Download 11th Grade United States History Curriculum Package

Educational Services
th
11 Grade
United States History
Curriculum Package
2010-2011
Included
♦ Welcome Letter……………………………..2
♦US 11 Course Description………………..3
♦ Key Standards…………………………….....4
♦ Textbook Correlation/
Instructional Materials...………………….….10
♦ Subject Area Standards Assessment
Guides……………………………………….….42
♦ Study Guides……………………………..….49
“To inspire students to extraordinary achievement everyday!”
Dear TRUSD Educator,
Welcome to a new Academic Year!
This curriculum package has been created to help teachers and other
instructional support personnel plan instruction and prepare students
for the Subject Area Standards Assessments (SASA). Additionally, this
curriculum package was written to promote high quality, standardsbased instruction in all core subject areas.
Included you will find the following sections: Expected Learning
Outcomes, Course Outline [may be printed and distributed to
teachers], Unpacked Standards [to help establish the breadth and
depth to which each content standard must be addressed], District
Assessment Guides, and an appendix. The appendix contains a
selection of helpful instructional resources.
Curriculum development is a continuous process. As such, these
packages are subject to periodic revisions to reflect changes in student
population, current research, and future revisions as the State
Educational Frameworks are rewritten. Through the hard work and
commitment of passionate educators over many years, this curriculum
package was made a reality. This document reflects the common
vision of these dedicated educators.
For questions about any section of this package, or to offer comments
and suggestions for improvements, please contact the Curriculum and
Instruction Division.
Thank you.
Educational Services
2
DEPARTMENT:
Social Science
COURSE TITLE:
US History 11
GRADE LEVEL:
11th
LENGTH:
1 Year
CREDITS:
10 credits
PREREQUISITES:
None
Course Description:
Students in grade eleven study the major turning points in American history in the twentieth
century. Following a review of the nation’s beginnings and the impact of the Enlightenment
on U.S. democratic ideals, students build upon the tenth grade study of global
industrialization to understand the emergence and impact of new technology and a corporate
economy, including the social and cultural effects. They trace the change in the ethnic
composition of American society; the movement toward equal rights for racial minorities
and women; and the role of the United States as a major world power. An emphasis is placed
on the expanding role of the federal government and federal courts as well as the continuing
tension between the individual and the state. Students consider the major social problems of
our time and trace their causes in historical events. They learn that the United States has
served as a model for other nations and that the rights and freedoms we enjoy are not
accidents, but the results of a defined set of political principles that are not always basic to
citizens of other countries. Students understand that our rights under the U.S. Constitution
are a precious inheritance that depends on an educated citizenry for their preservation and
protection.
Textbook:
The American Vision: Modern Times, Glencoe (adopted 12/05)
Supplemental Materials:
Teachers Curriculum Institute History Alive! United States History Series
District Approved Audio Visual Materials
Era-specific art and music supplements
Maps and atlases
Technology links (various Internet sites)
3
Key Standards:
(Those standards in bold are assessed on district tests)
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.
1. Describe the Enlightenment and the rise of democratic ideas as the context in which
the nation was founded.
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.
3. Understand the history of the Constitution after 1787 with emphasis on federal versus
state authority and growing democratization.
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.
11.2 Students analyze the relationship among the rise of industrialization, large-scale ruralto-urban migration, and massive immigration from Southern and Eastern Europe.
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.
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.
3. Trace the effect of the Americanization movement.
4. Analyze the effect of urban political machines and responses to them by immigrants
and middle-class reformers.
5. Discuss corporate mergers that produced trusts and cartels and the economic and
political policies of industrial leaders.
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.
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).
8. Examine the effect of political programs and activities of Populists.
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).
4
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.
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).
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.
3. Cite incidences of religious intolerance in the United States (e.g., persecution of
Mormons, anti-Catholic sentiment, anti-Semitism).
4. Discuss the expanding religious pluralism in the United States and California that resulted
from large-scale immigration in the twentieth century.
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.
11.4 Students trace the rise of the United States to its role as a world power in the twentieth
century.
1. List the purpose and the effects of the Open Door policy.
2. Describe the Spanish-American War and U.S. expansion in the South Pacific.
3. Discuss America's role in the Panama Revolution and the building of the Panama
Canal.
4. Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar
Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.
5. Analyze the political, economic, and social ramifications of World War I on the home
front.
6. Trace the declining role of Great Britain and the expanding role of the United States
in world affairs after World War II.
11.5 Students analyze the major political, social, economic, technological, and cultural
developments of the 1920s.
1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
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.
3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead
Act (Prohibition).
4. Analyze the passage of the Nineteenth Amendment and the changing role of women
in society.
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).
6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion
of popular culture.
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.
11.6 Students analyze the different explanations for the Great Depression and how the New
Deal fundamentally changed the role of the federal government.
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.
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.
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.
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).
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.
11.7 Students analyze America's participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the
events that precipitated the attack on Pearl Harbor.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy,
Iwo Jima, Okinawa, and the Battle of the Bulge.
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).
4. Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms
speech).
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;
6
the roles of women in military production; and the roles and growing political
demands of African Americans.
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.
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).
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.
11.8 Students analyze the economic boom and social transformation of post-World War II
America.
1. Trace the growth of service sector, white collar, and professional sector jobs in business and
government.
2. Describe the significance of Mexican immigration and its relationship to the
agricultural economy, especially in California.
3. Examine Truman's labor policy and congressional reaction to it.
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.
5. Describe the increased powers of the presidency in response to the Great
Depression, World War II, and the Cold War.
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.
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.
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).
11.9 Students analyze U.S. foreign policy since World War II.
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.
2. Understand the role of military alliances, including NATO and SEATO, in deterring
communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold
War and containment policy, including the following:
o The era of McCarthyism, instances of domestic Communism (e.g., Alger
Hiss) and blacklisting
o The Truman Doctrine
o The Berlin Blockade
o The Korean War
7
The Bay of Pigs invasion and the Cuban Missile Crisis
o Atomic testing in the American West, the "mutual assured destruction"
doctrine, and disarmament policies
o The Vietnam War
o Latin American policy
List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the
war in Vietnam, the "nuclear freeze" movement).
Analyze the role of the Reagan administration and other factors in the victory of the West in
the Cold War.
Describe U.S. Middle East policy and its strategic, political, and economic interests,
including those related to the Gulf War.
Examine relations between the United States and Mexico in the twentieth century,
including key economic, political, immigration, and environmental issues.
o
4.
5.
6.
7.
11.10 Students analyze the development of federal civil rights and voting rights.
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.
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.
3. Describe the collaboration on legal strategy between African American and white civil rights
lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther
King, Jr., Malcolm 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.
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.
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.
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.
11.11 Students analyze the major social problems and domestic policy issues in
contemporary American society.
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.
8
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).
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.
4. Explain the constitutional crisis originating from the Watergate scandal.
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.
6. Analyze the persistence of poverty and how different analyses of this issue influence welfare
reform, health insurance reform, and other social policies.
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.
9
US History 11th Grade
Textbook Correlation/Supplemental Materials
Quarter 1
(Unpacked content standards marked “***” are content areas tested in the Fall
Semester Assessment.)
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
(for more textbook correlations see the Teachers Edition)
Supplemental Materials
Major Strand/Unit
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.
Standard: 11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the
nation was founded.
Key Elements
11.1.1.1 Describe the
Enlightenment
Pgs.
111-112
Websites:
http://www.crf-usa.org/project_history/declaration.htm
http://www.history.ctaponline.org/center/hsscm/index.cfm?Pag
e_Key=1605
http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html
11.1.1.2 Describe rise of
democratic ideas resulting
from the Enlightenment as
the context in which the
nation was founded. ***
Technology:
Bill of Rights Overview on Brain Pop
http://www.brainpop.com/socialstudies/usgovernmentandlaw/b
illofrights/ Click on Bill of Rights
Standard: 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
Key Elements
11.1.2.1 Analyze the ideological
origins of the American
Revolution
11.1.2.2 Analyze the Founding
Fathers' philosophy of
divinely bestowed
unalienable natural rights
***
Pages 127-131
Website
http://www.americanrevolution.org/
http://www.earlyamerica.com/
http://odur.let.rug.nl/~usa/D/16511700/locke/ECCG/governxx.htm
http://www.learner.org/biographyofamerica/prog05/index.html
10
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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.
Standard: 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
Key Elements
Pgs.
Websites:
http://www.crf-usa.org/bria/bria16_4.htm#natural
11.1.2.3 Analyze the debates
surrounding the drafting and
ratification of the
Constitution
11.1.2.4 Analyze the debates
surrounding addition of the
Bill of Rights. ***
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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
Standard: 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
Key Elements
11.3.5.1 Describe the
principles of religious liberty
found in the Establishment
and Free Exercise clauses of
the First Amendment
Pgs.
424-25
Websites:
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/estab
into.htm
http://pbskids.org/wayback/civilrights/index.html
http://www.freedomforum.org/templates/document.asp?docum
entID=13588
11
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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.
Standard: 11.1.3 Understand the history of the Constitution after 1787 with emphasis on federal versus
state authority and growing democratization
Key Elements
Pgs.
11.1.3.1 Understand the
history of the Constitution
after 1787 with emphasis on
federal versus state authority.
Websites:
http://www.constitutioncenter.org/timeline/index.html
http://etext.virginia.edu/jefferson/quotations/
A. Judicial Review and the
Marshal Supreme Court ***
B. Causes of the Civil War
11.1.3.2 Understand the history
of the Constitution after 1787
with emphasis on growing
democratization.
Standard: 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
Key Elements
11.1.4.1 Examine the effects
of the Civil War
11.1.4.2 Examine the effects
of Reconstruction
11.1.4.3 Examine the effects of
the industrial revolution
including demographic shifts
11.1.4.4 Examine emergence
in the late nineteenth century
of the United States as a
world power
Civil War effects:
p. 215
Reconstruction
effects: p.220227
Website
Civil War Websites:
http://13thamendment.harpweek.com/default.asp
Reconstruction Websites:
http://www.pbs.org/wgbh/amex/reconstruction/tguide/index.h
tml
http://14thamendment.harpweek.com/
http://15thamendment.harpweek.com/default.asp
http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.
html
http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.
html
12
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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.
Standard: 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
Websites:
Key Elements
http://www.loc.gov/exhibits/religion/rel02.html
Pgs:
11.3.2.1 Analyze the great
http://edsitement.neh.gov/view_lesson_plan.asp?id=698
religious revivals and the
111-12
http://www.teachushistory.org/second-great-awakening-ageleaders involved in them,
reform/overview
including the First Great
http://www.loc.gov/exhibits/religion/rel07.html
Awakening
187
11.3.2.2 Analyze the great
religious revivals and the
leaders involved in them,
including the Second Great
Awakening
268-70
11.3.2.3 Analyze the great
religious revivals and the
leaders involved in them,
including the Social Gospel
Movement ***
Standard: 11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of
Mormons, anti-Catholic sentiment, anti-Semitism).
Key Elements
11.3.3.1 Cite incidences of
religious intolerance in the
United States (e.g.,
persecution of Mormons,
anti-Catholic sentiment, antiSemitism).
Website
http://memory.loc.gov/ammem/award99/upbhtml/overhome.h
tml
13
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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
Standard: 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
Key Elements
11.2.1.1 Know the effects of
industrialization on living
conditions ***
Pgs.
249-251
.258-261
Websites:
http://www.historyplace.com/unitedstates/childlabor/
http://edsitement.neh.gov/view_lesson_plan.asp?id=430
http://www.thirteen.org/tenement/index.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=421
Technology:
Industrial Revolution Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Industrial Revolution
11.2.1.2 Know the effects of
industrialization on working
conditions ***
Standard: 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
Key Elements
11.2.2.1 Describe the
changing landscape (through
industrialization), including
the growth of cities linked by
industry and trade***
258-261
Website
http://memory.loc.gov/ammem/awlhtml/awlwork.html
http://www.historychannel.com/exhibits/ellisisle/
http://www.eyewitnesstohistory.com/snpim2.htm
http://www.un.org/Pubs/CyberSchoolBus/habitat/index.asp
11.2.2.2 Describe the
development of cities divided
according to race, ethnicity,
and class.***
http://www.umn.edu/ihrc/
Standard: 11.2.4Analyze the effect of urban political machines and responses to them by immigrants and
middle-class reformers
179, 261, 330
Websites
Key Elements
11.2.4.1 Analyze the effect of
urban political machines and
responses to them by
immigrants ***
http://www.digitalhistory.uh.edu/database/article_display.cfm?H
HID=211
http://www.digitalhistory.uh.edu/historyonline/us28.cfm
http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/risein
d/immgnts/immgrnts.html
14
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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.
Standard: 11.2.5 Discuss corporate mergers that produced trusts and cartels and the economic and
political policies of industrial leaders
Key Elements
11.2.5.1 Discuss corporate
mergers that produced trusts
and cartels ***
Pgs.
249, 274, 335,
341-42, 351
Websites:
http://www.pbs.org/wgbh/amex/rockefellers/sfeature/sf_7.ht
ml
http://www.linfo.org/sherman.html
http://www.digitalhistory.uh.edu/historyonline/oil.cfm
11.2.5.2 Discuss the economic
and political policies of
industrial leaders
Standard: 11.2.8 Examine the effect of political programs and activities of the Populists
Key Elements
11.2.8.1 Examine the effect of
political programs of the
Populists. ***
327-28, 351,
357, (Taxes),
Website
Standard: 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).
Key Elements
11.2.9.1 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).
***
327-28, 351, 357,
(Taxes), 163, 355,
(Roosevelt) 34045
(Nothing on
Hiram Johnson
Website
Progressive Era:
http://www.progressiveliving.org/history/timeline/progressive_era/learning_tea
ching_progressive_era.htm
http://www.archives.gov/education/lessons/election-cartoons/
Children’s Bureau (historical publications):
http://www.mchlibrary.info/history/chbu/parents.html
http://www.mchlibrary.info/history/childrensbureau.html#history
http://www.archives.gov/education/lessons/hine-photos/
16th amendment:
http://caselaw.lp.findlaw.com/data/constitution/amendment16/
Theodore Roosevelt:
(In cartoons):
http://www.theodore-roosevelt.com/frames.html
http://www.pbs.org/wgbh/amex/presidents/26_t_roosevelt/printable.html#do
mestic\
http://www.theodoreroosevelt.org/research/curriculum5to12.htm
Hiram Johnson:
http://www.americanheritage.com/articles/magazine/ah/1969/5/1969_5_64_pri
nt.shtml
15
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.5 Students analyze the major political, social, economic, technological, and cultural developments of
the 1920s.
Standard: 11.5.4 Analyze the passage of the Nineteenth Amendment and the changing role of women in
society.
Key Elements
Websites:
Pgs.
11.5.4.1 Analyze the passage
of the Nineteenth
Amendment ***
16
Quarter 2
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard: 11.4.1 List the purpose and the effects of the Open Door policy
Key Elements
11.4.1.1 List the purpose of
the Open Door policy
Pgs. 299-09,
305-07 (American
Empire
11.4.1.2 List the effects of the
Open Door policy
Websites:
http://historicalthinkingmatters.org/spanishamericanwar/1/intro
/
http://www.smplanet.com/imperialism/letter.html
http://www.smplanet.com/imperialism/remember.html
http://www.authentichistory.com/postcivilwar/saw/
http://www.digitalhistory.uh.edu/historyonline/us27.cfm
Standard: 11.4.2 Describe the Spanish-American War and U.S. expansion in the South Pacific.
Key Elements
11.4.2.1 Describe the SpanishAmerican War
11.4.2.2 Describe the U.S.
expansion in the South
Pacific
299-09,
305-07 (American
Empire
Website
http://www.smplanet.com/imperialism/toc.html
http://lcweb.loc.gov/rr/hispanic/1898/index.html
http://www.ourdocuments.gov/doc.php?doc=54
http://www.gilderlehrman.org/collection/docs_archive_cuba.ht
ml
17
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard: 11.4.3 Discuss America's role in the Panama Revolution and the building of the Panama Canal
Key Elements
11.4.3.1 Discuss America's
role in the Panama
Revolution
Pgs.
314, 317
Websites:
http://www.americanheritage.com/articles/magazine/ah/1976/6
/1976_6_6.shtml
http://www.smplanet.com/imperialism/joining.html
11.4.3.2 Discuss America's
role in the building of the
Panama Canal
Standard: 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.
Key Elements
Website
11.4.4.1 Explain Theodore
Roosevelt's Big Stick
diplomacy drawing on
relevant speeches
Roosevelt:
http://www.theodoreroosevelt.org/index.htm
Taft:
http://teachingamericanhistory.org/library/index.asp?document
=676
Wilson:
http://edsitement.neh.gov/view_lesson_plan.asp?id=759
http://edsitement.neh.gov/printable_lesson_plan.asp?id=760
http://www.pbs.org/wgbh/amex/wilson/
11.4.4.2 Explain William
Taft's Dollar Diplomacy
drawing on relevant speeches
314, 368
315
367
11.4.4.3 Explain Woodrow
Wilson's Moral Diplomacy
drawing on relevant speeches
18
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century
Standard: 11.4.5 Analyze the political, economic, and social ramifications of World War I on the home
front.
Key Elements
11.4.5.1 Analyze the political
ramifications of World War I
on the home front.
Pgs.
375-81
11.4.5.2 Analyze the
economic ramifications of
World War I on the home
front.
Websites:
Technology:
WWI Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on World War I
Websites:
http://memory.loc.gov/learn/features/homefront/index.html
http://www.authentichistory.com/ww1/index.html
http://memory.loc.gov/learn/features/homefront/index.html
http://www.oah.org/pubs/magazine/ww1/dumenil.html
http://www.trumanlibrary.org/whistlestop/study_collections/w
w1/index.php?action=lessons
http://edsitement.neh.gov/view_lesson_plan.asp?id=471
http://www.firstworldwar.com/source/usawardeclaration.htm
http://www.spartacus.schoolnet.co.uk/FWWespionage.htm
http://www.firstworldwar.com/source/espionageact.htm
http://edsitement.neh.gov/view_lesson_plan.asp?id=474
11.4.5.3 Analyze the social
ramifications of World War I
on the home front.
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.5 Students analyze the major political, social, economic, technological, and cultural developments of
the 1920s
Standard: 11.5.1 Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert
Hoover.
Key Elements
11.5.1.1 Discuss the policies
of President Warren Harding
11.5.1.2 Discuss the
policies of President
Calvin Coolidge
Pgs.
Websites:
Harding
http://memory.loc.gov/ammem/nfhtml/
Coolidge
http://memory.loc.gov/ammem/coolhtml/coolhome.html
Hoover
http://www.ecommcode.com/hoover/hooveronline/hoover_bi
o/index.htm
11.5.1.3 Discuss the
policies of President
Herbert Hoover
19
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.5 Students analyze the major political, social, economic, technological, and cultural developments of
the 1920s
Standard: 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.
Key Elements
11.5.2.1 Analyze the
international events that
prompted attacks on civil
liberties, including the
Palmer Raids, and
immigration quotas
11.5.2.2 Analyze the domestic
events, interests and
philosophies that prompted
attacks on civil liberties,
including the Palmer Raids,
Marcus Garvey's "back-toAfrica" movement, the Ku
Klux Klan, and immigration
quotas
Pgs.
Pgs:
Palmer Raids 394
Marcus Garvey
430-31,
KKK, 408
Immigration: 409
ACLU, 411, 430
Websites:
Marcus Garvey:
http://maap.columbia.edu/place/49.html
http://www.international.ucla.edu/africa/mgpp/
http://www.pbs.org/wgbh/amex/garvey/
Palmer Raids
http://www.spartacus.schoolnet.co.uk/USAredscare.htm
http://www.digitalhistory.uh.edu/database/article_display.cfm?H
HID=438
KKK:
http://www.digitalhistory.uh.edu/historyonline/us22.cfm
ADL 357
11.5.2.3 Analyze the response
the American Civil Liberties
Union, the National
Association for the
Advancement of Colored
People, and the AntiDefamation League to those
attacks
Standard: 11.5.4 Analyze the passage of the Nineteenth Amendment and the changing role of women in
society
Website
Key Elements
332
11.5.4.1 Analyze the changing
role of women in society
Technology:
Women’s Suffrage Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Women’s Suffrage
Websites:
http://edsitement.neh.gov/view_lesson_plan.asp?id=437
http://edsitement.neh.gov/view_lesson_plan.asp?id=438
http://edsitement.neh.gov/view_lesson_plan.asp?id=439
http://www.archives.gov/education/lessons/woman-suffrage/script-intro.html
20
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.5 Students analyze the major political, social, economic, technological, and cultural developments of
the 1920s
Standard: 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).
Key Elements
11.5.5.1 Describe the Harlem
Renaissance and new trends
in literature with special
attention to the work of
writers (e.g., Zora Neale
Hurston, Langston Hughes).
11.5.5.2 Describe the new
trends in music and art
during the Harlem
Renaissance
Pgs.
427-29
Websites:
Technology:
Harlem Renaissance Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Korean War
In folder:
Langston Hughes poems
Langston Hughes lesson
Websites:
http://www.loc.gov/rr/program/bib/harlem/harlem.html
http://www.jcu.edu/harlem/index.htm
http://www.zoranealehurston.com/
http://www.iniva.org/harlem/home.html (art)
http://edsitement.neh.gov/view_lesson_plan.asp?id=405
http://edsitement.neh.gov/view_lesson_plan.asp?id=407
http://www.history.ctaponline.org/center/hsscm/index.cfm?Pag
e_Key=1691
Standard: 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
Key Elements
11.5.7.1 Discuss the rise of
mass production techniques
and impact of new
technologies (e.g., the
automobile, electricity)
Website
http://memory.loc.gov/ammem/coolhtml/coolhome.html
http://www.hfmgv.org/exhibits/hf/
http://www.learner.org/biographyofamerica/prog20/index.html
http://www.eyewitnesstohistory.com/snpmech.htm
11.5.7.2 Discuss the resulting
prosperity from the rise of
mass production techniques,
and new technologies
11.5.7.3 Discuss the effect on
the American landscape from
the rise of mass production
techniques, the growth of
cities, and new technologies
21
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.6 Students analyze the different explanations for the Great Depression and how the New Deal
fundamentally changed the role of the federal government.
Standard: 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
Pgs.
Websites:
Key Elements
11.6.2.1 Understand the
explanations of the principal
causes of the Great
Depression
Causes
468-73,
Govt. Response
483-87,
Federal Reserve
473
Hoover and 475,
482-91
Roosevelt
499-501, 503, 526
Technology:
Causes of the Great Depression Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Causes of the Great Depression
Websites:
http://www.nisk.k12.ny.us/fdr/
http://www.history.ctaponline.org/center/hsscm/index.cfm?Pag
e_Key=1611
Standard: 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.
Key Elements
Pgs.
11.6.3.1 Discuss the human
toll of the Depression,
natural disasters, and unwise
agricultural practices
475-77, 485, 48586
11.6.3.2 Discuss how the
human toll of the
Depression, natural disasters,
and unwise agricultural
practices effected the
depopulation of rural regions
including how Dust Bowl
refugees socially and
economically impacted
California.
476-77,
476, 503
Technology:
Great Depression Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Great Depression
Websites:
http://edsitement.neh.gov/view_lesson_plan.asp?id=300
http://edsitement.neh.gov/view_lesson_plan.asp?id=304
http://history1900s.about.com/library/photos/blyindexdepressi
on.htm
http://www.archives.gov/exhibits/picturing_the_century/portfo
lios/port_lange.html
http://www.archives.gov/exhibits/picturing_the_century/galleri
es/greatdep.html
http://www.todaysteacher.com/TheGreatDepressionWebQuest
/Introduction.htm#introduction
http://memory.loc.gov/ammem/afctshtml/tshome.html
11.6.3.3 Discuss how the
human toll of the Depression
affected political movements
of the left and right
22
Quarter 3:
(Unpacked standards with “***” indicate content areas tested on the Spring
Semester Final Assessment.)
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the
role of the federal government.
Standard: 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
Key Elements
11.6.2.1 Understand the steps taken
by the Federal Reserve to combat
the economic crisis during the
Great Depression
Websites:
Pgs.
11.6.2.2 Understand the steps taken
by Congress and President Herbert
Hoover to combat the economic
crisis during the Great Depression
http://www.ecommcode.com/hoover/hooveronline/hoover_bio/index.htm
http://www.fdrlibrary.marist.edu/
11.6.2.3 Understand the steps taken
by Congress and President Franklin
Delano Roosevelt to combat the
economic crisis during the Great
Depression***
Standard: 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).
Key Elements
Pgs: 511-12,
11.6.4.1 Analyze the effects of the
New Deal (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).
11.6.4.2 Analyze the controversies
arising from the New Deal
economic policies and the
expanded role of the federal
government in society and the
economy since the 1930s (see list of
programs/agencies listed under
11.6.4.1).***
491, 513, 522,
523, 527
Technology:
New Deal Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on New Deal
Websites:
http://newdeal.feri.org/index.htm
http://memory.loc.gov/ammem/wpaintro/wpahome.html
516, 517, 522,
506, 508
23
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.7 Students analyze America's participation in World War II.
Standard: 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
Key Elements
11.7.1.1 Examine the origins
of American involvement in
the war, with an emphasis on
the events that precipitated
the attack on Pearl
Harbor***.
(Neutrality Acts of 1935,
1938, 1939, Destroyers for
Bases Deal and Lend Lease)
Pgs.
542-48,
557, 561, 562-63,
573, 580, 582
Technology:
World War II Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on World War II
Websites:
http://www.authentichistory.com/ww2.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=769
http://edsitement.neh.gov/view_lesson_plan.asp?id=748
Standard: 11.7.4 Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).
Key Elements
Website
11.7.4.1 Analyze Roosevelt's
foreign policy during World
War II (Atlantic Charter,
Tehran, and Yalta
Conferences)***
11.7.4.2 Analyze Roosevelt's
foreign policy during World
War II as seen in his Four
Freedoms speech
24
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.7 Students analyze America's participation in World War II
Standard: 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
Key Elements
Pgs.
11.7.2.1 Explain U.S. and
Allied wartime strategy***
(Opening a second front in
W. Europe, island Hopping
in the Pacific)
Websites:
http://www.bbc.co.uk/history/war/wwone/index.shtml
http://www.eyewitnesstohistory.com/vodday.htm
http://www.eyewitnesstohistory.com/voiwo.htm
http://www.historyplace.com/unitedstates/pacificwar/index.htm
l
11.7.2.2 Explain the US and
Allied wartime strategy in the
battle of Midway, Iwo Jima
and Okinawa***
http://www.euronet.nl/users/wilfried/ww2/main.htm
http://rs6.loc.gov/learn/features/timeline/depwwii/wwarii/patt
on.html
11.7.2.3 Explain the US and
Allied wartime strategy in the
battle of Normandy and the
Bulge
Standard: 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).
Key Elements
11.7.3.1 Identify the roles and
sacrifices (in general) of
individual American soldiers
11.7.3.2 Identify the unique
contributions of the
Tuskegee Airmen***
11.7.3.3 Identify the unique
contributions of the 442nd
Regimental Combat team***
577,
588,
Nothing on 442nd
Website
Code Talkers
http://www.archives.gov/education/lessons/code-talkers/
http://www.history.navy.mil/faqs/faq61-1.htm
http://bingaman.senate.gov/features/codetalkers/
http://www.spartacus.schoolnet.co.uk/2WWnavajo.htm
http://www.archives.gov/publications/prologue/2001/winter/n
avajo-code-talkers.html
442nd
http://www.calisphere.universityofcalifornia.edu/themed_collecti
ons/subtopic5f.html
Tuskegee Airmen
http://www.eduref.org/Virtual/Lessons/Social_Studies/US_His
tory/USH0223.html
11.7.4 Identify the unique
contributions of the Navajo
Code Talkers***
25
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.7 Students analyze America's participation in World War II
Standard: 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
Websites:
Key Elements
11.7.5.1 Discuss the
constitutional issues of the
internment of Japanese
Americans (e.g., Fred
Korematsu v. United States
of America) ***
11.7.5.2 Discuss the impact of
events on the U.S. home
front (Selective Service Act,
War Production Board,
Rationing, Bracero Program,
Zoot Suit Riots) ***
Pgs.
590-91
http://www.authentichistory.com/ww2.html
http://www.calisphere.universityofcalifornia.edu/themed_collecti
ons/subtopic5e.html
http://www.smithsonianeducation.org/educators/lesson_plans/j
apanese_internment/lesson1_main.html
http://www.archives.gov/research/alic/reference/military/japan
ese-internment.html
http://www.trumanlibrary.org/whistlestop/study_collections/jap
anese_internment/background.htm
http://www.learncalifornia.org/doc.asp?id=690
http://historymatters.gmu.edu/d/5151
11.7.5.3 Discuss the roles of
women in military
production
26
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.10 Students analyze the development of federal civil rights and voting rights.
Standard: 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.
Websites:
Key Elements
Pgs.
11.10.1.1 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
http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9b.html
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart8.html
http://www.trumanlibrary.org/lifetimes/index.html
http://www.ourdocuments.gov/doc.php?doc=84
11.10.1.2 Explain 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.
***
Standard: 11.10. 4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther
King, Jr., Malcolm 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
Key Elements
Website
http://www.civilrightsmuseum.org/gallery/movement.asp
11.10.4.1 Examine the roles of
civil rights advocates (e.g., A.
Philip Randolph)
27
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.7 Students analyze America's participation in World War II.
Standard: 11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki)
Key Elements
11.7.7.1 Discuss the decision
to drop atomic bombs on
Hiroshima and Nagasaki ***
Pgs.
614-15
c569, m604
Websites:
http://www.authentichistory.com/1950s/duckandcover/duck_a
nd_cover_01.html
http://intergate.cccoe.k12.ca.us/abomb/lessonplan.htm
http://www.dannen.com/decision/index.html
11.7.7.2 Discuss the
consequences of the decision
to drop atomic bombs on
Hiroshima and Nagasaki
Standard: 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.
Key Elements
11.7.8.1 Analyze the effect of
massive aid given to Western
Europe under the Marshall
Plan to rebuild itself after the
war ***
Website
http://lcweb.loc.gov/exhibits/marshall/
http://www.cnn.com/SPECIALS/cold.war/episodes/03/
11.7.8.2 Analyze the
importance of a rebuilt
Europe to the U.S. economy.
28
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II.
Standard: 11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and
containment policy, including the following:
o The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
o The Truman Doctrine
o The Berlin Blockade
o The Korean War
o The Bay of Pigs invasion and the Cuban Missile Crisis
o Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies
o The Vietnam War
o [The ending of the Cold War—11.9.5]
o Latin American policy
Websites:
Key Elements
Technology: Cold War Overview on Brain Pop
Pgs.
http://www.brainpop.com/socialstudies/ushistory/
622-31
11.9.3.1 Trace the origins
Click on Cold War
629,
636
(foreign and domestic) of the
Cold War and the US
Websites:
containment policy ***
http://edsitement.neh.gov/view_lesson_plan.asp?id=685
11.9.3.2 Trace the geopolitical
consequences (foreign and
domestic) of the Cold War and
US containment policy,
including:
A. The era of McCarthyism,
instances of domestic
Communism (e.g., Alger Hiss)
and blacklisting ***
B. The Truman Doctrine ***
C. The Berlin Blockade
D. The Korean War
http://www.digitalhistory.uh.edu/historyonline/us37.cfm
647, 649, 658,
659
634, 643
634-35
637-39
717-18
http://www.authentichistory.com/1950s/redchannels/redchannels.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=690
http://edsitement.neh.gov/view_lesson_plan.asp?id=692
http://edsitement.neh.gov/view_lesson_plan.asp?id=691
Truman
http://www.trumanlibrary.org/whistlestop/study_collections/doctrine/l
arge/index.php
http://www.ourdocuments.gov/doc.php?flash=true&doc=81
http://edsitement.neh.gov/view_lesson_plan.asp?id=686
http://www.hallowedground.org/content/view/290/52/
The Berlin Blockade
http://edsitement.neh.gov/view_lesson_plan.asp?id=687
http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airl
ift/large/index.php?action=lessons]
http://www.cnn.com/SPECIALS/cold.war/episodes/04/
Korean War: Overview on Brain Pop
http://www.brainpop.com/socialstudies/ushistory/
Click on Korean War
Websites:
http://www.authentichistory.com/1950s/koreanwar/index.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=684
http://www.cnn.com/SPECIALS/cold.war/episodes/05/
http://www.wilsoncenter.org/index.cfm?topic_id=1409&fuseaction=va2.browse
&sort=Collection&item=The%20Korean%20War
http://www.history.ctaponline.org/center/hsscm/index.cfm?Page_Key=1746
Korean War
http://www.choices.edu/resources/supplemental_tah_CMC3.php
http://www.cnn.com/SPECIALS/cold.war/episodes/10/
http://edsitement.neh.gov/view_lesson_plan.asp?id=683
http://www.wilsoncenter.org/index.cfm?topic_id=1409&fuseaction=va2.browse
&sort=Collection&item=Cuban%20Missile%20Crisis
http://www.history.ctaponline.org/center/hsscm/index.cfm?Page_Key=1621
http://www.yale.edu/lawweb/avalon/diplomacy/forrel/cuba/cubamenu.htm
29
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II.
Standard: 11.9.2 Understand the role of military alliances, including NATO and SEATO, in deterring
communist aggression and maintaining security during the Cold War.
Websites:
Key Elements
Pgs.
11.9.2.1 Understand the role
of NATO in deterring
communist aggression and
maintaining security during
the Cold War.***
http://www.fordham.edu/halsall/mod/modsbook46.html#The
%20Cold%20War
http://learning.turner.com/coldwar/
http://historicaltextarchive.com/links.php?op=viewslink&sid=1
52
http://CNN.com/SPECIALS/cold.war/kbank/maps/index.htm
l
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.8 Students analyze the economic boom and social transformation of post-World War II America.
Standard: 11.8.5 Describe the increased powers of the presidency in response to the Great Depression,
World War II, and the Cold War.
Key Elements
11.8.5.1 Describe the
increased powers of the
presidency in response to the
Great Depression, World War
II, and the Cold War. ***
(Great Depression: Through
the creation of executive
branch agencies to enforce
new federal regulations.
Examples: the SEC, FDIC,
and Social Security
Administration)
(WWII: War Production
Board, Selective Service and
Training Act, executive order
desegregating army,
Executive Order 8802, Office
of Price Administration and
War Labor Board)
(Cold War: Loyalty Review
Board, creation of CIA)
Pgs.
Websites:
http://www.historycommons.org/timeline.jsp?timeline=
civilliberties&civilliberties_patriot_act=
civilliberties_expansion_of_presidential_power
http://edsitement.neh.gov/view_lesson_plan.asp?id=769
http://www.pbs.org/wgbh/amex/presidents/intro.html
http://www.learner.org/biographyofamerica/prog21/index.html
http://www.nisk.k12.ny.us/fdr/
30
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.11 Students analyze the major social problems and domestic policy issues in contemporary American
society.
Standard: 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).
Websites:
Key Elements
Pgs.
11.11.2.1 Discuss the
significant domestic policy
speeches of Truman (e.g.,
civil rights, economic policy).
11.11.2.2 Discuss the
significant domestic policy
speeches of Eisenhower
(e.g., with regard to
education, economic policy).
31
Quarter 4:
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II.
Standard: 11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold
War and containment policy, including the following:
o The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
o The Truman Doctrine
o The Berlin Blockade
o The Korean War
o The Bay of Pigs invasion and the Cuban Missile Crisis
o Atomic testing in the American West, the "mutual assured destruction" doctrine, and
disarmament policies
o The Vietnam War
o
o
[The ending of the Cold War—11.9.5]
Latin American policy
Key Elements
11.9.3.3 Trace the geopolitical
consequences (foreign and
domestic) of the Cold War
and US containment policy,
including:
A. The Bay of Pigs invasion
and the Cuban Missile Crisis
B. Atomic testing in the
American West, the "mutual
assured destruction"
doctrine, and disarmament
policies
C. The Vietnam War
D.[The ending of the Cold
War—11.9.5]
E. Latin American policy
Pgs.
Websites:
http://www.kimsoft.com/korea/eyewit.htm
http://www.trumanlibrary.org/whistlestop/study_collections/be
rlin_airlift/large/docs.php
http://www.cnn.com/SPECIALS/cold.war/episodes/23/
http://learning.turner.com/coldwar/
http://www.gwu.edu/~nsarchiv/nsa/publications/cmc/cmc.ht
ml
http://historicaltextarchive.com/links.php?op=viewslink&sid=1
52
http://CNN.com/SPECIALS/cold.war/kbank/maps/index.htm
l
http://CNN.com/SPECIALS/cold.war/episodes/06/
http://www.mexconnect.com/mex_/history.html
http://cnn.com/SPECIALS/cold.war/episodes/10/
http://library.thinkquest.org/17749/index.html
http://lanic.utexas.edu/las.html
32
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II
Standard: 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).
Key Elements
Pgs.
11.9.4.1 List the effects of
foreign policy on domestic
policies and vice versa (e.g.,
protests during the war in
Vietnam, the "nuclear
freeze" movement).
Standard
Websites:
http://www.fordham.edu/halsall/mod/modsbook46.html#The
%20Cold%20War
http://www.ndu.edu/inss/Strategic%20Assessments/sa95/sach1
501.html
http://www.pbs.org/wgbh/amex/vietnam/
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II.
Standard: 11.9.2 Understand the role of military alliances, including NATO and SEATO, in deterring
communist aggression and maintaining security during the Cold War.
Websites:
Key Elements
Pgs.
11.9.2.2 Understand the role
of SEATO in deterring
communist aggression and
maintaining security during
the Cold War.
33
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.10 Students analyze the development of federal civil rights and voting rights.
Standard: 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.
Websites:
Key Elements
Pgs.
Civil Rights Overview on Brain Pop
11.10.2.1 Analyze the key
736-63, 824-31,
http://www.brainpop.com/socialstudies/ushistory/
events in the evolution of
Click on Civil Rights
civil rights
11.10.2.2 Analyze key policies
in the evolution of civil rights
including California
Proposition 209.
Websites:
General:
http://www.teachersdomain.org/exhibits/civil/
http://www.voicesofcivilrights.org/project.html
11.10.2.3 Analyze key court
cases in the evolution of civil
rights, including Dred Scott
v. Sandford, Plessy v.
Ferguson, Brown v. Board of
Dred Scott
http://library.wustl.edu/vlib/dredscott/
Brown
http://www.adl.org/education/brown_2004/default.asp
Education, Regents of the
University of California v.
Bakke
34
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.10 Students analyze the development of federal civil rights and voting rights
Standard: 11.10. 4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther
King, Jr., Malcolm 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.
Websites:
Key Elements
11.10.4.1 Examine the roles of
civil rights advocates (e.g.,
Martin Luther King, Jr.,
Malcolm X, Thurgood
Marshall, James Farmer,
Rosa Parks)
11.10.4.2 Examine the
significance of Martin Luther
King, Jr. 's "Letter from
Birmingham Jail" and "I
Have a Dream" speech.
Pgs.
744, 752, 759
761,
742, 752
744
MLK
http://edsitement.neh.gov/view_lesson_plan.asp?id=730
http://edsitement.neh.gov/view_lesson_plan.asp?id=326
http://edsitement.neh.gov/view_lesson_plan.asp?id=332
http://edsitement.neh.gov/view_lesson_plan.asp?id=266
Malcolm X:
Parks
http://www2.scholastic.com/browse/lessonplan.jsp?id=487
Standard: 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.
Key Elements
Website
11.10.5.1 Discuss the
resistance to racial
desegregation in Little Rock
and Birmingham
http://www.digitalhistory.uh.edu/database/subtitles.cfm?TitleID
=65
11.10.5.2 Discuss how the
advances in the civil rights
movement influenced the
agendas, strategies, and
effectiveness of the quests of
American Indians, Asian
Americans, and Hispanic
Americans for civil rights and
equal opportunities
http://www.aimovement.org/
http://www.core-online.org/History/history.htm
http://www.gilderlehrman.org/teachers/module21/index.html
http://www.historynow.org/06_2006/interactive.html
http://www.judybaca.com/dia/text/joaquin.html
35
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.10 Students analyze the development of federal civil rights and voting rights.
Standard: 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.
Websites:
Key Elements
Pgs.
11.10.6.1 Analyze the 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.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9b.html
http://www.pbs.org/wgbh/globalconnections/mideast/index.ht
ml
http://www.ourdocuments.gov/doc.php?doc=97
Standards: 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.
Key Elements
Website
11.10.7.1 Analyze the women's
rights movement launched in
the 1960s
http://www.nmwh.org/exhibits/exhibit_frames.html
http://lcweb2.loc.gov/ammem/naw/nawstime.html
http://scriptorium.lib.duke.edu/wlm/
http://www.pbs.org/independentlens/sistersof77/movement.ht
ml
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.11 Students analyze the major social problems and domestic policy issues in contemporary American
society
Standard: 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.
Key Elements
11.11.1.1 Discuss the
Immigration Act of 1965
Pgs.
Websites:
http://www.umass.edu/complit/aclanet/USMigrat.html
http://www.formdomain.com/
http://www.cis.org/articles/1995/back395.html
36
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.8 Students analyze the economic boom and social transformation of post-World War II America.
Standard: 11.8.2 Describe the significance of Mexican immigration and its relationship to the
agricultural economy, especially in California
Key Elements
Pgs.
11.8.2.1 Describe the
significance of Mexican
immigration and its
relationship to the
agricultural economy,
especially in California
Standard
Websites:
http://www.pbs.org/wgbh/amex/zoot/index.html
http://www.pbs.org/kpbs/theborder/history/timeline/17.html
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.11 Students analyze the major social problems and domestic policy issues in contemporary American
society
Standard: 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).
Websites:
Key Elements
Pgs.
11.11.2.1 Discuss the
significant domestic policy
speeches of Eisenhower
(e.g., civil rights, military
policy).
http://www.bartleby.com/124/pres54.html
11.11.2.2 Discuss the
significant domestic policy
speeches of Kennedy (e.g.,
civil rights, economic policy).
http://ap.grolier.com/article?assetid=a2016050h&templatename=/article/article.html
http://www.bartleby.com/124/pres55.html
http://www.ourdocuments.gov/doc.php?doc=91
11.11.2.3 Discuss the
significant domestic policy
speeches of Johnson (e.g.,
with regard to education,
civil rights, economic policy).
11.11.2.4 Discuss the
significant domestic policy
http://www.presidency.ucsb.edu/medialist.php?presid=37
37
http://www.spartacus.schoolnet.co.uk/USAnixon.htm
speeches of Nixon (e.g., civil
rights, economic policy,
environmental policy).
11.11.2.5 Discuss the
significant domestic policy
speeches of Carter (e.g.
economic policy).
11.11.2.6 Discuss the
significant domestic policy
speeches of Reagan (e.g.,
economic policy,
environmental policy).
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.11 Students analyze the major social problems and domestic policy issues in contemporary American
society.
Standard: 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
Key Elements
11.11.3.1 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.
Pgs.
Websites:
http://www.bls.gov/opub/working/home.htm
Standards: 11.11.4 Explain the constitutional crisis originating from the Watergate scandal.
Key Elements
11.11.4.1 Explain the
constitutional crisis
originating from the
Watergate scandal.
Website
http://www.journale.com/watergate.html
http://www.archives.gov/exhibit_hall/american_originals/nixon.
html
http://watergate.info/
38
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
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.
Standard: 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.
Websites:
Key Elements
Pgs.
11.3.2.1 Analyze the rise of
Christian fundamentalism in
current times
Standard
http://www.press.uchicago.edu/Misc/Chicago/256626.html
http://nationalhumanitiescenter.org/tserve/twenty/tkeyinfo/fun
dam.htm
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.9 Students analyze U.S. foreign policy since World War II.
Standard: 11.9.6 Describe U.S. Middle East policy and its strategic, political, and economic interests,
including those related to the Gulf War
Key Elements
11.9.6.1 Describe U.S. Middle
East policy and its strategic,
political, and economic
interests, including those
related to the Gulf War.
Pgs.
Websites:
http://www.ibiblio.org/sullivan/CampDavid-Accordshomepage.html
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2001/israel_
and_the_palestinians/default.stm
http://www.npr.org/news/specials/mideast/history/index.html
http://www.hf-fak.uib.no/smi/paj/Ibrahim.html
39
Year-Long US History [Grade 11]
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.11 Students analyze the major social problems and domestic policy issues in contemporary American
society.
Standard: 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.
Key Elements
11.11.5 Trace the impact of
and need for the
development of
environmental protection
laws
Pgs.
Websites:
http://memory.loc.gov/ammem/amrvhtml/conshome.html
http://www.unep.ch/
http://yosemite.epa.gov/oar/globalwarming.nsf/content/index.
html
Standards: Analyze the persistence of poverty and how different analyses of this issue influence welfare
reform, health insurance reform, and other social policies.
Website
Key Elements
11.11.5.1 Analyze the
persistence of poverty
Standard
Textbook
Correlation
Supplemental Materials
Major Strand/Unit
11.8 Students analyze the economic boom and social transformation of post-World War II America.
Standard: 11.8.9 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.
Websites:
Key Elements
Pgs.
11.8.9.1 Describe the effects
on society and the economy
of the computer revolution
40
Subject Area Standards Assessment Guide:
United States History 11
Quarter 1
Key
Unpacked
Standard
11.1.1.2***
# of
Questions
2
Sample Question
What effect did the Enlightenment have on political thought in the colonies?
A Colonial leaders began extending voting rights to all citizens.
B The First Continental Congress determined a need for a federal bill of rights.
C Colonial leaders began advocating the adoption of a state-supported church.
D Colonists began to question the authority of the British monarchy.
11.1.2.2***
11.1.2.3
11.1.2.4***
11.3.5.1
11.1.3.1 A***
2
1
1
1
1
11.1.3.1 B
11.1.4.1
1
2
11.1.4.2
1
11.3.2.1
11.3.2.2
11.3.2.3***
1
1
1
11.3.3.1
11.2.1.1***
1
2
11.2.1.2***
11.2.2.1***
11.2.2.2***
11.2.4.1***
2
2
1
2
Key decisions of the Supreme Court under the leadership of John Marshall solidified
the power of the Supreme Court to
A try cases between states.
B accept appeals from lower federal courts.
C try cases involving foreign diplomats.
D review the constitutionality of state and federal laws.
The acquisition of an American overseas empire during the late 1890s created legal
controversies concerning the
A power of the government to make and ratify peace treaties.
B role of the President as Commander in Chief.
C Constitutional rights of the inhabitants of the new American territories.
D rights of American businesses to operate in the territories.
During the late 19th century, the above sequence of events resulted in the
A disfranchisement of most African Americans in the South.
B movement to repeal the 14th Amendment to the Constitution.
C strengthening of the Republican Party in the South.
D expansion of free public education to all children.
What would be considered a significant social effect of the First Great Awakening?
A The number of women assuming a leadership role in religious institutions increased.
B The number of Protestant religious denominations in the colonies declined.
C The colonies experienced an increase in the number of Catholic immigrants.
D The colonists began to challenge the hierarchical structure of existing religious denomination
Which of the following was an effect of the publication of Upton Sinclair’s The Jungle
(1906)?
A It aided the growth of federal social services.
B It contributed to the development of settlement houses.
C It influenced the passage of the Meat Inspection Act.
D It led to the development of child labor laws.
During the late 19th and early 20th centuries, urban immigrants generally supported
local political machines that
A discouraged the new immigrants from participating in civic affairs
.B were usually supported by urban reformers.
C provided essential services to the immigrants.
D reminded immigrants of political practices in their homelands.
41
11.2.5.1***
11.2.5.2
2
1
11.2.8.1***
11.2.9.1***
2
3
11.2.2.1***
11.5.4.1***
1
1
Total:
During the late nineteenth and early twentieth centuries, the U.S. government
attempted to facilitate the growth of domestic industry by
A placing high tariff barriers on foreign imports.
B encouraging the growth of labor unions.
C repealing the Sherman Antitrust Act.
D providing subsidies to small businesses.
During President Theodore Roosevelt’s administration, Congress gave the Interstate
Commerce Commission the power to
A enforce legislation regulating railroad rates.
B construct a national canal system.
C impose lower import tariffs on foreign goods.
D mint a national currency.
Why did the number of votes cast in the U.S. Presidential election rise by 8.2 million
from 1916 to 1920?
A The Nineteenth Amendment gave millions of women the right to vote.
B The people were excited about voting on the issue of Prohibition.
C Demobilization of the military released millions of men for voting.
D Warren G. Harding’s call for “normalcy” energized the voters.
35
***=Standards that will be covered on Fall Semester summative assessment
Quarter 2
Key Unpacked
Standard
11.4.1.1
# of
Questions
1
11.4.1.2
11.4.2.1
11.4.2.2
11.4.3.1
1
1
2
1
11.4.3.1
11.4.4.1
1
1
11.4.4.2
1
11.4.4.3
11.4.5.1
1
2
Sample Question
In 1900 the United States declared an Open Door Policy that reflected which of the
following beliefs?
A The Chinese were secretly negotiating trade privileges with European countries.
B Japan might conquer China and cut off all foreign trade.
C All countries should have equal trading rights in China.
D American consumers would be hurt by international trade.
The United States supported a revolution in Panama at the turn of the 20th century in
order to
A stop human rights abuses in Latin American countries.
B prevent the spread of communism in Latin America.
C secure the right to build a canal through Central America.
D end European colonialism in Central America
Theodore Roosevelt’s “Speak softly and carry abig stick” policy relied on the United
States having a
A competitive economy.
B system of military alliances.
C strong navy.
D tax on imports.
Which of the following is the most accurate example of President Taft’s policy of
“dollar diplomacy”?
A allowing for the nationalization of Latin American property owned by U.S. citizens
B exerting economic influence rather than military force in Latin American countries
C using international trade organizations to stabilize Latin American economies
D maintaining a military force to discourage European colonization in Latin America
The passage and the enforcement of the Espionage Act by the Wilson Administration
42
reflected the belief that the
A Fourteenth Amendment permitted suspending the Bill of Rights in wartime.
B nation’s war effort would be threatened if dissenters were allowed free speech.
C public should be shielded from hearing about the reality of the war.
D other countries at war had already curtailed civil liberties.
11.4.5.2
11.4.5.3
1
1
11.5.1.1
11.5.1.2
11.5.1.3
11.5.2.1
11.5.2.2
1
1
1
1
2
11.5.2.3
1
11.5.4.2
11.5.5.1
1
2
11.5.5.2
11.5.7.1
1
2
11.5.7.2
11.5.7.3
11.6.2.1
1
1
2
11.6.3.1
11.6.3.2
1
2
11.6.3.3
1
Total:
35
50
The “Red Scare” in the United States immediately following World War I was a
reaction to
A President Wilson’s attempts to include the U.S. in the League of Nations.
B the perceived growth of organized crime in major urban areas.
C a perceived threat of a communist revolution in the United States.
D a rise in the number of immigrants from Germany.
Marcus Garvey’s program in the 1920s emphasized
A vocational training.
B a back-to-Africa movement.
C integration into mainstream society.
D separate-but-equal doctrines
What organization was formed in the 1920s to ensure that the individual rights of
citizens were protected from government abuse?
A House Un-American Activities Committee
B American Civil Liberties Union
C American Liberty League
D United Services Organization
Zora Neale Hurston and Langston Hughes had which of the following in common?
A They were leaders involved with the 1960s civil rights movement.
B They were initial members of President Franklin Roosevelt’s Black Cabinet.
C They were writers associated with the Harlem Renaissance.
D They were outspoken opponents to U.S. involvement in Vietnam.
Which of these was an outgrowth of mass production techniques used during the
1920s?
A an increase in the advertising industry
B a decrease in the need for female workers
C an increase in environmental protection laws
D a decrease in demand for unionization
Early in the Depression, the Hoover Administration established the Reconstruction
Finance Corporation to
A make direct grants to unemployed workers.
B loan money to banks, insurance companies, and other depressed businesses.
C purchase American manufactured goods for export to foreign markets.
D guarantee a minimum income to all of the nation’s farmers.
To many Californians, the arrival of the Dust Bowl refugees of the mid-1930s
represented
A a welcome addition to the labor force.
B a source of much-needed capital investment.
C new markets for California businesses.
D unwanted additions to the ranks of the unemployed.
To many Californians, the arrival of the Dust Bowl refugees of the mid-1930s
represented
A a welcome addition to the labor force.
B a source of much-needed capital investment.
C new markets for California businesses.
D unwanted additions to the ranks of the unemployed.
Add 15 questions from Quarter 1
43
Quarter 3
Key
Unpacked
Standard
11.6.2.1
11.6.2.2
11.6.2.3***
11.6.4.1
# of
Questions
11.6.4.2***
1
11.7.1.1***
2
11.7.4.1
1
11.7.4.2
1
11.7.2.1***
11.7.2.2***
11.7.2.3
11.7.3.1
11.7.3.2***
11.7.3.3
11.7.3.4
1
1
1
1
1
1
1
11.7.5.1***
11.7.5.2***
1
1
11.7.5.3
11.10.1.1
11.10.1.2***
11.10.4.1
11.7.7.1***
11.7.7.2
1
1
1
1
1
1
1
1
2
2
Sample Question
Social Security was a New Deal program designed to
A foster the growth of trade unions.
B promote recovery through economic development.
C give direct aid to American businesses.
D provide a minimum retirement income
Many business groups opposed the Tennessee Valley Authority (TVA) in the 1930s on
the grounds that it
A unfairly competed with private power companies.
B charged too much for the electricity it sold.
C did not treat its electric customers equally.
D generated electricity with obsolete methods and equipment
Japanese attempts to create an empire prior to World War II were in conflict with the
U.S. goal of
A maintaining an open trade policy in Asia.
B gaining a sphere of influence in Asia.
C establishing a military presence in China.
D creating a military alliance with China.
In comparison to the earlier conferences at Casablanca and Teheran, the meetings at
Yalta and Potsdam were more focused upon
A postwar issues.
B military supply issues.
C long-term military planning.
D technological developments.
Many Americans opposed the 1941 Lend-Lease Act because they feared it would
A draw the United States into the war in Europe.
B cause the country to fall into an economic recession.
C be declared unconstitutional by the Supreme Court.
D place the United States in violation of the Versailles Treaty.
During World War II, what was the primary duty of the Navajo Code Talkers?
A interpreting confiscated German battle plans
B transmitting secret messages to U.S. forces during combat
C translating confidential Japanese communications
D informing the press about the number of Allied war casualties
The federal government initiated the bracero program during World War II in an effort
to
A restore the agricultural industry in the Plains states.
B provide financial support for irrigation projects.
C address the urgent need for agricultural laborers.
D increase the revenue of crop producers.
44
11.7.8.1***
11.7.8.2
11.9.3.1***
11.9.3.2 A***
11.9.3.2 B
11.9.3.2 C
2
1
1
1
1
1
11.9.3.2 D
1
11.9.2.1
11.8.5.1***
1
2
11.11.2.1
11.11.2.2
Total:
1
1
40
Which of these was a formal statement of intention of the United States to aid any
country threatened by communist aggression?
A Truman Doctrine
B Marshall Plan
C Alliance for Progress
D Vietnamization
Which of these was a cause of the Korean War?
A NATO air and naval forces blocked ships sailing to North Korea.
B North Korean forces, with Soviet approval, invaded South Korea.
C United Nations inattention allowed guerrillas to infiltrate South Korea.
D Widespread anti-colonial riots forced the Korean government to begin the war
Changes in the balance of power among the three branches of the Federal government
during the 20th century have resulted from the
A passage of Constitutional Amendments on voting.
B expansion of executive power during periods of crisis.
C loss of the Supreme Court’s power to review Congressional actions.
D revival of the authority of the states
***=Standards that will be covered again on Spring Semester summative exam
45
Quarter 4
Key
Unpacked
Standard
11.9.3.3 A
# of
Questions
11.9.3.3 B
11.9.3.3 C
1
1
11.9.3.3 D
1
11.9.3.3 E
11.9.2.2
1
1
11.10.2.1
1
11.10.2.2
11.10.2.3
11.10.4.2
1
1
2
11.10.4.3
11.10.5.1
11.10.5.2
1
1
2
11.10.6.1
2
11.10.7.1
11.11.1.1
11.8.2.1
11.11.2.1
11.11.2.2
1
1
1
1
1
1
Sample
Which of these events was the closest the United States and the Soviet Union actually
came to fighting each other during the Cold War?
A Suez Crisis, 1956
B Bay of Pigs, 1961
C Cuban Missile Crisis, 1962
D Gulf of Tonkin, 1964
Which of the following best describes President Lyndon B. Johnson’s action toward
Vietnam during the 1960s?
A He threatened to use nuclear weapons to end the Vietnam War.
B He initiated the complete democratization of North Vietnam.
C He escalated U.S. military involvement in South Vietnam.
D He refused to participate in a French-led occupation of Vietnam.
The beginning of the collapse of communism in Eastern Europe is most closely associated with
the
A. fall of the Berlin Wall
B. admission of Warsaw Pact nations to the North Atlantic Treaty Organization (NATO)
C. intervention of the North Atlantic Treaty
Organization (NATO) in Yugoslavia
(4) formation of the European Union
President Eisenhower supported the establishment of the Southeast Asia Treaty
Organization (SEATO) as an attempt to
A assist nationalist movements in Asian countries.
B counter British attempts to establish colonies in Asia.
C restrict communist aggression in Asian countries.
D initiate programs for the protection of human rights in Asia.
The outstanding record of African Americans who served in the military forces during
World War II was one reason President Truman decided in 1948 to
A begin drafting African Americans into the armed forces.
B order an end to racial segregation in the military.
C create special African-American combat units.
D continue the Tuskegee Airmen program
The focus of this passage from Dr. King’s speech was his belief that
A. equal rights for all were guaranteed by the founders of this nation
B. Americans had become blind to racial differences
C. violence was often necessary for the protection of civil liberties
D. civil rights for African Americans would always be a dream
What effect did the African-American civil rights movement have on other minority
groups in the United States?
A It brought about anti-discrimination legislation that applied to other groups
B The backlash caused other minority groups to limit the use of civil disobedience.
C It convinced other groups to create one unified civil rights movement.
D It convinced other groups to minimize the use of protests as a way to end discrimination
The Civil Rights Act of 1964 was intended to end
A. loyalty oaths for federal employees
B. affirmative action programs in education
C. unfair treatment of the elderly
D. discrimination based on race or sex
46
11.11.2.3
1
11.11.2.4
1
11.11.2.5
11.11.2.6
11.11.3.1
1
1
1
11.11.4.1
2
11.3.4.4
11.9.6.1
1
2
11.11.5.1
11.11.6.1
Total:
2
1
35
50
One goal of President Lyndon Johnson’s Great Society was to
A. improve the quality of life for the poor
B. privatize many government programs
C. send additional troops to Vietnam
D. reduce the number of nuclear weapons
A major policy of President Ronald Reagan’s administration was to
A. reduce defense spending
B. lower federal income tax rates
C. end desegregation of public facilities
D. promote regulation of small businesses
A major goal of the women’s movement over the past twenty years has been to gain
A. full property rights
B. the right to vote
C. equal economic opportunity
D. better access to Social Security
What was the primary reason Richard Nixon resigned his presidency?
A. He was convicted of several serious crimes.
B. He was facing impeachment by the House of Representatives.
C. His reelection was declared invalid by the Supreme Court.
D. His actions in Cambodia and Laos were exposed in the Pentagon Papers
Which foreign policy agreement had the most direct influence on the Middle East?
A. Kellogg-Briand Pact
B. Yalta Conference declaration
C. SALT I Treaty
D. Camp David Accords
Add 15 from 3rd Quarter for Summative Semester Assessment
47
United States History 11
Quarter 1 Study Guide
Founding of the Nation/Founding Documents
1. What ideas of Enlightenment philosophers were the bases of American democracy?
2. What Enlightenment philosopher believed in unalienable natural rights? Where are
they found in America’s founding documents?
3. Discuss the debates and compromises surrounding the drafting and ratifying the
Constitution, including:
a. The Great Compromise
b. The 3/5 Compromise
c. Addition of the Bill of Rights
d. Commerce Compromise (Congress and trade regulation)
e. Slave Trade Compromise
4. What principles of religious liberty are described in the Establishment and Free
Exercise clauses of the First Amendment?
5. What were the Constitutional conflicts regarding federal versus state authority after
1787? Specifically:
a. Judicial Review and the Marshal Supreme Court
b. Causes of the Civil War
6. What where the major effects of the Civil War?
7. What where the major effects of Reconstruction?
8. Who were the leaders of the First Great Awakening?
9. What were the impacts of the First Great Awakening?
10. Who were the leaders of the Second Great Awakening?
11. What were the impacts of the Second Great Awakening?
12. Who were the leaders of the Social Gospel Movement?
13. What were the impacts of the Social Gospel Movement?
14. What were some incidences of religious intolerance in the United States?
a. Persecution of Mormons
b. The Anti-Catholic Movement
c. Anti-Semitism
Industrialization
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What impact did Industrialization have on living conditions?
What impact did industrialization have on working conditions?
How did the landscape change due to industrialization (growth of cities)?
How were populations in cities separated according to race, ethnicity and class?
What were the impacts of urban political machines on cities?
How did immigrants respond to urban political machines?
How did corporate mergers produce trusts and cartels?
What were the economic and political policies of industrial leaders?
What were the effects of the political programs of the Populists?
What were the effects of the political programs of the Progressives? Including
d. Federal Regulation of Railroad Transport
48
e. The Children’s Bureau
f. The Sixteenth Amendment
g. Theodore Roosevelt
h. Hiram Johnson
11. What were the working and food safety conditions during the period of
industrialization as described in Upton Sinclair’s The Jungle.
12. What led to the passage of the Nineteenth Amendment? What impact did the
amendment have?
49
United States History 11
Fall Semester Study Guide
Quarter 1 Review:
Founding of the Nation/Founding Documents
1. What ideas of Enlightenment philosophers were the bases of American democracy?
2. What Enlightenment philosopher believed in unalienable natural rights? Where are they
found in America’s founding documents?
3. Discuss the debates and compromises surrounding the drafting and ratifying the
Constitution, including:
a. The Great Compromise
b. The 3/5 Compromise
c. Addition of the Bill of Rights
d. Commerce Compromise (Congress and trade regulation)
e. Slave Trade Compromise
4. What were the Constitutional conflicts regarding federal versus state authority after
1787? Specifically:
a. Judicial Review and the Marshal Supreme Court
b. Causes of the Civil War
5. Who were the leaders of the Social Gospel Movement?
6. What were the impacts of the Social Gospel Movement?
Industrialization
1.
2.
3.
4.
5.
6.
7.
8.
9.
What impact did Industrialization have on living conditions?
What impact did industrialization have on working conditions?
How did the landscape change due to industrialization (growth of cities)?
How were populations in cities separated according to race, ethnicity and class?
What were the impacts of urban political machines on cities?
How did immigrants respond to urban political machines?
How did corporate mergers produce trusts and cartels?
What were the effects of the political programs of the Populists?
What were the effects of the political programs of the Progressives? Including
a. Federal Regulation of Railroad Transport
b. The Children’s Bureau
c. The Sixteenth Amendment
d. Theodore Roosevelt
e. Hiram Johnson
10. What working and food safety conditions during the period of industrialization were
described in Upton Sinclair’s The Jungle?
11. What led to the passage of the Nineteenth Amendment? What impact did the
amendment have?
50
Quarter 2:
Rise of the US as a World Power
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What was the purpose of the Open Door policy?
What were the effects of the Open Door policy?
Describe the cause and course of the Spanish American War.
How did the US acquire territories in the South Pacific? What territories did they
acquire?
What role did America play in the Panama Revolution?
What role did America play in the building of the Panama Canal?
What was Roosevelt’s Big Stick Policy?
What was Taft’s Dollar Diplomacy?
What was Moral Diplomacy?
What were the political, social and economic effects of World War I on the US home
front?
The 1920s
1. What were the major domestic and international policies of President Warren
Harding?
2. What were the major domestic and international policies of President Calvin
Coolidge?
3. What were the major domestic and international policies of President Herbert
Hoover?
4. What international events prompted the Palmer Raids and immigration quotas?
5. What domestic events prompted the following attacks on civil liberties:
f. The Palmer Raids
g. Marcus Garvey’s “back to Africa” movement
h. The formation and activities of the Ku Klux Klan
i. Immigration Quotas
6. What was the response of the following groups to the attacks on civil liberties
(above):
j. The American Civil Liberties Union
k. The National Association for the Advancement of Colored People
l. The Anti-Defamation League
7. How did the roles of women change after the passage of the Nineteenth
Amendment?
8. What were the new trends in literature during the Harlem Renaissance? Specifically
discuss:
m. Zora Neale Hurston
n. Langston Hughes
9. What were the new trends in music and art during the Harlem Renaissance?
10. How did mass production techniques impact production?
11. What were the effects of new technologies such as the automobile and electricity?
12. How did mass production techniques, the growth of cities, and new technologies
(including the automobile and electricity) affect the American landscape?
51
The Great Depression
1. What were the principal causes of the Great Depression?
2. What was the human toll of the Great Depression? (Consider natural disasters and
unwise agricultural practices)
3. How did the human toll of the Depression, natural disasters, and unwise agricultural
practices effect the depopulation of rural regions? (Including how Dust Bowl
refugees socially and economically impacted California).
4. How did the human toll of the Depression affect political movements of the left and
right?
52
United States History 11
Quarter 3 Study Guide
The New Deal
1. What steps did the Federal Reserve take to combat the economic crisis during the
Great Depression?
2. What steps did President Hoover take to combat the economic crisis during the
Great Depression?
3. What steps did President Roosevelt take to combat the economic crisis during the
Great Depression?
4. What were the effects of New Deal programs? Consider:
• Works Progress Administration
• Social Security
• National Labor Relations Board
• Farm programs
• Regional development policies
• Energy development projects such as the Tennessee Valley Authority,
California Central Valley Project, and Bonneville Dam
5. What controversies arose over New Deal economic policies?
6. What controversies arose over the expanding role of the federal government in society
since the 1930s?
7. What controversies arose over the expanding role of the federal government in the
economy since the 1930s?
8. How were the powers of the presidency increased in response to the Great
Depression?
WWII
1. What events precipitated the attack on Pearl Harbor?
2. What event(s) brought the United States into WWII?
3. What were the US and Allied war strategies during WWII? Consider the strategies in
the following battles:
• Midway
• Normandy
• Iwo Jima
• Okinawa
• Battle of the Bulge
4. Who were the Tuskegee Airmen and how did they contribute to the war effort?
5. Who made up the 442nd Regimental Combat team and how did they contribute to
the war effort?
6. Who were the Navajo Code Talkers and how did they contribute to the war effort?
7. What was Roosevelt’s foreign policy as outlined in his Four Freedom’s speech?
8. What were the constitutional issues surrounding the internment of Japanese
Americans during WWII? (consider: Fred Korematsu v. United States of America)
53
9. How did the US government respond to Hitler's atrocities against Jews and other
groups?
10. What roles did women play in military production during WWII?
11. What prompted President Roosevelt's ban on racial discrimination in defense
industries in 1941? How did this help produce a stimulus for the civil rights
movement?
12. How did African Americans' service in World War II produce a stimulus for
President Truman's decision to end segregation in the armed forces in 1948? How
did this help produce a stimulus for the civil rights movement?
13. What role A. Philip Randolph play in fighting for civil rights?
14. Why did the US drop atomic bombs on Hiroshima and Nagasaki in WWII?
15. What were the consequences of dropping the atomic bombs on Japan?
16. How were the powers of the presidency increased in response to World War II?
Cold War/Foreign Policy Since WWII
1. What was the effect of massive aid given to Western Europe under the Marshall Plan
to rebuild itself after the war?
2. Why was the massive aid given under the Marshall Plan important to the U.S.
economy?
3. How were the powers of the presidency increased in response to the Cold War?
4. What were President Truman’s policies with regard to education, civil rights, the
economy, and the environment as expressed in his speeches?
5. What were President Eisenhower’s policies with regard to education, civil rights, the
economy, and the environment as expressed in his speeches?
6. What was the role of NATO in deterring communist aggression and maintaining
security during the Cold War?
54
US History 11
Spring Semester Study Guide
Third Quarter Review:
New Deal
1. What steps did Congress and President Roosevelt take to combat the economic
crisis during the Great Depression?
2. What controversies arose over the expanding role of the federal government in society
since the 1930s?
3. What controversies arose over the expanding role of the federal government in the
economy since the 1930s?
4. How were the powers of the presidency increased in response to the Great
Depression?
WWII
1. What events precipitated the attack on Pearl Harbor? Consider the following:
a. Neutrality Acts of 1935, 1938, 1939,
b. Destroyers for Bases Deal
c. Lend Lease)
2. What event(s) brought the United States into WWII?
3. What was Roosevelt's foreign policy during World War II? Consider the following:
d. Atlantic Charter,
e. Tehran Conference
f. Yalta Conference
4. What was the U.S. and Allied wartime strategy? Consider the following:
g. Opening a second front in W. Europe
h. Island Hopping in the Pacific
5. What was the US and Allied wartime strategy in the battle of Midway, Iwo Jima and
Okinawa?
6. What were the unique contributions of the Tuskegee Airmen during WWI?
7. What were the unique contributions of the Navajo Code Talkers during WWI?
8. What were the constitutional issues surrounding the internment of Japanese
Americans during WWII? (consider: Fred Korematsu v. United States of America)
13. What were the impact of events on the U.S. home front including:
i. Selective Service Act,
j. War Production Board,
k. Rationing,
l. Bracero Program,
m. Zoot Suit Riots
14. How did African Americans' service in World War II produce a stimulus for
President Truman's decision to end segregation in the armed forces in 1948?
15. Why did the US drop atomic bombs on Hiroshima and Nagasaki in WWII?
16. How were the powers of the presidency increased in response to World War II?
55
Cold War/Foreign Policy Since WWII
1. What was the effect of massive aid given to Western Europe under the Marshall Plan
to rebuild itself after the war?
2. What was the role of NATO deterring communist aggression and maintaining
security during the Cold War?
3. What were the origins (foreign and domestic) of the Cold War?
4. What were the causes and consequences (foreign and domestic) of the US
containment policy?
5. What were the causes and consequences (foreign and domestic) of the era of
McCarthyism and instances of domestic Communism (e.g., Alger Hiss) and
blacklisting?
6. What were the causes and consequences (foreign and domestic) of the Truman
Doctrine?
4th Quarter:
Cold War/Foreign Policy Since WWII
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What were the causes and consequences (foreign and domestic) of the Bay of Pigs
invasion?
What were the causes and consequences (foreign and domestic) of the Cuban
Missile Crisis?
What were the causes and consequences (foreign and domestic) of Atomic testing
in the American West?
What were the causes and consequences (foreign and domestic) of the "mutual
assured destruction" doctrine?
What were the causes and consequences (foreign and domestic) of disarmament
policies during the Cold War?
What were the causes and consequences (foreign and domestic) of The Vietnam
War?
What were the causes and consequences (foreign and domestic) of the ending of
the Cold War?
What were the origins and consequences (foreign and domestic) of Latin American
policy during the Cold War?
What were the effects of foreign policy on domestic policies and vice versa (e.g.,
protests during the war in Vietnam, the "nuclear freeze" movement)?
What was the role of SEATO in deterring communist aggression and maintaining
security during the Cold War?
What was the U.S. Middle East policy?
What has been the US’s strategic, political, and economic interest in the Middle
East?
What was the US’s strategic, political, and economic interests related to the Gulf
War?
How were the powers of the presidency increased in response to the Cold War?
56
The Civil Rights Movement
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What were the key events in the evolution of civil rights?
What were the key policies during the evolution of civil rights including California
Proposition 209?
What were the key 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?
What were the roles of civil rights advocates (e.g., A. Philip Randolph, Martin
Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks) in the
movement?
What is the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail"
and "I Have a Dream" speech?
How did the civil rights movement diffuse from African Americans in churches of
the rural South to the urban North?
How did African Americans and other civil rights advocates resist racial
desegregation in Little Rock and Birmingham?
How did advances in the civil rights movement influence the agendas, strategies,
and effectiveness of the quests of American Indians, Asian Americans, and
Hispanic Americans for civil rights and equal opportunities?
What was the significance of Mexican immigration and its relationship to the
agricultural economy in California after WWII?
What civil rights and voting rights legislation was passed as a result of the civil
rights movement? (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965, TwentyFourth Amendment)
What were the effects of civil rights and voting rights legislation that was passed as
a result of the civil rights movement? (e.g. equal access to education and to the
political process)
How did the women's rights movement evolve from the era of Elizabeth Stanton
and Susan Anthony and the passage of the Nineteenth Amendment to the
movement launched in the 1960s?
What were the differing perspectives on the roles of women throughout the
evolution of the women’s rights movement?
How have the roles of women changed in society? (as reflected in the entry of
more women into the labor force and the changing family structure)
Social Problems and Domestic Policy Issues in Contemporary America
1.
2.
What were the reasons behind the nation's changing immigration policy?
(concentrate on how the Immigration Act of 1965 and successor acts have
transformed American society)
What was emphasized in the significant domestic policy speeches (with regard to
education, civil rights, economic policy, environmental policy) of the following
Presidents?
• Kennedy
• Johnson
57
3.
4.
5.
• Nixon
• Carter
• Reagan
• Bush
• Clinton
Why did the Watergate scandal cause a constitutional crisis?
Why has there been a need to develop environmental protection laws? What has
been their impact?
How have the different analyses of the persistence of poverty in the US influenced
welfare reform, health insurance reform, and other social policies?
58