A Correlation of

Colonial Williamsburg’s The Idea of America™

Survey Edition, ©2011

To the

West Virginia Next Generation Standards and

Objectives for Social Studies

Grade 10 United States Studies

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Table of Contents

GENERIC EVALUATION CRITERIA .............................................................................................................. 3

GENERAL EVALUATION CRITERIA............................................................................................................. 4

SPECIFIC EVALUATION CRITERIA............................................................................................................ 18

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PUBLISHER: Pearson Education Inc., publishing as Prentice Hall SUBJECT: Social Studies SPECIFIC GRADE: Grade 10 COURSE: 7010 - United States Studies

TITLE: Colonial Williamsburg’s The Idea of America, Survey

COPYRIGHT DATE: 2011 SE ISBN: 013253648X TE ISBN: 013253648X

GENERIC EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 10: United States Studies

Equity, Accessibility and Format

Yes No N/A CRITERIA NOTES

X

I. INTER-ETHNIC

The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

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X

II. EQUAL OPPORTUNITY

The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

X

III. FORMAT This resource is available as an option for adoption in an interactive electronic format.

GENERAL EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 10: United States Studies

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

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(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop:

A. Next Generation Skills:

Every case study in The Idea of America includes challenging, inquiry-based learning. Examples: Inquiry-based learning, Mapping the Americas: How Europeans Viewed the World, 1-13. (importance of geography in historical events, primary sources); Americans Revolt: Making Case for Dissent 1-7 (understand & debate perspectives); The Rise of Organized Labor: Which Side Are You On? 1-8. Skills Tutorials include the following: Distinguish Primary and Secondary Sources; Historical Research; Reliable Sources; Report/Memo/White Paper; Summary

Thinking and Problem-Solving Skills Social Studies Content: 1. is presented in a way that deepens student understanding through

meaningful and challenging inquiry-based learning that builds on prior knowledge and promotes social science connections (e.g., the importance of geography in historical events, the importance of economics in geography, the importance of past history in civic decision making);

Historical analysis: To future situations, mental perspectives: Becoming a World Power: Imperialism: Pros and Cons, 1-8. (students write pros and cons).

See the Use Historiography and Its Methods Skills Tutorial, which can be accessed from within the lessons of any of the case studies that comprise The Idea of America program. The

2. engages in complex historical analysis that promotes the development of mental perspectives, thoughtful well-framed questions and thoughtful judgment applicable to students’ own lives and future situations; and

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Skills Tutorials serve as core lessons that can be used in conjunction with the content-specific lessons that are found within each title.

Past and present: Strangers in the Land: Immigrant Experience, 1-20. (primary sources, compare experiences of immigrants from around world)

3. promotes local and global connections past and present in real-world, authentic relationships that encourage the consideration of human choice and natural catastrophic events on historic outcomes.

Information and Communication Skills/Social Studies

For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with the opportunity to:

From Confederation to Constitution: Candles in the Dark - Compare Primary Sources Skills: Analyze Text Primary Sources, Religion and Reform: Challenging Social Ills - Primary Sources Roosevelt’s New Deal: Voices from a Distance: Face to Face – Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust – Analyze Primary Sources The Great Society and Counterculture: The Words of JFK – Analyze Speeches The Changing Presidency: Ready for Change – Analyze Primary Sources Afghanistan and Iraq: Wagering on War – Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Women’s Rights: An Appeal to Women – Analyze Documents; Voices of Reform - Compare Multiple

4. locate existing social studies content information, especially primary

source documents, to interpret meaning and then create original communication;

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Perspectives The American Protest Tradition: Sing, Write, or Draw to Protest – Analyze Points of View Skills Tutorials Distinguish Primary and Secondary Sources; Primary Source – Text; Primary Sources – Image; Reliable Sources; Taking Notes; Use Historiography and its Methods; Video Source The Idea of America includes case studies throughout the program as a means of illustrating the context, themes, and realities of larger historical moments. Case studies that make up the program include primary sources, photographs and video. Examples include the following: The Great Society and Counterculture: Background: "Imagine a Heaven on Earth" (Morning Star Ranch and the Counter Culture); The Changing Presidency: Contract with America; Environmentalism: Waste Not; and Afghanistan and Iraq: The House of War.

5. make informed choices; and

The Virtual Republic: Teachers can register their classes online to interact with other classrooms around the country, allowing students to debate and share ideas on challenging issues facing the nation.

6. interact with outside resources through opportunities for local and global collaboration in a variety of safe venues.

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Personal and Workplace Productivity Skills

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:

Opportunities to address this standard may be found with the following activities: A Confluence of Cultures: Settling In – Research Activity The British Colonies: A Century of Change - Skills: Write an Essay The West: Wanted: Opportunities for Women - Skills: Write an Essay African Americans in the Time of Slavery: Learn About Food– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity Technology of War: In War and Peace– Research Activity Skills Tutorials Distinguish Primary and Secondary Sources; Primary Source – Text; Primary Sources – Image; Reliable Sources; Taking Notes; Use Historiography and its Methods; Video Source

7. conduct research, validate sources and report ethically on findings;

The Idea of America is an interactive, fully digital, Web-based curriculum, where students learn lessons from history and the principles of American citizenship by exploring 65 individual case studies of the nation’s most important historical events. Students use this technology to research, compose, and publish a variety of writing assignments. For examples see the following: African Americans in the Time of Slavery: Cultural Collage - Student

8. identify, evaluate and apply appropriate technology tools for a variety of purposes;

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Created Multimedia Presentation The Industrial Revolution in America: Impact of the Industrial Revolution - Write a Journal or Diary Entry Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay The Civil War on the Battlefield: Civil War Travel Brochure - Create a Travel Brochure The Spanish-American War: The “Maine” Event - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Skills Tutorials Collage; Commercial/Movie Trailer; Presentation; Public Service Announcement

A Confluence of Cultures: Settling In – Research Activity The British Colonies: A Century of Change - Skills: Write an Essay The West: Wanted: Opportunities for Women - Skills: Write an Essay African Americans in the Time of Slavery: Learn About Food– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity Technology of War: In War and Peace– Research Activity Skills Tutorials Distinguish Primary and Secondary Sources; Primary Source – Text; Primary Sources – Image; Reliable Sources; Taking Notes; Use Historiography and its Methods; Video Source

9. engage in self-directed inquiry

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Opportunities to address this standard may be found with the following activities: The Trail of Tears: Your Local Native American Group– Research Activity Religion and Reform: How Much Do You Know? (group work) The Impending Crisis: Four Corners of a Crisis (discussion) Trails West: The Mexican War (debate) The Age of Jim Crow: We’ve Got a Great Idea (debate) Reagan and the End of the Cold War: Should This Have Been Authorized? (small group work) The Changing Presidency: Exercising Political Power (discussion)

10. work collaboratively; and

Opportunities to address this standard may be found with the following activities: A Confluence of Cultures: Settling In – Research Activity The British Colonies: A Century of Change - Skills: Write an Essay The West: Wanted: Opportunities for Women - Skills: Write an Essay African Americans in the Time of Slavery: Learn About Food– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity Technology of War: In War and Peace– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity

11. practice time-management and project management skills in problem based learning situations.

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B. Developmentally Appropriate Instructional Resources and Strategies For student mastery of content standards and objectives:

The individual lessons within the case studies include handouts that can be printed for use by the students. These handouts contain questions about the major ideas and concepts from the readings, graphic organizers, and other reading-related activities. In addition, the Roadmap provides an overview of these lessons and an explanation of the Big Idea for the case study that teachers can use to frame content for students. Lesson objectives are included for each case study. For representative examples of these handouts, see the Spanish American-War and the activities included with each of the lessons within the case study: What to do?; The Real, Short War; and Shall We Go to War?

1. Content is structured to ensure all students meet grade‐specific expectations

as they develop content knowledge and literacy skills aligned to college and career readiness expectations.

Each case study in The Idea of America includes a Roadmap - an overview of the lessons and an explanation of the Big Idea for the assignment. For examples see the following: A Confluence of Cultures - Roadmap Wars for Empire - Roadmap Foreign Relations in the Early Republic - Roadmap African Americans in the Time of Slavery - Roadmap Religion and Reform - Roadmap The Civil War on the Battlefield - Roadmap The Gilded Age - Roadmap The Progressive Era - Roadmap Roosevelt’s New Deal - Roadmap The American Protest Tradition - Roadmap The Vietnam War - Roadmap

2. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition, provides opportunities

to engage in high interest, age‐appropriate activities that mirror real‐life

situations, and make cross‐curricular, global connections.

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The Idea of America includes case studies throughout the program as a means of illustrating the context, themes, and realities of larger historical moments. Case studies include primary sources, photographs and video. Examples include the following: The Great Society and Counterculture: Background: "Imagine a Heaven on Earth" (Morning Star Ranch and the Counter Culture); The Changing Presidency: Contract with America; Environmentalism: Waste Not; and Afghanistan and Iraq: The House of War.

3. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics.

Every case study is filled with images, symbols, objects, cartoons, graphs, charts, maps, and artwork. These are integrated into every aspect and feature of the program, often in multimedia presentations. Examples include: Mapping the Americas: (Interactive Maps) You are a Navigator, Culture of Their Own 1-4, Explorers Abound, 1-3. Jefferson’s America: Mapping It Out, 1-7. The Age of Jim Crow: Three Views of Jim Crow (videos for POV); Growing Cities and Consumer Culture: Growing Cities, Growing, Growing, Grown 1-8 (interactive maps); Impact of Income, 1-7 (Virtual Interviews).

4. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems).

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Students have many opportunities to explore the movement of history in The Idea of America. For examples where students examine a series of events, see the following: Timeline An interactive timelines exists at conclusion of each Background Lesson. The Industrial Revolution in America – Background and Timeline The Impending Crisis – Background and Timeline The Progressive Era – Background and Timeline The Land of Opportunity – Background and Timeline The 1920s – Background and Timeline The Vietnam War – Background and Timeline Reagan and the End of the Cold War – Background and Timeline Cause and Effect The Industrial Revolution in America: A Different Kind of Revolution - Skills: Determine Cause and Effect The Civil War and the Nation: The Impact of War - Determine Cause and Effect Reconstruction: Binding Up the Nation’s Wounds - Determine Cause and Effect The Rise of Organized Labor: Labor’s Causes, Labor’s Effects - Determine Cause and Effect Women’s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Skills Tutorials Cause and Effect; Sequence; Time Line

5. Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order.

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Through exploration of the value tensions, students debate enduring Essential Questions in American history and develop their own opinion on these fundamental issues. The Great Debate: Background, 1–12, American Values, 1–17, The Making of a Democratic Mind, 1–10, Freedom vs. Equality, 1–17, Unity vs. Diversity, 1–17, Private Wealth vs. Common Wealth, 1–16, Law vs. Ethics, 1–17, Tensions in History, 1–4, Civil Debate: Lifeblood of the Republic, 1–5, Assessing Today’s News, 1–15

6. Instructional material provides opportunities for students to investigate

issues that are interconnected (e.g., colonialism, poverty, human rights, environment, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. .

Through exploration of the value tensions, students debate enduring Essential Questions in American history and develop their own opinion on these fundamental issues.

7. Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles.

The Learning Management System for The Idea of America includes interactive formative and summative assessments, data reports, and intervention. The individual lessons within every case study include a variety of activities to meet the varied needs of 21st century students.

8. Resources for intervention and enrichment to allow for personalized learning are provided.

The Idea of America tells the story of our past with a series of on-line primary, secondary, and visual sources that students will read, listen to and watch in video segments. Frequently updated current events are linked directly to each case study.

9. Materials provide an electronic resource for students to access for updates of global information in real time.

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C. Life Skills

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:

Opportunities to address this objective: The Great Debate: Background, 1–12 and other activities The Supreme Court: Background, 1–29 and other activities The American Protest Tradition: Background, 1–26 and other activities Party Politics: Background, 1–28 and other activities

1. develop a deeper understanding of Civic Literacy (civic engagement,

e.g., volunteerism, voting, running for office, influencing and monitoring policy) and to develop civic dispositions.

Opportunities to address this objective are included for each case study : The Gilded Age: Background, 1–33, The Land of Opportunity, 1–16, The Rise of Monopolies, 1–4, Agrarian Revolt, 1–14 America’s Changing Economy: Background, 1–22; Check the Label, 1–7; Interview for Your Dream Job, 1–5

2. practice Financial Literacy skills, (personal finance,

entrepreneurship, business finance, and local, national and global economics).

Foreign Relations in the Early Republic: Background, 1–33 and other activities Jacksonian America: Background, 1–25 and other activities Kennedy and the Communist Threat: Background, 1–18 and other activities The Vietnam War: Background, 1–30 and other activities The United States and the Middle East: Background, 1–28 and other activities Reagan and the End of the Cold War: Background, 1–24 and other activities Afghanistan and Iraq: Background, 1–25 and other activities

3. develop Global Awareness (global competency in research, communication, presentation, action).

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D. Assessment

The Idea of America interactive online history program includes a variety of assessment options. Multiple Choice Assessment: included for each case study. Writing Rubrics: included for most writing assignments. Rubrics and DBQs: From Confederation to Constitution: Framing Freedom & Equality 1-5 (essay & rubric); The New Republic: Hamilton’s Financial Plan, 4, 10 (essay & rubric); African Americans in the Time of Slavery: Fighting for Freedom, p. 5 (DBQs, open ended questions); Foreign Relations in the Early Republic: Foreign Policy after Washington 1-7 (assessment on rubrics). Immigration & Nativism: Nativism or Xenophobia 1-16. Performance based evaluations: The British Colonies: Century of Change, 1-4 (presentation & assessment); The Trail of Tears: What Do We Owe? 1-7 (persuasive argument); Portfolio evaluation in student folders.

1. To ensure a balanced assessment, the instructional material will provide

tools for a balanced approach to assessment including both formative and summative assessments in multiple formats (e.g., rubrics, document based questions (DBQs), performance-based measures, open-ended questioning, portfolio evaluation, and multimedia simulations) that not only guide instruction but also identify student mastery of content.

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E. Organization, Presentation and Format

The Idea of America tells our republic’s story through primary, secondary, and visual sources that students will read, listen to and watch in video segments. Every case study begins with a multimedia Introduction feature that combines a narrative overview with primary source images and text that preview the content of the lessons. The Background feature provides additional detail through the use of primary sources and images, including political cartoons of the time. This blend of visual, oral, and written text continues through every lesson of each of the case studies that make up The Idea of America program. In addition, skills lessons available in each case study focus on particular aspects of reading in social studies.

1. Information is organized logically and presented clearly using multiple methods and modes for delivering instruction that motivate and increase literacy as students engage in high interest, authentic activities.

The Idea of America includes 65 online cases studies incorporating videos, digital games, hand-on projects, and online timelines. Media is used for every lesson to enhance the material and engage students in the critical thinking process.

2. The use of media enhances instruction and learning.

The Idea of America student instructional resource is accessible on a net book.

3. The instructional resource includes an electronic file of the student edition provided on an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a link on the publisher’s server, both of which are accessible by a net book or similar device that is internet-enabled and can open standard file formats.

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SPECIFIC EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 10: United States Studies

Tenth Grade United States Studies examines the evolution of the Constitution as a living document and the role of participatory democracy in the development of a rapidly changing technological society. This study of the United States is an examination of the formative years from the colonization of what would be the United States to its transformation as a dominant political and economic influence in the world at the beginning of the twentieth century. Special emphasis is placed on how the challenges of settling expansive and diverse physical environments were met by a culturally diverse population. The West Virginia Next Generation Standards include the Next Generation Content Standards and Objectives and 21st Century learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Civics Standard Civics addresses both citizenship and political systems. Citizenship education prepares students to be informed, active and effective citizens who accept their responsibilities, understand their privileges and rights and participate actively in society and government. To be successful participants in society, students must understand how to build social capital (a network of social relationships) that encourages reciprocity and trust, two characteristics of civic virtue and good citizenship. Students must be able to research issues, form reasoned opinions, support their positions and engage in the political process. Students exercise tolerance and empathy, respect the rights of others, and share a concern for the common good while acting responsibly with the interests of the larger community in mind. Students must learn and practice intellectual and participatory skills essential for an involved citizenry. To develop these skills, the curriculum must extend beyond the school to include experiences in the workplace and service in the community. While studying political systems, students develop global awareness and study the foundations of various world governments and the strategies they employ to achieve their goals. With respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers and the rule of law. The students learn the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States. Students recognize the need for authority, government and the rights and responsibilities of citizens. Economics Standard Economics analyzes the production, allocation, distribution and use of resources. The economic principles include an understanding of scarcity and choice, productivity, markets and prices, supply and demand, competition, role of government, international trade factors and consumer decisions in a global economy. Understanding economic principles, whole economies and the interactions between different types of economies helps students comprehend the exchange of information, capital and products across the globe. Learners investigate economic principles and their application to historical situations. Learners will work cooperatively and individually to analyze how basic economic principles affect their daily lives. Students become financially responsible by examining the consequences of and practicing personal financial decision-making. Geography Standard Geography encompasses physical and human systems and the interactions between them on local and global scales. People interact with the natural world in culturally distinct ways to produce unique places, which change over time. New technologies and perspectives of geography provide students with an understanding of the world, and the ability to evaluate information in spatial terms. The geography standard stresses the world in which we live and the role of the

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U.S. in the global community. Students use geographic perspectives and technology to interpret culture, environment and the connection between them. Students collaborate with one another and work individually using geographic skills and tools to ask geographic questions based on the five themes of geography (location, place, human-environmental interaction, movement and regions), acquire the necessary information, organize and analyze the information and respond to those geographic questions. Students examine the varying ways in which people interact with their environments and appreciate the diversity and similarities of cultures and places created by those interactions. Literacy Standard The Literacy Standards for History/Social Studies lay out a vision of what it means to be literate in social studies. The skills and understanding students are expected to demonstrate in both reading and writing have a wide applicability outside the classroom or workplace. Reading requires an appreciation of the norms and conventions of social studies, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts in social studies. In writing students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting finding from their research and analysis of sources in a clear and cogent manner. Students who meet these standards demonstrate the reasoning and use of evidence that is essential to both private and responsible citizenship in a democratic society. History Standard History organizes events and phenomena in terms of when they occurred and examines where, how and why they took place. Students study how individuals and societies have changed and interacted over time. They organize events through chronologies and evaluate cause-and-effect relationships among them. Students analyze how individuals, groups and nations have shaped cultural heritages. They gather historical data, examine, analyze and interpret this data, and present their results in a clear, critical manner. Students study origins and evolutions of culture hearths, settlements, civilizations, states, nations, nation-states, governments and economic developments. Through history, students understand the identity and origins of their families, communities, state and nation. Through history, students recognize the influence of world events on the development of the United States and they evaluate the influence of the United States on the world. Understanding the past helps students prepare for today and the events of the future.

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For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

IMR Committee Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

A. Civics

The Great Debate: Background, 1–12, American Values, 1–17, The Making of a Democratic Mind, 1–10, Freedom vs. Equality, 1–17, Unity vs. Diversity, 1–17, Private Wealth vs. Common Wealth, 1–16, Law vs. Ethics, 1–17, Tensions in History, 1–4, Civil Debate: Lifeblood of the Republic, 1–5, Assessing Today’s News, 1–15 Party Politics: Background, 1–28, Pin in the Plank on the Party, 1–5, Donkey vs. Elephant, 1–8, The Blue and the Red, 1–6, Stumping for the Party, 1–5

1. compare various citizens’ responses to controversial government policies and actions by monitoring and debating government decisions and create a cooperative and peaceful solution to controversial government policies and actions.

Every lesson in The Idea of America includes media sources for students to critically examine. See the following examples: The Great Debate Americans Revolt Revolutionary Ideas The New Republic The Supreme Court Women’s Rights The Civil Rights Movement The American Protest Tradition Kennedy and the Communist Threat Civil Rights at a Crossroads The Vietnam War The Great Society and Counterculture Free and Equal

2. analyze multiple media sources and its influence on public opinion and policy issues.

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The Great Debate: Background, 1–12, American Values, 1–17, The Making of a Democratic Mind, 1–10, Freedom vs. Equality, 1–17, Unity vs. Diversity, 1–17, Private Wealth vs. Common Wealth, 1–16, Law vs. Ethics, 1–17, Tensions in History, 1–4, Civil Debate: Lifeblood of the Republic, 1–5, Assessing Today’s News, 1–15 The Supreme Court: Background, 1–29, The Most Supreme, 1–14, And the Verdict Is …? 1–25, Strict or Loose? 1–7, Balancing Decisions, 1–5

3. evaluate then defend the importance of the fundamental democratic values and principles of United States constitutional democracy. Consider conflicts between individuals, communities and nations, liberty and equality, individual rights and the common good, majority rule and minority rights, and the rule of law vs. ethics (e.g., civil disobedience).

The Great Debate: Background, 1–12 and other activities The Supreme Court: Background, 1–29 and other activities Women’s Rights: Background, 1–31 and other activities The Civil Rights Movement: Background, 1–26 and other activities Free and Equal: Background, 1–25 and other activities The Great Society and Counterculture: Background, 1–27 and other activities The United States and the Middle East: Background, 1–28 and other activities

4. define the duties of citizens, that are necessary, to preserve US Democracy (e.g., Become informed and active in a democracy-through jury duty, paying taxes, public forums (local, state, and/or federal) and voting and conscription.).

The Great Debate: Background, 1–12 and other activities The Supreme Court: Background, 1–29 and other activities Jacksonian America: Background, 1–25 and other activities Women’s Rights: Background, 1–31 and other activities The Civil Rights Movement: Background, 1–26 and other activities

5. identify the issues regarding the evolvement of United States citizenship and evaluate responsibilities and rights of United States citizens (e.g., landownership, race, gender and age).

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See the following lessons for a starting point to complete this objective: World War II: Living History: Interviewing a Veteran, 1–7 The Great Debate: Background, 1–12 and other activities The Supreme Court: Background, 1–29 and other activities Jacksonian America: Background, 1–25 and other activities Women’s Rights: Background, 1–31 and other activities The Civil Rights Movement: Background, 1–26 and other activities

6. examine, select and participate in a volunteer service or project.

B. Economics

The British Colonies: Background, 1–25; “Cha-Ching!” 1–8

1. analyzing the effects of the mercantilism and triangular trade on the emergence of colonial economies (e.g., goals of mercantilism, the mother country’s interests v colonial interests, regional economies, agricultural v manufacturing, colonial products and raw material and transition from mercantilism to free enterprise capitalism).

The British Colonies: Background, 1–25 and other activities The Industrial Revolution in America: Background, 1–26 and other activities The Impending Crisis: Background, 1–23, The Growing Divide, 1–7 The Gilded Age: Background, 1–33 and other activities The Rise of Organized Labor: Background, 1–28 and other activities World War I: The War in Europe and at Home, 1–7 The Great Depression: Background, 1–27 and other activities Roosevelt’s New Deal: Background, 1–28 and other activities America’s Changing Economy: Background, 1–22 and other activities Revolution and Technology: Background, 1–26 and other activities

2. trace economic development throughout U.S. history (e.g., Colonial period, Revolutionary, Westward Expansion, Civil War and late 19th /early 20th Centuries) and identify the role of market factors in the settlement of the United States and the development of the free enterprise system.

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The New Republic: Background, 1–29; Unit Toward Diversity, 1–14; Hamilton’s Financial Plan, 1–10

3. explain the ideas, values and practices in the Federalist-Anti-Federalist debate, Bank of the U.S. issue, and evaluate their effects on the formation and direction of the nation’s economy.

The British Colonies: Background, 1–25 and other activities The Industrial Revolution in America: Background, 1–26 and other activities The Impending Crisis: Background, 1–23, The Growing Divide, 1–7 The Gilded Age: Background, 1–33 and other activities The Rise of Organized Labor: Background, 1–28 and other activities World War I: The War in Europe and at Home, 1–7 The Great Depression: Background, 1–27 and other activities Roosevelt’s New Deal: Background, 1–28 and other activities America’s Changing Economy: Background, 1–22 and other activities

4. differentiate economic policy in the United States during each era (e.g., Colonial period, Revolutionary, Westward Expansion, Civil War and late 19th /early 20th Centuries) through types of taxes, taxation controversies, the effects of foreign trade and tariff policies.

Growing Cities and Consumer Culture: Background, 1–26 and other activities The Rise of Organized Labor: Background, 1–28 and other activities The Industrial Revolution in America: Background, 1–26 and other activities The Gilded Age: Background, 1–33, The Rise of Monopolies, 1–4

5. critique the cause and effect relationship between the labor movement, industrialization and urbanization in the United States.

Opportunities to address this objective may be found in the following activities: The Industrial Revolution in America: Background, 1–26 and other activities The Gilded Age: Background, 1–33 and other activities America’s Changing Economy: Background, 1–22 and other activities

6. explain the concept of capitalism and compare the basic components of other economic systems.

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C. Geography

Students use geographical vocabulary in all lessons. For examples see: Mapping the Americas: Background, 1–19 and other activities The British Colonies: Background, 1–23 and other activities Jefferson’s America: Background, 1–24 and other activities A Confluence of Cultures: Background, 1–28 and other activities Spanish America: Background, 1–26 and other activities Trails West: Background, 8–9 and other activities The West: Background, 1–37 and other activities The Civil War on the Battlefield: Background, 1–24, Assessing the Sides, 1–7, Mapping the Storm, 1–12 The West: Background, 1–37 and other activities Becoming a World Power: Background, 1–28 and other activities The Spanish-American War: Background, 1–28 World War I: Background, 1–22 and other activities World War II: Background, 1–25 and other activities The Cold War Begins: Background, 1–26 and other activities Suburbia: Background, 1–23 and other activities Afghanistan and Iraq: Background, 1–25 and other activities The Maps Skills Tutorial can be accessed from within the lessons of any of the case studies that comprise The Idea of America program.

1. apply correct vocabulary and geographic tools to determine and illustrate geographic concepts (e.g., major meridians of longitude and parallels of latitude, physical features landforms, bodies of water, climatic regions, states and their capitals and relative and exact location).

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All lessons in The Idea of America include maps for analysis. Examples follow: Wars for Empire, Empires at War, 3 (Interactive Map); Trails West, The Mexican War, 1-6. Strangers in Land, Push & Pull of Immigration, 1-5 (interactive map) West. US Policy vs. Native Americans 1-4 (interactive map) The Maps Skills Tutorial can be accessed from within the lessons of any of the case studies that comprise The Idea of America program.

2. determine the most appropriate maps and graphics in an atlas to analyze geographic issues regarding the growth and development of the United States (e.g., topography, movement of people, transportation routes, settlement patterns, growth of population and cities, etc.).

The following case studies in The Idea of America program contain lessons defining and differentiating regions: Trails West, The Impending Crisis, The Civil War on the Battlefield, The Civil War and the Nation, The West, The Gilded Age, Growing Cities and Consumer Culture, and Suburbia.

3. interpret how people express attachment to places and regions (e.g., by reference to essays, novels, poems, short stories, feature films and songs)

Opportunities to address this standard are located in the following lessons: The British Colonies: Background, 1–23 and other activities Growing Cities and Consumer Culture: Background, 1–26 and other activities The Great Depression: Background, 1–27 and other activities The Progressive Era: Background, 1–28 and other activities The West: Background, 1–37 and other activities

4. evaluate the impact of health and cultural considerations on the quality of life over different historical time periods (e.g., Colonial America, westward movement, late 19th and early 20th centuries and impact of epidemics).

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Spanish America: Background, 1–26 and other activities Strangers in the Land: Background, 1–30 and other activities The West: Background, 1–37 and other activities The Trail of Tears: Background, 1–29 and other activities Immigration and Nativism: Background, 1–28 and other activities The Age of Jim Crow: Background, 1–23 and other activities The Land of Opportunity: Background, 1–31 and other activities The Civil Rights Movement: Background, 1–26 and other activities The Great Society and Counterculture: Background, 1–27 and other activities

5. analyze the characteristics of cultural contributions of Native Americans, African Americans, Hispanics and all immigrants (e.g., Germans, Italians and Irish to the new nation).

Spanish America: Background, 1–26 and other activities The British Colonies: Background, 1–25 and other activities The Impending Crisis: Background, 1–23 and other activities The West: Background, 1–37 and other activities Suburbia: Background, 1–23 and other activities

6. evaluate the geographic differences and regionalism throughout U. S. history (e.g., colonial era, Civil War, etc.).

Mapping the Americas: Background, 1–19 and other activities The British Colonies: Background, 1–23 and other activities Jefferson’s America: Background, 1–24 and other activities The West: Background, 1–37 and other activities Becoming a World Power: Background, 1–28 and other activities

7. analyze the impact of the environment, including the location of natural resources, on immigration and settlement patterns throughout U. S. history.

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Mapping the Americas: Background, 1–19 and other activities The British Colonies: Background, 1–23 and other activities Jefferson’s America: Background, 1–24 and other activities The West: Background, 1–37 and other activities Becoming a World Power: Background, 1–28 and other activities The Spanish-American War: Background, 1–28 World War I: Background, 1–22 and other activities World War II: Background, 1–25 and other activities The Cold War Begins: Background, 1–26 and other activities Suburbia: Background, 1–23 and other activities

8. analyze the ways in which physical and cultural geography have influenced significant historic events and movements.

D. History

Demonstrate an understanding of the European settlement of North America.

Mapping the Americas: Background, 13–19 and other activities The British Colonies: Background, 1–25 and other activities A Confluence of Cultures: Background, 1–28 and other activities The British Colonies: Background, 1–25 and other activities

1. trace the emergence of England as a global colonial power beginning in 1588.

A Confluence of Cultures: Background, 1–28; Settling In, 1–4; A Merging of Cultures in Jamestown, 1–5 Religion and the English Colonies: The United Colonies of England, 2–8; Building a City on the Hill

2. compare the progress of Jamestown and Plymouth colonies.

Wars for Empire: Background, 1–24 and other activities

3. examine European colonial rivalries (e.g., conflicting land claims, empire building, etc.).

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A Confluence of Cultures: Background, 1–28 and other activities The British Colonies: Background, 1–25; Comparing Apples to Oranges, 1–6 Religion and the English Colonies: Background, 1–25 and other activities

4. summarize the distinct characteristics of each colonial region in the settlement and development of America, including religious, social, political, and economic differences.

Demonstrate an understanding of the establishment of the United States as a new nation. Americans Revolt: Background, 1–28 and other activities Revolutionary Ideas: Background, 1–22 and other activities The Revolutionary War: Background, 1–37 and other activities

1. explain the impact of the Declaration of Independence and the American Revolution on the American colonies and on the world.

From Confederation to Constitution: Background, 1–32 and other activities

2. explain the strengths and weaknesses of government under the Articles of Confederation.

From Confederation to Constitution: Background, 1–32 and other activities

3. summarize events leading to the creation of the U. S. Constitution (e.g., country’s economic crisis, Shay’s Rebellion and purpose outlined in the Preamble).

From Confederation to Constitution: Background, 1–32 and other activities The Great Debate: Background, 1–12 and other activities The Supreme Court: Background, 1–29 and other activities

4. explain fundamental principles and purposes of the United States Constitution and the Bill of Rights (e.g., through the Magna Carta, the English Bill of Rights, colonial charters and the political philosophies of the Enlightenment).

The New Republic: Rise of Party Politics

5. trace the emergence of American two party political system (Federalists-Anti-Federalists, election 1800, etc).

The New Republic: Rise of Party Politics Jacksonian America: Party Politics; The Party Line

6. compare and contrast the position of the political parties and leaders on a variety of issues (e.g., economic development, territorial expansion, political participation, individual rights, states’ rights, slavery and social reforms).

The Supreme Court: Background, 1–29 and other activities

7. analyze the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCulloch v Maryland, Dred Scott and Plessy v Ferguson).

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Demonstrate an understanding of westward movement and the resulting regional conflicts that took place in America in the nineteenth century.

Jefferson’s America: Your mission, should you choose to accept it…: Join Lewis and Clark The Trial of Tears: Background 1–29 and other activities Trails West: Background, 1–29 and other activities

1. explain the impact and challenges of westward movement, (e.g., people’s motivations for moving west, railroad construction and the displacement of Native Americans).

Jefferson’s America: Background, 1–24 and other activities Jacksonian America: Background, 1–25 and other activities Trails West: Background, 1–29 and other activities The Impending Crisis: Background, 1–23 and other activities

2. trace land acquisitions and significance of these as the U. S. expanded.

Jefferson’s America: Your mission, should you choose to accept it…: Join Lewis and Clark Trails West: The Mexican War, 1–6; Independence!, 1–5

3. summarize United States’ relations with foreign powers (e.g., Louisiana Purchase, Monroe Doctrine, Manifest Destiny and the Mexican War).

The Industrial Revolution in America: Background, 1–26, A Different Kind of Revolution, 1–5, New Inventions/New Society, 1–5, A “Marriage of the Waters” 1–6, People Come and Go, 1–9, Industrialization and Class, 1–5, Revolutionizing the River, 1–14, Impact of the Industrial Revolution, 1–5 The Impending Crisis: Background, 1–23, The Growing Divide, 1–7

4. compare economic development in different regions of the country during the early nineteenth century (e.g., agricultural South, industrial and financial North and the development of new resources in the West).

Religion and Reform: Background, 1–27, How Much Do You Know? 1–4, To Reform or Not to Reform. 1–14, Hot Off the Press, 1–12, Challenging Social Ills, 1–9, Reform Leader Bingo, 1–5, Reforming the Republic, 1–3

5. examine and evaluate the reform period prior to the U.S. Civil War (e.g., abolition, women’s suffrage, religious, etc.).

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Demonstrate an understanding of the causes and the course of the Civil War and Reconstruction in America. Religion and Reform: Background, 1–27 and other activities The Impending Crisis: Background, 1–23 and other activities The Civil War and the Nation: Background, 1–27 and other activities The Civil War on the Battlefield: Background, 1–24 and other activities Reconstruction: Background, 1–20 and other activities The Age of Jim Crow: Background, 1–23 and other activities

1. analyze the social, political, and cultural characteristics of the North, the South, and the West before and after the Civil War (e.g., the lives of African Americans and social reform movements such as abolition and women’s rights).

The Impending Crisis: Background, 1–23, Rising Voices, Rising Temperatures, 1–15, You Say Election, I Say Secession, 1–12, Four Corners of a Crisis, 1–8 African Americans in the Time of Slavery: Background, 1–20 and other activities

2. explain how the political events and issues that divided the nation led to civil war (e.g., compromises reached to maintain the balance of free and slave states, successes and failures of the abolitionist movement, conflicting views on states’ rights and federal authority, emergence of the Republican Party and election of 1860).

The Impending Crisis: Background, 1–23; You Say Election, I Say Secession, 1–12

3. examine and identify the cause and effect of the formation of the Confederate States of America.

The Civil War on the Battlefield: Background, 1–24, Assessing the Sides, 1–7, Mapping the Storm, 1–12, Turning Points in the Civil War, 1–5, The Many Voices of War, 1–15, You’re the General, 1–9, The Story in Photographs, 1–14, Civil War Travel Brochure, 1–5 The Civil War and the Nation: Background, 1–27, Life on the Home Front, 1–5, The Impact of War, 1–9, Reporting the News, 1–9, Dear Diary, 1–5

4. outline the course and outcome of the Civil War (e.g., the role of African American military units, the impact of the emancipation Proclamation, and social, political and economic impact on the South following the Civil War).

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Reconstruction: Background, 1–20, The “United” States? 1–6, A Just and Lasting Peace, 1–4, Who Won the Civil War? 1–13, Binding Up the Nation’s Wounds, 1–4, How Much Freedom? 1–5

5. evaluate effects of Reconstruction on the nation (e.g., the roles of the Civil War Amendments, Radical Republicans, etc. ).

Reconstruction: Background, 1–20, The “United” States? 1–6, A Just and Lasting Peace, 1–4, Who Won the Civil War? 1–13, Binding Up the Nation’s Wounds, 1–4, How Much Freedom? 1–5 The Age of Jim Crow: Background, 1–23 and other activities

6. summarize the progress and impact made by various groups in society (including African-Americans, women, immigrants, etc.) during Reconstruction.

Reconstruction: Background, 1–20 and other activities The Age of Jim Crow: Background, 1–23 and other activities The Land of Opportunity: Background, 1–31 and other activities Women’s Rights: Background, 1–31 and other activities

7. trace societal changes in the United States brought about by the end of Reconstruction (the Freedmen’s Bureau, educational reform, political opportunity, new trends in legislation, Jim Crow laws and the rise of anti–African American factions).

Demonstrate an understanding of changes that took place at the end of the 19th Century in the United States. The Gilded Age: Background, 1–33, The Rise of Monopolies, 1–4 The Rise of Organized Labor: Background, 1–28 and other activities

1. analyze the developments in business and industry including, the emergence of new industries and the rise of corporations through monopolies and mergers.

The Gilded Age: Background, 1–33, Agrarian Revolt, 1–14 War and Technology: Background, 1–25 and other activities The Rise of Organized Labor: Background, 1–28 and other activities Growing Cities and Consumer Culture: Background, 1–26 and other activities

2. examine the effects of technological change on the United States (e.g., agriculture, transportation, industry, labor and society).

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The Gilded Age: Background, 1–33, The Land of Opportunity, 1–16, The Rise of Monopolies, 1–4, Agrarian Revolt, 1–14, The New South: Promise and Reality, 1–10, Effects of the Gilded Age, 1–3 The Progressive Era: Background, 1–28, Defining the Progressive Era, 1–15, Reforming America, 1–5, Upton Sinclair’s “The Jungle” 1–12, Reform’s Limits: The Triangle Fire, 1–13, Progressive Successes, 1–5, Letters to the Editor, 1–9 Women’s Rights: Voices of Reform, 1–5 The Rise of Organized Labor: Background, 1–28, A Fair Day’s Pay for a Fair Day’s Wage, 1–7, Which Side Are You On, 1–8, Labor Lives, 1–4, Talking Union, 1–4, Labor’s Causes, Labor’s Effects, 1–9, How Did Organized Labor Do? 1–4

3. investigate the various periods and movements at the end of the nineteenth century. (e.g., the Gilded Age, the Populist movement, the Progressive Era, labor movement, continuation of the women’s suffrage movement, etc.).

The Progressive Era: Background, 1–28, Defining the Progressive Era, 1–15, Reforming America, 1–5, Upton Sinclair’s “The Jungle” 1–12, Reform’s Limits: The Triangle Fire, 1–13, Progressive Successes, 1–5, Letters to the Editor, 1–9 Women’s Rights: Voices of Reform, 1–5

4. examine the goals and accomplishments of reformers and reform movements (e.g., women’s rights, minorities, temperance, prisons, hospitals, schools, etc.) .

The Industrial Revolution in America: Background, 1–26 and other activities The Gilded Age: Background, 1–33, Agrarian Revolt, 1–14

5. explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming and the expansion of international markets.

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Growing Cities and Consumer Culture: Background, 1–26, Growing, Growing . . . Grown, 1–8, Change Begins at Home, 1–11, What Will They Think Of, Next? 1–5, The Impact of Income, 1–7, You Can’t Fight City Hall, 1–12, Consuming Culture, 1–9 The Rise of Organized Labor: Background, 1–28, A Fair Day’s Pay for a Fair Day’s Wage, 1–7, Which Side Are You On, 1–8, Labor Lives, 1–4, Talking Union, 1–4, Labor’s Causes, Labor’s Effects, 1–9, How Did Organized Labor Do? 1–4 Strangers in the Land: Background, 1–30, The Founders of Immigration, 1–5, The “Push” and “Pull” of Immigration, 1–5, The Immigrant Experience, 1–20, Ethnic Enclaves, 1–11, To Be an American, 1–3

6. assess the impact of urbanization and immigration on social, economic, and political aspects of society in the United States in the late nineteenth century. (e.g., labor, agriculture, ethnic neighborhoods, African Americans, immigrants, women and children).

Demonstrate an understanding of global developments that influenced the United States’ emergence as a world power in the early twentieth century.

Becoming a World Power: Background, 1–28 and other activities The Spanish-American War: Background, 1–28 and other activities World War I: Background, 1–22 and other activities

1. evaluate the impact of United States foreign policy on global affairs (e.g., Open Door Policy, Good Neighbor Policy, Lend-Lease, and presidential programs of Taft, Roosevelt, and Wilson , such as Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy).

Becoming a World Power: Background, 1–28, Why Do Nations Seek to Expand? 1–13, Resistance to Imperialism, 1–5, Building the Panama Canal, 1–4, Imperialism Pros and Cons, 1–5 The Spanish-American War: Background, 1–28, The Spanish-American War, 1–4, The Maine Event, 1–16, What To Do? 1–6, The Real, Short War, 1–5, Shall We Go to War? 1–3 World War I: Background, 1–22, From Neutrality to Engagement, 1–7

2. analyze the development of American expansionism, including the shift from isolationism to intervention and the economic and political reasons for imperialism.

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The Spanish-American War: Background, 1–28, The Spanish-American War, 1–4, The Maine Event, 1–16, What To Do? 1–6, The Real, Short War, 1–5, Shall We Go to War? 1–3

3. investigate and explain the impact of the Spanish-American War on the United States as a world power, including locations of expansion and the changing image of the United States by the global community.

Growing Cities and Consumer Culture: Background, 1–26, What Will They Think Of, Next? 1–5 War and Technology: Background, 1–25, Seeking Security and Liberty, 1–13, From Horses to Helicopters, 1–8, In War and Peace, 1–4, Swords and Plowshares, 1–11. Policy Advisor, 1–4

4. investigate the impact of technological advances and innovation in the early twentieth century both in the United States and the world (e.g., telephone, automobiles, flight, transportation, weapons and medical advances).

World War I: Background, 1–22, From Neutrality to Engagement, 1–7

5. analyze and explain how political, social and economic factors influenced American involvement in World War I (e.g., treaties, alliances and nationalism).

E. Literacy: Reading

The authors of The Idea of America have included primary sources and secondary sources woven into the telling of every historical narrative. These sources appear in written and multimedia form. In addition to these sources, Skills Tutorials accessible from every activity in The Idea of America provides necessary skill instruction. For examples see the following: From Confederation to Constitution: Candles in the Dark - Compare Primary Sources Skills: Analyze Text Primary Sources, Jefferson’s America: Signs of Splintering - Analyze Text Primary Sources, Analyze Image Primary Sources Spanish America: Let’s Build an

1. Key Ideas and Details • cite specific textual evidence to support analysis of primary and

secondary sources, attending to such features as the date and origin of the information.

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Empire! - Skills: Evaluate Historical Decisions, Distinguish between Primary and Secondary Sources, Analyze Text Primary Sources The Trail of Tears: Stories of the Removal Interstate - Analyze Text Primary Sources Religion and Reform: Challenging Social Ills - Primary Sources Roosevelt’s New Deal: Voices from a Distance: Face to Face – Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust – Analyze Primary Sources The Great Society and Counterculture: The Words of JFK – Analyze Speeches The Changing Presidency: Ready for Change – Analyze Primary Sources Afghanistan and Iraq: Wagering on War – Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Women’s Rights: An Appeal to Women – Analyze Documents; Voices of Reform - Compare Multiple Perspectives The American Protest Tradition: Sing, Write, or Draw to Protest – Analyze Points of View Skills Tutorials Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective Primary Source – Text Use Historiography and its Methods

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The individual lessons within every on-line case study include handouts that can be printed out and used by students. These handouts contain questions about the major ideas from the readings, graphic organizers, and other reading-related activities. In addition, the Roadmap provides an overview of these lessons and an explanation of the Big Idea for the assignment. For examples see the following: A Confluence of Cultures - Roadmap Wars for Empire - Roadmap Foreign Relations in the Early Republic - Roadmap African Americans in the Time of Slavery - Roadmap Religion and Reform - Roadmap The Civil War on the Battlefield - Roadmap The Gilded Age - Roadmap The Progressive Era - Roadmap Roosevelt’s New Deal - Roadmap The American Protest Tradition - Roadmap The Vietnam War - Roadmap Skills Tutorials Summary Distinguish Primary and Secondary Sources Point of View, Bias, Perspective Primary Source – Text Use Historiography and its Methods

• determine the central ideas or information of a primary or

secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

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Students have many opportunities to explore the movement of history in The Idea of America. For examples where students examine a series of events see the following: Timeline An interactive timelines exists at conclusion of each Background Lesson. Religion and the English Colonies – Background and Timeline Wars for Empire – Background and Timeline The New Republic – Background and Timeline The Industrial Revolution in America – Background and Timeline The Impending Crisis – Background and Timeline The Progressive Era – Background and Timeline The Land of Opportunity – Background and Timeline The 1920s – Background and Timeline The Vietnam War – Background and Timeline Reagan and the End of the Cold War – Background and Timeline Cause and Effect Spanish America: Let’s Build an Empire! - Skills: Determine Cause and Effect The Industrial Revolution in America: A Different Kind of Revolution - Skills: Determine Cause and Effect Jacksonian America: Party Politics - Skills: Determine Cause and Effect The Civil War and the Nation: The Impact of War - Determine Cause and Effect Reconstruction: Binding Up the Nation’s Wounds - Determine Cause and Effect

• analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

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The Age of Jim Crow: A Time of Shame - Determine Cause and Effect The Rise of Organized Labor: Labor’s Causes, Labor’s Effects - Determine Cause and Effect Women’s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Skills Tutorials Cause and Effect Sequence Time Line Students are introduced to new words, phrases, and key people in The Idea of America. For examples see: Vocabulary & Language Builder Each case study includes a Vocabulary & Language Builder activity. The part of speech, word origin, and definition is included for all content and support vocabulary. Examples: Americans Revolt: Vocabulary & Language Builder The Trail of Tears: Vocabulary & Language Builder The West: Vocabulary & Language Builder Growing Cities and Consumer Culture: Vocabulary & Language Builder The Great Depression: Vocabulary & Language Builder Tools: Glossary Clicking the Tools icon at any point leads to the Lesson Glossary. Examples: The Civil War and the Nation: Tools -

2. Craft and Structure • determine the meaning of words and phrases as they are used in

a text, including vocabulary describing political, social, or economic aspects of history/social studies.

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Glossary The Great Depression: Tools - Glossary The Cold War Begins – Tools: Glossary Tools: Biographical Dictionary Clicking the Tools icon at any point leads to the Biographical Dictionary. Examples: The Progressive Era: Tools - Biographical Dictionary World War II: Tools - Biographical Dictionary The United States and the Middle East: Tools - Biographical Dictionary Skills Tutorials Chronological Vocabulary Opportunities to address this objective may be found in the following activities: Analyze Primary Sources From Confederation to Constitution: Candles in the Dark - Skills: Analyze Text Primary Sources, Jefferson’s America: Signs of Splintering - Analyze Text Primary Sources Spanish America: Let’s Build an Empire! - Skills: Analyze Text Primary Sources The Trail of Tears: Stories of the Removal Interstate - Analyze Text Primary Sources Religion and Reform: Challenging Social Ills - Primary Sources Roosevelt’s New Deal: Voices from a Distance: Face to Face – Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust – Analyze Primary Sources

• analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

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The Great Society and Counterculture: The Words of JFK – Analyze Speeches The Changing Presidency: Ready for Change – Analyze Primary Sources Afghanistan and Iraq: Wagering on War – Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Cause and Effect Spanish America: Let’s Build an Empire! - Skills: Determine Cause and Effect The Industrial Revolution in America: A Different Kind of Revolution - Skills: Determine Cause and Effect Jacksonian America: Party Politics - Skills: Determine Cause and Effect The Civil War and the Nation: The Impact of War - Determine Cause and Effect Reconstruction: Binding Up the Nation’s Wounds - Determine Cause and Effect The Age of Jim Crow: A Time of Shame - Determine Cause and Effect The Rise of Organized Labor: Labor’s Causes, Labor’s Effects - Determine Cause and Effect Women’s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Skills Tutorials Cause and Effect Chronological Vocabulary Compare/Contrast Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective Primary Source – Text

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Use Historiography and its Methods Opportunities to address this objective may be found in the following activities: Jefferson’s America: Buyer’s Remorse? - Determine Perspective The Age of Jim Crow: Three Views on Jim Crow - Compare Points of View The Rise of Organized Labor: Which Side Are You On? - Analyze Issues and Viewpoints Progressive Era: Upton Sinclair’s The Jungle - Determine Point of View Growing Cities and Consumer Culture: You Can’t Fight City Hall - Analyze Political Cartoons The American Protest Tradition: Sing, Write, or Draw to Protest - Determine Point of View Women’s Rights: An Appeal to Women – Analyze Documents; Voices of Reform - Compare Multiple Perspectives Nixon’s America: It Hurts Even If You Don’t Laugh - Analyze Political Cartoons The U.S. and the Middle East: Islam - Compare, and Contrast Viewpoints Afghanistan and Iraq: Challenging Terrorism; Wagering on War; Liberty or Security? - Determine Point of View Skills Tutorials Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective

• compare the point of view of two or more authors for how they

treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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Throughout The Idea of America, students are provided charts and graphs to aid comprehension. Additionally, the authors of The Idea of America have included graphic data allowing students to analyze and draw conclusions about the text. For examples see: Graphic Organizers Religion and Reform: To Reform or Not to Reform – Handout The Civil War and the Nation: Dear Diary – Handout World War I: From Neutrality to Engagement - Handout Roosevelt’s New Deal: Voices from a Distance - Handout The Cold War Begins: The Cold War Heats Up - Handout Research Data and Quantitative Data The Land of Opportunity: Immigration By the Numbers – includes maps and statistical data The Vietnam War: Voices of Vietnam - Read a Graph screen 17 America’ Changing Economy: Check the Label – Read a Diagram and Use a Graph Skills Tutorials Graphs Maps Time Line

3. Integration of Knowledge and Ideas • integrate quantitative or technical analysis (e.g., charts and

research data) with qualitative analysis in print or digital text.

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Students have many opportunities to examine primary and secondary sources in The Idea of America. The Skills Tutorials accessible from every activity in Idea of America provides necessary skill instruction. For examples see: The Impending Crisis: War of the Words - Analyze Political Speeches Roosevelt’s New Deal: Voices from a Distance: Face to Face – Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust – Analyze Primary Sources The Great Society and Counterculture: The Words of JFK – Analyze Speeches The Changing Presidency: Ready for Change – Analyze Primary Sources Afghanistan and Iraq: Wagering on War – Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Skills Tutorials Distinguish Primary and Secondary Sources Evaluate Historical Decisions Fact or Opinion Point of View, Bias, Perspective

• assess the extent to which the reasoning and evidence in a text support the author’s claims.

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Throughout The Idea of America, students examine primary and secondary sources. In many cases audio and/or video forms exist where students can see and hear various accounts of a historical event. For examples see: Becoming a World Power: Background, 1–28 and other activities World War I: Background, 1–22 and other activities Women’s Rights: Background, 1–31 and other activities The 1920s: Background, 1–22 and other activities The Great Depression: Background, 1–27 and other activities America Goes to War: Background, 1–31 and other activities Holocaust & Genocide: Background, 1–34 and other activities Kennedy and the Communist Threat: Background, 1–18 and other activities Afghanistan and Iraq: Background, 1–25 and other activities The Changing Presidency: Background, 1–27 and other activities Reagan and the End of the Cold War: Background, 1–24 and other activities Skills Tutorials Historical Research Distinguish Primary and Secondary Sources Primary Source – Text Primary Sources – Image Use Historiography and its Methods Video Source

• compare and contrast treatments of the same topic in several primary and secondary sources.

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The Idea of America encourages students to read beyond the text and engage students with yesterday’s history to make connections to their lives today. Throughout the lessons, primary sources such as newspapers, works of art, diaries, journal entries, and speeches are provided. Activities encourage students to continue their explorations long after completing the assignments. See the following for examples: The British Colonies: Background, 1–25 and other activities Spanish America: Background, 1–26 and other activities Jefferson’s America: Background, 1–24 and other activities From Confederation to Constitution: Background, 1–32 and other activities The Civil War on the Battlefield: Background, 1–24, Assessing the Sides, 1–7, Mapping the Storm, 1–12 The West: Background, 1–37 and other activities Becoming a World Power: Background, 1–28 and other activities The Spanish-American War: Background, 1–28 World War I: Background, 1–22 and other activities The Great Depression: Background, 1–27, The Dust Bowl, 1–15 World War II: Background, 1–25 and other activities The Cold War Begins: Background, 1–26 and other activities Growing Cities and Consumer Culture: Background, 1–26 and other activities Suburbia: Background, 1–23 and other activities Afghanistan and Iraq: Background, 1–25 and other activities

Range of Reading and Level of Text Complexity • read and comprehend history/social studies texts at or above

grade level text complexity band independently and proficiently.

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F. Literacy: Writing

Throughout The Idea of America, students have opportunities to practice persuasive writing. The Skills Tutorials includes material that supplements language arts instruction. For examples see: The New Republic: “I’m John Adams, and I Approve This Message” - Write Persuasively African Americans in the Time of Slavery: Fighting for Freedom - Write an Editorial, Write Persuasively The Industrial Revolution in America: Revolutionizing the River - Write an Editorial The Trail of Tears: Divided Peoples - Write an Editorial, Write Persuasively Trails West: Circle the Wagons! - Write Persuasively The Civil War and the Nation: Reporting the News- Write Persuasively The Gilded Age: My Opinion of the Gilded Age- Write Persuasively The Rise of Organized Labor: Which Side Are You On? - Write Persuasively Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What’s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Skills Tutorials Editorial Letter to the Editor Persuasive Writing Position Statement Print Advertisement

1. Text Types and Purposes - write arguments focused on discipline-specific content. • Introduce precise claim(s), distinguish the claim(s) from alternate

or opposing claims and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons and evidence.

• Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• Use words, phrases and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from or supports the argument presented.

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Students have opportunities to write with each assignment in The Idea of America. For examples see: The British Colonies: A Century of Change - Skills: Write an Essay Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay Spanish America: Evaluating the Spanish Empire - Skills: Write an Essay Trails West: Circle the Wagons! - Skills: Write an Editorial The West: Wanted: Opportunities for Women - Skills: Write an Essay The Spanish-American War: The “Maine” Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay The U.S. and the Middle East: U.S. Policy in the Middle East - Skills: Write an Essay Party Politics: Stumping for the Party - Skills: Write an Essay The Changing Presidency: Mr. President, You’re Fired! - Skills: Write an Essay Skills Tutorials Essay Report/Memo/White Paper Summary

2. Text Types and Purposes - write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • Introduce a topic and organize ideas, concepts, and information

to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g. figures, tables) and multimedia when useful to aiding comprehension.

• Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• Use varied transitions and sentence structures to link the major sections of the text, create cohesion and clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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Many opportunities for students to write exist in The Idea of America. For examples see: The British Colonies: A Century of Change - Skills: Write an Essay Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay Spanish America: Evaluating the Spanish Empire - Skills: Write an Essay Trails West: Circle the Wagons! - Skills: Write an Editorial Immigration and Nativism: On Democracy in America- Skills: Write a Journal or Diary Entry, Write a Letter Religion and Reform: Hot off the Press Side Trip - Write a Newspaper Front Page; Skills: Write an Editorial, Write an Article/ News Report The Civil War and the Nation: “Dear Diary” - Skills: Write a Journal or Diary Entry Strangers in the Land: The Immigrant Experience: Skills: Write a Paragraph The West: Wanted: Opportunities for Women - Skills: Write an Essay The Gilded Age: My Opinion of the Gilded Age - Skills: Write a Letter to the Editor The Spanish-American War: The “Maine” Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What’s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Skills Tutorials Editorial Essay

3. Production and Distribution of Writing • produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose and audience.

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Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure Students can apply the steps of the writing as process as they complete the following activities. A Confluence of Cultures: A Merging of Cultures in Jamestown – Diary Entry The Industrial Revolution in America: Impact of the Industrial Revolution - Write a Journal or Diary Entry Immigration and Nativism: On Democracy in America - Write a Journal or Diary Entry The British Colonies: A Century of Change - Skills: Write an Essay Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay Spanish America: Evaluating the Spanish Empire - Skills: Write an Essay Trails West: Circle the Wagons! - Skills: Write an Editorial The West: Wanted: Opportunities for Women - Skills: Write an Essay The Spanish-American War: The “Maine” Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What’s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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Security? - Write an Editorial Skills Tutorials Article/News Report Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure The Idea of America is an interactive, fully digital, Web-based curriculum, where students learn lessons from history and the principles of American citizenship by exploring 65 individual case studies of the nation’s most important historical events. Students use this technology to research, compose, and publish a variety of writing assignments. For examples see the following: African Americans in the Time of Slavery: Cultural Collage - Student Created Multimedia Presentation The Industrial Revolution in America: Impact of the Industrial Revolution - Write a Journal or Diary Entry Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay The Civil War on the Battlefield: Civil War Travel Brochure - Create a Travel Brochure The Spanish-American War: The “Maine” Event - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial

• use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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Skills Tutorials Collage Commercial/Movie Trailer Presentation Public Service Announcement Opportunities to address this standard may be found with the following activities: A Confluence of Cultures: Settling In – Research Activity The British Colonies: A Century of Change - Skills: Write an Essay The West: Wanted: Opportunities for Women - Skills: Write an Essay African Americans in the Time of Slavery: Learn About Food– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity Technology of War: In War and Peace– Research Activity Skills Tutorials Distinguish Primary and Secondary Sources Primary Source – Text Primary Sources – Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source

4. Research to Build and Present Knowledge • conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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Students can move beyond the initial lesson and become an active historian with the following research activities: A Confluence of Cultures: Settling In – Research Activity African Americans in the Time of Slavery: Learn About Food– Research Activity The Trail of Tears: Your Local Native American Group– Research Activity Technology of War: In War and Peace– Research Activity Skills Tutorials Distinguish Primary and Secondary Sources Primary Source – Text Primary Sources – Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source

• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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Opportunities to address this standard may be found with the following activities: Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay Spanish America: Evaluating the Spanish Empire - Skills: Write an Essay The Industrial Revolution in America: Impact of the Industrial Revolution - Write a Journal or Diary Entry Religion and Reform: Challenging Social Ills - Skills: Write an Essay, Analyze Text Primary Sources, Write a Short Answer The West: Wanted: Opportunities for Women - Skills: Write an Essay The Spanish-American War: The “Maine” Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay

• draw evidence from informational texts to support analysis, reflection, and research.

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Many opportunities for students to write exist in The Idea of America. For examples see: A Confluence of Cultures: A Merging of Cultures in Jamestown–Diary Entry The Industrial Revolution in America: Impact of the Industrial Revolution - Write a Journal or Diary Entry Immigration and Nativism: On Democracy in America - Write a Journal or Diary Entry The British Colonies: A Century of Change - Skills: Write an Essay Revolutionary Ideas: Annotations of Independence - Skills: Write an Essay Spanish America: Evaluating the Spanish Empire - Skills: Write an Essay Trails West: Circle the Wagons! - Skills: Write an Editorial The West: Wanted: Opportunities for Women - Skills: Write an Essay The Spanish-American War: The “Maine” Event - Skills: Write an Essay World War I: The War in Europe and at Home-Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What’s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Skills Tutorials Article/News Report Editorial, Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure

5. Range of Writing • write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.