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3 | Title of Product: Inquiry History Resource Type: US History Textbook (Print + Web) and Video Series Publisher: Inquiry History Year of Publication: n/a Link to Resource (if applicable): inquiryhistory.org | ||||||||||||||||||||||||
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5 | Course | Standard Code | Standard Text | Sample Content/Concepts | Evidence of Alignment | Location of Alignment | |||||||||||||||||||
6 | U.S. History | SS.US.1.8.2 | Assess effects of anti-immigrant politics on public policy | • Anti-Immigration Politics: Ku Klux Klan, Nativism, Social Darwinism, violence, • Anti-Immigration Policies: Chinese Exclusion Act, Gentlemen’s Agreement, Immigration Act of 1924 | Unit 10, Topic 1, Unit 11b, Topic 6, and Unit 12, Topic 4 together address the politics and policies of anti-immigration sentiment. Unit 10 explains the rise of nativism, with some Americans influenced by Social Darwinism and viewing certain immigrant groups as inferior, leading to increased violence. The Chinese Exclusion Act is also covered. Unit 11b, Topic 6 shows how these politics became policy, including the Immigration Act of 1924, which severely restricted European immigration and ended Asian immigration, and the Red Scare, including the controversial Sacco and Vanzetti trial. Unit 12, Topic 4 explores the Ku Klux Klan in the 1920s, which targeted African Americans, immigrants, Catholics, and Jews, carrying out lynchings and terrorism despite leaders’ claims of nonviolence. The Gentlemen’s Agreement is not covered in these topics. | Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 1 - Immigration & Urbanization Unit 11b - World War I • Topic 3 - The End of World War I & Isolationism Unit 12 - The 1920s • Topic 4: Social Conflicts | |||||||||||||||||||
7 | U.S. History | SS.US.2.10.1 | Analyze features of distinct market structures and government efforts to influence them | • Market Structures: monopolistic competition, monopoly, oligopoly, pure competition • Market Features: barriers to entry, horizontal integration, market efficiencies, production differentiation, vertical integration • Legislation: Federal Reserve, Sherman Antitrust Act | Unit 9, Topic 1 and Unit 9, Topic 4 together address market features and government regulation. Topic 1 covers horizontal integration (Clark buying all copper mines to dominate one stage of business), vertical integration (Carnegie controlling steel production from mines to ships), and Rockefeller’s trusts, which concealed ownership of multiple companies and created barriers to entry. Topic 4 shows government efforts to influence these market structures: the Sherman Antitrust Act, Theodore Roosevelt’s Square Deal targeted harmful monopolies while allowing beneficial trusts to operate, and Woodrow Wilson established the Federal Reserve to stabilize banking and the Federal Trade Commission to oversee business practices. | Unit 9 - Gilded Age Business, Labor & Government • Topic 1 - The Industrialists • Topic 4 - Government Regulation | |||||||||||||||||||
8 | U.S. History | SS.US.2.7.2 | Assess how business magnates came to dominate politics in the Gilded Age | • Business Magnates: Andrew Carnegie, John D. Rockefeller, J.P. Morgan • Pro-Business Policies: labor repression, laissez-faire, subsidies, tariffs | Unit 9, Topic 1 and Unit 9, Topic 2 address how business magnates dominated Gilded Age politics. Topic 1 explains that the post-Civil War industrial boom led to monopolies controlled by wealthy industrialists like Carnegie, Rockefeller, and Morgan, though the focus is on their wealth and influence rather than detailed biographies. Topic 2 shows how corruption in government helped magnates gain political power: city mayors used political machines like Tammany Hall to trade jobs and contracts for votes, while weak presidents allowed business interests to fill the resulting power vacuum. Reforms such as the Pendleton Civil Service Act limited the spoils system. Unit 12, Topic 1 adds that laissez-faire policies under Republican presidents further enabled business influence, though other specific pro-business policies, like tariffs and subsidies, are not covered. | Unit 9 - Gilded Age Business, Labor & Government • Topic 1 - The Industrialists • Topic 2 - Corruption & Philanthropy Unit 12 - The 1920s • Topic 1 - Politics, Innovation & the Economy | |||||||||||||||||||
9 | U.S. History | SS.US.2.7.3 | Evaluate the effectiveness of labor unions and populists in shaping public policy | • Labor Unions: American Federation of Labor, Industrial Workers of the World, Knights of Labor, Socialist Party • Populism: cooperative movement, monetary policy, People’s Party, tenancy • Strikes and Conflicts: Haymarket Square, Homestead, Pullman, Triangle Fire • Public Policy: distribution of wealth, legislation, wages, working conditions | Unit 9, Topic 3 and Unit 10, Topic 3 address labor unions, populism, strikes, and public policy impacts, allowing evaluation of their effectiveness. Topic 3 (Unit 9) covers labor unions, including the Knights of Labor, American Federation of Labor led by Samuel Gompers (focused on wages and working conditions), Industrial Workers of the World (seeking revolution), and the Socialist Party led by Eugene Debs (aiming to change the government), noting that unions often faced limited success as governments sided with business owners. Unit 10 addresses populism, including farmers’ protests against high railroad rates, the call for government-run railroads and free silver to ease debt, creation of the Populist Party, and William Jennings Bryan’s Cross of Gold Speech. Strikes and conflicts are covered through events such as the Great Upheaval of 1877, Haymarket Square, Homestead, and Pullman strikes, with most ending in defeat for labor, while the Triangle Fire highlights dangerous working conditions. Public policy impacts are evaluated through both topics: Populist goals largely failed, but Progressive-era reforms achieved successes including initiatives, referendums, recalls, city commissioners, the 17th Amendment, the 16th Amendment, and workplace safety reforms like child labor protections. | Unit 9 - Gilded Age Business, Labor & Government • Topic 3 - Organized Labor Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 3 - The Progressives | |||||||||||||||||||
10 | U.S. History | SS.US.3.15.1 | Analyze the benefits and challenges associated with rapidly growing urban areas | • Urban Areas: Chicago, New York, San Francisco, St. Louis • Benefits: culture, education, personal freedom, services • Economic and Political Challenges: corruption, political machines • Health and Infrastructure Challenges: safety, sanitation, tenements, transportation | Unit 9, Topic 2, Unit 10, Topic 1, and Unit 10, Topic 3 address the benefits and challenges of rapidly growing urban areas during the Gilded Age. Major cities such as New York City, Chicago, San Francisco, and St. Louis are highlighted as centers of growth and immigrant settlement. Benefits of urbanization include economic opportunity and factory jobs for immigrants, as well as access to culture, education, personal freedom, and services unavailable in rural areas (Unit 10, Topic 1). Challenges are explored through corruption and political machines manipulating local governments (Unit 9, Topic 2) and Progressive efforts to reform them (Unit 10, Topic 3). Health and infrastructure issues are addressed via Progressive-era reforms: workplace safety regulations, sanitation improvements inspired by reformers like Jacob Riis documenting tenement conditions, substandard housing for the urban poor, and transportation strains from rapid growth. Overall, the topics show that cities offered opportunities but also created significant problems that required reform. | Unit 9 - Gilded Age Business & Labor • Topic 2 - Corruption & Philanthropy Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 1 - Immigration & Urbanization • Topic 3 - The Progressives | |||||||||||||||||||
11 | U.S. History | SS.US.3.8.2 | Assess the efforts of Progressive Era reform movements to improve society, government, business, and the environment | • Society: Booker T. Washington, Jane Addams, public education, settlement houses, W.E.B. Du Bois • Government: direct Senate elections, recalls, referendums, Robert M. La Follette • Economic and Business Reform: antitrust policies, child labor restrictions, federal income tax, Ida Tarbell, Theodore Roosevelt • Environment and Health: conservation, preservation, Jacob Riis, John Muir, Pure Food and Drug Act of 1906 | Unit 9, Topic 4, Unit 10, Topic 3, Unit 12, Topic 3, and Unit 17, Topic 4 cover Progressive Era reform across society, government, the economy, and the environment. Society reforms include settlement houses like Jane Addams’s providing services to the urban poor, public education expansion, and debates over African American advancement: Booker T. Washington emphasized education and productivity, while W.E.B. Du Bois founded the NAACP to fight for equal rights through the courts. Government reforms are addressed through direct election of senators, recalls, referendums, and leaders like Robert M. La Follette. Economic and business reforms include antitrust efforts such as the Sherman Antitrust Act, child labor restrictions, the federal income tax, investigative journalism by Ida Tarbell exposing corporate practices, and Theodore Roosevelt’s trust-busting and business regulation. Environment and health reforms cover conservation versus preservation, Jacob Riis documenting tenement conditions, John Muir founding the Sierra Club, the Pure Food and Drug Act of 1906, and the modern environmental movement’s roots in the Progressive Era. | Unit 9 - Gilded Age Business & Labor • Topic 4 - Government Regulation Unit 10 - Gilded Age Immigration, Urbanization & Reform: • Topic 3 - The Progressive Movement Unit 12 - The 1920s • Topic 3 - The Harlem Renaissance Unit 17 - The Social Revolution • Topic 4 - Environmentalism | |||||||||||||||||||
12 | U.S. History | SS.US.3.7.3 | Analyze the development of the women’s suffrage movement over time and its legacy | • Individuals and Groups: Alice Paul, Elizabeth Cady Stanton, National American Woman Suffrage Association Susan B. Anthony • Concepts and Issues: 19th Amendment, Maternalist reforms | Unit 10, Topic 4 and Unit 17, Topic 5 cover the development and legacy of the women’s suffrage movement. Development over time includes early efforts at the Seneca Falls Convention, leadership by Elizabeth Cady Stanton and Susan B. Anthony, and later activism by Alice Paul, culminating in the 19th Amendment in 1920 granting women the right to vote. Maternalist reforms are also addressed, showing how Progressive Era policies used women’s roles as mothers to advocate for child labor restrictions and public health measures. Legacy is explored through Second Wave Feminism in the 1960s and beyond, highlighting ongoing challenges such as the glass ceiling, illustrating that while suffrage secured voting rights and inspired continued activism, full gender equality remains a work in progress. | Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 4 - Women's Rights Unit 17 - The Social Revolution • Topic 5 - The Feminist Movement | |||||||||||||||||||
13 | U.S. History | SS.US.4.19.1 | Analyze the factors that enabled the United States to become an imperial power | • Causes: business interests, competition with colonial powers, missionaries, white man’s burden • Events and Policies: Open Door Policy, Spanish-American War, Hawaiʻi annexation, Panama Canal, Roosevelt Corollary | Unit 11a, Topics 1-3 cover U.S. imperial expansion, including both the causes and key events and policies. Causes include economic motives (seeking raw materials and markets) competition with European colonial powers, missionary efforts to spread Christianity (as in Hawaii), and the ideology of the white man’s burden, which justified spreading American culture. Events and policies demonstrating imperial power include the Open Door Policy in China, the 1898 Spanish-American War, Hawaii’s annexation, the construction of the Panama Canal, and the Roosevelt Corollary, which expanded the Monroe Doctrine to justify intervention in Latin America. The topics also note Alfred T. Mahan’s argument that great nations need colonies and navies to protect trade, a view supported by Theodore Roosevelt. Together, these factors explain how the U.S. became an imperial power by 1900. | Unit 11a - Imperialism • Topic 1 - Origins of Imperialism • Topic 2 - Spanish-American and Philippine-American Wars • Topic 3 - Asia & Latin America | |||||||||||||||||||
14 | U.S. History | SS.US.4.16.2 | Evaluate the effects of U.S. foreign policy in Latin America, Asia, and the Pacific | • Policies and Debates: anti-imperialism, Dollar Diplomacy, land use, Moral Diplomacy, Platt Amendment • Latin America: Haiti occupation, military interventions • Asia-Pacific: Guam, Philippine-American War | Unit 11a, Topics 1-3 examine the effects of U.S. foreign policy in Latin America, Asia, and the Pacific. In Latin America, the Platt Amendment made Cuba mostly independent but allowed U.S. intervention, and the Roosevelt Corollary justified U.S. actions in other nations. The Panama Canal involved U.S. support for Panamanian independence to secure construction rights. Dollar Diplomacy under Taft created “banana republics” like Honduras, while U.S. occupations in Haiti and interventions across the region, including Wilson sending troops into Mexico to pursue Pancho Villa, show repeated involvement. In Asia and the Pacific, the Philippine-American War highlighted resistance to U.S. control, which lasted about 50 years, and Guam became a U.S. territory after the Spanish-American War. The section also addresses debates over these policies through discussion of the anti-imperialism movement. | Unit 11a - Imperialism • Topic 1 - Origins of Imperialism • Topic 2 - Spanish-American and Philippine-American Wars • Topic 3 - Asia & Latin America | |||||||||||||||||||
15 | U.S. History | SS.US.5.19.1 | Distinguish between the long-term causes and triggering events that led the United States into World War I | • Long-Term Causes: business interests, colonial scramble, imperialism, interlocking alliances, naval arms race • Triggering Events: Lusitania, Zimmerman Telegram | Unit 11B, Topic 1 distinguishes between long-term causes and immediate triggers for U.S. involvement. Long-term causes include the European alliance system, where the Central Powers and Triple Entente formed decades earlier to provide mutual support but ultimately escalated conflict, and the naval arms race, including Germany’s U-Boat development. Broader European competition hints at economic, colonial, and imperial motivations. Triggering events are also covered: the assassination of Austria-Hungary’s heir activated the alliances, starting the war in 1914, while U.S. entry resulted from German attacks on American ships, including the Lusitania, and the Zimmerman Telegram, in which Germany sought to enlist Mexico against the United States. | Unit 11b - World War I • Topic 1 - Neutrality & the Start of World War I | |||||||||||||||||||
16 | U.S. History | SS.US.5.8.2 | Evaluate wartime restrictions on civil liberties | • Propaganda and Repression: Espionage Act of 1917, Committee of Public Information, Sedition Acts, Red Scare • Opposition: Emma Goldman, Eugene Debs, National Civil Liberties Bureau, pacifism, Schenck v. U.S. | Unit 11B, Topics 2-3 examine wartime restrictions on civil liberties and the opposition they provoked. Repressive measures are addressed through the Espionage Act of 1917 and the Sedition Act, which made criticizing the government or war illegal, and the Committee of Public Information, which produced propaganda to promote conformity. Schenck v. United States upheld limits on free speech during wartime, showing that First Amendment protections could be restricted under national security concerns. Anti-foreign sentiment and the Red Scare are covered: Topic 5 notes discrimination against German immigrants, banning German language instruction, and renaming German foods, while Topic 3 describes postwar fear of radical ideas, including the flawed trial of Sacco and Vanzetti. Opposition to restrictions included Eugene Debs’ prosecution for speaking against the war, conscientious objectors refusing to fight, and the National Civil Liberties Bureau (later the ACLU) defending rights violations. These topics show the tension between national security and civil liberties during World War I. | Unit 11b - World War I • Topic 2 - The World War I Homefront • Topic 3 - The End of World War I & Isolationism | |||||||||||||||||||
17 | U.S. History | SS.US.5.18.3 | Analyze how internationalism and isolationism shaped U.S. foreign policy after World War I | • Internationalism: Fourteen Points, selfdetermination, Woodrow Wilson • Isolationism: immigration restrictions, rejection of League of Nations, tariffs | Unit 11B, Topic 3 examines how internationalism and isolationism shaped U.S. foreign policy after the war. Internationalism is addressed through Woodrow Wilson’s vision: he went to Europe to negotiate peace, presenting his Fourteen Points as a plan for a just world order. The centerpiece was the League of Nations, intended to resolve future conflicts without war and uphold self-determination for peoples formerly under colonial rule. Isolationism is covered through the Senate’s rejection of Wilson’s plan: Republicans feared that League membership would drag the U.S. into foreign wars. Despite Wilson’s national speaking tour, the Senate refused to ratify the Treaty of Versailles, and the U.S. instead pursued isolationism for the next twenty years. Evidence of this turn includes the Immigration Act of 1924, which severely restricted European and ended Asian immigration, and higher tariffs discouraging international engagement. The topic also notes the counterfactual that U.S. participation in the League might have prevented World War II. | Unit 11b - World War I • Topic 3 - The End of World War I & Isolationism | |||||||||||||||||||
18 | U.S. History | SS.US.6.11.1 | Assess how innovations in transportation, communication, and finance changed American society | • Transportation: assembly line, automobile, electrification of factories • Communication: advertising, Hollywood, radio • Finance: buying on margin, consumer debt | Unit 12, Topics 1 and 2 together address how innovations in transportation, communication, and finance changed American society in the 1920s. Transportation innovations are covered through automobiles, which became widely accessible due to production improvements, changing daily life with gas stations, paved roads, motels, and new social behaviors. Air travel is also highlighted, including Charles Lindbergh’s transatlantic flight. Communication innovations include radio, which allowed Americans to listen to the same shows and live sports broadcasts for the first time, and the movie industry, which progressed from silent films to talkies, created movie stars as fashion icons, and introduced cartoons like Mickey Mouse. Finance innovations are addressed through the rise of consumer debt, as Americans borrowed to buy goods, and buying on margin, where people borrowed money to invest in stocks, often profiting during the decade’s economic boom. | Unit 12 - The 1920s • Topic 1 - Politics, Innovation & the Economy https://www.inquiryhistory.com/12-2s | |||||||||||||||||||
19 | U.S. History | SS.US.6.18.2 | Compare rival perspectives on economic, social, and religious conflicts in the 1920s | • Economic: Great Railroad Strike of 1922 • Social: Prohibition, Sacco and Vanzetti • Religion: Scopes Trial | Unit 11B, Topic 6 and Unit 12, Topic 4 address rival perspectives on religious, social, and economic conflicts in the 1920s. Religious conflict is covered through the Scopes Trial: Christian Fundamentalists opposed teaching Darwin’s Theory of Evolution in public schools, and in 1925 John Scopes was arrested under Tennessee’s Butler Act for teaching evolution. The trial became a national spectacle, highlighting the clash between modernists and traditionalists, with Scopes ultimately losing. Social conflicts are addressed through Prohibition, which banned alcohol from 1919 to 1933. The topics explain how enforcement was difficult, crime increased as gangs competed over illegal alcohol, and police often ignored laws, leading to the 21st Amendment repealing Prohibition. Unit 11B, Topic 6 also covers the Sacco and Vanzetti case during the Red Scare, showing how immigrant anarchists were convicted in a flawed trial amid national fear of foreigners and communism following the Russian Revolution. The Great Railroad Strike of 1922 is not mentioned in the materials. | Unit 11b - World War I • Topic 3 - The End of World War I & Isolationism Unit 12 - The 1920s • Topic 4 - Social Conflicts | |||||||||||||||||||
20 | U.S. History | SS.US.6.17.3 | Analyze the cultural contributions of modernism, the Harlem Renaissance, and the New Woman | • Modernism: F. Scott Fitzgerald, Gertrude Stein, Lost Generation, surrealism • Harlem Renaissance: Langston Hughes, Louis Armstrong, Marcus Garvey, Paul Robeson, Zora Neale Hurston • The New Woman: flappers, Margaret Sanger | Unit 12, Topics 1-3 together address the cultural contributions of modernism, the Harlem Renaissance, and the New Woman. Modernism is covered through the Lost Generation (Topic 1), writers who critiqued materialism and explored themes of moral loss, including F. Scott Fitzgerald and Gertrude Stein. Topic 2’s Art & Architecture section describes surrealism, painting dream-like images, and art deco, with bold colors, repeated patterns, and geometric shapes. The Harlem Renaissance is explored in Topic 3, showing how creative African American leaders in Harlem produced music, literature, art, and political activism during the 1920s, with key figures including Langston Hughes, Louis Armstrong, Marcus Garvey, Paul Robeson, and Zora Neale Hurston. Topic 2 also addresses Jazz, which grew from African American musical traditions and gained popularity across the North and with White audiences. The New Woman is addressed through Topic 2’s Flappers section, describing young middle- and upper-class women who rejected traditional gender roles, going out unchaperoned, smoking, drinking, dancing, and wearing bold new fashions. Margaret Sanger and birth control are addressed in Unit 10, Topic 4. | Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 4 - Women's Rights Unit 12 - The 1920s • Topic 1 - Politics, Innovation & the Economy • Topic 2 - Popular Culture • Topic 3 - The Harlem Renaissance | |||||||||||||||||||
21 | U.S. History | SS.US.7.19.1 | Analyze the conditions and policies that led to the Great Depression | • Environmental Conditions: Dust Bowl • Economic Conditions: overproduction, stock speculation, unequal distribution of income, unstable credit system • Economic Policies: Reconstruction Finance Corporation, tariffs, tight monetary policy, weak government relief infrastructure | Unit 13, Topics 1 and 2 address the environmental and economic conditions, as well as policies, that caused the Great Depression. Environmental conditions are covered in Topic 2’s Dust Bowl discussion, where drought and poor farming practices devastated the Midwest, forcing many to migrate to California and other areas. Economic conditions are addressed in Topic 1: overproduction during and after World War I left farmers unable to repay loans; stock speculation and an unstable credit system led investors to lose everything when prices fell; and income inequality is noted, with only about 10% of Americans owning stock. Economic policies are covered through Topic 1’s discussion of the Federal Reserve’s tight monetary policy, which failed to supply banks with funds, and weak government relief infrastructure that worsened the crisis. Bank failures, caused by unpayable loans and runs that spread to New York City, are also detailed, ultimately triggering the national economic collapse. | Unit 13 - Great Depression & New Deal • Topic 1 - The Start of the Depression https://www.inquiryhistory.com/13-2s | |||||||||||||||||||
22 | U.S. History | SS.US.7.11.2 | Analyze how the decline in production and spending affected Americans during the Great Depression | • Consequences: bank closures, business failures, local government failures, mass unemployment, migration • Groups: farmers, industrial workers, Mexican Americans, women | Unit 13, Topic 2 addresses how the decline in production and spending affected different groups of Americans. Economic consequences include farm foreclosures, business failures with lowered wages, widespread unemployment, and migration caused by ruined farms during the Dust Bowl, forcing many to move to California and elsewhere. Groups affected are thoroughly covered: farmers lost farms due to bad loans and bank foreclosures; industrial workers faced hunger and violent clashes, as in Detroit at the Ford factory; women increasingly sought work to support their families; and African Americans were hit hardest, often being hired last and facing increased discrimination and lynching. Mexican Americans are not specifically addressed. | Unit 13 - Great Depression & New Deal • Topic 2 - Life in the Depression | |||||||||||||||||||
23 | U.S. History | SS.US.7.10.3 | Assess the impact and legacy of New Deal relief, recovery, and reform programs | • Relief and Recovery: Civilian Conservation Corps, public arts, public jobs and infrastructure programs, Work Progress Administration • Economic Reform: Agricultural Adjustment Act, Federal Deposit Insurance Corporation, Social Security, U.S. Securities Exchange Commission, Wagner Act of 1935 | Unit 13, Topics 3-4 address the impact and legacy of New Deal programs across relief, recovery, and reform. Relief and recovery efforts included job creation through the Civilian Conservation Corps (employing young men in conservation), public arts programs, and infrastructure projects such as roads, bridges, dams, parks, and trails, often coordinated by the Work Progress Administration to jumpstart the economy. Economic reforms included the Agricultural Adjustment Act paying farmers to reduce production, the Federal Deposit Insurance Corporation insuring bank deposits to prevent runs, Social Security providing benefits for retirees, the Securities and Exchange Commission regulating the stock market, and the Wagner Act of 1935 protecting workers’ right to organize, boosting union membership and power. The topics highlight the New Deal’s mixed legacy: it did not end the Great Depression but helped, expanded federal government power, and reshaped Americans’ expectations of government responsibility for economic security. | Unit 13 - Great Depression & New Deal • Topic 3 - The First New Deal • Topic 4 - The Second New Deal | |||||||||||||||||||
24 | U.S. History | SS.US.8.19.1 | Explain the historical developments and policies that resulted in the United States entering World War II | • Historical Developments: attack on Pearl Harbor, European fascism, Japanese militarism, Neutrality Acts • Policies: Atlantic Charter, Lend-lease Act, oil embargo | Unit 14, Topic 1 addresses the historical developments and policies that led to U.S. entry into World War II. Historical developments include the rise of European fascism under Mussolini and Hitler, with Hitler using anti-Semitism to consolidate power; Japanese militarism and expansion into China, the Dutch East Indies, Indochina, and the Philippines to secure resources; and the attack on Pearl Harbor on December 7, 1941, which aimed to destroy the U.S. fleet but ultimately drew America into the war. U.S. policies prior to involvement include the Neutrality Acts to maintain isolationism, the Lend-Lease and Cash and Carry programs supplying Britain without declaring war, the Atlantic Charter outlining democratic goals with Winston Churchill, and the oil embargo against Japan, which pressured Japan and contributed to the Pearl Harbor attack. | Unit 14 - World War II • Topic 1 - Neutrality & Pearl Harbor | |||||||||||||||||||
25 | U.S. History | SS.US.8.17.2 | Assess the social, political, and economic transformation of the United States during World War II | • Social: Double V Campaign, no-strike pledge, working women • Political: 442nd Regimental Combat Team, Japanese American internment, Navajo Code Talkers, Office of Wartime Information, Tuskegee Airmen • Economic: rapid industrialization war economy, War Production Board | Unit 14, Topic 3 directly addresses social, political, and economic transformations during World War II. Social transformation is shown through women entering the workforce, symbolized by Rosie the Riveter, many earning their first paychecks and working in factories and farms, marking a critical step toward gender equality. The Double V Campaign is also covered, highlighting African Americans fighting both the Axis abroad and discrimination at home. Political transformation is addressed through multiple examples: Japanese Americans served in the 442nd Regimental Combat Team despite internment, Native Americans worked as code talkers using unbreakable codes, and the Tuskegee Airmen earned praise for their skill in segregated units. The topic also covers government propaganda promoting the war effort and notes the internment of Japanese Americans as a civil rights violation later acknowledged with government reparations in 1988. Economic transformation is shown through the rapid conversion of American industry into the “Arsenal of Democracy,” with collaboration between government officials and industrial leaders producing war supplies at record speed, representing the industrialization of the wartime economy. | Unit 14 - World War II • Topic 3 - The World War II Homefront | |||||||||||||||||||
26 | U.S. History | SS.US.8.19.3 | Analyze the role of the United States in the outcome of World War II in the European and the Pacific theaters | • Europe: Arsenal of Democracy, D-Day, Italy • Pacific: Hiroshima, island hopping, Manhattan Project, Midway, Nagasaki, Okinawa | Unit 14, Topic s1 and 2 together address the U.S. role in the European and Pacific theaters during World War II. In the European theater, multiple topics cover key developments: the “Arsenal of Democracy” describes how American industry rapidly produced war supplies through collaboration between government officials and industrial leaders; U.S. forces first fought in North Africa, then invaded Italy; D-Day on June 6, 1944 marked a turning point as British, American, Free French, and Canadian forces landed at Normandy, pushing Germany back from the West; intensive bombing campaigns weakened Germany; and eventually, Germany collapsed, Hitler committed suicide, and V-E (Victory in Europe) Day ended the war in Europe. In the Pacific theater, the topics cover the war’s progression: after Pearl Harbor, the U.S. suffered early defeats, including surrendering the Philippines; the Battle of Midway was the turning point when U.S. forces sank key Japanese aircraft carriers, crippling Japan’s ability to resupply; island hopping described the slow campaign to recapture islands from Japanese forces; the Battle of Okinawa was one of the deadliest battles, with Japan using suicide attacks; the Manhattan Project developed the atomic bomb in secret; and President Truman’s decision to use atomic weapons on Hiroshima and Nagasaki led to Japan’s surrender and V-J Day in 1945, ending the war. | Unit 14 - World War II • Topic 1 - Neutrality & Pearl Harbor, • Topic 2 - Winning the War | |||||||||||||||||||
27 | U.S. History | SS.US.9.19.1 | Explain how political ideology shaped the post-war order and led to the Soviet-U.S. arms race | • Ideologies and Political Systems: capitalism, communism, democrac, totalitarianism • Cold War Institutions: North Atlantic Treaty Organization, United Nations, Warsaw Pact • Division of Europe: Berlin Airlift, Marshall Plan, socialism • Arms Race: deterrence, H-bomb, NonProliferation Treaty | Unit 15, Topics 1 and 3 together address how political ideology shaped the post-war order and sparked the arms race. Ideologies and political systems are thoroughly covered: the Cold War was a 50-year struggle between the United States and Soviet Union over competing visions for nations. Communism, as in the Soviet Union, promoted collective ownership but removed personal choice and incentive, often resulting in dictatorships. Capitalism, supported by the United States, encouraged free markets, while democracy and totalitarianism represented contrasting political systems promoted in Western and Eastern Europe, respectively. Cold War institutions are addressed through post-war organizations: the United Nations, created after World War II, became a global forum for peacekeeping and debate; NATO allied the U.S. with Western Europe for defense; and the Warsaw Pact united the Soviet Union with Eastern European allies. The division of Europe is highlighted by the Iron Curtain separating communist East from democratic West, the divided Germany and Berlin, and the Marshall Plan, which provided billions in aid to countries like France, West Germany, Greece, and Japan to rebuild economies and limit communist influence. Socialism is noted as an intermediate economic system. The arms race is extensively covered: after the U.S. used atomic bombs in 1945, both superpowers developed nuclear weapons, with other nations such as the Soviet Union, Great Britain, France, and China soon following. The competition led to more powerful nuclear bombs, missiles, tanks, and airplanes. Deterrence through mutually assured destruction (MAD) prevented direct conflict, while the H-bomb represented a new level of destructive power. The Non-Proliferation Treaty attempted to limit the spread of nuclear weapons to additional nations. | Unit 15 - The Cold War • Topic 1 - Origins of the Cold War • Topic 3 - The Arms Race | |||||||||||||||||||
28 | U.S. History | SS.US.9.17.2 | Analyze how U.S. foreign policy during the Cold War shaped conflicts in Asia and the Americas | • U.S. Policies: containment, Central Intelligence Agency, military-industrial complex, Truman Doctrine • Asia: Korean War, Douglas MacArthur, Iran coup, Vietnam War • The Americas: Cuban Missile Crisis, Operation Condor | Cold War policies are thoroughly covered in Unit 15, Topic 2: Containment explains the U.S. strategy of preventing communism from spreading; the Marshall Plan provided billions to rebuild nations like France, West Germany, Greece, and Japan; and NATO and the Warsaw Pact illustrate the formation of opposing defense alliances. Conflicts in Asia are extensively addressed in Topic 2: the Korean War describes the U.S. defense of South Korea against communist invasion in 1950, ending in a stalemate; General MacArthur’s push to expand the war into China led to his dismissal by President Truman. Chinese Communism covers the failure to contain Mao Zedong’s forces, and the Domino Theory shows how Truman, Eisenhower, Kennedy, and Johnson supported anti-communists in Vietnam. Conflicts in the Americas are covered in Unit 15, Topic 3: the Cuban Missile Crisis describes the 13-day standoff in 1962 when Soviet missiles were placed in Cuba, representing the closest the superpowers came to nuclear war. Topic 4 highlights Eisenhower’s warning about the military-industrial complex and the risks of prolonged defense spending. Unit 18, Topic 1 covers the Vietnam War and Topic 3 addresses the Iran Coup. The materials do not explicitly cover Operation Condor. | Unit 15 - The Cold War • Topic 2 - Containment • Topic 3 - The Arms Race • Topic 4 - The Cold War at Home • Topic 6 - The End of the Cold War Unit 18 - Failures • Topic 1 - Vietnam • Topic 2 - Scandals | |||||||||||||||||||
29 | U.S. History | SS.US.9.7.3 | Analyze how anti-communism and the Cold War affected civil liberties, labor, and technology | • Civil Liberties: Loyalty Order, McCarthyism • Labor: Hollywood Ten, Taft-Hartley Act, union leadership purges • Technology and Development: Interstate Highway System, GI Bill, Apollo program | Unit 15, Topic 3, Unit 15, Topic 4, and Unit 17, Topic 1 together address how anti-communism and the Cold War affected civil liberties, labor, and technology. Civil liberties are extensively covered in Unit 15, Topic 4 through the second Red Scare of the late 1940s and early 1950s: Senator Joseph McCarthy investigated suspected communists, ruining many careers despite few actual spies being found. The uncovering of nuclear espionage cases is specifically addressed. Labor impacts are partially covered: McCarthyism and Red Scare investigations affected workers, and the Hollywood Ten illustrates how entertainment industry employees were scrutinized for alleged communist sympathies. The Taft-Hartley Act and union purges are not specifically addressed. Technology and development are comprehensively covered: Unit 17, Topic 1 explains the construction of the Interstate Highway System, boosting car ownership, and the G.I. Bill, which allowed veterans to buy homes and attend college, driving suburban growth and the Baby Boom. Unit 15, Topic 3’s Space Race topic shows the U.S.-Soviet competition in space, from satellites and animals to landing a man on the Moon via Apollo. Topic 4 highlights renewed investment in science education to compete in weapon design and Eisenhower’s Atoms for Peace program promoting nuclear technology for medicine and electricity. | Unit 15 - The Cold War • Topic 3 - The Arms Race • Topic 4 - The Cold War at Home Unit 17 - The Social Revolution • Topic 1 - The 1950s | |||||||||||||||||||
30 | U.S. History | SS.US.10.6.1 | Evaluate the effectiveness of civil rights organizations and actions in overcoming racial segregation | • Groups: National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC), Black Panther Party • Individuals: Rosa Parks, Martin Luther King Jr., Medgar Evers, Fannie Lou Hamer, Malcolm X • Events and Actions: Montgomery bus boycott, Little Rock Nine, sit-ins, March on Washington, Freedom Rides, Watts riots • Policy Changes: desegregation of the Armed Forces, Brown v. Board of Education, Civil Rights Act of 1964, Voting Rights Act of 1965, affirmative action | Unit 16, Topics 1-3 comprehensively address groups, individuals, events and actions, and policy changes. Groups are extensively covered: the NAACP fought for equality in the courts through the Niagara Movement; the SCLC, founded by Martin Luther King Jr., organized nonviolent protests; SNCC and CORE also used nonviolence and civil disobedience; and the Black Panther Party advocated armed self-defense and neighborhood protection as part of the Black Power movement. Individuals are highlighted through Rosa Parks sparking the Montgomery Bus Boycott, Martin Luther King Jr. leading the boycott, giving his “I Have a Dream” speech, and organizing the Selma march; Malcolm X promoting self-reliance and later a broader message; and Medgar Evers and Fannie Lou Hamer participating in Freedom Summer activism. Events and actions include the year-long Montgomery Bus Boycott, the Little Rock Nine escorted by the National Guard, lunch counter sit-ins, Freedom Rides attacked in Alabama, the March on Washington, and urban riots such as in Watts. Policy changes are covered through President Truman desegregating the military, the Brown v. Board of Education ruling, the Civil Rights Act of 1964 following the March on Washington and Birmingham Campaign, the Voting Rights Act of 1965 after Selma, and affirmative action promoted under Nixon. | Unit 16 - The Civil Rights Movements • Topic 1 - School Desegregation • Topic 2 - Marches & Successes • Topic 3 - Frustration & Violence | |||||||||||||||||||
31 | U.S. History | SS.US.10.11.2 | Evaluate the impact of Great Society-era policies in addressing economic, social, and environmental conditions | • Economic: Head Start, Economic Opportunity Act of 1964, Omnibus Housing Act of 1965, Medicare • Social: Elementary and Secondary Education Act of 1965, Immigration and Nationality Act of 1965 • Environmental: Wilderness Act of 1964, Water Quality Act of 1965 | Unit 17, Topics 3-4 comprehensively address economic, social, and environmental policies. Economic policies are covered through Johnson’s War on Poverty, including Head Start for low-income preschoolers, the Economic Opportunity Act of 1964 to help people find jobs through education and support, and Medicare and Medicaid, providing health coverage for the elderly and poor. Social policies include the Elementary and Secondary Education Act of 1965, increased federal scholarships and loans for college, and the Immigration and Nationality Act, which ended national quotas and promoted family reunification, increasing immigration from Asia and Africa. The Omnibus Housing Act of 1965 is not explicitly addressed. Environmental policies are addressed through the modern environmental movement, Rachel Carson’s Silent Spring raising awareness about DDT, and Johnson’s programs including the Clean Air and Clean Water Acts as well as discussions of the environmental movement as it evolved after the 1960s. The Wilderness Act of 1964 is not explicitly detailed. | Unit 17 - The Social Revolution • Topic 3 - The Great Society • Topic 4 - Environmentalism | |||||||||||||||||||
32 | U.S. History | SS.US.10.6.3 | Assess the impact of student movements and counter culture on American politics and society | • Movements: draft resistance, Free Speech Movement, Students for a Democratic Society • Political Impacts: 26th Amendment, Paris peace talks, War Powers Act • Cultural Change: hippie culture, Motown, Pop Art, Woodstock | Unit 17, Topic 2 and Unit 18, Topic 1 together address movements, political impacts, and cultural change. Student movements are covered through the counterculture’s youth rebellion against traditional social norms, centered in San Francisco’s Haight-Ashbury during the Summer of 1967. Activities included experimenting with drugs like marijuana and LSD, practicing free love, and creating communes to demonstrate their ideals. Political impacts are addressed through the anti-war movement, which influenced the Paris peace talks to end the Vietnam War and contributed to the passage of the 26th Amendment, lowering the voting age. Draft resistance is implied, though the War Powers Act is not covered. Cultural change is evident in music (psychedelic and folk rock), the 1969 Woodstock Festival, hippie fashion, and challenges to traditional social norms about sex and marriage, as well as the broader influence of the Baby Boomer generation. Motown and Pop Art are not explicitly addressed. | Unit 17 - The Social Revolution • Topic 2 - The Counterculture Unit 18 - Failures • Topic 1 - Vietnam | |||||||||||||||||||
33 | U.S. History | SS.US.10.6.4 | Examine other movements that emerged in the late civil rights era | • Native Americans: American Indian Movement, Wounded Knee occupation, Indian Self-Determination and Education Assistance Act of 1975 • Women: National Organization for Women, Equal Rights Amendment, Roe v. Wade, Title IX • New Movements: disability rights movement, Stonewall riots, United Farm Workers, Hawaiian sovereignty | Unit 16, Topic 4 comprehensively addresses other movements that emerged in the late civil rights era. Native American movements are covered through the American Indian Movement (AIM), formed in 1968. AIM occupied Alcatraz Island, marched to Washington to occupy Bureau of Indian Affairs offices, and staged a standoff at Wounded Knee. Though more confrontational than African American and Hispanic movements, AIM’s efforts resulted in laws giving tribes greater control over land and finances, increasing pride. The Indian Self-Determination and Education Assistance Act of 1975 is implicitly described. New movements are covered through multiple topics: the disability rights movement is addressed via the Americans with Disabilities Act, passed in 1990 to ensure accessibility; the gay rights movement is described through the 1968 Stonewall riots, when police raided a New York City gay bar and patrons resisted, as well as descriptions of the evolving LGBTQ+ movement to the 2020s; and the United Farm Workers are addressed through Cesar Chavez’s leadership of a strike and boycott against California grape growers, ultimately winning using nonviolent methods. The Equal Rights Amendment, Roe v. Wade, and Title IX are discussed in Unit 17, Topic 5 on the Feminist Movement. Hawaiian sovereignty is not addressed in these topics. | Unit 16 - Civil Rights Movements • Topic 4 - Other Movements Unit 17 - The Social Revolution • Topic 5 - The Feminist Movement | |||||||||||||||||||
34 | U.S. History | SS.US.11.17.1 | Analyze the rise of modern conservatism in the United States | • Rise of Conservatism: inflation, Iran Hostage Crisis, oil crisis, Boston busing protests, religious right, Richard Nixon, Phyllis Schlafly, 9/11 • Impacts: Southern Strategy, growth of the National Rifle Association, Proposition 13 | Unit 17, Topic 6, Unit 18, Topic 2, Unit 19, Topics 2 and 6 together address the rise of modern conservatism across multiple decades. Origins of conservatism are covered through Americans turning away from the liberal extremes of the 1960s and embracing conservative ideas in the 1970s, with early champions including academics and Senator Barry Goldwater. Events fueling conservatism include economic challenges like 1970s inflation and the oil crisis, the Iran Hostage Crisis weakening trust in government, and the 9/11 attacks prompting renewed conservative security policies in the 2000s. Social and cultural factors are addressed through the Boston busing protests showing White resistance to integration, the rise of the religious right advocating traditional values, and Phyllis Schlafly’s campaign to stop the Equal Rights Amendment. Impacts of conservatism include Nixon’s Southern Strategy appealing to White Southerners, the growth of the NRA as a pro-gun lobby, and California’s Proposition 13 limiting property taxes. The topics trace the arc from the 1970s origins through Reagan’s election, continuing into the 2000s with the War on Terror and contemporary politics. | Unit 17 - The Social Revolution • Topic 5 - The Feminist Movement • Topic 6 - The Conservative Revolution Unit 18 - Failures • Topic 2 - Scandals Unit 19 - The Past 30 Years • Topic 2 - The War on Terror & Gun Violence • Topic 6 - Contemporary Politics | |||||||||||||||||||
35 | U.S. History | SS.US.11.8.2 | Assess the social and political impact of conservatism in the United States | • Social: deunionization, incarceration, income inequality • Politics: Watergate, Reagan Revolution, Clinton impeachment, Iran-Contra Affair • Policy: supply-side economics, deregulation, welfare reform, immigration, The Patriot Act, War on Terror | Unit 15, Topic 6, Unit 17, Topic 6, Unit 18, Topics 2-3, and Unit 19, Topics 2 and 6 together address the social, political, and policy impacts of conservatism. Social impacts include deunionization as Reagan cut government spending and regulation, incarceration through strict 1980s drug laws disproportionately affecting African American neighborhoods, and growing income inequality during Bush’s presidency, with debates over wealth distribution. Political impacts are covered through major scandals: Watergate weakened the presidency, the Iran-Contra Affair revealed limits to Reagan’s oversight of aides, and Clinton’s impeachment involved investigations of business deals and an affair, though he was not convicted. The Reagan Revolution marks a turning point, promoting conservative policies on taxes, spending, and social norms. Policy impacts include supply-side and trickle-down economics, deregulation contributing to the 2007 financial crisis, welfare reform under Clinton, contentious immigration debates including Trump-era proposals, the Patriot Act expanding surveillance after 9/11, and the War on Terror shaping Bush’s foreign policy. | Unit 15 - The Cold War • Topic 6 - The End of the Cold War Unit 17 - The Social Revolution • Topic 6 - The Conservative Revolution Unit 18 - Failures • Topic 2 - Scandals • Topic 3 - Globalization Unit 19 - The Past 30 Years • Topic 2 - The War on Terror & Gun Violence • Topic 6 - Contemporary Politics | |||||||||||||||||||
36 | U.S. History | SS.US.12.8.1 | Evaluate popular and government responses to emerging domestic challenges | • Challenges: economic inequality, education disparities, financial crises, health care reform, racial division • Responses: education reform, health care restructuring, new social movements, tax policy | Unit 19, Topics 4 and 6 address challenges and responses in contemporary America, though challenges receive stronger coverage. Challenges include racial division, exemplified by the Black Lives Matter movement, protests in Ferguson and Baltimore, debates over Confederate symbols, and athletes kneeling during the national anthem. Economic inequality is evident in the growing divide between the very rich and most other Americans, with ongoing debates over tax policy. Financial crises are covered through the 2007 Great Recession, caused by deregulation, speculation, mortgage-backed securities, and credit default swaps. Health care reform is addressed through the contentious passage of Obamacare in 2009. Education disparities are implied in discussions of racial inequality. Responses include tax policy changes such as Bush’s tax cuts, health care restructuring via Obamacare, education reform through the No Child Left Behind law, and new social movements like Occupy Wall Street, the Tea Party, and Black Lives Matter, which led to some police reforms. Systematic responses to education disparities are not covered. | Unit 19 - The Past 30 Years • Topic 4 - Race in Contemporary America • Topic 6 - Contemporary Politics | |||||||||||||||||||
37 | U.S. History | SS.US.12.16.2 | Analyze U.S. responses to global challenges and crises | • Challenges: climate change, global competition, migration, nuclear proliferation, terrorism • Responses: climate accords, military and covert interventions, trade agreements, immigration reform | Unit 17, Topic 4, Unit 19, Topics 1, 2, and 6 address U.S. responses to global challenges, though coverage varies. Climate change is thoroughly addressed through Environmentalism, including international agreements like the Kyoto Protocol and Paris Agreement, with presidents choosing to join or withdraw, showing varied U.S. responses. Terrorism and U.S. responses are covered extensively in The War on Terror: after September 11, the U.S. invaded Afghanistan to destroy al-Qaeda and topple the Taliban, then invaded Iraq claiming Saddam Hussein had weapons, representing direct responses to terrorism. Military and covert interventions are addressed through multiple examples: Bush stopping Saddam in Kuwait during the First Gulf War, Clinton guiding NATO to end genocide in the Balkans, U.S. air power in Libya during the Arab Spring, and funding rebels in Syria. Limited coverage is given to nuclear proliferation, global trade competition, migration as a global challenge, and comprehensive trade agreements, though domestic immigration debates are addressed. | Unit 17 - The Social Revolution Topic 4 - Environmentalism Unit 19 - Past 30 Years • Topic 1 - The Post-Cold War World • Topic 2 - The War on Terror & Gun Violence • Topic 6 - Contemporary Politics | |||||||||||||||||||
38 | U.S. History | SS.US.1.16.1 | Analyze reasons groups migrated to and within the United States | • Push Factors: conflict, famine, persecution, poverty, war • Pull Factors: economic opportunity, ethnic ties, Gold Rush, religious freedom • Immigrant Groups: Asia, Europe (Northern, Southern, and Western), Mexico • Internal Migration: Great Migration, rural-tourban migration | Unit 10, Topic 1 addresses the standard’s push and pull factors as well as immigrant groups. Push factors include leaving home countries to escape religious persecution, poverty, war, famine, or violence. Pull factors include seeking economic opportunity, reuniting with family, or pursuing religious freedom, with some attracted by the Gold Rush. Immigrant groups covered include Europeans (Northern, Southern, and Western), Asians, and Mexicans, all arriving during the Gilded Age for a better life in growing cities and industries. Unit 12, Topic 3 covers internal migration through the Great Migration, when thousands of African Americans left the South during World War I for factory jobs in Northern cities such as New York, Chicago, and Detroit, though segregation still limited housing and job options. Unit 14, Topic 3 addresses Mexican immigration during World War II, with workers filling fields left empty by Americans serving in the military, highlighting migration driven by labor needs and economic opportunity. | Unit 10 - Gilded Age Immigration, Urbanization & Reform • Topic 1 - Immigration and Urbanization Unit 12 - The 1920s • Topic 3 - The Harlem Renaissance Unit 14 - World War II • Topic 3: The World War II Homefront | |||||||||||||||||||
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