrictions imposed on them in the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett.

SE: United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Black Southerners Gain and Lose, 495; Segregation and Social Tensions, 520–527 (all three historical figures mentioned in these chapters and in addition found on the following pages: Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells-Barnett, 559, 567)


Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.



SE: Cause–and–Effect Charts, 350, 428; Events That Changed America, 348, 384; Critical Thinking Skills: Recognize Effects, 337, 345, 353; Recognize Causes and Effects, 427; Explain Effects, 318, 372; Explain Causes, 356; Recognize Causes, 353; Identify Effects, 366, 371; Reading Skills: Identify Causes and Effects, 346, 353, 417; Understand Effects, 331, 334, 337, 393









SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 329, 332, 356, 363, 389, 395, 398, 409, 421; Decision Point, 406; Draw Inferences, 314, 371, 387; Synthesize, 337; Synthesize Information, 372; Analyzing Political Cartoons, 411

Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.

SE: Maps, 332, 335, 335, 335, 336, 348, 351, 51, 365, 369, 381, 384, 386, 394, 396, 407, 417, 424, 428; Focus on Geography, 351, 382

Explain contemporary patterns of human behavior, culture, and political and economic systems.

SE: Section Assessment: Terms and People, 329, 336, 345, 353, 366, 371, 378, 387, 395, 409, 418, 427; Chapter Assessments, 356, 398, 430


SE: Slavery, States’ Rights, and Western Expansion, 324–329; A Rising Tide of Protest and Violence, 331–338; Political Realignment Deepens the Crisis, 339–345; United States v. Cruikshank, 422, 423; Effects on African Americans, 425; Republican Party and African Americans, 427; Booker T. Washington, 565, 566, 571, 1184; W. E. B. DuBois, 565, 566, 634; Ida B. Wells-Barnett, 559, 567


SE: Writing Handbook: Research Writing, SH12–SH14; also see: Primary Sources, 372; History Interactive, 354, 384, 420; Writing Task, 399; Critical Thinking: Analyze Primary Sources, SH24; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24







Standard USHC-4: The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries. USHC 4.1 Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples.

SE: Technology and Transportation, 440; Focus on Geography: The Railroads: Shaping American Cities, 441; The Government Imposes Regulations, 448; Westward Expansion and the American Indians, 496–504; Railroaders Open the West, 507–508; Farmers Settle on Homesteads, 510; Chart: Key Events in the Indian Wars, 514; American Issues Connector: American Indian Policy, 515; Document-Based Assessment: U.S. Indian Policy, 517; Documents of Our Nation: Chief Joseph, “I Will Fight No More Forever,” 1182

USHC-4.2 Analyze the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets.

SE: Technology and Industrial Growth, 436–442; The Rise of Big Business, 443–449; The Organized Labor Movement, 450–457; Railroaders Open the West, 507–508; Farmers Settle on Homesteads, 510; Imperialists Seek Economic Benefits, 586-587

USHC-4.3 Evaluate the role of capitalism and its impact on democracy, including the ascent of new industries, the increasing availability of consumer goods and the rising standard of living, the role of entrepreneurs, the rise of business through monopoly and the influence of business ideologies.

SE: Technology and Industrial Growth, 436–442; The Rise of Big Business, 443–448; Primary Source: Andrew Carnegie, 449; Social and Cultural Trends, 480–485; Documents of Our Nation: Theodore Roosevelt, “The New Nationalism,” 1184-1185

USHC-4.4 Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor unions, and the Populist movement and the ways that these groups and the government responded to the economic problems caused by industry and business.

SE: The Workforce Grows, 437; Changing American Society, 442; The Government Imposes Regulations, 448; The Organized Labor Movement, 450–457; Chart: Influential Labor Unions, 458; Document-Based Assessment: Attitudes Toward Organized Labor, 461; Push and Pull Factors, 465; Opportunities and Challenges in America, 467; Farmers Migrate From Country to City, 474; Industries and Cities Grow, 492–493; Railroaders Open the West, 507–508; Farmers Settle on Homesteads, 510; Farmers and Populism, 533–539; Chart: The Business Cycle, 1158; Documents of Our Nation: Preamble to the Constitution of the Knights of Labor, 1182; Documents of Our Nation: Preamble to the Platform of the Populist Party, 1183







USHC-4.5 Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, the role of political machines, and the migration of African Americans to the North, Midwest, and West.

SE: Changing American Society, 442; The New Immigrants, 464–469; Cities Expand and Change, 472–476, 478; American Issues Connector: Migration and Urbanization, 477; American Architecture: Skyscrapers, 479; Chart: Rural and Urban Population, 486; American Issues Connector: Migration and Urbanization, 487; Document-Based Assessment: The Impact of Immigration, 489; Industries and Cities Grow, 492–493; Exodusters, 510

USHC-4.6 Compare the accomplishments and limitations of the women’s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and presidents Theodore Roosevelt and Woodrow Wilson.

SE: Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; The Drive for Reform, 548–555; Women Make Progress, 557–562; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, 564–566; Roosevelt’s Square Deal, 569–575; Wilson’s New Freedom, 576–579; Chart: Effects of Social Progressivism, 580



SE: American Issues Connector, 452, 459, 477, 487, 501, 515, 526, 541, 563, 581


SE: Events That Changed America, 446, 560; Critical Thinking Skills: Analyze Causes and Effects, 460; Recognize Causes and Effects, 457, 495, 504, 506, 512, 516, 527, 555; Explain Effects, 460, 582; Explain Causes, 488; Recognize Causes, 575; Reading Skills: Identify Causes and Effects, 436, 533, 539

Analyze how a scarcity of productive

resources affects economic choice.

SE: Technology and Industrial Growth, 436–442; The Rise of Big Business, 443–448; Primary Source: Andrew Carnegie, 449; Imperialists Seek Economic Benefits, 586-587; Economics Handbook: Key Economic Questions, 1152

Analyze the role of government in promoting entrepreneurial activity.

SE: Technology and Industrial Growth, 436–442; The Rise of Big Business, 443–448; Primary Source: Andrew Carnegie, 449; Railroaders Open the West, 507–508; Chart: Constitutional Protections of Free Enterprise, 1154









SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 430, 469, 482, 488, 503, 506, 525, 527, 551, 562, 579; Draw Inferences, 448, 460, 478, 516, 532, 568, 582; Synthesize Information, 449, 488, 503, 534, 539


SE: The Organized Labor Movement, 450–457; Changing American Society, 442; The New Immigrants, 464–469; Women Make Gains and Suffer Setbacks, 525, 527; American Issues Connector: Women in American Society, 526; Farmers and Populism, 533–539; The Drive for Reform, 548–555; Women Make Progress, 557–562; American Issues Connector: Social Problems and Reforms, 563; Progressivism Presents Contradictions, 564–566; African Americans Demand Reform, 566-567; Reducing Prejudice and Protecting Rights, 567-568; Roosevelt’s Square Deal, 569–575; Wilson’s New Freedom, 576–579

Standard USHC-5: The student will demonstrate an understanding of domestic and foreign developments that contributed to the emergence of the United States as a world power in the twentieth century. USHC-5.1 Analyze the development of American expansionism, including the change from isolationism to intervention and the rationales for imperialism based on Social Darwinism, expanding capitalism, and domestic tensions.

SE: The Roots of Imperialism, 586–591; The Spanish American War, 592–598; The United States and East Asia, 599–603; The United States and Latin America, 604–611; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615

USHC-5.2 Explain the influence of the Spanish-American War on the emergence of the United States as a world power, including the role of yellow journalism in the American declaration of war against Spain, United States interests and expansion in the South Pacific, and the debate between pro- and anti-imperialists over annexation of the Philippines.

SE: The Spanish American War, 592–598; Filipinos Rebel Against U.S. Rule, 599; American Issues Connector: America Goes to War, 613







USHC-5.3 Summarize United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow Wilson’s “moral diplomacy” and changing worldwide perceptions of the United States.

SE: Hay Reaffirms the Open Door Policy, 602; Witness History: Dollars for Bullets, 604; Roosevelt Pursues “Big Stick” Diplomacy, 605–609; Taft Switches to Dollar Diplomacy, 609; Wilson Pursues Moral Diplomacy, 609–611; Chart: Cause and Effect: American Imperialism, 612; American Issues Connector: America and the World, 613; Document-Based Assessment: American Imperialism, 615

USHC-5.4 Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow Wilson’s leadership in the Treaty of Versailles and the creation of the League of Nations.

SE: Neutrality Gives Way to War, 624–627; The Home Front, 629–635; Wilson, War, and Peace, 637–645; Primary Source: Woodrow Wilson: The Fourteen Points, 646; Effects of the War, 647-651; Document-Based Assessment: Americans For and Against the War, 655; Documents of Our Nation: Woodrow Wilson, “Peace Without Victory,” 1185

USHC-5.5 Analyze the United States rejection of internationalism, including postwar disillusionment, the Senate’s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United States in international affairs in the 1920s.

SE: America Rejects the Treaty, 644–645; Americans Embrace Normalcy, 650–651; America’s Role in the World, 669–670

Social Studies Literacy Skills for the Twenty-First Century Examine the relationship of the present

to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future.

SE: American Issues Connector, 590, 613, 626, 653


SE: Cause–and–Effect Charts, 652; Events That Changed America, 560; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 625; Explain Effects, 601; Recognize Causes, 654; Reading Skills: Identify Causes and Effects, 592, 598; Identify Causes, 627; Recognize Causes, 702

Analyze, interpret, and synthesize social

studies resources to make inferences and draw conclusions.*


SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 598, 610, 611, 614, 627, 631, 645; Draw Inferences, 582, 651; Synthesize, 627; Synthesize Information, 595, 646







Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.*


SE: Maps: Geography Interactive, 589, 597, 606, 608, 610, 612, 620, 624, 634, 639, 643, 648; Focus on Geography, 606, 634; Analyze Maps, SH22

Explain how an interdependent, specialized, and voluntary worldwide trade network affects standards of living and economic growth.

SE: The Roots of Imperialism, 586–591; The Spanish American War, 592–598; The United States and East Asia, 599–603; The United States and Latin America, 604–611


SE: Writing Handbook: Research Writing, SH12–SH14; also see: Primary Sources, 646; History Interactive, 600, 640, 662; Critical Thinking: Evaluate Information, 591, 670; Credit Primary Sources, 907; Analyze Primary Sources, SH24, 1014; Evaluate Information, 591; Reading Skills: Evaluate Credibility, SH6; Recognize Bias, SH5; Analyzing Primary Sources, SH24

Standard USHC-6: The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response to the economic crisis in the 1930s. USHC-6.1 Explain the impact of the changes in the 1920s on the economy, society, and culture, including the expansion of mass production techniques, the invention of new home appliances, the introduction of the installment plan, the role of transportation in changing urban life, the effect of radio and movies in creating a national mass culture, and the cultural changes exemplified by the Harlem Renaissance.

SE: A Booming Economy, 660–665; Social and Cultural Tensions, 671–673, 675–679; A New Mass Culture, 679–689; The Harlem Renaissance, 690–695; Document-Based Assessment: Scientific Management and Mass Production, 699

USHC-6.2 Explain the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the “Red Scare”, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial.

SE: The Red Scare, 649; Social and Cultural Tensions, 671–678; American Issues Connector: U.S. Immigration Policy, 674; Women Assume New Roles, 682-684







USHC-6.3 Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people.

SE: Causes of the Depression, 702–708; Americans Face Hard Times, 709–719; Hoover’s Response Fails, 720–725; Document-Based Assessment: Worldwide Depression, 729

USHC-6.4 Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of the Great Depression, including the effectiveness of New Deal programs in relieving suffering and achieving economic recovery, in protecting the rights of women and minorities, and in making significant reforms to protect the economy such as Social Security and labor laws.

SE: FDR Offers Relief and Recovery, 732–739; The Second New Deal, 740–747; Effects of the New Deal, 748–752, 754–757; American Issues Connector: Government’s Role in the Economy, 753; The New Deal and the Arts, 761; Document-Based Assessment: The Tennessee Valley Authority; Documents of Our Nation: Franklin D. Roosevelt, First Inaugural Address, 1186





SE: Cause–and–Effect Charts, 726, 756; Events That Changed America, 742; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 724; Recognize Causes and Effects, 757; Explain Causes, 708; Recognize Causes, 728; Identify Effects, 762; Reading Skills: Recognize Multiple Causes, 708; Recognize Causes, 702

Analyze how a scarcity of productive

resources affects economic choices.

SE: Causes of the Depression, 702–708; Americans Face Hard Times, 709–719; Economics Handbook: Key Economic Questions, 1152

Analyze the role of fiscal and regulatory policies in a mixed economy.

SE: FDR Offers Relief and Recovery, 732–739; The Second New Deal, 740–747; Effects of the New Deal, 748–752, 754–757; American Issues Connector: Government’s Role in the Economy, 753; Economics Handbook: Tools for Monitoring the Business Cycle, 1158-1159







Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.

SE: Hoover’s Response Fails, 720–724; FDR Offers Relief and Recovery, 732–739; The Second New Deal, 740–747; Effects of the New Deal, 748–752, 754–757; American Issues Connector: Government’s Role in the Economy, 753

Explain contemporary patterns of human behavior, culture, and political and economic systems.

SE: Section Assessment: Terms and People, 665, 670, 678, 687, 694, 708, 717, 724, 739, 747, 757, 762; Chapter Assessments, 698, 728, 766



SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 665, 670, 678, 683, 689, 708, 719, 728; Draw Inferences, 651, 698, 717, 725, 739; Synthesize, 627; Synthesize Information, 646, 728, 757

Standard USHC-7: The student will demonstrate an understanding of the impact of World War II on the United States and the nation’s subsequent role in the world. USHC-7.1 Analyze the decision of the United States to enter World War II, including the nation’s movement from a policy of isolationism to international involvement and the Japanese attack on Pearl Harbor.

SE: From Isolation to Involvement, 779–786; Primary Source: Franklin Delano Roosevelt: The “Four Freedoms” Speech, 787; America Enters the War, 788–795

USHC-7.2 Evaluate the impact of war mobilization on the home front, including consumer sacrifices, the role of women and minorities in the workforce, and limits on individual rights that resulted in the internment of Japanese Americans.

SE: The Home Front, 809–814; Landmark Decisions of the Supreme Court: Korematsu v. United States, 815; American Experience: Experience the Home Front, 816–817

USHC-7.3 Explain how controversies among the Big Three Allied leaders over war strategies led to post-war conflict between the United States and the USSR, including delays in the opening of the second front in Europe, the participation of the Soviet Union in the war in the Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki.

SE: Planning Germany’s Defeat, 818–819; The Atomic Bomb Ends the War, 825-827; Allies Set Postwar Goals, 834-835







USHC-7.4 Summarize the economic, humanitarian, and diplomatic effects of World War II, including the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel.

SE: The Holocaust, 828–833; Effects of the War, 834–839

USHC-7.5 Analyze the impact of the Cold War on national security and individual freedom, including the containment policy and the role of military alliances, the effects of the “Red Scare” and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the Berlin Wall, the Cuban missile crisis, and the nuclear arms race.

SE: The Cold War Begins, 846–852; Primary Source: The Truman Doctrine, 853; The Korean War, 854–859; The Cold War Expands, 860–867; The Cold War at Home, 868–875; Document-Based Assessment: Analysis of Senator McCarthy, 879; Documents of Our Nation: George Kennan, “The Sources of Soviet Conduct,” 1186-1187

USHC-7.6 Analyze the causes and consequences of social and cultural changes in postwar America, including educational programs, the consumer culture and expanding suburbanization, the advances in medical and agricultural technology that led to changes in the standard of living and demographic patterns, and the roles of women in American society.

SE: An Economic Boom, 882–887; A Society on the Move, 888–895; Mass Culture and Family Life, 896–902; Dissent and Discontent, 903–907; Document-Based Assessment: Impact of the Suburbs, 911





SE: Cause–and–Effect Charts, 838; Events That Changed America, 790, 820; Critical Thinking Skills: Analyze Causes and Effects, SH27; Recognize Effects, 778, 842; Recognize Causes and Effects, 839, 853, 871, 871, 891; Explain Effects, 878, 910; Explain Causes, 878; Recognize Causes, 786, 798; Identify Effects, 762; Analyze Causes, 808; Reading Skills: Identify Causes and Effects, 788, 795, 868, 891; Understand Effects, 834, 882, 887









SE: Draw Conclusions, 795, 798, 814, 817, 830, 852, 867, 871, 871, 875, 887, 891, 895, 899, 907, 910; Draw Inferences, 774–775, 798, 807; Synthesize, 774–775; Synthesize Information, 807, 842, 887, 907, 910

Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. USHC-8.1 Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality.

SE: Early Demands for Equality, 916–923; Landmark Decisions of the Supreme Court: Brown v. Board of Education, 924; The Movement Gains Ground, 925–935; Primary Source: I Have a Dream, 933; New Successes and Challenges, 936–938, 940–945; Document-Based Assessment: Civil Disobedience, 949; The Women’s Rights Movement, 1022-1026; The Rights Revolution Expands, 1028-1033; Document-Based Assessment: The Voting Rights Act, 1043; Documents of Our Nation: Martin Luther King, Jr., Letter from Birmingham Jail, 1188-1189

USHC-8.2 Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics.

SE: Johnson's Great Society, 965–966, 968–973; Document-Based Assessment: The Effectiveness of President Johnson’s Great Society Programs, 977; Nixon’s Policies Target Middle America, 1046–1047; Nixon Follows a Southern Strategy, 1048–1049; Documents of Our Nation: Lyndon Johnson, Voting Rights, 1190

USHC-8.3 Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition to the war, the role of the media, the policies of the Nixon administration, and the growing credibility gap that culminated in the Watergate scandal.

SE: Origins of the Vietnam War, 980–984; U.S. Involvement Grows, 985–991; The War Divides America, 992–999; The War's End and Impact, 1000–1005, 1007; Nixon and the Cold War, 1008-1011; Document-Based Assessment: The 1968 Presidential Race, 1015; Nixon and the Watergate Scandal, 1046–1054; Document-Based Assessment: Anatomy of a Scandal, 1071; Documents of Our Nation: Richard Nixon, Resignation Speech, 1190







USHC-8.4 Analyze the causes and consequences of the resurgence of the conservative movement, including social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and abortion, the economic and social policies of the Reagan administration, and the role of the media.

SE: The Counterculture, 1018–1021; The Women's Rights Movement, 1022–1027; The Rights Revolution Expands, 1028–1033; The Environmental Movement, 1034–1037, 1039; Changing Values Stir Unease, 1058–1061; The Conservative Movement Grows, 1076–1080; The Reagan Revolution, 1081–1086

USHC-8.5 Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and 2008.

SE: Document-Based Assessment: Is the National Debt a Problem, 1101; A Changing American Economy, 1106–1108; The Clinton Presidency, 1109–1113; Global Politics and Economics, 1114-1118; The Bush and Obama Presidencies1119–1126; Americans Look to the Future, 1127–1129

USHC-8.6 Summarize America’s role in the changing world, including the dissolution of the Soviet Union, the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global terrorism.

SE: The End of the Cold War, 1087–1092; Foreign Policy After the Cold War, 1093–1097; Global Politics and Economics, 1114–1118; America’s War on Terror, 1121–1122; Documents of Our Nation: George W. Bush, War on Terror Speech, 1192



SE: American Issues Connector, 947, 975, 1013, 1041, 1069, 1099, 1133



SE: Skills Handbook: Draw Inferences and Conclusions, SH29; Critical Thinking: Draw Conclusions, 922, 932, 935, 958, 963, 997, 999, 1005, 1007, 1011, 1066, 1080, 1084, 1085, 1097; Draw Inferences, 933, 963, 969, 1020, 1026, 1033, 1053, 1061, 1066, 1092, 1097, 1100, 1108, 1116, 1123, 1126, 1131, 1134; Synthesize, 945, 1005; Synthesize Information, 923, 958, 1007, 1031, 1053, 1067, 1070, 1092, 1100, 1107, 1113, 1134








SE: Early Demands for Equality, 916–924; The Movement Gains Ground, 925–935; New Successes and Challenges, 936–938, 940–945; The War Divides America, 992–999; The Counterculture, 1018–1021; The Women's Rights Movement, 1022–1027; The Rights Revolution Expands, 1028–1033; The Environmental Movement, 1034–1037, 1039; Changing Values Stir Unease, 1058–1061; The Conservative Movement Grows, 1076–1080; The Reagan Revolution, 1081–1086

Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.

SE: Johnson's Great Society, 965–966; Americans Look to the Future, 1127–1129; Economic Policy, 961, 1047–1048, 1056–1058, 1106–1110, 1112