California History-Social Science Content Standards · PDF fileCalifornia History-Social...
Transcript of California History-Social Science Content Standards · PDF fileCalifornia History-Social...
A Correlation of
©2016
To the
California History-Social Science
Content Standards
Grade 11
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 2 SE = Student Edition
Introduction
This document demonstrates how Pearson United States History, ©2016 meets the History-Social
Science Content Standards for California Public Schools, Grade 11.
Pearson is excited to announce its NEW United States History program! Designed to help prepare
students to be college and career ready all while unlocking the exciting story of our nation’s history,
Pearson United States History invites students to explore the enduring issues that continue to shape
our nation’s history. The program bridges time-tested best practices, curriculum standard
expectations, and technology to help prepare students to be college and career ready all while
unlocking the exciting story of our nation’s history. The program is available in print, digital, and
blended options.
The Pearson United States History program uses a research tested four-part learning model to
enhance teaching and understanding.
1. Connect: Students make learning personal as they connect to content through a story and
activate their prior knowledge, personal experience, and perspective.
2. Investigate: Students actively learn, investigate, and acquire key content knowledge
through a variety of components both in print and digital.
3. Synthesize: Students extend their understanding by applying what they just learned in a
quick recap and “pull-it-all-together” exercise before they move on to the next lesson.
4. Demonstrate: Students demonstrate their understanding through a variety of authentic,
formative, and summative assessments.
Technology Reimagined with Pearson’s Realize™ Platform
eText Student Edition with valuable tools for individualized instruction, remediation, or
enrichment
NBC Learn™ MyStory Videos that engage students in every chapter
Interactive Reading and Note Taking Study Guide allows for differentiated instruction and
assessments
Online Lesson Planner; Standards-based planner that helps to save prep time.
Assessments; built-in progress monitoring includes both formative and summative
assessments
Teacher Lesson Plans with point-of-use resources
Flipped Videos available to assign to students or serve as quick refreshers
©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 3 SE = Student Edition
Table of Contents
11.1 ......................................................................................................................................................... 4
11.2 ......................................................................................................................................................... 7
11.3 ....................................................................................................................................................... 10
11.4 ....................................................................................................................................................... 12
11.5 ....................................................................................................................................................... 14
11.6 ....................................................................................................................................................... 17
11.7 ....................................................................................................................................................... 20
11.8 ....................................................................................................................................................... 22
11.9 ....................................................................................................................................................... 26
11.10 ..................................................................................................................................................... 29
11.11 ..................................................................................................................................................... 32
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 4 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
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
SE/TE: Mayflower Compact, 5; Democratic
Ideals in the American Colonies, 6; The Struggle
for Ratification, 14–15; Principles of the
Constitution, 15–16; United States Constitution,
640–663
Topic Assessment: Review (3. Analyze and
Evaluate the Declaration of Independence), 43;
(6. Analyze and Evaluate Intent of the U.S.
Constitution), 43; (7. Analyze and Evaluate
Importance of Constitution and Bill of Rights),
43
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics – Foundations of
Government
Interactive Primary Sources: English Petition of
Right; English Bill of Rights; Two Treatises of
Government, John Locke; The Spirit of Laws,
Baron de Montesquieu; The Social Contract,
Jean-Jacques Rousseau
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 5 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
2. Analyze the ideological origins of the
American Revolution, the Founding Fathers’
philosophy of divinely bestowed unalienable
natural rights, the debates on the drafting and
ratification of the Constitution, and the addition
of the Bill of Rights.
SE/TE: Democratic Ideals in the American
Colonies, 6; The Intent and Meaning of the
Declaration, 8–9; The Struggle for Ratification,
14–15; Principles of the Constitution, 15–16;
United States Constitution, 640–663
Review Topic Assessment (3. Analyze and
Evaluate the Declaration of Independence), 43;
(6. Analyze and Evaluate Intent of the U.S.
Constitution), 43; (7. Analyze and Evaluate
Importance of Constitution and Bill of Rights),
43
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Political Systems; Political Structures
Social Studies Reference Center: Landmark
Supreme Court Cases
Interactive Primary Sources: Virginia Declaration
of Rights; Virginia Statute for Religious
Freedom, Thomas Jefferson; Declaration of
Independence
Social Studies Reference Center: Constitution Day
Resources – ; Interactive Gallery: Interactive
Declaration of Independence; Celebrate
Freedom: Declaration of Independence and
Constitution Day
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 6 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
3. Understand the history of the Constitution
after 1787 with emphasis on federal versus
state authority and growing democratization.
SE/TE: The Struggle Over Foreign Policy, 17–18;
Judicial Review, 18; The Young Republic, 21;
Monetary Policy, 142, 143; United States
Constitution, 640–663
Review Topic Assessment (6. Analyze and
Evaluate Intent of the U.S. Constitution), 43; (7.
Analyze and Evaluate Importance of
Constitution and Bill of Rights), 43; (8. Analyze
and Evaluate the Meaning of Federalism), 43;
Topic 3 (13. Describe Emergence of Monetary
Policy), 152
Digital Resources:
Interactive Primary Sources: Anti-Federalist
Papers; Federalist No. 10, James Madison;
Federalist No. 39, James Madison; Federalist
No. 51; Federalist No. 78, Alexander Hamilton
4. Examine the effects of the Civil War and
Reconstruction and of the industrial revolution,
including demographic shifts and the
emergence in the late nineteenth century of the
United States as a world power
SE/TE: The Civil War, 35–42
Digital Resources:
Interactive Primary Sources: Declaration of
Causes: February 2, 1861; Emancipation
Proclamation, Abraham Lincoln; Gettysburg
Address, Abraham Lincoln; Second Inaugural
Address, Abraham Lincoln
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 7 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
11.2 Students analyze the relationship among the rise of industrialization, largescale rural-
to-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.
SE/TE: Innovation Boosts Growth, 76–77;
Innovation Drives Economic Development,
78–80; Mass Production, 80–81;
Industrialization and the New South, 81–82; The
Effects of Industrialization, 83–84; Economies of
Scale, 86; Mass production, 241; Assembly lines,
242; Science, Technology, and the Free
Enterprise System, 244; The Impact of Henry
Ford and the Automobile, 241–243
Topic 2 Assessment (1. Explain Economic
Effects of Technological Innovations), 117; Topic
5 Assessment (8. Explain Economic
Development), 275
Digital Resources:
Social Studies Social Studies Core Concepts:
Culture – Science and Technology
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
2. Describe the changing landscape, including
the growth of cities linked by industry and
trade, and the development of cities divided
according to race, ethnicity, and class
SE/TE: The New Immigrants, 98–104; A Nation
of Cities, 105–111
Topic 2 Assessment (10. Explain Actions to Expand
Economic Opportunities for Minorities), 117; (11.
Analyze Causes of Changing Demographic Patterns
in Cities), 118; (14. Analyze How Transportation
Improved Standard of Living), 118
Digital Resources:
Social Studies Social Studies Core Concepts:
Culture – Science and Technology
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 8 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
3. Trace the effect of the Americanization
movement
SE/TE: Americanization, 101, 122, 128–129, 151,
171, 174, 443, 445
Topic 3 Assessment (3. Discuss Americanization
Movement), 151; Topic 8 Assessment (15. Discuss
Americanization Movement), 445
Digital Resources:
Culture – Language; Cultural Diffusion and
Change
4. Analyze the effect of urban political machines
and responses to them by immigrants and
middle-class reformers.
SE/TE: Corruption Plagues Nation, 139–143
Topic 3 Assessment (10. Use Historical Inquiry), 152;
(12. Analyze Political Machines), 152
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
5. Discuss corporate mergers that produced
trusts and cartels and the economic and
political policies of industrial leaders.
SE/TE: Business Management Innovations, 86–
88; The Changing Relationship Between
Government and Business, 89–90; Wilson and
Congress Strengthen Antitrust Regulation, 184–
185
Topic 2 Topic 2 Assessment (7. Understand the
Applications of Management Innovations), 117;
(9. Describe Benefits and Costs of Sherman
Antitrust Act), 117; Topic 4 (1. Describe Benefits
and Costs of Antitrust Acts), 209
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economic Process; Economic
Systems; Economic Development; Government
and Civics – Political Structures
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 9 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
6. Trace the economic development of the
United States and its emergence as a major
industrial power, including its gains from trade
and the advantages of its physical geography.
SE/TE: American Influence Grows, 187–191; The
Spanish-American War, 192–199; The United
States Emerges as a World Power, 200–208
Digital Resources:
Social Studies Social Studies Core Concepts:
Culture – Science and Technology
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
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).
SE/TE: Social Darwinism, 88, 102, 117, 187–188,
191, 210, 215, 256–257; Social Gospel, 159, 209
Topic 2 Assessment (8. Analyze Causes and
Effects of Social Darwinism), 117; Topic 4
Assessment (2. Analyze Social Gospel), 209; (13.
Analyze Causes and Effects of Social
Darwinism), 210
Digital Resources:
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
Social Studies Core Concepts: Culture – What Is
Culture?; Families and Societies; Cultural
Diffusion and Change
8. Examine the effect of political programs and
activities of Populists
SE/TE: The Beginnings of Populism, 147–148;
Populism’s Declining Influence, 148–150
Topic 3 Assessment (15. Evaluate Impact of
Populist Party), 152
Digital Resources:
Interactive Primary Sources: Preamble to the
Platform of the Populist Party
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 10 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
9. Understand the effect of political programs
and activities of the Progressives (e.g., federal
regulation of railroad transport, Children’s
Bureau, the Sixteenth Amendment, Theodore
Roosevelt, Hiram Johnson).
SE/TE: Progressives Drive Reform, 156–163;
Women Gain Rights, 164–170; Striving for
Equality, 171–175; Reformers in the White
House, 176–186
Topic 3 Assessment (15. Evaluate Impact of
Populist Party), 152; Topic 4 Assessment (1.
Describe Benefits and Costs of Antitrust Acts),
209; (3. Evaluate Impact of Progressive Political
Reforms), 209; (3. Evaluate Impact of
Progressive Political Reforms), 209; (5. Evaluate
Impact of Nineteenth Amendment), 209; (9.
Describe Qualities of Effective Leadership), 209;
(10. Evaluate Impact of Progressive Party), 209;
Topic 5 Assessment (4. Explain World War I As
Turning Point), 275; (11. Evaluate Impact of
Eighteenth Amendment), 276
Digital Resources:
Interactive Primary Sources: Preamble to the
Platform of the Populist Party
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).
SE/TE: Influence of the Enlightenment and the
Great Awakening, 6, 561; Second Great
Awakening, 23; Social Gospel, 159, 209;
Americans Debate New Ideas and Values, 252–
254
Topic 4 Assessment (2. Analyze Social Gospel),
209; Topic 5 Assessment (11. Evaluate Impact of
Eighteenth Amendment), 276
Digital Resources:
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 11 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
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).
(Continued)
Social Studies Core Concepts: Culture – What Is
Culture?; Families and Societies; Cultural
Diffusion and Change
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.
SE/TE: Great Awakening, 6, 561; Second Great
Awakening, 23; Social Gospel, 159, 209;
Fundamentalism, 252–254, 260, 562
Topic 4 Assessment (2. Analyze Social Gospel),
209
Digital Resources:
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
Social Studies Core Concepts: Culture – What Is
Culture?; Families and Societies; Cultural
Diffusion and Change
3. Cite incidences of religious intolerance in the
United States (e.g., persecution of Mormons,
anti-Catholic sentiment, anti-Semitism).
SE/TE: A Rush of “New” Immigrants, 98–99;
Americanization, 102, 171; New Immigrants
Face Hostility, 102; Protecting Rights for Ethnic
and Religious Minorities, 173–175
Digital Resources:
Interactive Primary Sources: How the Other Half
Lives, Jacob Riis; The Jungle, Upton Sinclair
Social Studies Core Concepts: Culture – What Is
Culture?; Religion; Cultural Diffusion and
Change
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 12 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
4. Discuss the expanding religious pluralism in
the United States and California that resulted
from large-scale immigration in the twentieth
century.
SE/TE: A Rush of “New” Immigrants, 98–99; New
Immigrants Face Hostility, 102; Protecting
Rights for Ethnic and Religious Minorities, 173–
175; American Demographics in Transition,
630–632
Topic 9 (9. Analyze Demographic Patterns), 485
Digital Resources:
Social Studies Core Concepts: Culture – What Is
Culture?; Religion; Cultural Diffusion and
Change
5. Describe the principles of religious liberty
found in the Establishment and Free Exercise
clauses of the First Amendment, including the
debate on the issue of separation of church
and state.
SE/TE: For related material see: Church and
State in the Public Sphere, 483; First
Amendment: conscientious objectors, 225
Digital Resources:
Social Studies Core Concepts: Culture –Religion
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
SE/TE: Open Door Policy, 200–201, 205
Digital Resources:
Social Studies Social Studies Core Concepts:
Economics – Trade
2. Describe the Spanish-American War and U.S.
expansion in the South Pacific.
SE/TE: The Spanish-American War, 192–196;
Effects of U.S. Expansionism in the Philippines,
197–199; U.S. Trade and Intervention in China,
200–201; Roosevelt Works with Japan 201–202
Topic 4 Assessment (12. Evaluate Pros and
Cons of International Treaties), 210; (14.
Evaluate Acquisition of the Philippines), 210;
(16. Explain Role of Theodore Roosevelt), 210;
(17. Describe Economic Effects of the Spanish-
American War), 210
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 13 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
2. Describe the Spanish-American War and U.S.
expansion in the South Pacific.
(Continued)
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics –Conflict and
Cooperation
3. Discuss America’s role in the Panama
Revolution and the building of the Panama
Canal.
SE/TE: Physical and Human Geographic Factors
Impact the Panama Canal, 204–205
Digital Resources:
Social Studies Social Studies Core Concepts:
Economics – Trade; Government and Civics –
Conflict and Cooperation
Social Studies Reference Center: Biography –
Theodore Roosevelt
4. Explain Theodore Roosevelt’s Big Stick
diplomacy, William Taft’s Dollar Diplomacy, and
Woodrow Wilson’s Moral Diplomacy, drawing
on relevant speeches.
SE/TE: Big Stick Diplomacy, 204–206; Dollar
Diplomacy, 206; Moral Diplomacy, 206–208
Topic 4 Assessment (16. Explain Role of
Theodore Roosevelt), 210
Digital Resources:
Social Studies Social Studies Core Concepts:
Economics – Trade; Government and Civics –
Conflict and Cooperation
Social Studies Reference Center: Biography –
Theodore Roosevelt
5. Analyze the political, economic, and social
ramifications of World War I on the home front.
SE/TE: The Home Front During World War I,
223–229
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 14 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
6. Trace the declining role of Great Britain and
the expanding role of the United States in world
affairs after World War II.
SE/TE: A Leader on the Global Stage, 392–393;
Responding to the Soviet Challenge, 401–402;
The United States Contains Soviet Expansion,
403–404; The United States and Britain
Respond with Berlin Airlift, 404–405; The
Korean War, 406–410; The Cold War Intensifies,
411–416; Truman’s Postwar Leadership, 428–
430
Topic 8 Assessment (1. Describe Berlin Airlift),
444; (2. Describe Truman Doctrine), 444
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
Interactive Primary Sources: Charter of the
United Nations
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
SE/TE: The Harding Administration, 246–248;
Economic Prosperity Under Coolidge, 248–249;
Hoover Sweeps to Victory, 281–282; Hoover’s
Response Fails, 296–298; Challenging Economic
Times Lead to Protest, 298–300
Topic 5 Assessment (7. Analyze Return to
Normalcy), 275; (9. Identify Impact of Tariffs),
275; (10. Describe Effects of Teapot Dome
Scandal), 275; Topic 6 Assessment (5. Describe
Qualities of Effective Leadership), 327
Digital Resources:
Social Studies Social Studies Core Concepts:
Economics – Trade; Government and Civics –
Conflict and Cooperation
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 15 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
1. Discuss the policies of Presidents Warren
Harding, Calvin Coolidge, and Herbert Hoover
(Continued)
Social Studies Reference Center: Biography –
Warren Harding
2. Analyze the international and domestic
events, interests, and philosophies that
prompted attacks on civil liberties, including the
Palmer Raids, Marcus Garvey’s “back-to-Africa”
movement, the Ku Klux Klan, and immigration
quotas and the responses of organizations
such as the American Civil Liberties Union, the
National Association for the Advancement of
Colored People, and the Anti-Defamation
League to those attacks
SE/TE: National Association for the
Advancement of Colored People, 173, 209, 258,
274, 276, 316; Anti-Defamation League, 173–
174, 258, 276; The Red Scare, 254–256;
American Civil Liberties Union, 255;
Immigration in the 1920s, 256–257; The Ku Klux
Klan in the Early 1900s, 257–258; The Impact of
Marcus Garvey, 270
Topic 1 Assessment (11. Describe the Effects of
Reconstruction), 73; Topic 4 Assessment (7.
Describe Roles of Political Organizations), 209
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
Interactive Primary Sources: Atlanta Exposition
Address, Booker T. Washington
3. Examine the passage of the Eighteenth
Amendment to the Constitution and the
Volstead Act (Prohibition).
SE/TE: Prohibition Divides Americans, 258–260
Topic 5 Assessment (11. Evaluate Impact of
Eighteenth Amendment), 276
Digital Resources:
Social Studies Reference Center:
The Constitution of the United States
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 16 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
4. Analyze the passage of the Nineteenth
Amendment and the changing role of women in
society.
SE/TE: The Nineteenth Amendment Expands
Political Rights, 168–170; Women Welcome New
Opportunities, 227; The Role of Women
Changes, 265–266
Topic 4 Assessment (5. Evaluate Impact of
Nineteenth Amendment), 209; Topic 5
Assessment (4. Explain World War I As Turning
Point), 275; (13. Analyze Changing Roles of
Women), 276; Topic 9 Assessment (13. Trace
Historical Development of Political Equality),
485
Digital Resources:
21st Century Skills Tutorials: Political
Participation; Voting; Identify Main Ideas and
Details; Analyze Cause and Effect; Draw
Conclusions
Social Studies Reference Center: Biographies
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation; Citizenship
5. Describe the Harlem Renaissance and new
trends in literature, music, and art, with special
attention to the work of writers (e.g., Zora
Neale Hurston, Langston Hughes).
SE/TE: The Harlem Renaissance, 269–274
Topic 5 Assessment (15. Describe Impacts of
Harlem Renaissance), 276
Digital Resources:
Interactive Primary Sources: Two Poems,
Langston Hughes
Social Studies Core Concepts: Culture –
The Arts; Cultural Diffusion and Change
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 17 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
6. Trace the growth and effects of radio and
movies and their role in the worldwide
diffusion of popular culture.
SE/TE: Popular American Culture in the 1920s,
261–264; The Jazz Age, 271–272
Topic 5 Assessment (15. Describe Impacts of
Harlem Renaissance), 276
Digital Resources:
Social Studies Core Concepts: Culture –
The Arts; Cultural Diffusion and Change
7. Discuss the rise of mass production
techniques, the growth of cities, the impact of
new technologies (e.g., the automobile,
electricity), and the resulting prosperity and
effect on the American landscape.
SE/TE: The Postwar Economy Booms, 239–241;
The Impact of Henry Ford and the Automobile,
241–243
Topic 5 (8. Explain Economic Development), 275
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Development; Culture – Science and
Technology
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.
SE/TE: Economic Policy Challenges Continue,
142–143; Farmers Face Economic Difficulty,
144–145; Roosevelt Changes the Relationship
Between Government and Business, 176–179;
Wilson Endorses Further Regulation, 183–185;
Inflation and Labor Unrest, 240; Some
Problems Remain, 249; Causes of the
Depression, 280–287
Topic 5 Assessment (9. Identify Impact of
Tariffs), 275; Topic 6 Assessment (2. Identify
Impact of Stock Market Speculation on Great
Depression), 327; (3. Identify Impact of Tariffs
on the Great Depression), 327
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 18 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
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.
(Continued)
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems
Social Studies Reference Center: Biography –
Franklin D. Roosevelt
2. Understand the explanations of the principal
causes of the Great Depression and the steps
taken by the Federal Reserve, Congress, and
Presidents Herbert Hoover and Franklin Delano
Roosevelt to combat the economic crisis.
SE/TE: Causes of the Depression, 280–287
Topic 6 Assessment (2. Identify Impact of Stock
Market Speculation on Great Depression), 327;
(3. Identify Impact of Tariffs on the Great
Depression), 327
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems
Social Studies Reference Center: Biography –
Franklin D. Roosevelt
3. Discuss the human toll of the Depression,
natural disasters, and unwise agricultural
practices and their effects on the depopulation
of rural regions and on political movements of
the left and right, with particular attention to
the Dust Bowl refugees and their social and
economic impacts in California.
SE/TE: Americans Suffer, 288–295
Topic 6 Assessment (4. Analyze Impact of
Geographic Factors on the Dust Bowl), 327; (14.
Analyze Effects of Great Depression), 328
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems
Social Studies Reference Center: Biography –
Franklin D. Roosevelt
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 19 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
4. Analyze the effects of and the controversies
arising from New Deal economic policies and
the expanded role of the federal government in
society and the economy since the 1930s (e.g.,
Works Progress Administration, Social Security,
National Labor Relations Board, farm
programs, regional development policies, and
energy development projects such as the
Tennessee Valley Authority, California Central
Valley Project, and Bonneville Dam).
SE/TE: Two Presidents Respond, 296–306; The
New Deal Expands, 307–313; The Effects of the
New Deal, 314–321; A New Direction for the
American Economy, 574–577; Transforming
Business and Industry, 600–602; America and
the World Economy, 608–613
Topic 6 (2. Identify Impact of Stock Market
Speculation on Great Depression), 327; (3.
Identify Impact of Tariffs on the Great
Depression), 327; (10. Explain Constitutional
Issues During Great Depression), 328
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems
Social Studies Reference Center: Biography –
Franklin D. Roosevelt
5. Trace the advances and retreats of organized
labor, from the creation of the American
Federation of Labor and the Congress of
Industrial Organizations to current issues of a
postindustrial, multinational economy,
including the United Farm Workers in
California.
SE/TE: The Organized Labor Movement, 91–97
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Development; Economic Systems
Social Studies Reference Center: Biography –
César Chávez
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 20 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
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
SE/TE: American Reaction is Divided, 344–346;
America Moves Closer to War, 346–348
Topic 7 Assessment (1. Identify Aggression), 395
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Franklin D. Roosevelt
Interactive Primary Sources: Four Freedoms,
Franklin D. Roosevelt
2. Explain U.S. and Allied wartime strategy,
including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of
the Bulge.
SE/TE: The United States Enters World War II,
349–357; A War on Two Fronts, 358–364; The
Allies Win the War, 373–381
Topic 7 Assessment (2. Explain 1943 as a
Turning Point in World War II), 395; (8. Analyze
Liberation of Concentration Camps), 395
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Franklin D. Roosevelt; Winston
Churchill; Adolf Hitler; Harry S. Truman; Dwight
Eisenhower; Joseph Stalin; George Marshall;
Hideki Tojo
3. Identify the roles and sacrifices of individual
American soldiers, as well as the unique
contributions of the special fighting forces (e.g.,
the Tuskegee Airmen, the 442nd Regimental
Combat team, the Navajo Code Talkers).
SE/TE: The Aftermath of the Attack, 350–351;
High Levels of Enlistment in the Military, 352–
353; Losses in the Philippines, 355; Allies Storm
the Beaches, 375
Digital Resources:
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 21 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
4. Analyze Roosevelt’s foreign policy during
World War II (e.g., Four Freedoms speech).
SE/TE: Four Freedoms speech, 346; Roosevelt
Declares War, 351–352; Unconditional
Surrender, 361; Planning Germany’s Defeat,
373–374
Topic 7 Assessment (1. Identify Aggression), 395
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Franklin D. Roosevelt
Interactive Primary Sources: Four Freedoms,
Franklin D. Roosevelt
5. Discuss the constitutional issues and impact
of events on the U.S. home front, including the
internment of Japanese Americans (e.g., Fred
Korematsu v. United States of America) and the
restrictions on German and Italian resident
aliens; the response of the administration to
Hitler’s atrocities against Jews and other
groups; the roles of women in military
production; and the roles and growing political
demands of African Americans.
SE/TE: The Home Front, 365–372
Topic 7 Assessment (3. Explain Rationing on the
Home Front), 395; (4. Analyze Internment of
Japanese Americans), 395; (5. Explain
Constitutional Issues), 395; (6. Explain Scientific
Discoveries and Innovations), 395; (7. Describe
Roles of Civil Rights Organizations), 395
Digital Resources:
Interactive Primary Sources: The Diary of a Young
Girl, Anne Frank
6. Describe major developments in aviation,
weaponry, communication, and medicine and
the war’s impact on the location of American
industry and use of resources.
SE/TE: The Production Miracle, 354; B-24
Liberator, 362; Science and Technology Help
Win the War, 379–380; Truman Decides to Use
the Bomb, 380
Topic 7 Assessment (6. Explain Scientific
Discoveries and Innovations), 395
Digital Resources:
Social Studies Core Concepts: Culture –Science
and Technology
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 22 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
7. Discuss the decision to drop atomic bombs
and the consequences of the decision
(Hiroshima and Nagasaki).
SE/TE: Truman Decides to Use the Bomb, 380
Topic 7 Assessment (11. Analyze Decisions), 395
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Harry S. Truman
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
8. Analyze the effect of massive aid given to
Western Europe under the Marshall Plan to
rebuild itself after the war and the importance
of a rebuilt Europe to the U.S. economy.
SE/TE: Marshall Plan, 403–405, 421, 425
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – George Marshall
Social Studies Social Studies Core Concepts:
Government and Civics – Conflict and
Cooperation
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.
SE/TE: Postwar Prosperity, 423–430; Interstates
Support Migration and Prosperity, 432;
Educational Opportunities and Priorities, 435–
436
Topic 8 Assessment (6. Identify Increased
Consumption), 444; (9. Explain Economic
Impact of Computers), 445; (10. Discuss Role of
Entrepreneurs), 445
Digital Resources:
Economics – Economic Process; Economic
Systems; Economic Development
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 23 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
2. Describe the significance of Mexican
immigration and its relationship to the
agricultural economy, especially in California
SE/TE: Labor Conditions and Mexicans, 442–
443; Latino Immigration Surges, 532–533;
Latino Organizations Fight for Rights, 533–534
Topic 11 Assessment (4. Causes and Effects of
Changing Demographic Patterns), 563
Digital Resources:
Social Studies Core Concepts: Culture –
Cultural Diffusion and Change
3. Examine Truman’s labor policy and
congressional reaction to it.
SE/TE: Relationships with Congress and Labor,
429
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Harry S. Truman
4. Analyze new federal government spending
on defense, welfare, interest on the national
debt, and federal and state spending on
education, including the California Master Plan.
SE/TE: Truman’s Postwar Leadership, 428–430;
Educational Opportunities and Priorities, 435–
436; Urban Renewal, 441
Topic 8 Assessment (12. Analyze Effects of the
Space Race on Education), 445
Digital Resources:
Social Studies Social Studies Core Concepts:
Biography – Harry S. Truman
5. Describe the increased powers of the
presidency in response to the Great
Depression, World War II, and the Cold War.
SE/TE: Two Presidents Respond, 296–306; The
New Deal Expands, 307–313; Federal Deposit
Insurance Corporation (FDIC), 302; An
Expansion of Executive Power, 320–321; The
Role of Entrepreneurs, 427, 428; Franchise
Businesses, 427; American Corporations Go
Multinational, 428; Community Reinvestment
Act, 557; Goals and Impacts of Reaganomics,
575; The United States and Global Business,
610; The Role of the United States in the Future
Economy, 612–613
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 24 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
5. Describe the increased powers of the
presidency in response to the Great
Depression, World War II, and the Cold War.
(Continued)
Topic 3 Assessment (13. Describe Emergence of
Monetary Policy), 152; Topic 4 (1. Describe
Benefits and Costs of Antitrust Acts), 209; (12.
Evaluate Pros and Cons of International
Treaties), 210; Topic 5 (8. Explain Economic
Development), 275; (9. Identify Impact of
Tariffs), 275; Topic 6 (3. Identify Impact of
Tariffs on the Great Depression), 327; Topic 12
(3. Describe Reaganomics), 603; Topic 13 (1.
Describe NAFTA), 637
Digital Resources:
Government and Civics – Political Structures;
Conflict and Cooperation
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
6. Discuss the diverse environmental regions of
North America, their relationship to local
economies, and the origins and prospects of
environmental problems in those regions
SE/TE: Population and Farming, 60, 82, 117,
135, 291–293, 296, 297, 308–309, 316, 369, 371,
633; Farm Issues, 144–150; The Environmental
Movement, 538–540; Three Mile Island, 541;
Energy and the Environment, 632–634;
Population and Farming, 60, 82, 117, 135, 145,
146, 291–293, 296, 297, 308–309, 316, 369, 371,
633
Topic 1 (10. Analyze the Problems of New
Farming Systems), 73; Topic 2 (5. Analyze Farm
Issues in the South), 117; (6. Explain
Technological Innovations in Agriculture), 117;
Topic 3 (9. Identify Effects of Population on
Physical Environment), 152; Topic 6 (12. Identify
Roles in Managing the Environment), 328; Topic
9 (14. Identify Roles in Managing Environment),
485; Topic 11 (7. Identify Roles in Managing the
Environment), 563
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 25 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
(Continued)
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
(Continued)
Digital Resources:
Social Studies Core Concepts: Geography;
Environment and Resources; Land Use;
People's Impact on the Environment
7. Describe the effects on society and the
economy of technological developments since
1945, including the computer revolution,
changes in communication, advances in
medicine, and improvements in agricultural
technology
SE/TE: The Space Race Increases Tensions, 415–
416; Technology Transforms Life, 634–636
Topic 8 (9. Explain Economic Impact of
Computers), 445; (11. Analyze Innovations in
Transportation), 445; (12. Analyze Effects of the
Space Race on Education), 445; Topic 12 (17.
Explain Effects of Satellite Communications on
Economic Development), 604; Topic 13 (2.
Explain Economic Impact of Technological
Innovations), 637
Digital Resources:
Social Studies Core Concepts: Culture – Science
and 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)
SE/TE: Mass Culture in the 1950s, 431–437;
Critics and Rebels Emerge, 438–440; The
Counterculture of the 1960s, 522–525; Material
Culture in the 1980s, 579; Cold War Culture in
the 1980s, 580
Topic 8 Assessment (13. Analyze Diffusion of
American Culture), 445; (14. Explain
Contributions to American Culture), 445; Topic
11 Assessment (2. Describe Positive and
Negative Impacts of Rock Music), 563; Topic 13
Assessment (16. Identify Global Impact of
American Culture), 638
Digital Resources:
Social Studies Core Concepts: Culture – The Arts;
Cultural Diffusion and Change
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 26 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
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.
SE/TE: United Nations, 388, 391, 392, 395, 408,
413, 419, 544, 569, 578, 588; NATO, 400, 404–
405; NAFTA, 608–609, 637; General Agreement
on Tariffs and Trade (GATT), 390, 608–609;
International Monetary Fund, 390, 612; World
Bank, 390, 609
Topic 13 Assessment (1. Describe NAFTA), 637
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems; Economic Development;
Trade
Interactive Primary Sources: Charter of the
United Nations; Universal Declaration of
Human Rights
2. Understand the role of military alliances,
including NATO and SEATO, in deterring
communist aggression and maintaining
security during the Cold War.
SE/TE: NATO, 400, 404–405; SALT I, 545; SALT II,
557, 569; SEATO, 410, 488, 494
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
Interactive Primary Sources: Universal
Declaration of Human Rights
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 27 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
3. Trace the origins and geopolitical
consequences (foreign and domestic) of the
Cold War and containment policy, including the
following:
• The era of McCarthyism, instances of
domestic Communism (e.g., Alger Hiss) and
blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban
Missile Crisis
• Atomic testing in the American West, the
“mutual assured destruction” doctrine, and
disarmament policies
• The Vietnam War
• Latin American policy
SE/TE: The Cold War Intensifies, 411–416; The
Social Issues of the 1950s, 438–443; The
Vietnam War Era, 486–517; The Women’s Rights
Movement, 526–531; Expanding the Push for
Equality, 532–537; The Environmental
Movement, 538–541; The Cold War Ends, 582–
587
Topic 8 Assessment (3. Explain 1957 As Turning
Point), 444; Topic 10 Assessment (2. Explain
Reasons for and Outcomes of U.S. Foreign
Involvement), 518; Topic 11 Assessment (9.
Describe Effective Leadership), 563; (10.
Describe Detente), 563; Topic 12 Assessment (7.
Describe End of Cold War), 603; Topic 12
Assessment (8. Explain Significance of 1991),
603
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
Interactive Primary Sources: "Tear Down This
Wall," Ronald Reagan
4. List the effects of foreign policy on domestic
policies and vice versa (e.g., protests during the
war in Vietnam, the “nuclear freeze”
movement).
SE/TE: Cold War Fears at Home, 417–422; The
Cold War and Vietnam, 488–496; The Antiwar
Movement, 503–509; The War’s End and Effects,
510–517; The Environmental Movement, 538–
541; The Cold War Ends, 582–587
Topic 10 Assessment (6. Describe Responses to
Draft), 518; (9. Describe Credibility Gap), 519;
(13. Identify Bias in Responses to Vietnam War),
519
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 28 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
5. Analyze the role of the Reagan
administration and other factors in the victory
of the West in the Cold War.
SE/TE: The Cold War Ends, 582–587
Topic 12 Assessment (7. Describe End of Cold
War), 603; Topic 12 Assessment (8. Explain
Significance of 1991), 603
Digital Resources:
Interactive Primary Sources: "Tear Down This
Wall," Ronald Reagan
Social Studies Reference Center: Biography –
Ronald Reagan
6. Describe U.S. Middle East policy and its
strategic, political, and economic interests,
including those related to the Gulf War
SE/TE: Success and Setback in the Middle East,
558–559; The Persian Gulf War, 590–591; The
War on Terror and the Invasion of Afghanistan,
618; War on Terror Moves to Iraq, 619
Topic 11 Assessment (15. Describe Camp David
Accords), 564; Topic 12 Assessment (9. Describe
Iran-Contra Affair), 604
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
7. Examine relations between the United States
and Mexico in the twentieth century, including
key economic, political, immigration, and
environmental issues
SE/TE: Latino Immigration Surges, 532–533;
Latino Organizations Fight for Rights, 533–534;
NAFTA, 608–609, 637
Topic 11 Assessment (4. Causes and Effects of
Changing Demographic Patterns), 563; Topic 13
Assessment (1. Describe NAFTA), 637
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 29 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
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.
SE/TE: Struggles of Minorities, 442–443
Topic 7 Assessment (7. Describe Roles of Civil
Rights Organizations), 395
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Reference Center: Biography –
Martin Luther King Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
2. Examine and analyze the key events, policies,
and court cases in the evolution of civil rights,
including Dred Scott v. Sandford, Plessy v.
Ferguson, Brown v. Board of Education,
Regents of the University of California v. Bakke,
and California Proposition 209
SE/TE: The Civil Rights Movement Strengthens,
448–454; The Movement Surges Forward, 455–
461; Success and Setbacks, 462–470
Topic 9 Assessment (2. Describe Roles of Political
Organizations in Promoting Civil Rights), 484; (6.
Identify Role of Rosa Parks in Nonviolent Protest),
485; (7. Compare Approaches to Protesting), 485
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Reference Center: Biography –
Martin Luther King Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 30 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
3. Describe the collaboration on legal strategy
between African American and white civil rights
lawyers to end racial segregation in higher
education
SE/TE: A Landmark Supreme Court Decision,
450–452; Conflict Between Federal and State
Power, 452–453
Topic 9 Assessment (1. Analyze Effects of Brown
v. Board of Education), 484
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
4. Examine the roles of civil rights advocates
(e.g., A. Philip Randolph, Martin Luther King, Jr.,
Malcom X, Thurgood Marshall, James Farmer,
Rosa Parks), including the significance of Martin
Luther King, Jr.’s “Letter from Birmingham Jail”
and “I Have a Dream” speech.
SE/TE: The Civil Rights Movement Strengthens,
448–454; The Movement Surges Forward, 455–
461; Success and Setbacks, 462–470
Topic 9 Assessment (2. Describe Roles of Political
Organizations in Promoting Civil Rights), 484; (6.
Identify Role of Rosa Parks in Nonviolent Protest),
485; (7. Compare Approaches to Protesting), 485
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 31 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
5. Discuss the diffusion of the civil rights
movement of African Americans from the
churches of the rural South and the urban
North, including the resistance to racial
desegregation in Little Rock and Birmingham,
and how the advances influenced the agendas,
strategies, and effectiveness of the quests of
American Indians, Asian Americans, and
Hispanic Americans for civil rights and equal
opportunities.
SE/TE: Conflict Between Federal and State
Power, 452–453; The Movement Surges
Forward, 455–461; Results of the Civil Rights
Movement, 469–470; Expanding the Push for
Equality, 532–537
Topic 9 Assessment (2. Describe Roles of Political
Organizations in Promoting Civil Rights), 484; (6.
Identify Role of Rosa Parks in Nonviolent Protest),
485; (7. Compare Approaches to Protesting), 485
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
6. Analyze the passage and effects of civil rights
and voting rights legislation (e.g., 1964 Civil
Rights Act, Voting Rights Act of 1965) and the
Twenty-Fourth Amendment, with an emphasis
on equality of access to education and to the
political process.
SE/TE: 1964 Civil Rights Act, 460; Twenty-Fourth
Amendment, 464; Voting Rights Act of 1965,
464; Results of the Civil Rights Movement, 469–
470
Topic 9 Assessment (3. Describe Actions
Related to Voting Rights Act of 1965), 484
Digital Resources:
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.
Social Studies Core Concepts: Government and
Civics – Citizenship
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 32 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
7. Analyze the women’s rights movement from
the era of Elizabeth Stanton and Susan Anthony
and the passage of the Nineteenth Amendment
to the movement launched in the 1960s,
including differing perspectives on the roles of
women.
SE/TE: A Women’s Rights Movement Emerges,
23; The Seneca Falls Convention, 23–24;
Women Gain Rights, 164–170; The Women’s
Rights Movement, 526–531
Topic 5 Assessment (4. Explain World War I As
Turning Point), 275; Topic 13 Assessment (13.
Trace Development of Civil Rights Movement),
638
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Citizenship
Interactive Primary Sources: Silent Spring, Rachel
Carson
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.
SE/TE: Immigration Act of 1965, 481, 533, 536,
563; Immigration Changes American Society,
628–629
Topic 11 Assessment (4. Causes and Effects of
Changing Demographic Patterns), 563; Topic 13
Assessment (11. Analyze Illegal Immigration),
638
Digital Resources:
Social Studies Core Concepts: Culture – Cultural
Diffusion and Change
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 33 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
2. Discuss the significant domestic policy
speeches of Truman, Eisenhower, Kennedy,
Johnson, Nixon, Carter, Reagan, Bush, and
Clinton (e.g., with regard to education, civil
rights, economic policy, environmental policy).
SE/TE: Four Freedoms speech, 346; New
Frontier Speech, 473; President Johnson speech
before Joint Session of Congress, 478; Johnson
on the Great Society, 479–480; Nixon on
détente, 545; Reagan on the Soviet Union, 584
Digital Resources:
Social Studies Reference Center: Biography –
Harry S. Truman; Dwight Eisenhower; Richard
M. Nixon; Ronald Reagan
3. Describe the changing roles of women in
society as reflected in the entry of more women
into the labor force and the changing family
structure.
SE/TE: Women’s Rights Movement, 526–531
Topic 5 Assessment (4. Explain World War I As
Turning Point), 275; Topic 13 Assessment (13.
Trace Development of Civil Rights Movement),
638
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Citizenship
Interactive Primary Sources: Silent Spring, Rachel
Carson
4. Explain the constitutional crisis originating
from the Watergate scandal
SE/TE: The Watergate Scandal Brings Nixon
Down, 550–552
Topic 11 Assessment (14. Describe Effects of
Watergate Scandal), 564
Digital Resources:
Social Studies Reference Center: Biography –
Richard M. Nixon
A Correlation of United States History, Reconstruction to the Present, © 2016 to the
History-Social Science Content Standards for California Public Schools
TE = Teacher’s Edition 34 SE = Student Edition
History-Social Science
Content Standards
United States History and Geography:
Continuity and Change
in the Twentieth Century, Grade 11
United States History
Reconstruction to the Present
©2016
5. Trace the impact of, need for, and
controversies associated with environmental
conservation, expansion of the national park
system, and the development of environmental
protection laws, with particular attention to the
interaction between environmental protection
advocates and property rights advocates.
SE/TE: The Environmental Movement, 538–540;
Three Mile Island, 541; Energy and the
Environment, 632–634
Topic 9 (14. Identify Roles in Managing
Environment), 485; Topic 11 (7. Identify Roles in
Managing the Environment), 563
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Citizenship
Interactive Primary Sources: Silent Spring, Rachel
Carson
6. Analyze the persistence of poverty and how
different analyses of this issue influence
welfare reform, health insurance reform, and
other social policies.
SE/TE: Poverty Line, 442, 482; Feminization of
Poverty, 530–531; Welfare Reform, 598
Digital Resources:
Social Studies Core Concepts: Economics –
Economic Systems; Economic Development
7. Explain how the federal, state, and local
governments have responded to demographic
and social changes such as population shifts to
the suburbs, racial concentrations in the cities,
Frostbelt-to-Sunbelt migration, international
migration, decline of family farms, increases in
out-of-wedlock births, and drug abuse.
SE/TE: Culture, Challenge, and Change, 579–
581; Clinton Enacts New Domestic Policies,
596–597; The Bush Domestic Agenda, 615–616;
The Financial Crisis of 2008, 620–621; President
Obama Takes Action, 623–625; Americans Look
to the Future, 628–636
Topic 13 Assessment 637–638
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Political Structures