Prentice Hall America: Pathways to the Present Survey - Pearson

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

Correlated to: New York Social Studies Core Curriculum

United States History and Government (Commencement)

SE = Student Edition TE = Teacher’s Edition 1

NEW YORK SOCIAL STUDIES CORE CURRICULUM UNITED STATES HISTORY AND GOVERNMENT

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

UNIT ONE: Introduction I. GEOGRAPHY A. The physical/cultural setting in the Americas

1. Size and location 2. Major zones/areas

a. Climate zones b. Vegetation zones c. Agricultural areas d. Natural resources

3. Factors that shaped the identity of the United States a. Major mountain ranges b. Major river systems c. Great Plains d. Atlantic/Pacific Oceans e. Coastlines f. Climate g. Abundance of natural resources

4. Barriers to expansion/development a. Climate b. Mountain ranges c. Arid lands d. Great Plains

SE: Illustrated Databank (maps): United States: Physical, 1189; Natural Resources, 1190; The World, Political, 1194-1195; Western Expansion, 89-90; American Pathways: The Expansion of the United States, 96-97; Settling the Northwest Territory, 196-197; Crossing the Appalachians, 249-251; Overland Travelers, 254-255; Gold Rush, 255-256; The California Gold Rush, 268-269; Settling the Great Plains, 516-517; Weather in the Dust Bowl, 746-747; Effects of the Dust Bowl and Depression (Map Skills), 747; Focus on Geography, 727, 746, 772, 1015; The Rise of the Suburbs, 922-923; The Rise of the Sunbelt, 1122-1123

TE: Bellringer, 89; Lesson Plan, 90; Activities, 91, 249, 747; Background, 253, 353; Feature Instruction, 96, 196, 268, 516, 922, 1122; Go Online, 97; American Heritage, 255

B. Role/influence of geography on historical/cultural development

1. Influences on early Native American Indians

SE: The Native American World, 4-9; Go Online, 9; R/A (Chapter Summary, Q 21), 30; Map Skills 3, 39, 251, 300, 494; War with the Indians, 55-57; Conflict with Native Americans, 491-492; Interpreting Charts: Key Events in the Indian Wars, 496; The Opening of Indian Territory, 497; Native Americans Face Unique Problems, 1006-1008

TE: Map Skills Lesson: 3; Bellringer, 4, 491; Lesson Plan, 5; Activities, 5, 7, 8, 495, 1006; Background, 6, 55

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

New York Social Studies Core Curriculum United States History and Government, (Commencement)




2. Influence on colonization patterns and colonial development

SE: The Atlantic World Is Born, 22-28; Spanish Explorers and Colonies, 36-41; Jamestown, 42-48; The New England Colonies, 49-54; The Middle and Southern Colonies, 59-60, 62-63, An Empire and Its Colonies: Setting the Scene, 70; Go Online, 28; R/A (Chapter Summaries), 30, 64; Map Skills, 37, 39, 43, 54, 56, 75, 110, Geography History: Colonial Settlements, 66-67

TE: Bellringer, 22, 42, 59; Lesson Plan, 23, 43, 66; Activities, 25, 36, 39, 40, 59, 61; Background, 25, 39, 44, 45, 50

3. Territorial expansion

SE: Western Expansion, 89-90; The Expansion of the United States, 96-97; Trails to the West, 249-256; Geography History, 196-197, 268-269. 516-517, 736-737; Imperialism: 593-596, 598-599, 602; Map Skills, 90, 199, 216, 229, 239, 252, 356, 487, 595, 602

TE: Bellringer, 89, 249; Lesson Plan, 90, 250; Activities, 90, 251, 252, 253, 254, 255; Feature Instruction, 96, 196, 268, 516, 736; Go Online, 97

4. Impact during wartime

SE: Map Skills, 56, 106, 129, 135, 225, 264, 353, 379, 385, 386, 403, 404, 407, 412, 423, 592, 645, 647, 648, 659, 804, 809, 815, 820, 825, 833, 838, 848, 873, 1023, 1034, 1040; Focus on Geography, 371; Setting the Scene, 1030; Interpreting Diagrams, 1032; Homeland Security, 1139-1140; Persian Gulf War, 1118-1119; War with Iraq, 1140-1141; American Literature: A Farewell to Arms, 1166-1167

TE: Activities, 1135, 1137, Background, 1023, 1138; Extend, 1166

5. Effect of location on United States foreign

policy

SE: Geography History, 610-611; Map Skills, 599, 602, 825, 838, 867, 873, 967, 984, 986, 1023, 1023, 1057, 1095, 1140; Oil Crisis, 1060; Foreign Policy Actions, 1081-1082; Carter’s Foreign Policy, 1087-1089; The Persian Gulf War, 1118-1119






C. Geographic issues today

1. Waste disposal 2. Water/air pollution 3. Shifting populations 4. Energy usage 5. Urban problems/challenges

SE: Great Society Legislation (graph includes Water Quality and Clean Water Acts), 979; Protecting the Environment, 1013-1016; Major Environmental Landmarks (chart), 1016; Balancing Jobs and the Environment, 1016; The Environmental Movement, 1020-1021; OPEC Nations (map), 1057; Fast Forward: Energy Shortages, 1061; The Rise of the Sunbelt, 1122-1123;

TE: Map Skills Lesson, 1057; Bellringer, 1013; Lesson Plan, 1014; Feature Instruction, 1020, 1122; Activities, 1013, 1015, 1016; Background, 1014, 1015, 1060

D. Demographics

1. Characteristics a. Gender b. Age c. Ethnicity d. Religion e. Economic variables f. Nature of household g. Marital status

2. Immigration 3. Migration 4. Population relationships/trends since 1865

a. Population growth b. Distribution c. Density

5. Current issues a. Graying of America b. Effects of baby boom generation c. Changing composition of populations

SE: Using Population Density Maps, 257; Shifts in Population and Employment, 1860-1900 (graph), 474; Streetcar Suburbs, 536; American Pathways: Immigrants in Search of the American Dream, 548-549; Demographics (definition), 686; Americans on the Move, 686-688; African American Migrations, 1890-1920 (Map Skills), 687; Regional Migration (map), 1940-1950, 899; The Rise of the Suburbs, 922-923; Asian Immigration, 1951-1978 (Graph Skills), 1006; The Rise of the Sunbelt, 1122-1123; Changing Racial and Ethnic Composition in the United States (graph), 1143; Changing Population Patterns, 1143; America’s Aging Population, 1144-1145; Population Growth and Damage in Florida (Map Skills), 1146; Illustrated Databank Maps; Charts), 1191, 1192-1193

TE: Feature Instruction, 257, 548, 922, 1122; Activities, 211, 536, 913, 1143, 1144; Go Online, 549; Map Lesson, 899






UNIT TWO: Constitutional Foundations For The United States Democratic Republic I. THE CONSTITUTION: THE FOUNDATION OF AMERICAN SOCIETY A. Historical foundations

1. 17th and 18th-century Enlightenment thought a. European intellectuals (Locke,

Montesquieu, Voltaire, Rousseau b. Key events (Magna Carta, habeas corpus,

English Bill of Rights, Glorious Revolution

SE: Magna Carta, 12-13; Key Events in Europe, crca 500-1600 (time line), 13; Glorious Revolution, 54, 72; Enlightenment: 119; Foundations of Democracy (chart), 120; Locke: 119-120 (q), 121; habeas corpus, 395

TE: Lesson Plan, 119; Activities, 120, 121; Background, 120

2. The peoples and peopling of the American

colonies (voluntary and involuntary) a. Native American Indians (relations

between colonists and Native American Indians, trade, alliances, forced labor, warfare)

b. Slave trade c. Varieties of immigrant motivation,

ethnicities, and experiences

SE: Native American Indians: 26-28, 38-39, 41, 44-45, 47-48, 60, 89-91; War with the Indians, 55-57; Slave trade: 27-28, 62-63, 68-69, 75, 83-85, 287-289; Immigration in colonies: 52, 89-90

TE: Time Line Activity, 68; Map Lesson, 69; About the Pictures, 69; Bellringer, 70, 83, 89; Lesson Plan, 84, 90, 286; Activities, 26, 46,52, 55, 56, 83, 85, 287, 288; Background, 27, 38, 55, 56, 85, 89, 287, 288; American Heritage: The Jamestown Massacre, 47

3. Colonial experience: political rights and

mercantile relationships a. Colonial charters and self-government:

Mayflower Compact, town meetings, House of Burgesses, local government, property rights, enforceable contracts, Albany Plan of Union

b. Native American governmental systems c. Colonial slavery (evolution and variation

of slavery in Chesapeake, South Carolina and Georgia, lower Mississippi Valley, middle colonies, and the North; slave resistance; influence of Africa and African-American culture upon colonial cultures; contradiction between slavery and emerging ideals of freedom and liberty)

d. Freedom of the Press: the Zenger case e. Salutary neglect, rights of English

citizens in America

SE: The Colonies in America (chart), 1607-1776, 61; Colonial experience: 71-72, 73, 80-81; Colonial charters and self-government: Mayflower Compact: 51, 1178; House of Burgesses: 46, 73; property rights: 78-79, 80; enforceable contracts:, 80, Albany Plan of Union: 105; 73, Native American governmental systems: 7, 1176-1177 (Iroquois Constitution); Colonial slavery: 62-63, 85-88; Zenger case: 79; Salutary neglect: 73

TE: Lesson Plans, 71, 84; Activities, 72, 73, 81, 86, 87; Background, 73, 79, 80, 86, 87; Feature Instruction, 1176, 1178






4. The Revolutionary War and the Declaration of Independence a. Causes of the Revolution b. Revolutionary ideology (republican

principles, natural rights c. Revolutionary leaders : Benjamin

Franklin, George Washington, John Adams, Samuel Adams, Patrick Henry

d. Slavery, African-Americans and the outcome of the American Revolution), (African American role in the Revolution, growth of the “free black” population)

SE: Declaration of Independence, 119-121, 123-126 (document); Causes: 109-115; Revolutionary ideology: 118-122; Benjamin Franklin: 105, 110-111, 117, 119; George Washington: 115, 129-130, 131; John Adams: 114, 121-122, 128; Samuel Adams: 112,114, 115, 116, 119; Patrick Henry: 115, 116, 119; African-Americans/Revolutionary War: 129, 130, 136-137

TE: Lesson Plan, 119, 128; Activities, 112, 114, 115, 120, 121, 124; Background, 115, 120, 121, 129 130, 131, 154, 209; American Heritage, 114; Feature Instruction, 117, 123

5. New York State Constitution based on

republican principles a. New York State Constitution b. State constitutions ( ratification by the

people, unicameral versus bicameral legislatures, branches of government)

c. Guaranteeing religious liberty ( disestablishment of churches, the growth of religious pluralism)

d. The abolition of slavery in New York

SE: New York (religious tolerance from establishment), 60, 61 (chart), State constitutions: 145-146; Abolition of slavery in New York: 287 (reference to all northern states)

TE: Lesson Plan, 60

6. Articles of Confederation 7. Northwest Ordinance

SE: Articles of Confederation: 145, 146-147, R/A (CS, Q 15), 170; Northwest Ordinance: 196-197, 215, 228, 250

TE: Activities, 146, 147; Background, 146, 147; Feature Instruction, 196

B. Constitutional Convention

1. Representation and process a. Framers of Constitution (James Madison) b. Plans of government (Virginia plan, New

Jersey plan, Connecticut plan) 2. Conflict and compromise: seeking effective

institutions a. Protecting liberty against abuses of power b. Power separated and balanced c. The Constitution, slavery, and fear of

tyrannical powers of government 3. The document’s structure of government 4. Ratification

a. The Federalist Papers—a New York activity with widespread influence

b. The debate: Federalist and Anti-Federalist arguments

SE: Representation and process: 150-154; James Madison: 151; Plans of government: 152-153; Conflict and compromise: 153-154; Structure of government: 154-157; Ratifying the Constitution, 158-161; The Federalist: 158, 159; Federalist and Anti-Federalist arguments: 158-160; 162-163; R/A (Qs 17-19, 26-28, Skills, Activities), 170-171

TE: Map Lesson, 143; About the Pictures (2), 143; Bellringer, 150, 158; Lesson Plan, 151, 159; Activities, 150, 152, 153, 154, 155, 156, 160, Background, 152, 155, 156, 160, 161, 162






C. The Bill of Rights

SE: The Bill of Rights, 161-163, 161 (chart); R/A (Qs 20, 21, 29), 170

TE: Activities, 161, 162

D. Basic structure and function: three branches and their operation

E. Basic constitutional principles 1. national power—limits and potentials 2. federalism—balance between nation and state 3. the judiciary—interpreter of the Constitution

or shaper of public policy 4. civil liberties—protecting individual liberties

from governmental abuses; the balance between government and the individual

5. criminal procedures—the balance between the rights of the accused and protection of the community and victims

6. equality—its historic and present meaning as a constitutional value

7. the rights of women under the Constitution 8. the rights of ethnic and racial groups under the

Constitution 9. Presidential power in wartime and in foreign

affairs 10. the separation of powers and the capacity to

govern 11. avenues of representation 12. property rights and economic policy 13. constitutional change and flexibility

SE: Focus on Government, 145, 155, 360, 673, 703; Constitution (document), 172-195; Jefferson and the Courts, 214-215; Checks and Balances in the Federal Government, 232-233; The Warren Court (constitutional rights), 979-981

TE: Lesson Plan, 172; Activities, 155, 156, 173; Background, 155, 156, Feature Instruction, 232






F. Implementing the constitutional principles

1. Creating domestic stability through sound financial policies: Hamilton’s financial plans

2. Development of unwritten constitutional government under Washington, Adams, and Jefferson: cabinet, political parties, judicial review, executive and congressional interpretation, lobbying: the Marshall Court (Marbury v Madison, 1803, McCulloch v Maryland, 1819, and Gibbons v Ogden, 1824)

3. Establishing a stable political system a. The Federalist and Republican parties

(philosophies of Hamilton and Jefferson) b. Suppressing dissent (the Whiskey

Rebellion, the Alien and Sedition Acts) 4. Neutrality and national security, Washington

through Monroe: foreign affairs, establishing boundaries a. Neutrality: A key element of American

foreign policy—influence of geography b. A new nation in a world at war c. Economic pressures as a tool of

diplomacy d. The failure of Republican diplomacy:

War of 1812 (significance of the War for Native American Indians, Spain, the growth of industry)

e. Monroe Doctrine

SE: Hamilton’s Program, 200-202; Washington’s Cabinet, 166, 202; political parties: 158-159, 204-206 (includes philosophies of Hamilton and Jefferson), 209, 210-211; Marbury v Madison (1803), 214-215 (includes judicial review), 1203; McCulloch v Maryland (1819), 291, 1203; Gibbons v Ogden (1824), 291 (chart), 292, 1201; Whiskey Rebellion: 204, 206 (picture); Alien and Sedition Acts: 208, 209, 216; Neutrality: 203, 205-206; War of 1812: significance of the War for Native American Indians, 224-225; the growth of industry: Wartime Manufacturing, 227; Monroe Doctrine, 292-293

TE: Bellringer, 200; Lesson Plan, 201,214; Activities, 202, 203, 204, 211, 293; Background, 202, 203, 292; American Heritage: What Made Government Grow?, 209

II. THE CONSTITUTION TESTED: NATIONALISM AND SECTIONALISM A. Factors unifying the United States, 1789-1861

1. The first and second two-party systems 2. The market economy and interstate commerce 3. The Marshall Court

SE: first two-party system: 158-159, 202 (chart), 204-205, 209; second two-party system: 294-295, 295 (chart); The market economy and interstate commerce: 274-275, 276-278, 292; John Marshall (Marshall Court): 212, 214-215, 232, 291-292, 301

TE: Lesson Plan, 291; Activities, 202, 204, 209, 210, 294; Background, 214, 294






B. Constitutional stress and crisis

1. Developing sectional differences and philosophies of government a. The growth of urban and industrial

patterns of life in the North (1) the transportation revolution (Erie

Canal, rise of the port of New York, New York City’s rise as a trade and manufacturing center)

(2) the introduction of the factory system (3) working conditions (4) women and work (5) urban problems

b. Middle-class and working-class life in the pre-Civil War North (families, gender roles, schooling, childhood, living conditions, status of free blacks)

c. Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845-1850; Germans; 1848 refugees ; Know-Nothings)

d. Patterns of Southern development (growth of cotton cultivation, movement into Old Southwest, women on plantations)

e. Life under slavery (slave laws; material conditions of life; women and children; religious and cultural expression; resistance)

SE: An Emerging New Nation (picture), 236-237; Growth of Canals (map), 271; Industrial Revolution, 272-274; Transportation and Communication, 274-276 (NY Artifact, 275) (NYC grew into business center, 276); An Expanding Economy, 276-278; The Northern Section, 280-284; Cultural Social and Religious Life, 238-246; Rising immigration, 332-334; Know-Nothings (nativism), 359-360; The Southern Section, 285-289; Two Nations, 346-350

TE: Historical Evidence, 236; Time Line Activity (Q 2), 270; Map Lesson, 271; About the Pictures, 271; Bellringer, 272, 280, 285, 346; Lesson Plan, 241, 273, 281, 286, 333, 347; Activities, 241, 242, 246, 247, 272, 275, 277, 280, 283, 287, 333, 334, 346, 349; Background, 242, 274, 276, 277, 282, 287, 334, 349, 359; American Heritage, 275






2. Equal rights and justice: expansion of franchise; search for minority rights; expansion of slavery; abolitionist movement; the underground railroad, denial of Native American Indian rights and land ownership a. Political democratization: national

political nominating convention, secret ballot

b. The rise of politics (John Quincy Adams, Andrew Jackson, the spoils system, the bank war, Martin Van Buren)

c. Native Americans (1) History of Indian relations from 1607 (2) Native American cultural survival

strategies (Cultural adaptation, cultural revitalization movements, Pan-Indian movements, resistance)

(3) The removal policy: Worcester v Georgia, 1832

d. The birth of the American reform tradition (religious and secular roots; public schools; care for physically disabled and mentally ill; the problems of poverty and crime; antislavery; women’s rights movement)

SE: The Underground Railroad (map), 309; The Antislavery Movement, 318-325; Political: Focus on Government, 211; John Quincy Adams as President, 207-209; Andrew Jackson as President, 297-298; The Bank War, 302; Martin Van Buren: 302-303; History of Indian relations from 1607: 44-45, 47-48. 52, 56-57, 90-91, 109 252; Native American Resistance, 220-223; Forcing Native Americans West, 250-251; The Indian Crisis (includes Worcester v Georgia, 1832), 300-302; Section Assessment (Q4), 303; Reforming Society, 310-316; The Movement for Women’s Rights, 326-331

TE: Map Lesson, 309; Bellringer, 220, 297, 310, 318, 326; Lesson Plans, 223, 298, 311, 319, 327; Activities, 221, 222, 252, 300, 301, 314, 315, 319, 323, 326, 328; Background, 253, 288, 300, 301, 312, 314, 321, 322, 328; American Heritage, 302, 313, 320

3. The great constitutional debates: state’s rights versus federal supremacy (nullification); efforts to address slavery issue (Missouri Compromise, Compromise of 1850, fugitive slave law, Dred Scott v Sanford, 1857); preservation of the Union

SE: Nullification: 298-300; Missouri Compromise, 228-229; 355-356; Compromise of 1850, 356-359; Fugitive Slave Act, 357, 359, 361; Dred Scott v Sanford (1857), 365, 1201

TE: Map Lesson, 345; Bellringer, 355; Lesson Plan, 356; Activities, 357, 358, 365; Background, 357, 358, 365

C. Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny

1. The Louisiana Purchase 2. Exploring and settling the West (Explorers,

Lewis and Clark expedition, naturalists, trappers and traders, trailblazers, missionaries, pioneers, the Mormon Church)

3. The Spanish, Mexican, and Native American West

4. Motives for and implications of expansion and western settlement

5. Politics of western expansion (Manifest Destiny, the Texas and Oregon questions, the Mexican War)

6. Impact of western expansion upon Mexicans and Native Americans

SE: The Louisiana Purchase (map), 199; Jefferson’s Program in the West, 215-216; Exploration of the American West, 1804-1807 (map), 216; Trails to the West; 249-256; The Great Plains and the Southwest, 258-265; The Mexican War and Slavery Extension, 351-354

TE: Map Lesson, 199; About the Pictures (2), 199; Bellringer, 249, 258, 351; Lesson Plans, 214, 250, 259, 352; Activities, 215, 216, 251, 253, 254, 255, 260, 261, 262, 263, 264, 351, 353; Background, 247, 251, 253, 254, 260, 261, 262, 353; American Heritage, 215, 255






D. The Constitution in jeopardy: The American Civil War

1. United States society divided a. Party disintegration and realignment and

sectional polarization (Kansas-Nebraska Act, disintegration of the Whig Party and the rise of the Republican Party, Dred Scott decision, John Brown’s raid)

b. Abraham Lincoln, the secession crisis, and efforts at compromise (Lincoln-Douglas debates, election of 1860, secession, compromise plans, Fort Sumter)

SE: Kansas-Nebraska Act: 360-361, 363; disintegration of the Whig Party and the rise of the Republican Party, 359, 361; Dred Scott decision, 365; John Brown’s Raid, 368; Lincoln-Douglas Debates, 366-367; Election of 1860, 369-370, Lower South secedes, 370-371; Last-Minute Compromises Fail, 371-372; Fort Sumter, 372-373; Upper South Secedes, 373

TE: Time Line Activity (Q 2), 344; About the Pictures (4, 5), 345; Bellringer, 363; Lesson Plan, 364, 370; Activities, 365, 366, 367, 371, 372; Background, 359, 360, 371, 372

2. Wartime actions

a. Military strategy, major battles (Antietam, Gettysburg), and human toll

b. Impact of war on home front (civil liberties during the Civil War, women’s roles)

c. Government policy during the war ( wartime finances, creating a national currency, transcontinental railroad, Homestead Act)

d. Lincoln and Emancipation (the Emancipation Proclamation, the Gettysburg Address, African-American participation in the Civil War, the 13th Amendment)

SE: The Civil War, 378-419 TE: Time Line Activity, 378; Map Lesson and

About the Pictures, 379; Bellringer, 380, 390, 402, 410; Lesson Plan, 381, 391, 403, 411; Activities, 380, 384, 385, 386, 387, 388, 393, 394, 395, 396, 397, 398, 399, 402, 403, 404, 405, 406, 411, 415, 416; Background, 383, 384, 385, 386, 387, 388, 392, 394, 396, 397, 398, 399, 404, 405, 406, 407; American Heritage, 394; 412, 413, 414, 415, Feature Instruction, 401

UNIT THREE: INDUSTRIALIZATION OF THE UNITED STATES I. THE RECONSTUCTED NATION A. Reconstruction plans

1. Lincoln’s plan 2. Congressional Reconstruction 3. Post-Civil War amendments (13th, 14th, and

15th) 4. Impeachment of Andrew Johnson 5. The reconstructed nation and shifting

relationships between the federal government, state governments, and individual citizens

SE: Lincoln’s Reconstruction Plan, 426-427; Congressional Reconstruction, 430-435; Post-Civil War Amendments: 414-415 (13th), 431 (14th), 433-434 (15th); Johnson is Impeached, 433; Federalism and States’ Rights, 444-445, 448-449; SA, 429 (Qs 1, 5), 435; R/A (Chapter Summary, Qs 12,14 20, 21, Activities), 446-447

TE: Bellringer, 424; Lesson Plans, 425, 431; Activities, 424, 425, 426, 427, 431, 432, 433, 434, 449; Background, 433, 434,439; American Heritage, 432; Instruct, 448






B. The North

1. Economic and technological impacts of the Civil War

2. Expanding world markets 3. Developing labor needs

SE: Cities and Industry, 438-439; The Growing Work Force, 473-474; Also see A Technological Revolution, 456-464

TE: Lesson Plan, 474; Background, 458, 459, 464; American Heritage, 474

C. The New South

1. Agriculture: land and labor (sharecropping and tenant farming)

2. Status of freedmen a. The economic, political, social, and

educational experiences of formerly enslaved African-Americans

b. From exclusion to segregation 3. Struggle for political control in the New South 4. Supreme Court interpretations of the 13th and

14th amendments (Civil Rights Cases, 1883) 5. The emerging debates over “proper’ role of

African-Americans

SE: Birth of the “New South”, 436-440; Changes in Farming, 437-438; Status of freedmen: 430, 436; The Taste of Freedom, 427-429; Uneven Support for Schools, 554; African Americans and Higher Education, 555-557; Post-Reconstruction Discrimination, 564-566 (exclusion to segregation; “proper’ role of African-American); Struggle for political control: 434-435, 439-440, 442-443, 443-444; Supreme Court Limits Scope of Amendments, 444; Civil Rights Cases, 1883, p.1200; SA, 440; R/A, (Chapter Summary, Qs 13, 16, 19, Activities), 446-447

TE: Bellringer, 430; Lesson Plan, 437; Activities, 428, 429, 438, 556, 566; Background, 427, 428, 438

D. End of Reconstruction

1. Disputed election of 1876 2. End of military occupation 3. Restoration of white control in the South

(1870s and 1880s) and abridgment of rights of freed African-Americans

4. Plessy v Ferguson, 1896: “separate but equal”

SE: The End of Reconstruction, 442-445; Presidential Election of 1876, 444 (map skills); The Compromise of 1877, 444-445; The World of Jim Crow, 564-568; Plessy v Ferguson, 566, 1204

TE: Bellringer, 442, 564; Lesson Plan, 443, 565; Activities, 444, 565, 566, 567; Background, 566, 567; American Heritage, 443, 444

E. The Impact of the Civil War and Reconstruction Summary

1. On political alignments 2. On the nature of citizenship 3. On federal-state relations 4. On the development of the North as an

industrial power 5. On American society

SE: Reconstruction, 1865-1877, pp.422-445; Review and Assessment, 446-447; Creating a Chapter Summary, 446; Test Preparation, 450-451

TE: Time Line Activity, 422; Reuniting a War-torn Nation (map lesson) and About the Pictures, 423; Bellringer, 424, 430, 436, 442; Lesson Plan, 425, 431, 437, 443; Activities, 425-428, 431-434, 438-439, 444; Background, 426-428, 433, 434, 437-439; American Heritage, 432, 443, 444






II. THE RISE OF BIG BUSINESS, INDUSTRY, AND LABOR, 1865-1920 A. Economic transformation and the “search for order”

1. Business response to change: organize and rationalize

2. Organizational responses a. From proprietorships and partnerships to

the rise of monopolies b. Incorporation c. Capital concentration: consolidation d. Expanding markets: national and

international e. Merchandising changes, department

stores, mail order catalogs

SE: The Growth of Big Business, 467-472; Business on a Larger Scale, 469-470; Gaining a Competitive Edge, 470-472 (monopolies, consolidation); From Producer to Consumer (department stores, mail order catalogs), 570-571; SA, 472; R/A (Q 18, Skills Assessment), 484-485

TE: Bellringer, 467; Lesson Plan, 468; Activities, 470, 571; Background, 469, 471

B. Major areas of growth in business and industry

1. Transportation: railroads and automobiles; urban transportation

2. Building materials: steel 3. Energy sources: coal, oil, electricity 4. Communications: telegraph, telephone

SE: Railroads Create a National Network, 460-463; Automobile: 725-728; Industrial Growth, 728-729; Steel: 463-465, 468, 470-471; Coal: 282, 625-626; Oil: 457-458, 468, 471-472, 728-729; Electricity: 458-459, 465, 724; Telegraph: 459-460; Telephone: 460; R/A ( Qs 15, Activity), 484-485

TE: Bellringer, 456, 723; Lesson Plan, 457, 724; Activities, 456, 458, 459, 460, 461, 462, 463, 725, 726; Background, 457, 459, 460, 461, 463, 725, 726

C. Representative entrepreneurs: Case studies in concentrated wealth and effort

1. John D. Rockefeller: oil; Andrew Carnegie: steel; Ford: auto

2. Work ethic: Cotton Mather to Horatio Alger 3. Conflict between public good and private

gain, e.g., use of resources

SE: American Biography, 469 (Carnegie), 728 (Ford); John D. Rockefeller: 468, 471-472; Andrew Carnegie: 467, 468-469, 470; ; Ford and the Automobile, 725-729; Cotton Mather: 67; Horatio Alger; 562; Robber Barons or Captains of Industry?, 468-469; Gaining a Competitive Edge, 470; R/A (Chapter Summary, Q 17), 484

TE: Lesson Plan, 468; Activities, 467, 469, 471, Background, 468, 587






D. New business and government practices: Popular and government responses

1. Laissez-faire and government support; interpretation of 14th Amendment by Supreme Court

2. Railroad “pooling”; rate inequalities (Wabash, St. Louis, and Pacific Railway v. Illinois, 1886)

3. Competition and absorption; mergers and trusts; Sherman Antitrust Act, 1890 (United States v. E.C. Knight, 1895)

SE: The Government Response, 472; Laissez-faire policies, 521, 728; Civil Rights Cases, 1883,, p. 1200; Regulating Railroads, 524-525, 626; Focus on Economics, 525; New Market Structures, 470; Sherman Antitrust Act: 472, 483, 511, 525, 626, 632; R/A (Qs 16, 25), 484; Antitrust Activism, 626

TE: Bellringer, 520, 621; Lesson Plan, 622; Activities, 470; Background, 471

E. Labor’s response to economic change: Organize

1. Efforts at national labor unions: Knights of Labor (1869); AF of L (1881-1886); ILGWU (1900) a. “Bread and butter” objectives b. Unions and social issues (education) c. Attitudes toward immigrants, African-

Americans, women d. Union leadership (Gompers, Debs)

2. Struggle and conflict a. Major strikes: gains and losses—

Homestead, Pullman (In Re Debs, 1895), Lawrence

b. Management’s position c. Weapons or tactics employed in disputes

between labor and management d. Attitude and role of government

SE: The Great Strikes, 477-482; The Rise of Labor Unions, 478-479; Early Labor Unions, 478; The Knights of Labor, 478-479; AF of L, 479; Attitudes toward immigrants, African-Americans, women: 479; Gompers:, 479; Railroad Workers Organize, 480-481; Debs: 480-481; Major Strikes: (includes management’s position, weapons or tactics employed in disputes between labor and management, attitude and role of government); 481-483, 513, 715-717; Reaction of Employers, 479-480; SA, 483; R/A (Qs 19-22, 27), 484; Also see The Labor Movement, 617; Skills for Life: Drawing and Testing Conclusions, 620; Two Women Reformers, 618-619; A New Labor Department, 627

TE: Bellringer, 477; Lesson Plan, 478; Activities, 479, 480, 481, 626; Background, 479, 480, 481; American Heritage,480; Instruction, 513; Feature Instruction, 620

F. Agrarian response to economic change: Organize and protest

a. The Grange movement as agrarian protest b. Populism: a political response—William

Jennings Bryan and the election of 1896 (1) Case study: The Populists as a

grassroots political party c. National government response: Interstate

Commerce Act, 1887

SE: Populism, 507-512; Organizing Farmer Protests, 510-511; Go Online, 512; Presidential Election of 1896 (map skills), 511; Bryan’s Cross of Gold, 512; Setting the Scene, 506; The Populists, 511; Populism’s Legacy, 512; Interstate Commerce Act, 1887: 511; R/A (Chapter Summary, Qs 15-17, Skills Assessment), 514-515

TE: Bellringer, 507; Lesson Plan, 508; Activities, 507, 509, 510, 511; Background, 509, 510; American Heritage, 511






III. ADJUSTING SOCIETY TO INDUSTRIALISM: AMERICAN PEOPLE AND PLACES A. Impact of industrialization

1. Urban growth a. Attractions: jobs, education, culture,

public education system b. Problems (slums, increased crime,

inadequate water and sanitation services) c. Skyscrapers and elevators; tenements and

walk-ups d. Social Darwinism, increased class

division, conspicuous consumption, social conscience, philanthropy

2. Work and workers a. Factories and people—immigrant patterns

of settlement b. Geographic, economic, social, and

political considerations c. Working conditions: “wage slavery” d. Living conditions: company towns and

urban slums e. The Great Migration: The migration of

African-Americans to the North

SE: The Challenge of the Cities, 534-539; Immigrants and Education, 553-554; Social Darwinism, 469; R/A, 484 (Q 26); Analyzing Tables and Statistics (Immigrants by Region, 1871-1920), 540; Factory Work, 474-475; SA, 476; Race Relations in the North, 567; Social Mobility for Minorities and Women, 668; African Americans in the North, 687; African American; Migrations, 1890-1920, 687; African American Migration, 930-931

TE: Bellringer,534; Lesson Plan, 535; Activities, 475, 530, 534, 536, 537, 538, 687; Background, 475, 537, 566, 687; American Heritage, 535; Feature Instruction, 540

3. Women, families, and work a. Traditional roles—Victorian ideal and

reality b. Outside and inside their homes: double

drudgery c. Jobs for domestics, laundresses, and

textile workers; technology brought jobs as telephone operators and typists

d. Emerging family patterns: two wage earners, broken homes

e. Problems of child labor, elderly, disabled, and African-American women (1) Case study: child labor

f. Role of religion in a pluralistic society (1) Religious tolerance develops slowly (2) Puritan beliefs and values influenced

our historical development (3) Religion and party politics in 1896

SE: Analyzing Political Cartoons for Point of View (women’s roles and equality), 558; The Changing Roles of Women, 569-573; SA, 573; R/A (C S, Qs 15, 17, Skills Assessment), 574-575; Social Mobility for Minorities and Women, 668; Women’s Changing Roles, 685; Fast Forward, 685; The Work Environment, 475; Working Families, 476; Child labor, 476, 619; McKinley Wins in 1896, 526; Also see Two Women Reformers, 618-619; Role of religion: 93, 162, 334, 347, 360, 542; 701-702

TE: Bellringer,569; Lesson Plan, 570, 685; Activities, 561, 569, 572, 638; Background, 478 (African-American women), 572; American Heritage, 474; Feature Instruction, 558

4. The growing middle class (consumerism and its material benefits and effects)

5. Art and literature (Mark Twain and penny dailies)

SE: New Forms of Entertainment, 559-563; Mark Twain, 520; What People Were Reading, 562; From Producer to Consumer, 570-571

TE: Bellringer,559; Lesson Plan, 560; Activities, 562, 571; Background, 561, 562, 571






B. Immigration, 1850-1924

1. New sources: eastern/southern Europe; Asia—the “new ethnicity” a. Case studies: Italian immigration,

Chinese immigration (1850-1924, West to East migration), Russian/Jewish immigration

2. The impulses abroad 3. The attraction here: labor shortages, liberty,

and freedoms 4. Urbanization: ghettos 5. “Americanization” process 6. Impacts on family, religion, education, and

politics 7. Contributions to American society

a. Diversity of the United States population

SE: Politics, Immigration, and Urban Life, 518-519; Rising Immigration, 332-334; The Growing Workforce, 473; People on the Move, 527-533; European Immigration(Chart), 529; Fast Forward: Chinese Immigration, 531; American Pathways: Immigrants in Search of the American Dream, 548-549; American Literature: Hungry Hearts, 1164-1165

TE: Map lesson and About the Pictures (#s 2,3), 519; Bellringer, 527; Lesson Plan, 528; Activities, 527, 529, 531, 532, 549; Background, 470, 528, 530, 531, 532, 536, 538, 543; Feature Instruction, 548

C. Reactions to the “new” immigration

1. Cultural pluralism: assimilation (Americanization), acculturation (“melting pot” or cultural pluralism) or both

2. Nativist reactions: stereotyping or prejudice (1) Case study: Irish immigration

3. Impact on African-Americans and other established minorities

4. “Yellow Peril,” West Coast restrictions 5. Literacy testing, 1917 6. The Red Scare 7. Quota Acts of 1921 and 1924

SE: Rising Immigration (includes reaction to Irish, 332-334; The Irish Potato Famine, 333; Rise of the Know-Nothings (nativism), 359-360; Nativism, 544; 548 (toward Northern Europeans); American Heritage: Living Under Jim Crow, 576-577; Chinese Excluded, 531-532; Japanese Restricted, 532; Red Scare: 714-716, 717; Quota Act (1921): 533, Domestic Issues (nativism/ Quota Acts), 719

TE: Activities, 333, 359, 544, 577; Background, 359, 529; Feature Instruction, 576

D. The Frontier (1850-1890)

1. Land west of the Mississippi a. Rolling plains and the Great American

Desert b. Native American Indian nations; concept

of oneness with the environment c. The Homestead Act, 1862, and the

settlement of the West 2. The impact of industrialization

a. Improved transportation facilitated shipping of foodstuffs and migration of population

b. Western migration of immigrants c. Potential for investment: development of

key urban centers

SE: Looking to the West, 486-487; Moving West, 488-490; Life of the Plains Indians, 491-492; Homestead Act, 489; Pull Factor: Private Property, 489-490; Farming the Plains, 502-505; Pull Factor: Government Incentive, 488; Settlers From Far and Wide, 490; The Shifting Frontier (development of urban centers), 490; Viewing History, 498; Cow Towns, 500-501; SA, 490, 506; R/A, 514-515; Settling the Great Plains, 516-517

TE: Map Lesson: 487; About the Pictures, 487; Bellringer, 488; Lesson Plan, 489; Activities, 488, 498, 503, 504; Background, 489, 500, 502, 503, 504, 505; American Heritage, 501, Feature Instruction, 516






3. Native American Indians a. Pressures of advancing white settlement;

differing views of land use and ownership b. Treaties and legal status c. The Indian Wars: 1850-1900 d. Legislating Indian life: reservations;

Dawes Act (1887) e. Indian civil rights laws—legal status of

Native American Indians, 1887-1970: citizenship, 1924; self-government, 1934; self-determination, 1970

SE: Native Americans and Land, 9; Conflict With Native Americans, 491-497; Native American Territory in the West, Circa 1890 (map skills), 494; Making Treaties, 492; Key Events in the Indian Wars (chart ), 496, Dawes Act:: 496; Indian civil rights laws:771, 1008; Rights for Native Americans, 965; Native Americans Face Unique Problems, 1006-1008; SA, 497, 1008 (Qs 4,5); R/A, 514-515

TE: Time Line Activity, 486; About the Pictures (#1), 487; Bellringer, 491; Lesson Plan, 492; Activities, 493, 494, 495, 496, 500, 771, 964, 1006, 1007; Background, 492, 493, 494, 495, 496, 1006, 1007; American Heritage

UNIT FOUR: The Progressive Movement: Responses To The Challenges Brought About By Industrialization And Urbanization I. REFORM IN AMERICA Pressures for reform

1. Progressives supported the use of government power for different reform purposes

2. Effects of developing technologies and their social, ethical, and moral impacts

3. Struggle for fair standards of business operation and working conditions (Lochner v. New York, 1905; Muller v. Oregon, 1908)

4. Increasing inequalities between wealth and poverty

5. Rising power and influence of the middle class

SE: Helping the Needy, 541; Setting the Scene, 614; The Roots of Twentieth-Century Reform, 615; The Progressives: Their Goals and Beliefs, 615

TE: Bellringer, 614; Lesson Plan, 615; Activities, 614; Background, 615; American Heritage,






Progress: Social and economic reform and consumer protection

1. The “Muckrakers” and reform a. Magazine writers (Steffens, Tarbell) b. Novelists (Norris, Sinclair) c. Legislation (Pure Food and Drug Act,

1906, Meat Inspection Act, 1906) 2. Other areas of concern

a. Social settlement movement and the problems of poverty (Jacob Riis, Jane Addams)

b. Women’s rights and efforts for peace (1) The suffrage movement (Elizabeth

Cady Stanton, Susan B. Anthony); Seneca Falls

(2) Beginnings of the fight for birth control (Margaret Sanger)

(3) Peace movement c. The black movement and reform (Booker

T. Washington and W.E.B. Dubois) (1) Formation of NAACP (1912) (2) Ida Wells (anti-lynching) (3) Marcus Garvey

d. Temperance/ prohibition e. Formation of Anti-Defamation League

(1913)

SE: Ideas for Reform; 541-545; The Progressive Reform Era, 612-613; Igniting Reform: Writers and Their New Ideas, 616-617; Pure Food and Drug Act and Meat Inspection Act, 626; Jacob Riis: 475, 538; Jane Addams, 542-543; A Women’s Rights Movement, 329; The Seneca Falls Convention, 329-330; Anthony and Stanton, 635-637; Margaret Sanger, 573; Two Perspectives on American Education, 556-557; Overcoming Obstacles (black movement and reform), 568; Resisting Discrimination, 567-568; Ida B. Wells’s Anti-lynching Crusade, 567; Fighting Discrimination, 704, The Garvey Movement, 704-705; Temperance, 312-313 (early efforts), 541, 544; Prohibition, 627, 699-701

TE: Time Line Activity (Q 3), 612; About the Pictures (# 3), 613; Bellringer, 541, 699; Lesson Plan, 542, 700; Activities, 329, 330, 543, 567, 636, 701, 704; Background, 329, 330, 542, 544, 556, 567; American Heritage, 570






C. Progressivism and government action

1. Emerging Progressive movement: political reform

(1) Influence of America’s urban middle class

a. Municipal and state reform (1) Municipal reform: response to urban

problems (2) Sudden growth and needed services

b. Progressive state reform: e.g., Wisconsin (Robert LaFollette); New York (Theodore Roosevelt); Massachusetts (initiative, referendum, recall); economic, social, environmental reforms

2. Theodore Roosevelt and the Square Deal a. The stewardship theory of the Presidency b. Legislation strengthening railroad

regulation and consumer protection c. “Trust-busting” court cases (Northern

Securities Co. v. United States, 1904); rule of reason: Standard Oil

3. Conservation a. Theodore Roosevelt’s concern for nature,

land, and resources b. Federal legislation and projects: effects

on states’ limits c. Roles of Gifford Pinchot and John Muir

4. Woodrow Wilson and the New Freedom a. Progressivism at its zenith; the 1912

election: Taft, Roosevelt, Wilson b. The Underwood Tariff and the graduated

income tax c. Clayton Antitrust Act and the Federal

trade Commission d. The Federal reserve System (monetary

controls) e. Women’s suffrage amendment

5. World War I: effect on domestic reform

SE: The Progressive Reform Era, 612-613; Progressive Legislation, 621-627; Municipal Reforms, 622-623; State Reforms, 624-625; Notable Presidents: Theodore Roosevelt, 601; Federal Reforms: TR’s Square Deal, 625-626; Antitrust Activism (Trust-busting” court cases), 626, Railroad Regulation, 626, Protecting Public Health, 626-627, A New Labor Department, 627; Protecting the Environment, 627; Progressive Era Legislation (chart), 626; Progressivism Under Taft and Wilson, 629-634; The Ballinger-Pinchot Affair, 629; Focus on Geography: Environmental Management, 629; Suffrage at Last, 635-639; The End of Progressivism, (World War I: effect on domestic reform), 634; SA, 634

TE: Theodore Roosevelt’s Conservation Legacy (map skills), 613, Bellringer, 621, 628, 635; Lesson Plan, 622, 629, 636; Activities, 600, 601,621, 622, 623, 624, 625, 628, 629, 630, 631, 632, 633, 637; Background, 623, 625, 630, 631, 632, 633, 637, 638; American Heritage, 626, 631






II. THE RISE OF AMERICAN POWER A. An emerging global involvement

1. From old diplomacy to new, 1865-1900 a. Role of increased American power

(1) Communications technology (2) American attitude toward

international role (3) Growth of naval power

b. Perry and the “opening” of Japan (1854) 2. Other Pacific overtures

a. United States and China: the Chinese perspective (Boxer Rebellion)

b. The Open-Door policy c. Acquisition of Hawaii d. Naval bases: Samoa

3. Imperialism: the Spanish-American War a. causes for war b. United States empire—Puerto Rico;

Cuban protectorate (the Platt Amendment (1) Acquisition of the Philippines: “the

great debate” (2) Disposition of territories (3) Constitutional issues

SE: The United States on the Brink of Change, 580-581; Becoming a World Power, 582-597; Advances in Communications, 459-460; Promoting Economic Growth, 587; The Pressure to Expand, 584-588; Perry: 586; Protecting American Security; 587-588; The Spanish-American War, 589-593; Dilemma in the Philippines, 593-594; The Fate of Cuba 594-595; Puerto Rico:, 595; Other Gains in the Pacific (Hawaii, Samoa), 595-596; An Open Door to China, 596; SA, 588, 596; R/A, 608-609

TE: Using Historical Evidence, 580; Time Line Activity, 582; World imperialism (map lesson) and About the Pictures, 583; Bellringer, 584, 589; Lesson Plan, 585, 590; Activities, 585, 586, 587, 591, 592, 593, 594, 595; Background, 586, 592, 593, 594, 595; American Heritage, 591

4. Latin American affairs a. Monroe Doctrine update (Roosevelt

Corollary): the view from Latin America b. West Indies protectorates (“the big

stick”0 c. Panama Canal: acquisition and

construction; Canal retrocession treaty d. Taft and dollar diplomacy

SE: A New Foreign Policy, 598-601; The Panama Canal, 598-600; Roosevelt Corollary: 600; Taft and Dollar Diplomacy, 602; View from Latin America: 607; SA, 603; R/A, 608-609; Geography History, 610-611

TE: Bellringer, 598; Lesson Plan, 599; Activities, 598, 600, 601; Background, ; American Heritage, 602; Feature Instruction, 610

B. Restraint and involvement: 1914-1920

1. United States involvement a. Efforts at neutrality and “preparedness” b. Causes of United States entry into World

War I c. United States role in the war d. United States reaction to the Russian

Revolution

SE: Becoming a World Power and World War I, 643; The World War I Era, 644-645; The Road to War, 646-651; The United States Declares War, 653-656; Americans on the European Front, 657-663; R/A, 674-675; American Heritage: A Flyer on the Edge, 676-677; The Russian Revolution: 656, 713; American Fears, 713-714; President Wilson’s Address to Congress, 1180-1181

TE: Time Line Activity, 644; The World at War, 1914-1918 (map lesson) and About the Pictures, 645; Bellringer, 646, 653, 657; Lesson Plan, 647, 654, 658, 713; Activities, 648, 649, 650, 653, 655, 657, 658, 659, 660






(Continued) 1. United States involvement

a. Efforts at neutrality and “preparedness” b. Causes of United States entry into World

War I c. United States role in the war d. United States reaction to the Russian

Revolution

(Continued) TE: Activities, 661, 662, 677; Background, 648,

649, 650, 655, 659, 660, 661, 662; Feature Instruction, 676, 1180

C. Wartime constitutional issues

1. War opposition and patriotism: the draft issue 2. Espionage and Sedition acts 3. Schenk v. United States, 1919; clear and

present danger doctrine 4. Red Scare, 1918-1919

SE: Americans on the Home Front, 664-668, Draftees and Volunteers, 657-658; Repression of Civil Liberties (Espionage and Sedition Acts), 667; R/A, 670-671; Schenk v. U.S., 714, 1205; The Red Scare: 713-715, 717, 719; SA (Qs 2, 4), 721

TE: Bellringer, 664; Lesson Plan, 665, 713; Activities, 664, 665, 667, 714, 715; Background, 666, 667, 714, 715; American Heritage, 666

D. The search for peace and arms control: 1914-1930

1. The peace movement: Women’s International League for Peace and Freedom

2. War aims: The Fourteen Points 3. Treaty of Versailles: Wilson’s role 4. League of Nations: Henry Cabot Lodge and

the United States Senate rejection 5. Washington Naval Disarmament Conference

(1920s) 6. Reparations and war debts (United States as a

world banker) 7. Kellogg-Briand Pact (1928) 8. Establishment of the World Court

SE: The Peace Movement, 651; Global Peacemaker, 669-673; The Fourteen Points: 669-670; The Peace Treaty, 671-672; The League of Nations, 670; Comparing Primary Sources: League of Nations, 671; Reactions at Home, 672; Foreign Policy (Washington Conference/ disarmament), 718; Financing the War, 664-665; Difficult Postwar Adjustments, 672-673; Also see Foreign Policy, 718; Kellogg-Briand Pact, 721, 813, 814; R/A, 670-671

TE: Bellringer, 669; Lesson Plan, 670; Activities, 669, 671, 672; Background, 670, 672; American Heritage, 671






UNIT FIVE: AT HOME AND ABROAD: PROSPERITY AND DEPRESSION, 1917-1929 I. WAR AND PROSPERITY A. Impact of war

1. War’s effects on gender roles, on African-Americans, and other minority groups

2. Case study: Movement of African-Americans from the South to northern cities

3. Return to “normalcy”: 1918-1921

SE: Impact of WWI (women/ NAWSA) 639; Draftees and Volunteers, 657-659; Changing People’s Lives, 668; Great Migration: 668, 687 (includes map), 703; Post WWI “normalcy”: 672-673; societal changes: 684; demographic changes, 686-687; SA (Q7), 673

TE: Lesson Plan, 685; Activities, 672, 687; Background, 638, 687; American Heritage, 671

B. The twenties: Business boom or false prosperity

1. Post-World War I recession 2. Avarice and scandal: Teapot Dome 3. Coolidge prosperity; not for everyone 4. Problems on the farm

a. Expansion, mortgages, and advancing technology

b. Farmers and minorities fail to share in economic benefit

5. Speculative boom: the “big bull market”

SE: Difficult Postwar Adjustments, 672-673; Teapot Dome Scandal, 720; The Coolidge Presidency, 720-721; Bypassed by the Boom, 729; Trouble for Farmers and Workers, 733; Market Speculation, 731; Playing the Stock Market, 732

TE: About the Pictures (4), 711; Lesson Plan, 731; Activity, 720; American Heritage, 720

C. Mass consumption and the clash of cultural values

1. Mass consumption a. The automobile: new industries, products,

and services b. Installment buying: consumer durable

goods (appliances) c. Real estate boom and suburban

development- its economic and geographic implications: decline of trolleys and trains, improvement of roads (1) The emergence of new regional,

political, and economic units d. Entertainment: radio; motion pictures;

advertising and cultural homogenization

SE: Automobile: 725-728, 733; Buying on Credit, 724; Growth of the Suburbs, 688, Taking to the Highway, 736-737; The Rise of Suburbs 922-923; Entertainment: Setting the Scene, 691; The Mass Media, 691-693, Evaluating Advertisements, 722; Advertising, 723, 724-725

TE: Using Historical Evidence, 680; Time Line Activity, 728, 732; About the Pictures (3), 711; Bellringer, 691, 723; Lesson Plan, 724; Activities, 688, Background, 725; Feature Instruction, 722, 736, 922






2. Constitutional and legal issues a. Threats to civil liberties: Red Scare, Ku

Klux Klan, and Sacco and Vanzetti b. Prohibition (18th Amendment) and the

Volstead Act: stimulus to crime, public attitudes, repeal (21st Amendment)

c. Science, religion, and education: the Scopes Trial (1925)

d. Restrictions on immigration: closing the “golden door”

SE: Ku Klux Klan: 703-704; The Red Scare, 713-715; Sacco and Vanzetti, 715; Prohibition, 699-701; Prohibition is Repealed, 754; Issues of Religion (includes Scopes Trial), 701-703; Restrictions on immigration: 687, 719 (includes graph)

TE: Bellringer,699; Lesson Plan, 700; Activities, 701, 702, 703, 714, 715, 704, Background, 702, 703, 704, 714, 715, 719; American Heritage, 701; About the Pictures (1), 711

3. Shifting cultural values

a. Revolution in morals and manners: fads, flappers, and Freud

b. Women’s changing roles (1) Effect of World War I (2) Involvement in the political process:

the 19th Amendment (3) Health and working conditions (4) Women in the workplace (5) Emerging role: emphasis on wife

rather than mother c. The literary scene

(1) Sinclair Lewis, Earnest Hemingway, Edith Wharton, Willa Cather, and F. Scott Fitzgerald

(2) The Harlem renaissance: Duke Ellington, Langston Hughes, Bessie Smith

SE: Society in the 1920s: Setting the Scene, 684 (includes picture of a “flapper”), 696; Women’s Changing Roles, 685-686 (includes picture of women voting); Involvement in the political process: 637; The Jazz Age, 693-695; Biographies (Duke Ellington; Louis Armstrong), 694: Literature, 695; The Lost Generation, 695-696; The Harlem Renaissance, 696-697

TE: Time Line Activity (Q 1), 682; Lesson Plan, 692; Activities, 637, 693, 695, 696; Background, 672, 693, 696






II. THE GREAT DEPRESSION A. Onset of the Depression

1. Weakness in the economy a. Overproduction/underconsumption

(maldistribution of wealth) b. Overexpansion of credit (e.g., buying

stock on margin) 2. The stock market crash

a. Worldwide nature—Growing financial interdependence

b. Interdependent banking systems c. International trade d. Political repercussions

3. The Hoover response a. Rugged individualism: “trickle down”

economics b. Reconstruction Finance Corporation

4. Unemployment, the Bonus Army, Hoovervilles; impact on women and minorities

SE: Market Speculation (feature), 731; Economic Danger Signs, 731-733; The Stock Market Crash, 740-744; Social Effects of the Depression, 745-750; The Election of 1932: Setting the Scene, 756; Hoover’s Limited Strategy, 756-759; The Election of 1932, 760-761; R/A, 762-763

TE: Time Line Activity (Qs 1, 3), 738; Bellringer, 730, 740, 745; Lesson Plan, 731, 741, 746, 757; Activities, 732, 741, 742, 743, 748, 749, 758, 760; Background, 742, 743, 748, 749, 759, 760, 790; American Heritage, 758

B. Franklin D. Roosevelt and the New Deal: Relief, recovery, and reform programs

1. Relief of human suffering a. Bank “holiday”; Emergency Banking Act b. Federal Emergency Relief Act c. Unemployment: WPA, PWA, CCC;

troubling equity issues 2. Recovery of the United States economy

a. NIRA: “codes of fair competition” b. Mortgage relief: HOLC, FHA c. First and second AAA, scarcity and parity

3. Search for effective reform (program examples) a. Banking: Glass-Steagall Act (FDIC) b. Stock market: SEC c. Social Security d. Labor

(1) Wagner Act (NLRB) (2) Labor Standard Act

4. Labor’s response: Formation of CIO

SE: A New Deal for America, 759-760; P. W. A. in Action (map), 767; Forging a New Deal, 768-776; Social Security, 776, 779, 789, 791; Major New Deal Agencies (chart), 775; Unions Triumph (CIO), 786-787

TE: Map Lesson, 767; About the Pictures (1), 767; Bellringer,756, 768; Lesson Plan, 769; Activities, 769, 770, 771, 772, 775, Background, 771, 772, 775, 782






5. Controversial aspects of the New Deal a. Constitutional issues

(1) Supreme Court and the NRA (Schechter Poultry Corp v. United States, 1935)

(2) Supreme Court and the AAA (3) TVA: model yardstick or creeping

socialism b. 1936 election “mandate” c. Roosevelt’s “court-packing” proposal:

failure and success d. 1940: third-term controversy (the

unwritten constitution) e. Passage of the 22nd Amendment (1951)

SE: NRA: 771-772; AAA: 772; TVA: 772; The New Deal Falters, 774; Major New Deal Agencies (chart), 775; The New Deal’s Critics, 777-782; The Court Packing Fiasco (includes Supreme Court issues with New Deal programs), 783; Distinguishing Fact from Opinion, 784; Third-term controversy and 22nd Amendment: 915-916

TE: Time Line Activity (Q1), 766; Map Lesson, 767; About the Pictures (1), 767, Bellringer, 768, 777; Lesson Plan, 769, 778; Activities, Background, American Heritage, Feature Instruction, 784

6. The human factor a. FDR as communicator and his efforts to

restore public confidence; press conferences, “fireside chats”, and effective use of the radio

b. Eleanor Roosevelt as the President’s eyes and ears

c. The Dust Bowl and the Okies d. The New Deal and women (Frances

Perkins) e. The New Deal and minorities (shift in

African-American vote): discriminatory results

f. Indian Reorganization Act (1934)

SE: FDR as communicator: 769; Eleanor Roosevelt, 773-774; 768-769; The Dust Bowl, 739 (map), 746-747 (includes Effects map); Frances Perkins: 773; The Limitations of the New Deal (includes African-Americans), 777-779; Indian Reorganization Act: 771

TE: Map Lesson, 739; Bellringer,777; Lesson Plan, 778; Activities, 769, 773, 774; Background, 747, 771, 773, 774; American Heritage, 770

7. Culture of the Depression a. Literature: John Steinbeck and Langston

Hughes b. Music: jazz, swing (big bands) c. Art: WPA, fine arts, Hollywood, comic

books

SE: Mass Media and the Jazz Age, 691-697; The New Deal’s Effects on Culture, 788-790;

TE: About the Pictures(4), 767; Bellringer, 691; Lesson Plan, 692; Activities, 693, 694,695, 696, 788, 789, Background, 694, 695, 696, 788

8. Opposition to the New Deal: Al Smith,

Norman Thomas, Huey Long, Father Coughlin, Dr. Townsend

SE: The New Deal Critics, 777-782 TE: Activities, 781, 782; Background, 781






UNIT SIX: The United States In An Age Of Global Crisis: Responsibility And Cooperation I. PEACE IN PERIL: 1933-1950 A. Isolation and neutrality

1. Cause of disillusion and pacifism 2. Neutrality Acts of 1935-37 3. Spanish Civil War: testing war technology and

ideology 4. FDR’s “quarantine” speech (1937)

SE: Cause of disillusion and pacifism: 817; The United States Chooses Neutrality, 817-818; Political Regimes in Europe Before WWII (map), 799; The Spanish Civil War, 805-806; “quarantine” speech: 815; Setting the Scene, 817

TE: Map Lesson, 799; About the Pictures, Bellringer, 817; Background, 818

B. Failure of peace; triumph of aggression

1. Aggression of Japan, Germany, Italy: 1932-1940

2. Appeasement: The Munich Conference (1938) 3. German attack on Poland: start of World War

II in Europe 4. Gradual United States involvement

a. Neutrality Act of 1939 (“cash and carry”) b. Lend-Lease Act and 50 overage

destroyers deal c. The moral dimension: The Atlantic

Charter (August 1941)

SE: Japanese Aggression: 814-816; from 1931-1941 (map), 815; German Aggression, 1936-1939 (map), 804; Germany Rearms/Expands (includes appeasement), 804-805; Invasion of Poland, 808; German Aggression, 1939-1941 (map), Fascism in Italy, 802; American Involvement Grows, 818-820; The Atlantic Charter: 832; SA, 821

TE: Bellringer, 800, 807; Lesson Plan, 801, 808, 814; Activities, 801, 802, 808, 809, 814, 815, 819, Background, 802, 803, 804, 805, 815, 819

C. The United States in World War II

1. Pearl Harbor 2. The human dimensions of the war

a. The “arsenal of democracy” (feats of productivity)

b. Role of women: WACs; Rosie the Riveter; return of the retired

c. Mobilization: the draft; minority issues d. Financing the war: war bond drives;

Hollywood goes to war e. Rationing f. Experiences of men and women in

military service

SE: Pearl Harbor, 820 (includes map)-821 (includes SA activity); Preparing the Economy for War (includes financing), 827-829; Women in the Military, 827; Working Women, 860-861; Mobilizing the Armed Forces (includes African Americans), 826-827; Shortages and Controls, 830; Popular Culture (movies), 830

TE: Time Line Activity (Q 1), 824; About the Pictures (1), 825; Bellringer, 826; Lesson Plan, 827, 833; Activities, 820, 828, 829, 830, 834, 860; Background, 820, 829, 830, 836, 857, 860; American Heritage, 828






3. Allied strategy and leadership a. Assistance to Soviet Union b. Europe first c. A two-front war

4. The atomic bomb a. The Manhattan Project: (role of refugees) b. Truman’s decision to use the atomic

bomb against Japan: Hiroshima and Nagasaki

c. United States occupation of Japan: the “MacArthur constitution”

d. Japanese war crime trials

SE: Retaking Europe, 832-840; The War in the Pacific, 846-853; The Manhattan Project, 852-853; U. S. occupation of Japan: Douglas MacArthur (bio), 887; Focus on Government: War Crimes in the Pacific, 847

TE: Using Historical Evidence, 796-797; Time Line Activity (Q 2), 824; About the Pictures (2-4), 825; Bellringer,832, 846; Lesson Plan, 833, 847; Activities, 835, 836, 837, 838, 839, 847, 848, 849, 850, 851, 852; Background, 826, 834, 835, 837, 838, 839, 849, 850, 851; American Heritage, 848

5. The war’s impact on minorities

a. Incarceration of West-Coast Japanese Americans: Executive Order 9066; Korematsu v. United States, 1944

b. Extent of racially integrated units in the military

c. The Nazi Holocaust: United States and world reactions

d. The Nuremberg war crime trials; later trials of other Nazi criminals, e.g., Eichmann, Barbie

SE: Social Impact: Japanese Americans, 858-860; Korematsu v. United States, 859, 1203; African Americans, 855-857; The Holocaust, 841-845; Nuremberg Trials, 845

TE: Bellringer,841, 855; Lesson Plan, 842, 856; Activities, 843, 844, 859; Background, 843, 844, 856, 858, 857, 859

6. Demobilization a. Inflation and strikes b. The G.I. Bill: impact on education and

housing c. Truman’s Fair Deal d. Partisan problems with Congress e. Minorities continued to find it difficult to

obtain fair practices in housing, employment, education

f. Upset election of 1948: Truman versus Dewey

g. Truman and civil rights

SE: Moving to the Suburbs (includes G.I. Bill) 904-905; The Peacetime Economy, 912-913; Truman’s Fair Deal, 913-914; The Social Impact of the War (minorities), 855-861; The Election of 1948 (includes partisan problems), 914-915; Truman on Civil Rights, 914; Demands for Civil Rights: Setting the Scene, 930; The Rise of African American Influence, 930-931

TE: Bellringer, 912, 930; Lesson Plan, 901, 913, 931; Activities, 913, Background, 904, 913, 914; American Heritage, 914, 915

II. PEACE WITH PROBLEMS: 1945-1960 A. International peace efforts

1. Formation of the United Nations 2. United Nations Universal Declaration of

Human Rights a. Eleanor Roosevelt’s role b. Senate response

3. Displaced persons: refugee efforts

SE: The United Nations, 869; The Universal Declaration of Human Rights, 1182-1183; Eleanor Roosevelt (bio), 774

TE: Feature Instruction, 1182






B. Expansion and containment: Europe

1. Summitry: Yalta and Potsdam, establishing “spheres of influence”

2. The Iron Curtain: Winston Churchill 3. Postwar uses for United States power

a. The Truman Doctrine: Greece and Turkey b. The Marshall Plan

(1) Aid for Europe (2) The Common Market (3) European Parliament

c. Berlin airlift d. Formation of NATO alliance

SE: Yalta: 840, 868 (picture), 869; Potsdam: 866 (picture), 870; The Iron Curtain, 872-873; The Truman Doctrine, 873-874; The Marshall Plan, 876-877, Berlin Airlift, 877-879; NATO and the Warsaw Pact (map), 867; NATO, 879-880

TE: Time Line Activity (Q 1), 866; Map Lesson, 867, About the Pictures, 867; Bellringer,868, 876; Lesson Plan, 869, 877; Activities,870, 871, 872, 878, 879; Background, 878, 879; American Heritage, 871

C. Containment in Asia, Africa, and Latin America

1. The United States and Japan a. Separate peace treaty (1951) b. Reconstruction of Japan

2. The United States and China a. Rise to power of Mao Zedong and the

People’s Republic of China b. Chiang Kai-shek to Taiwan (1949)

3. USSR tests an A-bomb (1949) 4. The “hot war” in Asia: Korean War

a. The Yalu River: China enters the war b. United Nations efforts: MacArthur,

Truman, and “limited war” c. Stalemate and truce (1953)

5. Point four aid: Africa, Asia, Latin America

SE: The United States and Japan: 887; China Falls to the Communists, 880-881; The Chinese Civil War, 885; The Soviet Bomb Threat, 880; Korean War: 886 (includes map)-888; Waging the War (includes China/UN efforts), 887-888; The Cold War in the 1950s, 890-892; SA, 888

TE: Time Line Activity (Q3), 866; Bellringer, 884; Lesson Plan, 885; Activities, 880, 885, 886, 887, Background, 880, 885, 886, 887

D. The Cold War at home

1. Truman and government loyalty checks Case studies: The Smith Act and the House Un-American Activities Committee (Watkins v. United States, 1957); the Alger Hiss case (1950); The Rosenberg trial (1950)

2. Loyalty and dissent: the case of Robert Oppenheimer

3. McCarthyism 4. Politics of the Cold War

a. Loss of China b. Stalemate in Korea c. Truman’s falling popularity

SE: The Cold War at Home, 881-883; The Loyalty Program, 881; HUAC: 882; Declaration of Conscience (Margaret Chase Smith), 890; Spy Cases Inflame the Nation (Alger Hiss/ Rosenberg trial), 883; Section Assessment (Qs 4, 5), 883; The Manhattan Project (includes impressions of Robert Oppenheimer), 852-853; The McCarthy Era, 889-890; China Falls to the Communists, 880-881; Stalemate in Korea: 887-888; Truman’s falling popularity: 916

TE: Bellringer, 889; Lesson Plan, 890; Activities, 881, 882, 890, 887,891; Background, 880, 881, 882, 887, 891






UNIT SEVEN: World In Uncertain Times: 1950-Present I. TOWARD A POSTINDUSTRIAL WORLD: LIVING IN A GLOBAL AGE A. Changes within the United States

1. Energy sources (nuclear power) 2. Materials (plastics, light metals) 3. Technology (computers) 4. Corporate structures (multinational

corporations) 5. Nature of employment (agriculture to industry

to service) 6. Problems (waste disposal, air/water pollution,

growing energy usage, depleting resources, e.g., domestic oil supply)

SE: American Pathways: Science and Technology, 896-897; Nuclear Power, 903, 1015; The Computer Industry, 902-903; A Technological Revolution, 1145-1146; Rise of Multinationals, 1148; Changes in the Workforce, 903-904; An Evolving Economy, 1110-1112; The New Economy, 1146; Protecting the Environment, 1013-1014; Government Actions (EPA, Clean Air Act), 1016; Geography History: The Environmental Movement, 1020-1021

TE: Bellringer, 1013; Lesson Plan1014; Activities, 897, 902, 903, 1015, 1016, 1147, 1148; Background, 903, 904, 1015, 1111, 1147, 1148; Feature Instruction, 896

II. CONTAINMENT AND CONSENSUS: 1945-1960 A. Review postwar events

1. Emerging power relationships: East/West; North/South; haves/have nots; developed/developing nations

SE: NATO, 867 (map), 879-880; Warsaw Pact, 867 (map), 880; Origins of the Cold War, 868-874; Conflicting Postwar Goals, 870-871; Cold War Divisions (map skills), 873; Recognizing Cause and Effect, 875; The Cold War Heats Up, 876-881

TE: Time Line Activity (Qs 2, 3), 866; Map Lesson, 867; About the Pictures (1), 867; Bellringer, 868; Lesson Plan, 869, 877; Activities, 870, 871, 879, 880; Background, 880

B. Eisenhower foreign policies

1. The end of the Korean War 2. John Foster Dulles, the domino theory and

massive retaliation; brinkmanship posture 3. The H-bomb; atoms for peace 4. Summits and U-2s 5. Establishment of SEATO 6. Controversy: Aswan Dam and Suez Canal 7. Polish and Hungarian uprisings 8. Eisenhower Doctrine: intervention in Lebanon 9. Sputnik: initiating the space race

SE: The Effects of the Korean War, 888; The Cold War in the 1950s (includes Dulles/ Polish and Hungarian uprisings), 890-892; Brinkmanship, 892-893;Domino Theory: 1024, 1028, 1048; The Growth of Nuclear Arsenals (H-bomb Tests), 892; SEATO: 1025; The Middle East (Suez Canal/ Eisenhower Doctrine), 891-892; Cold War in the Skies (U-2/ Sputnik), 893; SA, 893

TE: Time Line Activity (3), 898; Lesson Plan, 890; Activities, 892; Background, 892






C. Domestic policies and constitutional issues

1. The Eisenhower peace a. Returning the United States to a

peacetime economy b. Interstate Highway Act (1956) c. Suburbanization d. The Warren Court

2. Civil rights a. Jackie Robinson breaks the color barrier b. Brown v. Board of Education of Topeka,

1954 c. Beginnings of modern civil rights

movement (1) Rosa Parks and the Montgomery bus

boycott (2) Little Rock: school desegregation (3) Segregation in public transportation

ruled unconstitutional (4) Sit-ins: nonviolent tactic (5) Civil Rights Act of 1957

SE: The Postwar Years at Home, 898-899; The Postwar economy, 900-906; Suburbs and Highways, 904-906; Eisenhower as President, 916-918; Geography History, The Rise of the Suburbs, 922-923; The Warren Court, 979-981; American Biographies (Earl Warren), 981; The Civil Rights Movement, 928-929; Jackie Robinson: 930; Major Civil Rights Protests, 1954-1965 (chart), 944; Brown v. Board of Education of Topeka, (1954), 931-933, 1200; The Montgomery Bus Boycott, 933-934; Resistance in Little Rock, 934-935; SA, 935; Sit-ins Challenge Segregation, 941-942; Civil Rights Measures (chart includes Civil Rights Act of 1957), 952; SA, 959; RA, 960-961

TE: Time Line Activity, (Qs 1,2), 928; Map Lesson, 929; About the Pictures, 899, 929; Bellringer, 930, 936; Lesson Plan, 931, 942; Activities, 905, 930, 931, 932, 933, 934, Background, 932, 934, 905, 943, 944; American Heritage, 933; Feature Instruction, 922

D. The people

1. Prosperity and conservatism a. Postwar consumption: homes, autos, and

television b. New educational opportunities: G.I. Bill c. The baby boom and its effects

2. Migration and immigration a. Suburbanization: Levittowns b. Cities: declining c. New immigration patterns: Caribbean

focus

SE: The Postwar Economy, 900-906; Suburbs and Highways, 904-906; Suburbs and Highways, 904-906;Geography History, The Rise of the Suburbs, 922-923; Focus on World Events: The Latino Population, 1003-1004

TE: Bellringer, 900; Lesson Plan, 901; Activities, 900, 901, 902, 904, 905; Background, 903, 904, 905; Feature Instruction, 922

III. DECADE OF CHANGE: 1960s

A. The Kennedy Years

1. The New Frontier: dreams and promises a. Civil rights actions

(1) James Meredith at the University of Mississippi

(2) Public career of Dr. Martin Luther King, Jr., Birmingham protest (“Letter from Birmingham Jail”)

(3) Assassination of Medgar Evers (4) March on Washington

SE: The Kennedy and Johnson Years, 966-967; The New Frontier, 968-973; Civil Rights Events (map), 929; Major Civil Rights Protests, 1954-1965 (chart), 944; Integration at “Ole Miss”, 944-945; Martin Luther King (biography), 938; Dr. King Leads the Way, 938-939; Clash in Birmingham, 945; American Literature: “Letter from Birmingham Jail”, 1172-1173






(Continued) 1. The New Frontier: dreams and promises

a. Civil rights actions (1) James Meredith at the University of

Mississippi (2) Public career of Dr. Martin Luther

King, Jr., Birmingham protest (“Letter from Birmingham Jail”)

(3) Assassination of Medgar Evers (4) March on Washington

(Continued) SE: Kennedy on Civil Rights (includes

information about the assassination of Medgar Evers), 948-949; The March on Washington, 926 (photo), 949-950

TE: About the Pictures (1, 2), Bellringer, 948; Lesson Plan, 948; Activities, 926, 938, 944, 945, 948, 950, 958; Background, 938, 945, 950; Feature Instruction, 1172

2. Foreign policy and Cold War crises a. Bay of Pigs invasion b. Vienna Summit/Berlin Wall c. Cuban missile crisis d. Laos and Vietnam e. Latin America and the Alliance for

Progress f. Peace Corps g. Launching the race to the Moon h. Nuclear Test Ban Treaty 1963, 1967; Hot

Line established

SE: Foreign Policy in the Early 1960s, 983-991; Bay of Pigs Invasion, 983-985; The Berlin Crisis, 985-986; The Berlin Wall (diagram), 985; The Cuban Missile Crisis, 986-989; Focus on World Events, 989; Kennedy’s Vietnam Policy, 1025; The Alliance for Progress, 989-990; The Peace Corps, 990-991; The Space Program, 972; Nuclear Test Ban Treaty, 971

TE: Time Line Activity (Q 1), 966; Map Lesson, 967; Bellringer, 983; Lesson Plan, 984; Activities, 983, 985, 986, 987, 988, 989, 990; Background, 971, 985, 986, 987, 989, 990; American Heritage, 988






3. Movement for rights of disabled citizens a. Background

(1) Historic attitude that disabled were defective

(2) Emergence of humanitarian view in 19th century, development of large institutions

(3) Development of the concept of normalization; early 20th-century programs of education and training

b. Kennedy administration, 1961-1963: beginning awareness, changing attitudes (1) President’s Council on Mental

Retardation (2) Special Olympics

c. Litigation and legislation: 1960-present (1) Education of Handicapped Act, 1966 (2) Education for All Handicapped

Children Act, 1971 (3) Rehabilitation Act of 1973, Section

504 (4) Americans with Disabilities Act,

1990 d. Dependence to independence

(1) Activism by disabled veterans (2) Deinstitutionalization (3) Mainstreaming

SE: Kennedy’s Domestic Programs, 970-971; American Pathways: Expanding Civil Rights (Rights for the Disabled, 965), 964-965

TE: Feature Lesson, 964; Go Online, 965; Activity, 971

4. Assassination in Dallas

SE: Kennedy is Assassinated, 972-973; SA, (Q4), 973; Exploring Oral History, 974

TE: Background, 934; Activity, 972; American Heritage, 972; Go Online, 973; Feature Instruction, 974

B. Johnson and the Great Society

1. Expanding on the Kennedy social programs a. War on poverty; VISTA b. Medicare c. Federal aid to education d. Environmental issues and concerns

2. The Moon landing: the challenge of space exploration

SE: The Kennedy and Johnson Years, 966-967; The Great Society, 975-979; Great Society Legislation, 1964-1966 (chart), 979; Effects of the Great Society, 981-982; The Space Program, 972; Moon Landing: 1077

TE: About the Pictures (3), 967; Bellringer, 975; Lesson Plan, 976; Activities, 977, 978, 979, Background, 977, 978, 979, 980, 981






3. Continued demands for equality: civil rights movement a. Black protest, pride, and power

(1) NAACP (National Association of Colored People): legal judicial leadership, Urban League

b. Case studies (1) SNCC (Student Nonviolent

Coordinating Committee): sit-in movement among college students

(2) SCLC (Southern Christian Leadership Conference): promote nonviolent resistance, sit-ins, boycotts

(3) CORE (Congress of Racial Equality): “Freedom Riders”

(4) Testing of segregation laws (5) Others: Black Muslims; prominence

of Malcolm X: advocating separation of races, separate state in the United States

(6) Civil unrest: Watts riot, 1965, as example; Kerner Commission

(7) Assassination of Malcolm X (February 1965)

c. Legislative impact (1) Civil Rights Act of 1964 (Heart of

Atlanta Motel, Inc .v. United States, 1964)

(2) 24th Amendment (eliminating poll tax)

(3) Voting Rights Act, 1965 (4) Court decisions since 1948 upholding

preferential treatment in employment; equal access to housing; travel and accommodations; voting rights; educational equity

(5) Fair Housing Act, 1968

SE: The Civil Rights Movement, 928-929; Leaders and Strategies, 936-940; The Movement Takes a New Turn, 954-959; The Black Power Movement, 956-957; NAACP; 931, 936-937, 939; National Urban League, 937-938; SNCC: 939-940, 956; SCLC: 938, 939; CORE: 857, 937-938, 941; Malcolm X and Black Nationalism, 954-955; Riots in the Streets, 957; The Civil Rights Act of 1964, 950-951; Fighting for the Vote, 952-953; Civil Rights Measures (chart), 952

TE: Map Lesson, 929; Bellringer, 936, 954; Lesson Plan, 931, 937, 955; Activities, 931, 937, 939, 955, 956, 957, Background, 932, 939, 956, 957

4. Demands for equality: women a. The modern women’s movement

(1) Kennedy Commission and the Civil Rights Act, 1963-1964

(2) NOW (1966 to present) b. Issues

(1) Shifting roles and images (2) Equal Rights Amendment (failure to

ratify) (3) Roe v. Wade, 1973 (4) Equality in the workplace:

compensation, the glass ceiling (5) Increased focus on domestic abuse

SE: The Era of Activism, 994-995; The Women’s Movement, 996-1001; NOW, 998, 1000; Roe v. Wade, 1973, 1000, 1205, ERA, 1000-1001; SA, 1001; Recognizing Bias, 1002

TE: Map Lesson, 995; About the Pictures (2), 995; Bellringer, 996; Lesson Plan, 997; Activities, 996, 998, 999, 1000; Background, 997, 999, 1000; American Heritage, 998; Feature Instruction, 1002






5. Rising consciousness of Hispanic Americans a. “Brown power” movement b. Organizing farm labor (Cesar Chavez) c. Cuban and Haitian immigration d. Increasing presence in American politics

6. Demands for equality: American Indian Movement (AIM) and other protests a. Occupation of Alcatraz b. The “long march” c. Wounded Knee, 1973

SE: The Era of Activism, 994-995; Other Voices of Protest, 935; Latinos Fight for Change, 1003-1005; Native Americans Face Unique Problems, 1006-1008; SA, 1008

TE: About the Pictures (3), 995; Bellringer, 1003; Lesson Plan, 1004; Activities, 1003, 1004, 1005, 1006, 1007; Background, 1005, 1006, 1007

7. Rights of the accused a. Mapp v. Ohio, 1961 b. Gideon v. Wainwright, 1963 c. Miranda v. Arizona, 1966

8. Legislative reapportionment: Baker v. Carr, 1962

SE: Criminal Procedure, 980; “One Person, One Vote”, 980-981; Mapp v. Ohio, (1961), 980, 1203; Gideon v. Wainwright, (1963), 980, 1201; Miranda v. Arizona, (1966), 980, 1203; Baker v. Carr, (1962), 981, 1200

TE: Activity, 980, 981

IV. THE LIMITS OF POWER: TURMOIL AT HOME AND ABROAD, 1965-1972 A. Vietnam: sacrifice and turmoil

1. The French-Indochinese War: early united States involvement; Truman, Eisenhower, and Kennedy policies (review how foreign policy is formulated)

2. United States and the spread of communism; domino theory; credibility of other United States commitments

3. Civil War in South Vietnam; concept of guerrilla warfare

4. LBJ and the Americanization of the war a. Fear of “losing” Vietnam b. Escalation and United States

assumptions; Tet offensive 5. Student protests at home

a. Draft protesters b. Political radicals: protests; Students for a

Democratic Society (SDS), antiwar c. Cultural radicals: hippies and

communalists 6. 1968: A year of turmoil

a. President Johnson’s decision not to seek reelection

b. Assassination of Dr. Martin Luther King, Jr. (April 1968) and Robert Kennedy (June 1968)

c. The Democratic Convention: war protesters disrupt proceedings

7. Impact of Vietnam War on society

SE: The Vietnam War, 1022-1023; The war Unfolds, 1024-1028; United States Involvement (Truman and Eisenhower policies), 1025; Kennedy’s Vietnam Policy, 1025-1026; Focus on Government: The Powers of the President, 1027; Johnson Commits to Containment, 1027-1028; Skills for Life Sequencing, 1029; The Ground War (guerrilla warfare), 1032-1033; The Tet Offensive, 1034-1036; Student Activism, 1037-1040; Johnson Decides Not to Run, 1040; Tragedy Strikes in 1968 (King and Robert Kennedy assassinations), 957-959; The Election of 1968: Democratic Convention, 1041-1042; The Legacy of the War, 1048-1049; SA, 1028, 1036, 1043; SA Activity, 1049;

TE: Time Line Activity, 1022; Map Lesson, 1023; About the Pictures, 1023; Bellringer, 1024, 1030, 1037; Lesson Plan, 1025, 1031, 1038; Activities, 958, 1022D (2), 1024, 1026, 1027, 10321033, 1034, 1035, 1037, 1039, 1040, 1041, 1042, 1048; Background, 1026, 1027, 1032, 1033, 1034, 1035, 1038, 1040, 1041, 1048; American Heritage, 1039






V. THE TREND TOWARD CONSERVATISM, 1972-1985 A. Nixon as President, 1969-1974

1. Domestic policies and events a. Modifications to Great Society programs

(OSHA, Federal Energy Office, DEA, Clean Air Act, food stamps, revenue sharing)

b. The Moon landing c. Environmental Protection Agency (1970) d. Self-determination for American Indians

(1970) e. Ratification of the 26th Amendment

(1971) f. Title IX – equal education access (1972)

2. Nixon’s internationalism a. Henry Kissinger and realpolitik

(1) Withdrawal from Vietnam and Cambodia; peace talks and signing of Paris Peace Accords (Pentagon papers, New York Times v. United States, 1971

(2) Nixon Doctrine (3) Opening to China (4) Détente: SALT and grain

3. The Presidency in crisis a. Resignation of Spiro Agnew b. Watergate affair and its constitutional

implications c. United States v. Nixon, 1974 d. Impact of the Vietnam War on society

SE: Nixon, Ford, Carter, 1056-1057; Nixon’s Domestic Policies, 1058-1063; NASA/ moon landing (Skills for Life: Multimedia Presentation), 1077; Nixon and the Welfare State (OSHA and EPA), 1098; Government Response (American Indians), 1008; Ratification of the 26th Amendment (1971): 965 (Suffrage for Young Adults), 1038 (Focus on Citizenship); A Shift in Attitudes (equal education access-1972), 999; Nixon’s Foreign Policies, 1064-1069; Nuclear Missiles Limited in SALT (diagram skills), 1068; Henry Kissinger, 1064-1065; Pentagon Papers, 1045, 1071; New York Times v. United States, 1971, 1204; Relaxing Tensions (détente), 1065-1066; A New Approach to China, 1066-1067; The Watergate Scandal, 1070-1076; Watergate Chronology (chart skills), 1073; United States v. Nixon, 1974, 1206-1207; The Republicans and the Nation Choose Nixon (effects of Vietnam War on 1968 election), 1042-1043; Nixon Calls for Law and Order, 1045-1046; The Legacy of the War, 1048-1049; SA, 1049, 1063, 1069, 1076; R/A, 1050-1051 (Chapter Summary, Qs 17, 20, 21 23, 24, Skills Assessment, Activities), 1090-1091 (Chapter Summary, Qs 13-18, 23, 27, Skills Assessment, Activities)

TE: Time Line Activity (Q1),1056; Map Activity, 1057; About the Pictures (2, 3); Bellringer, 1058, 1064, 1070; Lesson Plan, 1059, 1065, 1071; Activities, 1045, 1046, 1048, 1059, 1060, 1061, 1062, 1064, 1065, 1066, 1067, 1068, 1070, 1071, 1072, 1073, 1074, 1075; Background, 1046, 1047, 1048, 1058, 1060, 1061, 1062, 1066, 1067, 1068, 1072, 1074, 1075; American Heritage, 1073; Feature Instruction, 1077






B. The Ford and Carter Presidencies

1. The appointive Presidency: Ford and Rockefeller (the constitutional aspects)

2. Domestic policy issues a. Pardon for Nixon and amnesty for draft

evaders b. Oil crisis: shifting energy priorities c. Environmental concerns

(1) Three Mile Island (2) Acid rain (3) Toxic waste

SE: The Ford Administration, 1078-1082; Setting the Scene, 1078; Ford Becomes President, 1078-1079; The Nixon Pardon, 1079-1080; Energy Issues (Oil Crisis, Three Mile Island), 1085-1086; Major Environmental Landmarks (Interpreting Charts), 1016; Government Actions, 1016; The Environmental Movement, 1020-1021; SA, 1017, 1089; R/A, 1090-1091 (Chapter Summary, Qs 19, 20, 24, Activities)

TE: Bellringer, 1078; Lesson Plan, 1079; Activities, 1016, 1078, 1081; Background, 1081; American Heritage, 1080; Feature Instruction, 1020

3. Foreign policy issues: the United States after Vietnam a. Fall of South Vietnam, 1975 b. Oil crisis: Middle East in turmoil c. Middle east mediation: camp David

Accords d. The Afghanistan invasion: Olympics and

grain—diplomatic weapons e. Iranian hostage crisis: 1979-1981

SE: Nixon, Ford, Carter, 1056-1057; Southeast Asia (Fall of South Vietnam, 1975), 1081-1082; SA, 1082; The Carter Administration, 1083-1087; Energy Issues (Oil crisis), 1085-1086; Camp David Accords, 1087; Soviet-American Relations (The Afghanistan invasion), 1087-1088; The Iran Hostage Crisis, 1088-1089; SA, 1089; R/A, 1090-1091 (Chapter Summary, Qs 21, 22, 25, Activities)

TE: Time Line Activity (Qs 2, 3),1056; About the Pictures (5), 1057; Bellringer, 1083; Lesson Plan, 1059, 1065, 1071; Activities, 1083, 1085, 1086, 1087, 1088; Background, 1085, 1086, 1087, 1088

C. Reagan and Bush, the “new” federalism and growth of conservatism

1. Supply-side economics 2. Tax policy and deficits 3. Environmental and civil rights policies 4. Effects on minorities 5. The Supreme Court and the schools

a. Engle v.Vitale, 1962 b. Tinker v. Des Moines School District,

1969 c. New Jersey v. TLO, 1985 d. Vernonia School District v. Acton, 1995

SE: The Conservative Revolution, 1094-1095; Supply –Side Economics, 1102-1103; Cutting Taxes, 1103; Recession and Recovery, 1106-1107; Domestic policy issues (economic problems), 1113; Viewing History (environment), 1099; Cutting Regulations (includes EPA), 1103-1104; Civil Rights, 1099; Civil Rights, 1109-1110; Social Issues, 1098-1099; The Women’s Movement, 1110; Slowing Federal Growth (effects on minorities), 1104-1105; Conservatives on the Supreme Court, 1110; Engle v.Vitale, 1962, pp. 980, 1201; Tinker v. Des Moines School District, 1969, p. 1206; New Jersey v. TLO, 1985, p. 1204; SA, 1107, 1113

TE: Time Line Activity (Q1), 1094; About the Pictures (1), 1095; Bellringer, 1102, 1108; Lesson Plan, 1103, 1109, 1110; Activities, 1102, 1106, 1108, 1109; Background, 1104; American Heritage, 1110






D. New approaches to old problems

1. Feast and famine: the farmer’s dilemma 2. The problems of poverty in an affluent

society—“the underclass” 3. The “new” immigrants (Immigration Reform

and Control Act of 1986) 4. Changing demographic patterns (growing

numbers of elderly)

SE: The Farm Crisis, 1110-1111, Unequal Wealth, 1111-1112; A Nation of Diversity, 1143-1144; America’s Aging Problem, 1146-1147; SA, 1113, 1149

TE: Bellringer, 1143; Lesson Plan, 1144; Activities, 1111, 1142, 1143; Background, 1111, 1144

E. Renewed United States power image

1. Central America and the Caribbean: debt and stability; Sandinistas, Contras, El Salvadorians

2. Middle East: war and hostages

SE: Fighting Communism in the Americas, 1106; Recession and recovery, 1106-1107; The Iran-Contra Affair, 1112; Trouble Spots Abroad, 1105-1106; SA, 1113

TE: Activities, 1104, 1112; Background, 1106, 1112

F. Trade imbalance and divesting

1. Japan: trade imbalance 2. United States and South Africa

SE: Fast Forward to Today: An American Partner in the Pacific, 816; South Africa, 1134-1135

TE: Time Line Activity (Q 2), 1094; Lesson Plan, 1134; Background 1135

G. United States—Soviet relations

1. Gorbachev and Soviet relations 2. “Star Wars” and arms limitation efforts 3. Cuts in defense spending and the fall of the

Soviet Union

SE: Foreign Policy Success, 1112-1113; Military Buildup, 1105; Federal Defense spending, 1976-1992 (Graph Skills), 1105

TE: Activities, 1104, 1105; Background, 1105






VI. APPROACHING THE NEXT CENTURY, 1986-1999 A. The Bush Presidency

1. Case Study: The election of 1988 a. Effects of demographics b. Rise of third party (H. Ross Perot) c. Increasing influence of political action

committees 2. Domestic Issues

a. Environmental concerns b. Immigration issues c. Savings and loan scandal d. Social concerns (Cruzan v. Director,

Missouri Department of Health, 1990 and Planned parenthood of Southeastern Pennsylvania, et. Al. V. Casey, 1992)

3. Foreign policy issues a. Dissolution of the Soviet Union b. Fall of the Berlin Wall and German

reunification (1990) c. Crisis in Bosnia d. Persian Gulf Crisis

SE: The Conservative Revolution, 1094-1095; The Conservative Revolution, 1094-1095; The George H. W. Bush Presidency, 1114-1119; The 1988 Election, 1114-1115; The 1992 Election (includes information about the Perot candidacy), 1126-1127; Domestic issues, 1119; The S & L Scandal, 1112 [Bush inherited from Reagan], 1112; Domestic Policy Issues [indicates Bush inherited many economic problems from Reagan’s policies], 1113; The Cold War Ends, 1115-1117; Europe and Western Asia After the Cold War (map skills), 1115; The Berlin Wall, 1116; The Soviet Union, 1117; The Persian Gulf War, 1118-1119; SA, 1119; R/A (Chapter Summary, Qs 24, 29, Activities), 1120-1121

TE: Time Line Activity (Q3),1094; Map Lesson, 1095; About the Pictures, 1095; Bellringer, 1114; Lesson Plan, 1115,; Activities, 1114, 1116, 1117, 1118; Background, 1117, 1118; American Heritage, 1116

B. The Clinton Presidency

1. Domestic Issues a. Social concerns

(1) Health care (2) Education (3) Welfare reform (4) Stability of the Social Security

system b. Economic concerns

(1) Role of technologies (2) Impact of the baby boom generation (3) Balanced budget amendment

(debate) (4) Market trends: The bull market of the

1990s c. Political concerns

(1) Senate Whitewater investigations (2) Gun control (3) Campaign finance reform (debate)

d. Impeachment and acquittal

SE: Entering a New Era, 1124-1125; Economic Reform, 1127; The Battle Over Healthcare, 1127-1128; Welfare reform, 1128; Fast Forward to Today: Social Security, 789; America’s Aging Population (stability of Social Security system/ baby boom generation), 1144-1145; Bilingual Education: 1144; Affirmative Action, 1144; A Technology Revolution, 1145-1146; The Republicans” Contract With America (balanced budget debate), 1128; Clinton’s Second Term (bull market of the 1990s), 1129; Scandal and the Second Term (includes Whitewater Affair), 1129; Clinton is Impeached, 1129-1130; SA, 1131; R/A (Chapter Summary, Qs 10, 11), 1150-1151

TE: Time Line Activity (Q2),1124; Map Lesson, 1125; Bellringer, 1126; Lesson Plan, 1127,; Activities, 1128, 1129, 1145, 1146; Background, 1130, 1145, 1146; American Heritage, 1128






2. Foreign policy issues a. United States—Middle East relations:

Israeli—PLO agreement (Rabin—Arafat) b. United States in the global economy

(1) NAFTA (2) GATT (3) Economic aid to Russia (4) United States trade with China,

Japan, and Latin America c. Intervention in Somalia, Haiti, Bosnia,

and Yugoslavia d. United States—Russian relations; 1990 to

the present e. United States—European relations:

European Union (EU), NATO

SE: The United States in a New World, 1133-1141; Post-Cold War Politics, 1133-1135; Post-Cold War Conflicts, 1135-1138; The War on Terrorism, 1138-1141; Israel and Palestine, 1137-1138; Map Skills (The Former Yugoslavia, 1998) 1136; Yugoslavia, 1136-1137; Russia, 1133-1134; China, 1135; Trade and the Global Economy: The European Union, 1147; NAFTA, 1147; GATT and the WTO, 1147-1148; Fast Forward to Today: An American Partner in the Pacific(Japan), 816 American Pathways: Economics, 1152-1153; SA, 1141, 1149; R/A, 1150-1151

TE: Time Line Activity (Qs 1, 3),1124; Bellringer, 1133; Lesson Plan, 1134; Activities, 1135, 1136, 1137, 1147, 1148; Background, 1136, 1147, 1148; Feature Instruction, 1152; Go Online, 1153

Prentice Hall America: Pathways to the Present Survey - Pearson

Documents

Transcript of Prentice Hall America: Pathways to the Present Survey - Pearson