California Standards Map United States History and Geography Grade...

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History of Our Nation: 1865 to the Present © 2005

correlated to

California Standards Map United States History and Geography

Grade 11

Publisher: AGS Publishing Program Title: History of Our Nation: 1865 to the PresenI ©2005 Components: SE: Student Edition; TE: Teacher’s Edition; ACT: Activities in Teacher’s Resource Library (TRL); WB: Workbook Activities in TRL Grade Level: Grade Eleven Intended Audience: Students whose reading level and/or language skills are below grade level.

California Standards Map – United States History and Geography: Continuity and Change in the Twentieth Century

PUBLISHER’S CITATIONS* MEETS STANDARD

GRADE STANDARD #

TEXT OF STANDARD INTRODUCED PRACTICED TAUGHT TO MASTERY

Y N

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

11 11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

SE 5, 6 SE 5, 6

11 11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

SE 6-9 SE 6-9

3

(California United States History and Geography Content Standard, Grade 11: AGS History of Our Nation: 1865 to the Present)



GRADE STANDARD #


Y N

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, Cont.

11 11.1.3 Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

SE 9-11 SE 9-11

11 11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

SE 14-21, 25-27, 47-49; TE 14-21, 25-27, 47-49

SE 27, 32, 37, 41, 49, 54, 70, 74, 79, 392, 87, 94, 126, 129, 131; TE 27, 32, 37, 41, 49, 54, 70, 74, 79, 392, 87, 94, 126, 129, 131; WB 1-4, 6, 9-11, 14, 20-22

SE 14-21, 28-32, 33-37, 38-41, 43, 50-54, 63, 67-69, 71-74, 75-78, 80, 81, 85, 93-94, 99, 125-126, 127-129, 130-131; TE 14-21, 28-32, 33-37, 38-41, 43, 50-54, 63, 67-69, 71-74, 75-78, 80, 81, 85, 93-94, 99, 125-126, 127-129, 130-131

4




GRADE STANDARD #


Y N

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

11 11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

SE 50-54; TE 50-54

SE 54, 87, 94, 97, 135; TE 54; WB 12, 14-15, 23; ACT 12, 14-15, 23

SE 85-87, 93-94, 95-97, 99, 111, 134-135; TE 85-87, 93-94, 95-97, 99, 111, 134-135

11 11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

SE 85; TE 85-87

SE 87, 92, 94, 97; TE 87; WB 12-15; ACT 12-15

SE 89-91, 93-94, 95-96, 99; TE 89-91, 93-94, 95-96, 99

11 11.2.3 Trace the effect of the Americanization movement.

SE 88-92; TE 88-92

SE 92, 183; TE 92, 183; WB 13, 33; ACT 13, 33

SE 182-183; TE 182-183

11 11.2.4 Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

SE 103-104; TE 103-104

SE 104, 108, 115, 135; TE 104, 108, 115, 135; WB 16, 17, 19, 23; ACT 16, 17, 19, 23

SE 104-106, 112-115, 117, 134-135; TE 104-106, 112-115, 117, 134-135

5




GRADE STANDARD #


Y N

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe, Cont.

11 11.2.5 Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

SE 72-74; TE 72-74

SE 74, 115, 143; TE 74, 115, 143; WB 10, 19, 25; ACT 10, 19, 25

SE 112, 141-142; TE 112-113, 141-142

11 11.2.6 Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

SE 66-70; TE 66-70

SE 70, 74, 79; TE 70, 74, 79; WB 9-11; ACT 9-11

SE 71-74, 75-78, 81; TE 71-74, 75-78, 81

11 11.2.7 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

11 11.2.8 Examine the effect of political programs and activities of Populists.

SE 112-115; TE 112-115

SE 115; TE 115 WB 88; ACT 88

SE 112-115, 117; TE 112-115, 117

6




GRADE STANDARD #


Y N

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe, Cont.

11 11.2.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

SE 133-135; TE 133-135

SE 135, 140; TE 135, 140; WB 23, 24; ACT 23, 24

SE 136-139, 141, 145

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

11 11.3.1 Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

SE 96; TE 96

SE 97; TE 97; WB 15; ACT 15

SE 96, 99; TE 96, 99

7




GRADE STANDARD #


Y N

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty, Cont.

11 11.3.2 Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

*1 *1 *1

11 11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

8




GRADE STANDARD #


Y N

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty, Cont.

11 11.3.4 Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

SE 89; TE 89

SE 92; TE 92; WB 13; ACT 13

SE 89-90; TE 89

11 11.3.5 Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

SE 290 SE 290; TE 290

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

11 11.4.1 List the purpose and the effects of the Open Door policy.

SE 130-131; TE 130-131

SE 131; TE 131; WB 12; ACT 12

SE 130-131, 137, 145, 229; TE 130-131, 145

11 11.4.2 Describe the Spanish-American War and U.S. expansion in the South Pacific.

SE 125-126; TE 125-126

SE 126, 129, 131; TE 126, 129, 131; WB 20-22; ACT 20-22

SE 127-129, 130-131, 145; TE 127-129, 130-131, 145

9




GRADE STANDARD #


Y N

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century, Cont.

11 11.4.3 Discuss America's role in the Panama Revolution and the building of the Panama Canal.

SE 137-138; TE 136-139

SE 140, 155; TE 140, 155; WB 24; ACT 24

SE 137-138, 145; TE 137-138, 145

11 11.4.4 Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.

SE 139, 153; TE 139

SE 140, 155; TE 140, 155

SE 139, 156, 161, 163; TE 139, 157, 163

11 11.4.5 Analyze the political, economic, and social ramifications of World War I on the home front.

SE 153-155; TE 153-155

SE 155, 160, 165; TE 155, 160, 165; WB 3-5; ACT 3-5

SE 156-159, 161-164, 167; TE 156-159, 161-164, 167

11 11.4.6 Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.

SE 159

SE 159, 160

10




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11 11.5.1 Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

SE 171-173; TE 171-173

SE 173, 197; TE 173; WB 30, 34, 36; ACT 30, 34, 36

SE 171-173, 184-185, 195, 198-199; TE 171-173, 184-185, 195, 198-199

11 11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

SE 134, 171, 181, 182-183; TE 134, 171

SE 173, 183, 186; TE 173, 183, 186; WB 33; WB 30, 33

SE 171, 181, 182-183, 186, 187; TE 172, 181, 182-183, 186, 187

11




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s, Cont.

11 11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

SE 183; TE 183

SE 183; TE 183

SE 183, 187; TE 183, 187

11 11.5.4 Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

SE 50, 177-178; TE 51, 176-177

SE 178; TE 178; WB 31; ACT 31

SE 177-178, 187; TE 177-178, 187

11 11.5.5 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

SE 179-181; TE 179-181

SE 181; TE 181; WB 32; ACT 32

SE 179-181, 187; TE 179-181, 187

11 11.5.6 Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

SE 174; TE 174 SE 178, 209; TE 178; WB 31, 38; ACT 31, 38

SE 176, 177, 207, 211; TE 176, 177, 207, 211

12




GRADE STANDARD #


Y N

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s, Cont.

11 11.5.7 Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape

SE 174-177; TE 174-177

SE 178; TE 178; WB 31; ACT 31

SE 174-177, 187; TE 174-177, 187

11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

11 11.6.1 Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

SE 114-115; TE 114-115

SE 115, 152, 185; TE 115; WB 19, 34; ACT 19, 34

SE 149, 167, 185; TE 149, 167, 185

13




GRADE STANDARD #


Y N

11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government, Cont.

11 11.6.2 Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis

SE 185; TE 185

SE 185, 197, 201, 206, 210; TE 185, 197, 201, 206, 210; WB 34-37; ACT 34-37

SE 185, 187, 195-197, 198-200, 202-206, 210, 211; TE 185, 187, 195-197, 198-200, 202-206, 210, 211

11 11.6.3 Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

SE 195-197; TE 195-197

SE 197, 210; TE 197, 210; WB 35; ACT 35

SE 195-197, 210, 211; TE 195-197, 210, 211

14




GRADE STANDARD #


Y N


11 11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

SE 198-200; TE 198-200

SE 201, 206; TE 201, 206; WB 36, 37; ACT 36, 37

SE 198-200, 202-206, 211; TE 198-200, 202-206, 211

15




GRADE STANDARD #


Y N


11 11.6.5 Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

SE 109-110; TE 109-110

SE 111, 206, 290; TE 111, 206, 290; WB 18, 23; ACT 18, 23

SE 109-110, 117, 132-133, 203, 205-206, 211, 249, 288; TE 109-110, 117, 132-133, 203, 205-206, 211, 288

11.7 Students analyze America's participation in World War II

11 11.7.1 Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.

SE 218, 223, 225-226; TE 223-226

SE 226, 229; TE 226, 229; WB 41, 42; ACT 41, 42

SE 225-226, 227-229; TE 225-226, 227-229

11 11.7.2 Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

SE 228, 232-233; TE 228, 232-233

SE 235; TE 235; WB 42, 44; ACT 42, 44

SE 228, 232-235; TE 228, 232-235

16


California Standards Map – United States History and Geography: Continuity and Change in the Twentieth Century PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

11.7 Students analyze America's participation in World War II, Cont.

11 11.7.3 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

SE 228; TE 228

SE 229; TE 229; WB 42

SE 228; TE 228

11 11.7.4 Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).

SE 218, 227

SE 226, 236; TE 236

SE 225-226, 227-228, 233-234, 236; TE 225-226, 227-228, 233-234, 236

11 11.7.5 Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

SE 228, 230-231; TE 228, 230-231

SE 222, 231; TE 222, 231; WB 43; ACT 43

SE 221, 228, 230-232, 237; TE 228, 230-232, 237

17




GRADE STANDARD #


Y N

11.7 Students analyze America's participation in World War II, Cont.

11 11.7.6 Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

SE 230

SE 235, 246; TE 235, 246; WB 45; ACT 44, 45

SE 230, 232, 234-235, 237, 246; TE 234-235, 237, 246

11 11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshimaand Nagasaki).

SE 234-235; TE 234-235

SE 235; TE 235; WB 44; ACT 44

SE 234-235, 237; TE 234-235, 237

11 11.7.8 Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

SE 252; TE 252

SE 255; TE 255 SE 252, 267; TE 252, 267

18




GRADE STANDARD #


Y N

11.8 Students analyze the economic boom and social transformation of post-World War II America.

11 11.8.1 Trace the growth of service sector, white collar, and professional sector jobs in business and government.

SE 245-246; TE 245-246

SE 246; TE 246; WB 45; ACT 45

SE 245-246, 249; TE 245-246, 249

11 11.8.2 Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

SE 288; TE 288

SE 290; TE 290; WB 54; ACT 54

SE 288; TE 288

11 11.8.3 Examine Truman's labor policy and congressional reaction to it.

SE 249; TE 249

SE 250; TE 250; WB 46; ACT 46

SE 249; TE 249

11 11.8.4 Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

SE 249, 252; TE 249, 252

SE 250; TE 250; WB 46; ACT 46

SE 249, 252; TE 249, 252

19




GRADE STANDARD #


Y N

11.8 Students analyze the economic boom and social transformation of post-World War II America, Cont.

11 11.8.5 Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

SE 198-199; TE 199

SE 201, 206, 250, 265; TE 201, 206, 250, 265; WB 36, 37; ACT 36, 37

SE 202-206, 249, 260; TE 202-206, 249, 260

11 11.8.6 Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

SE 285, 308, 386-387; TE 285, 308, 386-387

SE 389; TE 389; WB 75; ACT 75

SE 285, 308, 386-387; TE 285, 308, 386-387

11 11.8.7 Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

SE 246, 255, 263-264; TE 246, 255, 263-264

SE 265, 389; TE 265, 289; WB 45; ACT 45

SE 246, 255, 263-264, 267, 289, 314, 320, 337, 385-386; TE 246, 255, 263-264, 267, 289, 314, 320, 337, 385-386

20




GRADE STANDARD #


Y N

11.8 Students analyze the economic boom and social transformation of post-World War II America, Cont.

11 11.8.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

SE 263, 289; TE 263, 289

SE 290; TE 290; WB 49, 54

SE 263-264, 289-290, 312; TE 263-264, 289-290, 312

11.9 Students analyze U.S. foreign policy since World War II.

11 11.9.1 Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

SE 248-249; TE 248-249

SE 250, 258, 353; TE 250; WB 46, 48; ACT 46, 48, 66

SE 248-249, 257-258, 267, 351; TE 248-249, 257-258, 267

21




GRADE STANDARD #


Y N

11.9 Students analyze U.S. foreign policy since World War II, Cont.

11 11.9.2 Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

SE 254; TE 254 SE 255, 338; TE 255, 338; WB 63; ACT 63

SE 254, 335-336, 358; TE 254, 335-336, 358

11 11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: •The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting

•The Truman Doctrine

•The Berlin Blockade

•The Korean War

SE 252, 254, 256-258, 260, 274-276; TE 252, 254, 255, 256-258, 260, 274-276

SE 255, 258, 265, 276, 323; TE 255, 258, 265, 276, 323; WB 47, 48, 51, 61; ACT 47, 48, 51, 61

SE 252, 254, 256-258, 259-260, 267, 274-276, 295, 323; TE 252, 254, 256-258, 259-260, 267, 274-276, 295, 323

22




GRADE STANDARD #


Y N


11 11.9.3, Cont.

•The Bay of Pigs invasion and the Cuban Missile Crisis

•Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies

•The Vietnam War

•Latin American policy

(See previous page)

11 11.9.4 List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).

SE 288, 291-292; TE 288, 292

SE 293, 305; TE 293, 305; WB 55, 56; ACT 55, 56

SE 288, 291-292, 295, 303-305; TE 288, 291-292, 295, 303-305

11 11.9.5 Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

SE 329-330; TE 329-330

SE 332, 338; TE 332, 338; WB 62, 63; ACT 62, 63

SE 329-330, 333-337; TE 329-330, 333-337

23




GRADE STANDARD #


Y N


11 11.9.6 Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

SE 318-320; TE 318-320

SE 320, 323, 347, 353, 380; TE 320, 323, 347, 353, 380; WB 60, 61, 63, 66, 68, 72; ACT 60, 61, 63, 66, 68, 72

SE 321-322, 325, 333-335, 351-353, 357, 378-379; TE 321-323, 325, 333-335, 351-353, 357, 378-379

11 11.9.7 Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

SE 288, 355; TE 288, 355

SE 290, 356; TE 290, 356; WB 54, 67; ACT 54, 67

SE 288, 355, 369, 389; TE 288, 355, 369, 389

24


California Standards Map – United States History and Geography: Continuity and Change in the Twentieth Century PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

11.10 Students analyze the development of federal civil rights and voting rights.

11 11.10.1 Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

SE 231, 260-262; TE 261

SE 265, 266, 281, 293; TE 265, 266; WB 49, 52, 54, 55; ACT 49, 52, 54, 55

SE 260-262, 266, 267, 277-279, 286-287, 291, 295; TE 260-262, 266, 267, 277-279, 286-287, 291, 295

11 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

SE 92, 260-261; TE 92, 260

SE 92, 260-261, 450-452; TE 92, 260

25




GRADE STANDARD #


Y N

11.10 Students analyze the development of federal civil rights and voting rights, Cont.

11 11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

SE 277; TE 278

SE 281; TE 281; WB 52; ACT 52

SE 277; TE 278

11 11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.

SE 231, 261-262; TE 261

SE 265, 281, 290, 293; TE 265, 281, 290, 293; WB 49, 52, 54, 55; ACT 49, 52, 54, 55

SE 231, 261-262, 267, 277, 279, 286-287, 291, 295; TE 261-262, 267, 279, 287, 292, 295

26




GRADE STANDARD #


Y N


11 11.10.5 Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

SE 261-262; TE 261-262

SE 266, 290; TE 266, 290

SE 261-262, 266, 267, 286-287, 288, 295; TE 261-262, 266, 267, 288, 295

11 11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

SE 278; TE 279

SE 281; TE 281; WB 52; ACT 52

SE 278, 287, 419; TE 278, 280, 287

27




GRADE STANDARD #


Y N


11 11.10.7 Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

SE 177-178; TE 177-178

SE 178, 290; TE 178, 290; WB 31; ACT 31

SE 177-178, 263, 287, 387; TE 176-178, 263, 287, 387

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

11 11.11.1 Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

*2 *2 *2

28




GRADE STANDARD #


Y N

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society, Cont.

11 11.11.2 Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

SE 249, 252, 272, 277, 292, 294, 324, 330, 336, 375, 390; TE 249, 252, 292, 294, 390

SE 250, 294, 324, 332, 390; TE 250, 294, 324, 390

SE 249, 252, 272, 277, 292, 294, 324, 330, 336, 375, 390; TE 249, 252, 292, 324, 390

11 11.11.3 Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure

SE 263, 264, 287; TE 263, 287

SE 290, 332, 342; TE 290, 332, 342; WB 49, 54; ACT 49, 54

SE 330, 331, 340, 342, 387; TE 331, 340, 342, 387

11 11.11.4 Explain the constitutional crisis originating from the Watergate scandal

SE 309-311; TE 310

SE 312; TE 312; WB 58; ACT 58

SE 309-311, 325; TE 310, 325

29




GRADE STANDARD #


Y N


11 11.11.5 Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

SE 285, 317, 386-387; TE 285, 317, 387

SE 389; TE 701; WB 75; ACT 75

SE 285, 317, 386-387; TE 285, 317, 387

11 11.11.6 Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

SE 283, 363; TE 283, 363

WB 53, 69; ACT 53, 69

SE 283, 356, 363, 369; TE 283, 363, 369

30




GRADE STANDARD #


Y N


11 11.11.7 Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

SE 264, 339, 388-389; TE 264, 339, 388-389

WB 75; ACT 75 SE 264, 267, 339, 343, 388-389; TE 264, 267, 339, 343, 388-389

Publisher Notes/Additional Comments: *1 Standard 11.3.2 (Grade 11): Information related to this topic can be found on SE pages 89, 99, 236 *2 Standard 11.11.1 (Grade 11): Information related to this topic can be found on SE pages 182, 288, 389

California Standards Map United States History and Geography Grade...

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