A Correlation of - Pearson Educationassets.pearsonschool.com/correlations/C3_US_History_2016_Digital.pdfA Correlation of Pearson United States History, ©2016 to the C3 Framework for

A Correlation of

©2016, Realize™ Platform

To the

College, Career & Civic Life

(C3) Frameworks for

Social Studies State Standards

Grades 9-12

A Correlation of Pearson United States History, ©2016

to the C3 Framework for Social Studies, Grades 9-12

2 SE = Student Edition

Introduction

This document demonstrates how Pearson United States History, ©2016 meets the

College, Career & Civic Life Frameworks for Social Studies State Standards, Grades 9-12.

Pearson is excited to announce its NEW United States History program! Designed to help

prepare students to be college and career ready all while unlocking the exciting story of our

nation’s history, Pearson United States History invites students to explore the enduring

issues that continue to shape our nation’s history. The program bridges time-tested best

practices, curriculum standard expectations, and technology to help prepare students to be

college and career ready all while unlocking the exciting story of our nation’s history. The

program is available in print, digital, and blended options.

The Pearson United States History program uses a research tested four-part learning

model to enhance teaching and understanding.

1. Connect: Students make learning personal as they connect to content through a

story and activate their prior knowledge, personal experience, and perspective.

2. Investigate: Students actively learn, investigate, and acquire key content

knowledge through a variety of components both in print and digital.

3. Synthesize: Students extend their understanding by applying what they just

learned in a quick recap and “pull-it-all-together” exercise before they move on to

the next lesson.

4. Demonstrate: Students demonstrate their understanding through a variety of

authentic, formative, and summative assessments.

Technology Reimagined with Pearson’s Realize™ Platform

eText Student Edition with valuable tools for individualized instruction, remediation,

or enrichment

NBC Learn™ MyStory Videos that engage students in every chapter

Interactive Reading and Note Taking Study Guide allows for differentiated instruction

and assessments

Online Lesson Planner; Standards-based planner that helps to save prep time.

Assessments; built-in progress monitoring includes both formative and summative

assessments

Teacher Lesson Plans with point-of-use resources

Flipped Videos available to assign to students or serve as quick refreshers

©2015 Pearson Education, Inc. or its affiliate(s). All rights reserved




Table of Contents

Developing Questions & Planning Inquiries ........................................................... 4

Applying Disciplinary Concepts & Tools .................................................................. 8

Economics ............................................................................................................ 19

Geography ............................................................................................................ 31

History ................................................................................................................. 39

Evaluating Sources & Using Evidence ................................................................... 51

Communicating Conclusions & Taking Informed Action ....................................... 53




C3 Framework for Social Studies

Grades 9-12

Pearson United States History


C3 grades 9-12 standards

Developing Questions & PLANNING INQUIRIES

Dimension 1, Constructing Compelling Questions

INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT COMPELLING QUESTIONS,

AND …

D1.1.9-12. Explain how a question reflects

an enduring issue in the field.

SE: Each topic commences with an

Essential Question activity. These questions

place the events in a broader historical

context and connect to larger social studies

strands. Students reflect on the essential

question in the topic conclusion Synthesize

activity. For examples see:

Topic 2: Introduction: EQ: Why Do People

Move?; Synthesize: England’s American

Colonies

Topic 8: Introduction: EQ: How Can We

Ensure Equality for All?; Synthesize:

Reconstruction

Topic 20: Introduction: EQ: What Are the

Benefits and Costs of Technology?;

Synthesize: America in the Twenty-First

Century

SSCC: History Core Concepts: How Do

Historians Study History?

21st Century Skills Tutorials: Ask

Questions: Video; Quick Reference;

Assessment

D1.2.9-12. Explain points of agreement

and disagreement experts have about

interpretations and applications of

disciplinary concepts and ideas associated

with a compelling question.

SE: Most topics include a document based

activity where students read and explore

source material representing different

viewpoints and interpretations of key

questions and events.

Document-Based Activities

Topic 1: DBQ: Changing Perspectives on

American Indians; Investigate; Documents

A–F

Topic 11: DBQ: Historians' Viewpoints on

the Spanish-American War; Investigate;

Documents A–F

Topic 17: DBQ: Reasons Behind the Antiwar

Movement; Investigate; Documents A–F





Grades 9-12




(Continued)





with a compelling question.

(Continued)

Civic Discussion

Topic 3: Civic Discussion: British Tax Policy;

Sources A–F

Topic 8: Civic Discussion: Andrew Johnson's

Impeachment; Sources A–G

Topic 19: Civic Discussion: Laissez Faire?;

Sources A–D

Review and Assessment (examples)

Topic 4: Question 14 (Make an Argument

about a Constitutional Issue); Topic 7:

Question 1 (Compare Viewpoints of Calhoun

and Clay); Topic 17: Question 16 (Identify

Bias in Responses to Vietnam War); Topic

20: Question 9 (Identify Social Advocacy

Groups)

21st Century Skills Tutorials: Analyze

Primary and Secondary Sources; Compare

Viewpoints; Distinguish Between Fact and

Opinion: Identify Bias; Analyze Political

Cartoons; Evaluate Web Sites; Identify

Evidence; Interpret Sources; Participate in

a Discussion or Debate

Dimension 1, Constructing Supporting Questions

INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT COMPELLING QUESTIONS,

AND …





with a supporting question.

SE: Students explore experts

interpretations of source material in Step 3:

Synthesize, in the Document-Based

Activities and Civic Discussion Activities:

Document-Based Activities (questions)

Topic 4: DBQ: Analyzing Ideas Which

Influenced the Constitution; Investigate;

Documents A–F



Documents A–F

Topic 18: DBQ: Leadership Qualities of

Nixon, Ford, and Carter; Investigate;

Documents A–F

Civic Discussion (questions)

Topic 5: Civic Discussion: The Death

Penalty; Topic 19: Civic Discussion: Laissez

Faire?; Sources A–D





Grades 9-12




(Continued)





with a supporting question.

(Continued)


Topic 4: Question 8 (Analyze the

Arguments of James Madison); Topic 11:

Question 12 (Evaluate Pros and Cons of

International Treaties); Topic 19: Question

1 (Identify Viewpoints); Topic 20: Question

14 (Discuss Social Security and Medicare

Solvency)

21st Century Skills Tutorials: Evaluate

Existing Arguments; Consider and Counter

Opposing Arguments

D1.4.9-12. Explain how supporting

questions contribute to an inquiry and how,

through engaging source work, new

compelling and supporting questions

emerge.

SE: Students can explore this concept as

they examine the source material in the

document-based activities. In addition, the

Essential Question activities at the

beginning of each topic, allow students time

to develop supporting questions as they

work though the lessons.

Civic Discussion


Sources A–F

Topic 8: Civic Discussion: Andrew Johnson's


Topic 12: Civic Discussion: The League of

Nations; Sources A–F


Topic 6: DBQ: Westward Movement and the

Issue of Slavery; Investigate; Documents

A–F

Topic 13: DBQ: Opposition to the New

Deal; Investigate; Documents A–F

Topic 17: DBQ: Reasons Behind the Antiwar


Essential Question Activities (examples)

Topic 5: Introduction: EQ: What Makes a

Government Successful?; Synthesize: The

Early Republic

Topic 11: Introduction: EQ: What Can

Individuals Do to Affect Society?;

Synthesize: America Comes of Age





Grades 9-12




(Continued)

D1.4.9-12. Explain how supporting

questions contribute to an inquiry and how,

through engaging source work, new

compelling and supporting questions

emerge.

(Continued)



Viewpoints; Identify Bias; Evaluate Existing

Arguments; Consider and Counter Opposing

Arguments


Topic 4: Question 12 (Summarize Major

Ideas); Topic 5: Question 2 (Identify the

Contribution of Scientists; Interpret Written

Presentations); Topic 5: Question 13

(Identify Influence of Ideas); Topic 18:

Question 1 (Explain Roles of World Leaders)

Dimension 1, Determining Helpful Sources

INDIVIDUALLY AND WITH OTHERS, STUDENTS …

D1.5.9-12. Determine the kinds of sources

that will be helpful in answering compelling

and supporting questions, taking into

consideration multiple points of view

represented in the sources, the types of

sources available, and the potential uses of

the sources.

SE: Students examine multiple sources on

the same topic as they complete the

following activities.

Review and Assessment (research

opportunities – examples)

Topic 10: Question 9 (Use Historical

Inquiry); Topic 14: Question 13 (Evaluate

Participation in International Treaties and

Organizations); Topic 19: Question 14

(Identify Issues Across Political Spectrum)

Civic Discussion

Topic 5: Civic Discussion: The Death

Penalty




Sources A–D




Documents A–F



Documents A–F

Topic 15: DBQ: McCarthyism in the 1950s;

Investigate; Documents A–E





Grades 9-12




(Continued)

D1.5.9-12. Determine the kinds of sources

that will be helpful in answering compelling

and supporting questions, taking into

consideration multiple points of view

represented in the sources, the types of

sources available, and the potential uses of

the sources.

(Continued)


Primary and Secondary Sources: Video;

Quick Reference; Assessment

SSCC: History Core Concepts: Historical

Sources

Applying Disciplinary Concepts & TOOLS

CIVICS

Dimension 2, Civic and Political Institutions

INDIVIDUALLY AND WITH OTHERS, STUDENTS…

D2.Civ.1.9-12. Distinguish the powers and

responsibilities of local, state, tribal,

national, and international civic and political

institutions.

SE: Topic 4: Lesson 3: The Enduring

Constitution: Text 3: Constitutional

Principles, pages 2–3; Interactive Chart:

The Federal System

Topic 5: Lesson 1: The New Government

Finds Its Way: Flipped Video; Text 3:

Political Divisions Lead to Two Parties;

Interactive Chart: Federalists versus

Republicans

Topic 13: Lesson 3: Two Presidents

Respond: Flipped Video: FDR's New Deal;

Text 4: The New Deal Begins, pages 1–10

Topic 13: Lesson 5: Effects of the New

Deal: Start Up: Federal Programs and

Public Infrastructure; Text 5: New Deal

Legislation Expands the Historical Role of

Government

Topic 16: Lesson 1: The Civil Rights

Movement Strengthens: Text 3: Conflict

Between Federal and State Power


Topic 4: Question 2 (Describe State

Constitutions); Topic 4: Question 15

(Explain Federalism in the Constitution);

Topic 14: Question 5 (Explain Constitutional

Issues)

SSCC: Government and Civics Core

Concepts: Political Systems; Political

Structures





Grades 9-12




D2.Civ.2.9-12. Analyze the role of citizens

in the U.S. political system, with attention

to various theories of democracy, changes

in Americans’ participation over time, and

alternative models from other countries,

past and present.

SE: Topic 5: Lesson 1: The New

Government Finds Its Way: Flipped Video;

Text 3: Political Divisions Lead to Two

Parties; Interactive Chart: Federalists

versus Republicans

Topic 11: Lesson 2: Women Gain Rights:

Text 2: Women Seek Equal Political Rights

Topic 16: Civil Rights and Reform in the

1960s: Lesson 1: The Civil Rights

Movement Strengthens; Lesson 2: The

Movement Surges Forward; Lesson 3:

Successes and Setbacks

Topic 18: An Era of Change: Lesson 2: The

Women's Rights Movement; Lesson 3:

Expanding the Push for Equality

21st Century Skills Tutorials: Make a

Difference; Being an Informed Citizen;

Paying Taxes; Political Participation;

Serving on a Jury; Voting

Interactive Primary Sources: U.S.

Declaration of Independence;

United States Constitution; Federalist

Papers; The Federalist No. 10; The

Federalist No. 39; The Federalist No. 51

Social Studies Reference Center: Landmark

Supreme Court Cases; Supreme Court

Glossary


Concepts: Citizenship

D2.Civ.3.9-12. Analyze the impact of

constitutions, laws, treaties, and

international agreements on the

maintenance of national and international

order.

SE: Topic 12: Lesson 3: The End of World

War I: Text 2: Wilson Wants "Peace

Without Victory"; Text 3: The Paris Peace

Conference; Text 4: America Rejects the

Treaty of Versailles; Interactive Chart:

Should the U.S. Join the League of Nations?

Topic 14: Lesson 8: Impact of World War

II: Text 3: International Organizations and

Treaties





Grades 9-12




(Continued)

D2.Civ.3.9-12. Analyze the impact of

constitutions, laws, treaties, and

international agreements on the

maintenance of national and international

order.

(Continued)

Topic 15: Lesson 1: The Beginning of the

Cold War: Text 2: Responding to the Soviet

Challenge, pages 3–4; Interactive Timeline:

U.S. Response to Soviet Aggression; Text

3: The United States Contains Soviet

Expansion, pages 2–3; Text 4: Soviet

Aggression Drives Cold War, pages, 3–5

Topic 20: Lesson 1: America and the World

Economy: Text 1: Free Trade and Treaties


Topic 3: Question 13 (Explain the Treaty of

Paris); Topic 11: Question 12 (Evaluate

Pros and Cons of International Treaties);

Topic 14: Question 13 (Evaluate


Organizations)



Structures

D2.Civ.4.9-12. Explain how the U.S.

Constitution establishes a system of

government that has powers,

responsibilities, and limits that have

changed over time and that are still

contested.

SE: Topic 4: Establishing the New Nation:

Lesson 1: The Articles of Confederation,

Texts 1–4; Lesson 2: The Constitutional

Convention, Texts 1–2; Lesson 3: The

Enduring Constitution, Texts 1–3


Finds Its Way: Text 1: Creating a New

Government

Topic 5: Lesson 2: Jefferson as President:

Text 1: A New Direction for American

Government; Text 2: John Marshall Shapes

the Supreme Court




Documents A–F





Grades 9-12




(Continued)

D2.Civ.4.9-12. Explain how the U.S.

Constitution establishes a system of

government that has powers,

responsibilities, and limits that have

changed over time and that are still

contested.

(Continued)


Topic 4: Question 9 (Describe the

Ratification of the Constitution); Topic 4:

Question 11 (Analyze the Principle of

Popular Sovereignty); Topic 4: Question 12

(Analyze the Principle of Limited

Government); Topic 4: Question 13

(Analyze the Principle of Checks and

Balances); Topic 4: Question 15 (Explain

Federalism in the Constitution)

Interactive Primary Sources: United States

Constitution; Federalist Papers



Structures

D2.Civ.5.9-12. Evaluate citizens’ and

institutions’ effectiveness in addressing

social and political problems at the local,

state, tribal, national, and/or international

level.

SE: Topic 6: Reshaping America in the Early

1800s: Lesson 4: A Religious Awakening

Sparks Reform; Lesson 5: The Abolition

Movement; Lesson 6: Women Work for

Change

Topic 8: Reconstruction: Lesson 1: Plans for

Reconstruction Clash; Lesson 2:

Reconstruction Changes the South; Lesson

3: Reconstruction's Impact

Topic 11: America Comes of Age: Lesson 1:

Progressives Drive Reform; Lesson 2:

Women Gain Rights; Lesson 3: Striving for

Equality; Lesson 4: Reformers in the White

House

Topic 13: The Great Depression and the

New Deal: Lesson 3: Two Presidents

Respond; Lesson 4: The New Deal Expands;

Lesson 5: Effects of the New Deal





Successes and Setbacks; Lesson 4:

Kennedy's Reforms; Lesson 5: Reform

Under Johnson





Grades 9-12




(Continued)

D2.Civ.5.9-12. Evaluate citizens’ and

institutions’ effectiveness in addressing

social and political problems at the local,

state, tribal, national, and/or international

level.

(Continued)



Expanding the Push for Equality; Lesson 4:

The Environmental Movement







Glossary


Concepts: Conflict and Cooperation;

Citizenship

D2.Civ.6.9-12. Critique relationships

among governments, civil societies, and

economic markets.

SE: Topic 5: Lesson 7: Jacksonian

Democracy: Economic Change Leads to the

Bank War, pages 1–2; Interactive Chart:

Evaluate Andrew Jackson's Actions





Topic 11: Lesson 4: Reformers in the White

House: Flipped Video: Wilson's Economic

Reforms; Text 4: Wilson Endorses Further

Regulation





Topic 19: Lesson 2: The Reagan Era:

Flipped Video: Reaganomics; Text 1: A New

Direction for the American Economy







Grades 9-12




(Continued)

D2.Civ.6.9-12. Critique relationships

among governments, civil societies, and

economic markets.

(Continued)


Topic 10: Question 7 (Describe Economic

Impact of Homestead Act); Topic 13:

Question 7 (Evaluate a Sources); Topic 13:

Question 14 (Analyze Effects of Great

Depression)

SSCC: Economics Core Concepts: Economic

Systems; Economic Development

Dimension 2, Participation and Deliberation


D2.Civ.7.9-12. Apply civic virtues and

democratic principles when working with

others.

SE: Topic 18: An Era of Change: Lesson 2:

The Women's Rights Movement; Lesson 3:




Topic 6: Question 11 (Analyze the Second

Great Awakening); Topic 6: Question 15

(Analyze How the Women's Rights

Movement Changed American Society);

Topic 8: Question 5 (Describe the Impact of

the Fourteenth Amendment); Topic 14:

Question 7 (Describe Roles of Civil Rights


(Compare and Contrast Civil Rights

Strategies); Topic 11: Question 7 (Describe

Roles of Political Organizations); Topic 12:

Question 11 (Describe Efforts to Promote

Rights); Topic 14: Question 7 (Describe

Roles of Civil Rights Organizations); Topic

18: Question 5 (Describe Political

Organizations Promoting American Indian

Civil Rights); Topic 18: Question 6

(Describe Landmark Court Cases); Topic

20: Question 12 (Trace Development of

Civil Rights Movement)











Grades 9-12




D2.Civ.8.9-12. Evaluate social and political

systems in different contexts, times, and

places, that promote civic virtues and enact

democratic principles.

SE: Topic 4: Establishing the New Nation:

Lesson 1: The Articles of Confederation;

Lesson 2: The Constitutional Convention;

Lesson 3: The Enduring Constitution


Finds Its Way: Text 1: Creating a New

Government



Government; Text 2: John Marshall Shapes

the Supreme Court

SE: Topic 13: Introduction: The Great

Depression and the New Deal: Essential

Question: What should governments do?

Topic 14: Lesson 1: Rise of Aggressive

Dictators: Flipped Video: The Great

Depression in Other Countries; Interactive

Gallery: Characteristics of Totalitarianism;

Text; Text 2: Strict Regimes in the Soviet

Union and Italy; Text 3: Germany and

Japan Change Leadership; Text 4: Dictators

Move to Gain Territory

Social Studies Core Concepts: Government

and Civics Core Concepts: Foundations of

Government

D2.Civ.9.9-12. Use appropriate

deliberative processes in multiple settings.

SE: Civic Discussion


Sources A–F




Sources A–D

Project-Based Learning

Topic 7: PBL: Create a Civil War

Documentary

Topic 14: PBL: Build a World War II

Website

Topic 20: PBL: Create a U.S. Citizenship

Course





Grades 9-12




(Continued)

D2.Civ.9.9-12. Use appropriate

deliberative processes in multiple settings.

(Continued)

Review and Assessment (research



Inquiry); Topic 14: Question 13 (Evaluate



(Identify Issues Across Political Spectrum)







D2.Civ.10.9-12. Analyze the impact and

the appropriate roles of personal interests

and perspectives on the application of civic

virtues, democratic principles, constitutional

rights, and human rights.





Change





House







Under Johnson











Citizenship





Grades 9-12




Dimension 2, Processes, Rules, and Laws


D2.Civ.11.9-12. Evaluate multiple

procedures for making governmental

decisions at the local, state, national, and

international levels in terms of the civic

purposes achieved.

SE: Topic 8: Reconstruction: Lesson 1:

Plans for Reconstruction Clash; Lesson 2:





Reformers in the White House






1960s: Lesson 3: Successes and Setbacks;

Lesson 4: Kennedy's Reforms; Lesson 5:

Reform Under Johnson







Glossary



Citizenship

D2.Civ.12.9-12. Analyze how people use

and challenge local, state, national, and

international laws to address a variety of

public issues.


1800s: Lesson 5: The Abolition Movement;

Lesson 6: Women Work for Change





House





Grades 9-12




(Continued)

D2.Civ.12.9-12. Analyze how people use

and challenge local, state, national, and

international laws to address a variety of

public issues.

(Continued)







Under Johnson



Expanding the Push for Equality


Topic 6: Question 15 (Analyze How the

Women's Rights Movement Changed

American Society); Topic 14: Question 7

(Describe Roles of Civil Rights


(Compare and Contrast Civil Rights

Strategies); Topic 12: Question 11

(Describe Efforts to Promote Rights); Topic

14: Question 7 (Describe Roles of Civil

Rights Organizations); Topic 18: Question 5

(Describe Political Organizations Promoting

American Indian Civil Rights); Topic 20:

Question 12 (Trace Development of Civil

Rights Movement)







Citizenship

D2.Civ.13.9-12. Evaluate public policies in

terms of intended and unintended

outcomes, and related consequences.












Grades 9-12




(Continued)

D2.Civ.13.9-12. Evaluate public policies in

terms of intended and unintended

outcomes, and related consequences.

(Continued)















Glossary



Citizenship

D2.Civ.14.9-12. Analyze historical,

contemporary, and emerging means of

changing societies, promoting the common

good, and protecting rights.





Change









House









Grades 9-12




(Continued)

D2.Civ.14.9-12. Analyze historical,

contemporary, and emerging means of

changing societies, promoting the common

good, and protecting rights.

(Continued)







Under Johnson











Glossary



Citizenship

ECONOMICS

Dimension 2, Economic Decision Making


D2.Eco.1.9-12. Analyze how incentives

influence choices that may result in policies

with a range of costs and benefits for

different groups.

SE: Topic 9: Industry and Immigration:

Lesson 1: Innovation Boosts Growth;

Lesson 2: Big Business Rises

Topic 12: World War I and the 1920s:

Lesson 4: The Postwar Economy Booms


New Deal: Lesson 1: Causes of the

Depression

Topic 15: Lesson 5: Postwar Prosperity:

Text 1: Causes and Effects of Prosperity in

the 1950s; Text 3: Innovations and

Economic Development; Interactive Graph:

1950s Prosperity Sparks Growth





Grades 9-12




(Continued)

D2.Eco.1.9-12. Analyze how incentives

influence choices that may result in policies

with a range of costs and benefits for

different groups.

(Continued)






Civic Discussion


Sources A–D






Depression)



D2.Eco.2.9-12. Use marginal benefits and

marginal costs to construct an argument for

or against an approach or solution to an

economic issue.








Regulation














Grades 9-12




(Continued)

D2.Eco.2.9-12. Use marginal benefits and

marginal costs to construct an argument for

or against an approach or solution to an

economic issue.

(Continued)


Topic 9: Question 4 (Understand Impact of

Mass Production); Topic 9: Question 9

(Describe Benefits and Costs of Sherman

Antitrust Act); Topic 10: Question 7

(Describe Economic Impact of Homestead

Act); Topic 10: Question 9 (Use Historical

Inquiry); Topic 11: Question 1 (Describe

Benefits and Costs of Antitrust Acts)

SSCC: Economics Core Concepts:

Economics Basics; Economic Systems;

Economic Development

Dimension 2, Exchange and Markets


D2.Eco.3.9-12. Analyze the ways in which

incentives influence what is produced and

distributed in a market system.

SE: Topic 5: Lesson 4: The Beginning of the

Industrial Revolution: Flipped Video: The

Industrial Revolution; Interactive Map:

Major Canals, Roads, and Railroads, 1840-

1850; Text 2: The Industrial Revolution;

Text 3: Innovations in Industry and

Agriculture

Topic 5: Lesson 5: Differences Between

North and South Grow: Text 1:

Industrialization Takes Hold in the North;

Text 2: Industrialization Changes Northern

Society; Text 3: Agriculture Drives

Southern Society

Topic 9: Lesson 1: Innovation Boosts

Growth: Text 1: American Industry Grows;

Interactive Map: Railroads Spur Economic

Development in Cities; Text 2: Innovation

Drives Economic Development; Text 3:

Industrialization and the New South; Text

4: The Effects of Industrialization




Economic Development; Interactive

Gallery: Postwar Entrepreneurs; Interactive

Graph: 1950s Prosperity Sparks Growth





Grades 9-12




(Continued)

D2.Eco.3.9-12. Analyze the ways in which

incentives influence what is produced and

distributed in a market system.

(Continued)

Topic 15: Lesson 6: Mass Culture in the

1950s: Text 2: Increased Consumption and

Consumerism


Economics Basics; Economic Development

D2.Eco.4.9-12. Evaluate the extent to

which competition among sellers and

among buyers exists in specific markets.

SE: Topic 5: Lesson 5: Differences Between




Society





Drives Economic Development

Topic 11: Lesson 7: The United States

Emerges as a World Power: Text 1: U.S.

Trade and Intervention in China








Economy: Text 1: Free Trade and Treaties,

page 4



D2.Eco.5.9-12. Describe the consequences

of competition in specific markets.

SE: Topic 3: Lesson 1: The French and

Indian War: Text 1: Competition for North

American Colonies





Drives Economic Development





Grades 9-12




(Continued)

D2.Eco.5.9-12. Describe the consequences

of competition in specific markets.

(Continued)

Topic 11: Lesson 7: The United States

Emerges as a World Power: Text 1: U.S.

Trade and Intervention in China



the 1950s; Interactive Gallery: Postwar

Entrepreneurs; Interactive Graph: 1950s

Prosperity Sparks Growth


Economy: Text 1: Free Trade and Treaties,

page 4

Civic Discussion


Sources A–F


Sources A–D



D2.Eco.6.9-12. Generate possible

explanations for a government role in

markets when market inefficiencies exist.




















Grades 9-12




(Continued)

D2.Eco.6.9-12. Generate possible

explanations for a government role in

markets when market inefficiencies exist.

(Continued)












D2.Eco.7.9-12. Use benefits and costs to

evaluate the effectiveness of government

policies to improve market outcomes.


Democracy: Interactive Chart: Evaluate

Andrew Jackson's Actions








Regulation















Depression); Topic 20: Question 1

(Describe NAFTA)





Grades 9-12




(Continued)

D2.Eco.7.9-12. Use benefits and costs to

evaluate the effectiveness of government

policies to improve market outcomes.

(Continued)



D2.Eco.8.9-12. Describe the possible

consequences, both intended and

unintended, of government policies to

improve market outcomes.
















Civic Discussion


Sources A–D






Depression)



D2.Eco.9.9-12. Describe the roles of

institutions such as clearly defined property

rights and the rule of law in a market

economy.


Democracy: Economic Change Leads to the

Bank War, pages 1–2; Interactive Chart:

Evaluate Andrew Jackson's Actions




Regulation





Grades 9-12




(Continued) (Continued)











Depression); Topic 19: Question 3

(Describe Reaganomics)



Dimension 2, The National Economy


D2.Eco.10.9-12. Use current data to

explain the influence of changes in

spending, production, and the money

supply on various economic conditions.

SE: Topic 19: Lesson 2: The Reagan Era:



Topic 19: Lesson 5: Clinton and the 1990s:

Flipped Video: The Technology Revolution;

Text 1: Clinton Enacts New Domestic

Policies


Economy: Text 1: Free Trade and Treaties;

Interactive Gallery: Evaluate the U.S. Role

in the World Bank; Text 2: Technological

and Management Innovations in the

American Economy; Text 3: The Role of the

United States in the Future Economy;

Before and After: The U.S. Role in the

Global Economy

Topic 20: Lesson 2: The George W. Bush

Presidency: Text 5: The Financial Crisis of

2008

Topic 20: Lesson 3: The Barack Obama

Presidency: Flipped Video: The Recession;

Text 2: President Obama Takes Action





Grades 9-12




(Continued) (Continued)


Topic 19: Question 5 (Analyze Unintended

Consequences in the Private Sector); Topic

20: Question 2 (Explain Economic Impact of

Technological Innovations); Topic 20:

Question 3 (Identify Impact of Multinational

Corporations)


Economics Basics; Economics Process;

Trade

D2.Eco.11.9-12. Use economic indicators

to analyze the current and future state of

the economy.

SE: Topic 20: Lesson 1: America and the

World Economy: Text 1: Free Trade and

Treaties;







Global Economy

Topic 20: Lesson 2: The George W. Bush

Presidency: Text 5: The Financial Crisis of

2008

Topic 20: Lesson 3: The Barack Obama

Presidency: Flipped Video: The Recession;

Text 2: President Obama Takes Action


Topic 19: Question 5 (Analyze Unintended

Consequences in the Private Sector); Topic

20: Question 2 (Explain Economic Impact of

Technological Innovations); Topic 20:

Question 3 (Identify Impact of Multinational

Corporations)



Trade





Grades 9-12




D2.Eco.12.9-12. Evaluate the selection of

monetary and fiscal policies in a variety of

economic conditions.



























D2.Eco.13.9-12. Explain why

advancements in technology and

investments in capital goods and human

capital increase economic growth and

standards of living.


Industrial Revolution: Flipped Video: The

Industrial Revolution; Interactive Map:


1850; Text 2: The Industrial Revolution;

Text 3: Innovations in Industry and

Agriculture






Southern Society





Grades 9-12




(Continued)

D2.Eco.13.9-12. Explain why

advancements in technology and

investments in capital goods and human

capital increase economic growth and

standards of living.

(Continued)





Drives Economic Development; Text 3:

Industrialization and the New South; Text

4: The Effects of Industrialization







Topic 15: Lesson 6: Mass Culture in the

1950s: Text 2: Increased Consumption and

Consumerism

Topic 19: Lesson 5: Clinton and the 1990s:

Flipped Video: The Technology Revolution


Economy: Text 2: Technological and

Management Innovations in the American

Economy


Topic 20: Question 2 (Explain Economic

Impact of Technological Innovations)







Grades 9-12




Dimension 2, The Global Economy


D2.Eco.14.9-12. Analyze the role of

comparative advantage in international

trade of goods and services.



Treaties; Interactive Gallery: Evaluate the

U.S. Role in the World Bank; Text 2:

Technological and Management Innovations

in the American Economy; Text 3: The Role

of the United States in the Future Economy;


Global Economy


Topic 20: Question 1 (Describe NAFTA);

Topic 20: Question 3 (Identify Impact of

Multinational Corporations)

SSCC: Economics Core Concepts: Trade

D2.Eco.15.9-12. Explain how current

globalization trends and policies affect

economic growth, labor markets, rights of

citizens, the environment, and resource and

income distribution in different nations.



Treaties;







Global Economy


Topic 20: Question 2 (Explain Economic

Impact of Technological Innovations); Topic

20: Question 3 (Identify Impact of




Trade





Grades 9-12




GEOGRAPHY

Dimension 2, Geographic Representations


D2.Geo.1.9-12. Use geospatial and related

technologies to create maps to display and

explain the spatial patterns of cultural and

environmental characteristics.

SE: Project-Based Learning

Topic 7: PBL: Create a Civil War

Documentary

Topic 10: PBL: Create a Layered Map of the

American West

Topic 14: PBL: Build a World War II

Website

21st Century Skills Tutorials: Create Charts

and Maps; Read Physical Maps; Read

Political Maps; Read Special-Purpose Maps

D2.Geo.2.9-12. Use maps, satellite

images, photographs, and other

representations to explain relationships

between the locations of places and regions

and their political, cultural, and economic

dynamics.

SE: Pearson Realize utilizes maps

throughout the program. Skills lessons

focused on the use of maps provide

additional instruction. For examples see:

Topic 2: Lesson 4: Immigration and Slavery

in the Colonies: Interactive Map: Diversity

of the 13 Colonies

Topic 3: Lesson 4: Americans Win the

Revolution: Interactive Map: North

America, 1775-1783


Growth: Interactive Map: Railroads Spur

Economic Development in Cities

Topic 14: Lesson 2: America Debates

Involvement: Interactive Map: Axis

Aggression in Europe 1936-1941

Topic 15: Lesson 3: The Cold War

Intensifies: Interactive Map: Global Cold

War, 1946–1956

Topic 16: Lesson 3: Successes and

Setbacks: Interactive Map: Violent Conflicts

During the Civil Rights Era

Topic 18: Lesson 4: The Environmental

Movement: Interactive Map: Superfund

Sites





Grades 9-12




(Continued)

D2.Geo.2.9-12. Use maps, satellite

images, photographs, and other

representations to explain relationships

between the locations of places and regions

and their political, cultural, and economic

dynamics.

(Continued)

Topic 19: Lesson 4: A New Era in Foreign

Policy: Interactive Map: U.S. Foreign Affairs

under George H.W. Bush

21st Century Skills Tutorials: Read Physical

Maps; Read Political Maps; Read Special-

Purpose Maps

D2.Geo.3.9-12. Use geographic data to

analyze variations in the spatial patterns of

cultural and environmental characteristics

at multiple scales.

SE: Interactive Maps (examples)

Topic 2: Lesson 4: Immigration and Slavery

in the Colonies: Interactive Map: Diversity

of the 13 Colonies

Topic 2: Lesson 5: Economic and Social Life

in the Colonies: Interactive Map:

Comparing the English Colonies

Topic 6: Lesson 1: Moving West:

Interactive Map: Trails to the West

Topic 7: Lesson 1: Slavery Divides the

Nation: Interactive Map: The Underground

Railroad

Topic 16: Lesson 3: Successes and

Setbacks: Interactive Map: Violent Conflicts

During the Civil Rights Era

Topic 19: Lesson 4: A New Era in Foreign

Policy: Interactive Map: U.S. Foreign Affairs

under George H.W. Bush

21st Century Skills Tutorials: Read Physical

Maps; Read Political Maps; Read Special-

Purpose Maps

Review and Assessment (activities involving

maps and spatial data)

Topic 13: Question 1 (Analyze Causes and

Effects of Changing Demographic Patterns);

Topic 14: Question 12 (Identify and Explain

Changes in Political Boundaries); Topic 18:

Question 11 (Analyze Sunbelt Migration)





Grades 9-12




Dimension 2, Human-Environment Interaction


D2.Geo.4.9-12. Analyze relationships and

interactions within and between human and

physical systems to explain reciprocal

influences that occur among them.

SE: Topic 1: Lesson 1: The Peoples of the

Americas: Text 1: Early Inhabitants of the

Americas; Text 2: Early Cultures in North

America; Synthesize: Cultural Adaptation

and Geography

Topic 1: Lesson 4: Spain and France in the

Americas: Text 3: Spanish Explorers Seek

Wealth in the North; Interactive Gallery:

Effects of American Silver and Gold on

Spanish Economy; Text 5: The French

Settle in North America

Topic 2: England's American Colonies:

Lesson 1: The Southern Colonies Take

Root; Lesson 2: New Lives in New England;

Lesson 3: The Middle Colonies Thrive;

Lesson 5: Economic and Social Life in the

Colonies

Topic 5: Lesson 4: The Beginning of the

Industrial Revolution: Interactive Map:


1850; Text 3: Innovations in Industry and

Agriculture






Southern Society




Development in Cities


House: Text 2: Managing the Environment


Movement; Flipped Video: Environmental

Tensions; Text 1: Environmental Activists

Sound the Alarm; Interactive Chart:

Environmental Protection Versus Economic

Development





Grades 9-12




(Continued)

D2.Geo.4.9-12. Analyze relationships and

interactions within and between human and

physical systems to explain reciprocal

influences that occur among them.

(Continued)



American West

D2.Geo.5.9-12. Evaluate how political and

economic decisions throughout time have

influenced cultural and environmental

characteristics of various places and

regions.





Agriculture






Southern Society



Topic 10: Lesson 1: American Indians

Under Pressure; Text 1: Cultures Forced to

Adapt; Text 2: Settlers and Native

Americans Collide; Interactive Map: Major

Indian Wars, 1861-1886; Text 4: The

Government Encourages Assimilation

Interactive

Topic 10: Lesson 2: The West Is

Transformed; Flipped Video: Geography

and the Move West; Text 1: Mining and the

Growth of Railroads; Interactive Chart:

Gold and Silver Rushes; Text 3: Farmers

Settle the Plains; Interactive Gallery:

Mexican and Chinese American

Contributions to the West; Text 5:

Struggles and Change Across the West






Development





Grades 9-12




D2.Geo.6.9-12. Evaluate the impact of

human settlement activities on the

environmental and cultural characteristics

of specific places and regions.

SE: Topic 1: Lesson 4: Spain and France in

the Americas: Text 3: Spanish Explorers

Seek Wealth in the North; Text 5: The

French Settle in North America

Topic 2: England's American Colonies:

Lesson 1: The Southern Colonies Take

Root; Lesson 2: New Lives in New England;

Lesson 3: The Middle Colonies Thrive

Topic 9: Lesson 4: The New Immigrants;

Text 1: New Immigrants Seek Better Lives;

Text 2: Optimism and The Immigrant

Experience; Interactive Chart: Immigration,

1870-1910; Text 3: Social Issues Affecting

Immigrants; Text 4: Immigrants Affect

American Society; Interactive Gallery:

Contributions of Immigrants to American

Culture







Interactive










Topic 12: Lesson 6: An Unsettled Society:

Text 3: Immigration in the 1920s, pages 4–

5



American West





Grades 9-12




Dimension 2, Human Population: Spatial Patterns and Movements


D2.Geo.7.9-12. Analyze the reciprocal

nature of how historical events and the

spatial diffusion of ideas, technologies, and

cultural practices have influenced migration

patterns and the distribution of human

population.





Agriculture




Development in Cities










Topic 12: Lesson 2: The Home Front During

World War I: Text 3: The War Changes

American Society; Interactive Chart: The

Great Migration

Topic 12: Lesson 4: The Postwar Economy

Booms: Text 4: Urban, Suburban, and

Rural Areas






Development





Grades 9-12




D2.Geo.8.9-12. Evaluate the impact of

economic activities and political decisions

on spatial patterns within and among

urban, suburban, and rural regions.

SE: Topic 12: Lesson 4: The Postwar

Economy Booms: Text 4: Urban, Suburban,

and Rural Areas






Development

Review and Assessment (activities involving

maps and spatial data)


Effects of Changing Demographic Patterns);

Topic 14: Question 12 (Identify and Explain

Changes in Political Boundaries); Topic 18:

Question 11 (Analyze Sunbelt Migration)

D2.Geo.9.9-12. Evaluate the influence of

long-term climate variability on human

migration and settlement patterns, resource

use, and land uses at local-to-global scales.

SE: Topic 13: Lesson 2: Americans Suffer:

Interactive Gallery: Effects of The Dust

Bowl






Development


Topic 20: Question 6 (Analyze Geographic

Factors of Hurricane Katrina)

Dimension 2, Global Interconnections


D2.Geo.10.9-12. Evaluate how changes in

the environmental and cultural charac-

teristics of a place or region influence

spatial patterns of trade and land use.





Agriculture






Southern Society





Grades 9-12




(Continued)

D2.Geo.10.9-12. Evaluate how changes in

the environmental and cultural charac-

teristics of a place or region influence

spatial patterns of trade and land use.

(Continued)









Interactive















Development

D2.Geo.11.9-12. Evaluate how economic

globalization and the expanding use of

scarce resources contribute to conflict and

cooperation within and among countries.



Treaties;







Global Economy


Topic 20: Question 1 (Describe NAFTA);

Topic 20: Question 3 (Identify Impact of


SSCC: Economics Core Concepts: Trade





Grades 9-12




D2.Geo.12.9-12. Evaluate the

consequences of human-made and natural

catastrophes on global trade, politics, and

human migration.

SE: Topic 13: Lesson 2: Americans Suffer:

Interactive Gallery: Effects of The Dust

Bowl






Development


Topic 20: Question 6 (Analyze Geographic

Factors of Hurricane Katrina)

HISTORY

Dimension 2, Change, Continuity, and Context


D2.His.1.9-12. Evaluate how historical

events and developments were shaped by

unique circumstances of time and place as

well as broader historical contexts.

SE: Each topic commences with an

Essential Question activity. These questions

place the events in a broader historical

context and connect to larger social studies

strands. Students reflect on the essential

question in the topic conclusion Synthesize

activity. For examples see:

Topic 5: Introduction: EQ: What Makes a

Government Successful?; Synthesize: The

Early Republic




Topic 17: Introduction: EQ: What Is the

Role of the United States in the World?;

Synthesize: The Vietnam War Era


Historians Study History?

21st Century Skills Tutorials: Ask

Questions: Video; Quick Reference;

Assessment





Grades 9-12




D2.His.2.9-12. Analyze change and

continuity in historical eras.

SE: Students explore this concept with each

lesson in Pearson Realize U.S. History.

Topic 5: Lesson 7: Jacksonian Democracy:

Interactive Timeline: The Trail of Tear

Topic 6: Lesson 6: Women Work for

Change: Interactive Timeline: The Early

Women's Rights Movement

Topic 7: Introduction: Sectional Divisions

and Civil War: Timeline: Sectional Divisions

and Civil War

Topic 7: Lesson 3: The Civil War Begins:

Interactive Timeline: Early Battles of the

Civil War

Topic 10: Introduction: Challenges in the

Late 1800s: Timeline: Challenges in the

Late 1800s

Topic 16: Lesson 2: The Movement Surges

Forward: Interactive Timeline: Riding for

Freedom

Topic 17: Lesson 1: The Cold War and

Vietnam: Interactive Timeline: Confronting

Cuba

Topic 17: Lesson 4: The War's End and

Effects: Interactive Timeline: Final Years of

the Vietnam War

Topic 18: Lesson 2: The Women's Rights

Movement: Interactive Timeline: The Fight

for the Equal Rights Amendment

D2.His.3.9-12. Use questions generated

about individuals and groups to assess how

the significance of their actions changes

over time and is shaped by the historical

context.

SE: Each topic introduction includes

Essential Question activities. These

questions are connected to a larger social

studies strand and carried through the text.

Students reflect on the question and topic

in the Synthesize activity. For examples

see:

Topic 2: Introduction: EQ: Why Do People

Move?; Synthesize: England’s American

Colonies





Grades 9-12




(Continued)


about individuals and groups to assess how

the significance of their actions changes

over time and is shaped by the historical

context.

(Continued)




Topic 20: Introduction: EQ: What Are the

Benefits and Costs of Technology?;

Synthesize: America in the Twenty-First

Century

At the conclusion of every topic, the Review

and Assessment includes multiple questions

that encourage research, debate, and the

use of comprehension skills. For examples

see:


Topic 2: Question 13 (Identify Ethnic

Groups); Topic 3: Question 7 (Explain Role

of Patrick Henry); Topic 5: Question 3

(Explain How John Marshall Shaped the

Judiciary); Topic 7: Question 1 (Compare

Viewpoints of Calhoun and Clay); Topic 12:

Question 15 (Describe Impacts of Harlem

Renaissance); Topic 19: Question 13

(Identify Newt Gingrich and the Contract

with America)

Dimension 2, Perspectives


D2.His.4.9-12. Analyze complex and

interacting factors that influenced the

perspectives of people during different

historical eras.

SE: At the beginning of all Interactive

Primary Sources and document-based

activities, an introduction places the

material in a historical and personal

context. For examples see:

Document-Based Activities (examples)

Topic 11: Historians' Viewpoints on the

Spanish-American War; Investigate;

Documents A–F

Topic 18: Leadership Qualities of Nixon,

Ford, and Carter; Investigate; Documents

A–F

Civic Discussion (examples)

Topic 5: The Death Penalty

Topic 9: Andrew Carnegie; Sources A–E





Grades 9-12




(Continued)

D2.His.4.9-12. Analyze complex and

interacting factors that influenced the

perspectives of people during different

historical eras.

(Continued)




Question 12 (Evaluate Pros and Cons of

International Treaties); Topic 17: Question

16 (Identify Bias in Responses to Vietnam

War); Topic 20: Question 9 (Identify Social

Advocacy Groups)



Viewpoints; Identify Bias; Evaluate Web

Sites; Identify Evidence; Interpret Sources;

Evaluate Existing Arguments; Consider and

Counter Opposing Arguments

Social Studies Reference Center:

Biographies

D2.His.5.9-12. Analyze how historical

contexts shaped and continue to shape

people’s perspectives.

SE: Students examine different

perspectives on the same topic in the

document-based activities at the beginning

of each topic. Students always have access

to the 21st Century Skills Tutorials at any

point in the program.


Topic 6: Westward Movement and the Issue

of Slavery; Investigate; Documents A–F

Topic 17: Reasons Behind the Antiwar




A–F

Civic Discussion

Topic 5: The Death Penalty

Topic 8: Andrew Johnson's Impeachment;

Sources A–G

Topic 9: Andrew Carnegie; Sources A–E


Topic 4: Question 5 (Analyze the Three-

Fifths Compromise); Topic 4: Question 9

(Describe the Ratification of the

Constitution); Topic 20: Question 11

(Identify Consequences of Affirmative

Action); Question 14 (Discuss Social

Security and Medicare Solvency)





Grades 9-12




(Continued)

D2.His.5.9-12. Analyze how historical

contexts shaped and continue to shape

people’s perspectives.

(Continued)

21st Century Skills Tutorials: Compare

Viewpoints; Identify Bias; Identify

Evidence; Interpret Sources; Evaluate


Opposing Arguments

D2.His.6.9-12. Analyze the ways in which

the perspectives of those writing history

shaped the history that they produced.

SE: The introduction at the beginning of

each primary source includes material on

the author and the events discussed.

Political Cartoons (examples)

Topic 3: Lesson 2: Causes of the

Revolution: Interactive Cartoon: Analyzing

Political Cartoons


Interactive Cartoon: The Embargo Act of

1807

Topic 7: Lesson 2: Violence Escalates:

Interactive Cartoon: Forcing Slavery Down

the Throat of a Freesoiler

Interactive Primary Sources (examples): "A

House Divided," Abraham Lincoln; The

Fourteen Points, Woodrow Wilson;

Universal Declaration of Human Rights;

"Tear Down This Wall," Ronald Reagan








Sources





Grades 9-12




D2.His.7.9-12. Explain how the

perspectives of people in the present shape

interpretations of the past.

SE: Review and Assessment (examples)

Topic 4: Question 5 (Analyze the Three-

Fifths Compromise); Topic 11: Question 12

(Evaluate Pros and Cons of International

Treaties); Topic 19: Question 1 (Identify

Viewpoints); Topic 19: Question 11

(Evaluate Pros and Cons)




Opinion: Identify Bias; Analyze Images;

Analyze Political Cartoons; Evaluate Web

Sites; Identify Evidence; Interpret Sources


Supreme Court Cases

D2.His.8.9-12. Analyze how current

interpretations of the past are limited by

the extent to which available historical

sources represent perspectives of people at

the time.


Topic 3: Question 7 (Explain Role of Patrick

Henry); Topic 10: Question 9 (Use

Historical Inquiry); Topic 13: Question 8

(Evaluate Historical Roles of State and

Federal Government); Topic 19: Question

14 (Identify Issues Across Political

Spectrum)








Historians Study History?; Historical

Sources





Grades 9-12




Dimension 2, Historical Sources and Evidence


D2.His.9.9-12. Analyze the relationship

between historical sources and the

secondary interpretations made from them.

SE: Students examine specific historical

sources in the Review and Assessment

activities. For examples see:

Document-Based Activities (examples)

Topic 1: Changing Perspectives on


A–F



Documents A–F

Topic 13: Opposition to the New Deal;

Investigate; Documents A–F

Topic 15: McCarthyism in the 1950s;




A–F


Topic 7: Create a Civil War Documentary

Topic 10: Create a Layered Map of the

American West

Topic 14: Build a World War II Website

D2.His.10.9-12. Detect possible

limitations in various kinds of historical

evidence and differing secondary

interpretations.

SE: Students examine multiple sources on

the same topic as they complete the

following activities.

Document-Based Activities: Topic 11:

Historians' Viewpoints on the Spanish-

American War; Investigate; Documents A–

F; Topic 18: Leadership Qualities of Nixon,


A–F

Interactive Primary Sources (examples):

Common Sense, Thomas Paine;

"Remember the Ladies," Abigail Adams;

Gettysburg Address, Abraham Lincoln;

Second Inaugural Address, Abraham

Lincoln; Anne Frank, Diary of a Young Girl;

Charter of the United Nations; Universal

Declaration of Human Rights





Grades 9-12




(Continued)

D2.His.10.9-12. Detect possible

limitations in various kinds of historical

evidence and differing secondary

interpretations.

(Continued)




Question 12 (Analyze the Effects of

Supreme Court Decisions); Topic 17:

Question 1 (Explain Reasons for and

Outcomes of U.S. Foreign Involvement)








Sources

D2.His.11.9-12. Critique the usefulness of

historical sources for a specific historical

inquiry based on their maker, date, place of

origin, intended audience, and purpose.

SE: The introduction at the beginning of

each primary source includes material on

the author and the events discussed.

Interactive Primary Sources (examples):

Northwest Ordinance; The Federalist No.

10, James Madison; Sources on Women's

Rights; "A House Divided," Abraham

Lincoln; "Letter from Birmingham Jail,"

Martin Luther King, Jr.; "I Have a Dream,"

Martin Luther King, Jr.; Inaugural Address,

John F. Kennedy








Sources





Grades 9-12





about multiple historical sources to pursue

further inquiry and investigate additional

sources.

SE: Review and Assessment (research


Topic 8: Question 12 (Analyze the Effects of


Question 9 (Use Historical Inquiry); Topic

14: Question 13 (Evaluate Participation in

International Treaties and Organizations);

Topic 19: Question 14 (Identify Issues

Across Political Spectrum); Topic 20:

Question 5 (Explain Constitutional Issues

Surrounding 9/11)


Primary and Secondary Sources; Create

Web Sites; Identify Evidence; Interpret

Sources; Search for Information on the

Internet


Sources

D2.His.13.9-12. Critique the

appropriateness of the historical sources

used in a secondary interpretation.

SE: Pearson Realize digital format

incorporates historical sources in each

lesson. The topics include document based

lessons and primary source material, as

well as material embedded in the text.

Interactive Primary Sources (examples): "A

House Divided," Abraham Lincoln; The

Fourteen Points, Woodrow Wilson;

Universal Declaration of Human Rights;

"Tear Down This Wall," Ronald Reagan

Embedded Primary Sources (examples):



Government, page 3; Topic 7: Lesson 1:

Slavery Divides the Nation: Text 1:

Different Perspectives on the Issue of

Slavery, page 4; Text 3: The Compromise

of 1850 Averts a Crisis, page 6



Viewpoints; Identify Bias: Video; Quick

Reference; Assessment


Sources





Grades 9-12




Dimension 2, Causation and Argumentation


D2.His.14.9-12. Analyze multiple and

complex causes and effects of events in the

past.

SE: Topic 3: Lesson 2: Causes of the

Revolution

Topic 6: Lesson 2: Texas and the Mexican-

American War: Flipped Video: Causes and

Effects of the Mexican War

Topic 7: Lesson 1: Slavery Divides the

Nation: Interactive Chart: Causes and

Effects of Sectional Issues in the 1800s

Topic 7: Lesson 7: Impact of the Civil War:

Interactive Chart: Causes and Effects of the

War's End

Topic 11: Lesson 6: The Spanish-American

War: Text 1: Causes of the Spanish-

American War

Topic 12: Lesson 1: America Enters World

War I: Flipped Video: Causes of World War

I; Text 1: The Causes of World War I


Depression

Topic 15: Lesson 2: The Korean War:

Flipped Video: Causes and Outcomes of

Korean War



the 1950s

Topic 17: Lesson 1: The Cold War and

Vietnam: Text 3: The Causes and Outcomes

of the Berlin Crisis

21st Century Skills Tutorials: Analyze Cause

and Effect; Sequence





Grades 9-12




D2.His.15.9-12. Distinguish between long-

term causes and triggering events in

developing a historical argument.


Topic 2: Question 2 (Describe Causes of

Spanish Colonization); Topic 3: Question 3

(Analyze Causes of American Revolution);

Topic 7: Question 7 (Identify Causes of the

Civil War); Question 9 (Describe Causes

and Effects of the Emancipation

Proclamation); Topic 9: Question 8

(Analyze Causes and Effects of Social

Darwinism); Question 11 (Analyze Causes

of Changing Demographic Patterns in

Cities); Topic 11: Question 13 (Analyze

Causes and Effects of Social Darwinism);


Effects of Changing Demographic Patterns)

21st Century Skills Tutorials: Analyze Cause

and Effect

D2.His.16.9-12. Integrate evidence from

multiple relevant historical sources and in-

terpretations into a reasoned argument

about the past.

SE: Interactive Primary Sources

(examples): English Bill of Rights; Two

Treatises of Government, John Locke; "Give

Me Liberty or Give Me Death," Patrick

Henry; Farewell Address, George

Washington; Democracy in America, Alexis

de Tocqueville; Declaration of Sentiments;

Rachel Carson, Silent Spring; "Tear Down

This Wall," Ronald Reagan

Embedded Primary Sources (examples):


Revolution: Text 3: Opposition to Taxes

Strengthens, page 2; Topic 8: Lesson 1:

Plans for Reconstruction Clash: Text 2:

Competing Reconstruction Plans, page 2


Topic 5: Question 1 (Identify the

Precedents Set by President Washington's

Administration); Question 9 (Explain the

Effects of the Cotton Gin) Topic 15:

Question 3 (Explain Korean War's

Relationship to Containment); Topic 15:

Question 4 (Describe the Arms Race);

Question 5 (Explain 1957 As Turning Point)





Grades 9-12




(Continued)

D2.His.16.9-12. Integrate evidence from

multiple relevant historical sources and in-

terpretations into a reasoned argument

about the past.

(Continued)






Sources

D2.His.17.9-12. Critique the central

arguments in secondary works of history on

related topics in multiple media in terms of

their historical accuracy.

SE: Students identify sources and use

evidence to formulate conclusions in Step

2: Investigate & Step 3: Synthesize of the

document-based activities.


Westward Movement and the Issue of

Slavery; Investigate; Documents A–F;



Documents A–F; Topic 13: Opposition to

the New Deal; Investigate; Documents A–

F; Topic 15: McCarthyism in the 1950s;


Civic Discussion: Topic 8: Andrew Johnson's

Impeachment; Sources A–G; Topic 9:

Andrew Carnegie; Sources A–E; Topic 12:

The League of Nations; Sources A–F; Topic

19: Laissez Faire?; Sources A–D











Grades 9-12




Evaluating Sources & USING EVIDENCE

Dimension 3, Gathering and Evaluating Sources


D3.1.9-12. Gather relevant information

from multiple sources representing a wide

range of views while using the origin,

authority, structure, context, and

corroborative value of the sources to guide

the selection.

SE: Interactive Primary Sources

(examples): The Interesting Narrative of

the Life of Olaudah Equiano; The Magna

Carta; Preamble to the Platform of the

Populist Party; How the Other Half Lives,

Jacob Riis; Atlanta Exposition Address; The

Jungle, Upton Sinclair; Charter of the

United Nations; Universal Declaration of

Human Rights


Topic 6: Question 14 (Analyze Reform

Movements); Topic 7: Question 13 (Analyze

Lincoln's Gettysburg Address and Jefferson

Davis's Inaugural Address); Topic 15:

Question 14 (Analyze Innovations in

Transportation); Question 15 (Explain

Contributions to American Culture); Topic

17: Question 1 (Explain Reasons for and

Outcomes of U.S. Foreign Involvement)






Sources

D3.2.9-12. Evaluate the credibility of a

source by examining how experts value the

source.

Students evaluate sources and use


3: Synthesize document-based activities.

Document-Based Activities (examples):


of Slavery; Investigate; Documents A–F;



Documents A–F

Civic Discussion (examples): Topic 3:

British Tax Policy; Sources A–F; Topic 12:

The League of Nations; Sources A–F





Grades 9-12




(Continued)

D3.2.9-12. Evaluate the credibility of a

source by examining how experts value the

source.

(Continued)


Topic 2: Question 15 (Explain Significance

of Mayflower Compact); Topic 7: Question

13 (Analyze Lincoln's Gettysburg Address

and Jefferson Davis's Inaugural Address);


Inquiry)



Viewpoints: Video; Distinguish Between

Fact and Opinion: Identify Bias; Analyze

Images; Analyze Political Cartoons;

Evaluate Web Sites; Identify Evidence;

Interpret Sources; Evaluate Existing


Arguments

Dimension 3, Developing Claims and Using Evidence


D3.3.9-12. Identify evidence that draws

information directly and substantively from

multiple sources to detect inconsistencies in

evidence in order to revise or strengthen

claims.

SE: Students identify sources and use


2: Investigate & Step 3: Synthesize of the

document-based activities.

Document-Based Activities (examples):

Topic 1: Changing Perspectives on


A–F; Topic 17: Reasons Behind the Antiwar


Civic Discussion (examples): Topic 8:

Andrew Johnson's Impeachment; Sources

A–G; Topic 9: Andrew Carnegie; Sources

A–E


Supreme Court Cases











Grades 9-12




D3.4.9-12. Refine claims and

counterclaims attending to precision,

significance, and knowledge conveyed

through the claim while pointing out the

strengths and limitations of both.




Question 13 (Evaluate Participation in

International Treaties and Organizations);

Topic 17: Question 16 (Identify Bias in

Responses to Vietnam War)

21st Century Skills Tutorials: Evaluate


Opposing Arguments


Supreme Court Cases

Communicating Conclusions & Taking INFORMED ACTION

Dimension 4, Communicating Conclusions

INDIVIDUALLY AND WITH OTHERS, STUDENTS USE WRITING, VISUALIZING, AND

SPEAKING TO…

D4.1.9-12. Construct arguments using

precise and knowledgeable claims, with

evidence from multiple sources, while

acknowledging counterclaims and

evidentiary weaknesses.

SE: Students communicate information in

Step 4: Demonstrate located in the

Document-Based Activities:


Historians' Viewpoints on the Spanish-

American War; Investigate; Documents A–

F; Topic 13: Opposition to the New Deal;

Investigate; Documents A–F; Topic 15:

McCarthyism in the 1950s; Investigate;

Documents A–E; Topic 17: Reasons Behind

the Antiwar Movement; Investigate;

Documents A–F


Topic 3: Question 3 (Analyze Causes of

American Revolution); Topic 4: Question 7

(Analyze the Arguments of Alexander

Hamilton); Topic 20: Question 9 (Identify

Social Advocacy Groups)

21st Century Skills Tutorials: Participate in

a Discussion or Debate; Evaluate Existing


Arguments; Identify Evidence; Interpret

Sources; Support Ideas with Evidence;

Write an Essay





Grades 9-12




D4.2.9-12. Construct explanations using

sound reasoning, correct sequence (linear

or non-linear), examples, and details with

significant and pertinent information and

data, while acknowledging the strengths

and weaknesses of the explanation given its

purpose (e.g., cause and effect,

chronological, procedural, technical).

SE: Document-Based Activities: Topic 6:

Westward Movement and the Issue of

Slavery; Investigate; Documents A–F



Documents A–F

Topic 13: Opposition to the New Deal;

Investigate; Documents A–F


Topic 7: Lesson 7: Impact of the Civil War:

Interactive Chart: Causes and Effects of the

War's End

Topic 11: Lesson 6: The Spanish-American

War: Text 1: Causes of the Spanish-

American War

Topic 12: Lesson 1: America Enters World

War I: Flipped Video: Causes of World War

I; Text 1: The Causes of World War I

21st Century Skills Tutorials: Identify

Evidence; Interpret Sources; Support Ideas

with Evidence; Write an Essay

D4.3.9-12. Present adaptations of

arguments and explanations that feature

evocative ideas and perspectives on issues

and topics to reach a range of audiences

and venues outside the classroom using

print and oral technologies (e.g., posters,

essays, letters, debates, speeches, reports,

and maps) and digital technologies (e.g.,

Internet, social media, and digital

documentary).

SE: Students communicate information in

Step 4: Demonstrate located in the

Document-Based Activities:


Opposition to the New Deal; Investigate;

Documents A–F; Topic 15: McCarthyism in

the 1950s; Investigate; Documents A–E

Project-Based Learning: Topic 7: Create a

Civil War Documentary; Topic 20: Create a

U.S. Citizenship Course


Topic 3: Question 3 (Analyze Causes of

American Revolution); Topic 4: Question 7

(Analyze the Arguments of Alexander

Hamilton); Topic 20: Question 9 (Identify

Social Advocacy Groups)











Grades 9-12




Dimension 4, Critiquing Conclusions


D4.4.9-12. Critique the use of claims and

evidence in arguments for credibility.


Analyzing Ideas Which Influenced the

Constitution; Investigate; Documents A–F;


of Slavery; Investigate; Documents A–F;



Documents A–F

Civic Discussion: Topic 9: Andrew Carnegie;

Sources A–E; Topic 12: The League of

Nations; Sources A–F; Topic 19: Laissez

Faire?; Sources A–D








Supreme Court Cases

D4.5.9-12. Critique the use of the

reasoning, sequencing, and supporting

details of explanations.


McCarthyism in the 1950s; Investigate;

Documents A–E; Topic 17: Reasons Behind

the Antiwar Movement; Investigate;

Documents A–F

Civic Discussion: Topic 5: The Death

Penalty; Topic 8: Andrew Johnson's



Topic 18: Question 7 (Identify Roles in

Managing the Environment); Topic 19:

Question 11 (Evaluate Pros and Cons);

Topic 20: Question 9 (Identify Social

Advocacy Groups)


Supreme Court Cases





Grades 9-12




(Continued)

D4.5.9-12. Critique the use of the

reasoning, sequencing, and supporting

details of explanations.

(Continued)







Dimension 4, Taking Informed Action


D4.6.9-12. Use disciplinary and

interdisciplinary lenses to understand the

characteristics and causes of local, regional,

and global problems; instances of such

problems in multiple contexts; and

challenges and opportunities faced by those

trying to address these problems over time

and place.


Consider Citizen Participation: Topic 18:

Question 7 (Identify Roles in Managing the

Environment); Topic 19: Question 11

(Evaluate Pros and Cons); Topic 20:

Question 9 (Identify Social Advocacy

Groups)

Making Decisions: Topic 3: Question 5

(Make a Decision); Topic 5: Question 14

(Analyze the Effects of the Indian Removal

Act); Question 12 (Analyze the Effects of


Question 11 (Analyze Decisions)

Core Concept: Government and Civics

Citizenship











Grades 9-12




D4.7.9-12. Assess options for individual

and collective action to address local,

regional, and global problems by engaging

in self-reflection, strategy identification,

and complex causal reasoning.


Topic 7: Question 5 (Evaluate the Impact of

the Dred Scott Decision); Topic 8: Question

12 (Analyze the Effects of Supreme Court

Decisions); Topic 14: Question 11 (Analyze

Decisions)


Topic 16: Create an Interactive Time Line

on Civil Rights

Topic 20: Create a U.S. Citizenship Course

21st Century Skills Tutorials: Solve

Problems; Make Decisions; Being an

Informed Citizen; Political Participation;

Voting

D4.8.9-12. Apply a range of deliberative

and democratic strategies and procedures

to make decisions and take action in their

classrooms, schools, and out-of-school civic

contexts.

SE: 21st Century Skills Tutorials: Make a




Consider Citizen Participation: Topic 18:

Question 7 (Identify Roles in Managing the

Environment); Topic 19: Question 11

(Evaluate Pros and Cons); Topic 20:

Question 9 (Identify Social Advocacy

Groups)

Making Decisions: Topic 3: Question 5

(Make a Decision); Topic 5: Question 14

(Analyze the Effects of the Indian Removal

Act); Topic 7: Question 5 (Evaluate the

Impact of the Dred Scott Decision); Topic

8: Question 12 (Analyze the Effects of


Question 11 (Analyze Decisions)

