A Correlation of The Idea of America Modern Edition 2011 To the United States History Creating the United States: The American Nation in Transformation 1878 to the Present Standards
Table of Contents PROCESS AND LITERACY SKILLS (Grades 9-10)... 3 PROCESS AND LITERACY SKILLS (Grades 11-12)... 20 CONTENT SKILLS... 39 2
High School UNITED STATES HISTORY The United States: The American Nation in Transformation, 1878 to the Present PROCESS AND LITERACY SKILLS 9-10 Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. The authors of The Idea of America have included primary sources and secondary sources woven into the telling of every historical narrative. These sources appear in written and multimedia form. Students are asked to use textual evidence from these sources to support their analysis. In addition to these sources, Skills Tutorials accessible from every activity in The Idea of America provide necessary skill instruction. For examples see the following: Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Women s Rights: An Appeal to Women Analyze Documents; Voices of Reform - Compare Multiple Perspectives The American Protest Tradition: Sing, Write, or Draw to Protest Analyze Points of View Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective 3
A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. A.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. The individual lessons within every on-line book include handouts that can be printed out and used by students. These handouts contain questions about the major ideas from the readings, graphic organizers, and other readingrelated activities. In addition, the Roadmap provides an overview of these lessons and an explanation of the Big Idea for the assignment. For examples see the following: The Spanish-American War The Main Event The Progressive Era Upton Sinclair s The Jungle America Goes to War Suspect Civilians Civil Rights at a Crossroads Voices of Movement The Gilded Age - Roadmap The Progressive Era - Roadmap Roosevelt s New Deal - Roadmap The American Protest Tradition - Roadmap The Vietnam War - Roadmap Students have many opportunities to explore the movement of history in The Idea of America. For examples where students examine a series of events see the following: Timeline An interactive timelines exists at conclusion of each Background Lesson. The Progressive Era Background and Timeline The Land of Opportunity Background and Timeline The 1920s Background and Timeline The Vietnam War Background and Timeline Reagan and the End of the Cold War Background and Timeline Cause and Effect Reconstruction: Binding Up the Nation s Wounds - Determine Cause and Effect The Age of Jim Crow: A Time of Shame - Determine Cause and Effect The Rise of Organized Labor: Labor s Causes, Labor s Effects - Determine Cause and Effect Women s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Cause and Effect Sequence Time Line 4
B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Students examine complex and changing meanings of terms across time. For examples see: Defining myths and heroes: Mythic America: Background Mythic America: Mythic America in Sports Mythic America: Mythic Heroes Defining holocaust and crimes against humanity: Holocaust and Genocide: Background Holocaust and Genocide: A Question of Ethics Holocaust and Genocide: An Ethical Dilemma Students are introduced to new words, phrases, and key people in The Idea of America. For examples see: Vocabulary & Language Builder Each case study includes a Vocabulary & Language Builder activity. The part of speech, word origin, and definition is included for all content and support vocabulary. Examples: Growing Cities and Consumer Culture: Vocabulary & Language Builder The Great Depression: Vocabulary & Language Builder Tools: Glossary Clicking the Tools icon at any point leads to the Lesson Glossary. Examples: The Great Depression: Tools - Glossary The Cold War Begins Tools: Glossary Tools: Biographical Dictionary Clicking the Tools icon at any point leads to the Biographical Dictionary. Examples: The Progressive Era: Tools - Biographical Dictionary World War II: Tools - Biographical Dictionary The United States and the Middle East: Tools - Biographical Dictionary Chronological Vocabulary 5
B.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Opportunities to address this objective may be found in the following activities: Analyze Primary Sources Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Cause and Effect Reconstruction: Binding Up the Nation s Wounds - Determine Cause and Effect The Age of Jim Crow: A Time of Shame - Determine Cause and Effect The Rise of Organized Labor: Labor s Causes, Labor s Effects - Determine Cause and Effect Women s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Cause and Effect Chronological Vocabulary Compare/Contrast Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective Primary Source Text Use Historiography and its Methods 6
B.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Opportunities to address this objective may be found in the following activities: The Age of Jim Crow: Three Views on Jim Crow - Compare Points of View The Rise of Organized Labor: Which Side Are You On? - Analyze Issues and Viewpoints Progressive Era: Upton Sinclair s The Jungle - Determine Point of View Growing Cities and Consumer Culture: You Can t Fight City Hall - Analyze Political Cartoons The American Protest Tradition: Sing, Write, or Draw to Protest - Determine Point of View Women s Rights: An Appeal to Women Analyze Documents; Voices of Reform - Compare Multiple Perspectives Nixon s America: It Hurts Even If You Don t Laugh - Analyze Political Cartoons The U.S. and the Middle East: Islam - Compare, and Contrast Viewpoints Afghanistan and Iraq: Challenging Terrorism; Wagering on War; Liberty or Security? - Determine Point of View Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective 7
C. Integration of Knowledge and Ideas C.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Throughout The Idea of America, students are provided charts and graphs to aid comprehension. Additionally, the authors of The Idea of America have included graphic data allowing students to analyze and draw conclusions about the text. For examples see: Image Analysis World War I: Propaganda and the Home Front The 1920s: Images that Divide or Unite Suburbia: Selling the Good Life Quantitative Analysis Women s Rights: Women by the Numbers The Industrial Revolution: People Come and Go The Changing Presidency: Race for Change Research Data and Quantitative Data The Land of Opportunity: Immigration By the Numbers includes maps and statistical data The Vietnam War: Voices of Vietnam - Read a Graph, Screen 17 America s Changing Economy: Check the Label Read a Diagram and Use a Graph Graphic Organizers World War I: From Neutrality to Engagement - Handout Roosevelt s New Deal: Voices from a Distance - Handout The Cold War Begins: The Cold War Heats Up - Handout Historical Research Distinguish Primary and Secondary Sources Primary Source Text Maps Time Line Use Historiography and its Methods Video Source Graphs 8
C.8 Assess the extent to which the reasoning and evidence in a text support the author s claims. Students have many opportunities to examine primary and secondary sources in The Idea of America. The accessible from every activity in Idea of America provides necessary skill instruction. For examples see: The Impending Crisis: War of the Words - Analyze Political Speeches Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Distinguish Primary and Secondary Sources Evaluate Historical Decisions Fact or Opinion Point of View, Bias, Perspective 9
C.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Throughout The Idea of America, students examine primary and secondary sources. In many cases audio and/or video forms exist where students can see and hear various accounts of a historical event. For examples see: Becoming a World Power: Background, 1 28 and other activities World War I: Background, 1 22 and other activities Women s Rights: Background, 1 31 and other activities The 1920s: Background, 1 22 and other activities The Great Depression: Background, 1 27 and other activities America Goes to War: Background, 1 31 and other activities Holocaust & Genocide: Background, 1 34 and other activities Kennedy and the Communist Threat: Background, 1 18 and other activities Afghanistan and Iraq: Background, 1 25 and other activities The Changing Presidency: Background, 1 27 and other activities Reagan and the End of the Cold War: Background, 1 24 and other activities Historical Research Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Use Historiography and its Methods Video Source 10
D Range of Reading and Level of Text Complexity D.10 By the end of grade 10, read and comprehend history/ social studies texts in the grades 9 10 text complexity band independently and proficiently. The Idea of America encourages students to read complex text that is within the grades 9-10 text complexity band. Audio of challenging primary source text is provided to aid comprehension and build proficiency. Activities encourage students to continue their explorations long after completing the assignments. See the following for examples: The West: Background, 1 37 and other activities Becoming a World Power: Background, 1 28 and other activities The Spanish-American War: Background, 1 28 World War I: Background, 1 22 and other activities The Great Depression: Background, 1 27, The Dust Bowl, 1 15 World War II: Background, 1 25 and other activities The Cold War Begins: Background, 1 26 and other activities Growing Cities and Consumer Culture: Background, 1 26 and other activities Suburbia: Background, 1 23 and other activities Afghanistan and Iraq: Background, 1 25 and other activities 11
Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1 Write arguments focused on disciplinespecific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Throughout The Idea of America students have opportunities to practice persuasive writing and participating in debates by creating arguments using text evidence. The Skills Tutorials includes material that supplements language arts instruction. For examples see: The Gilded Age: My Opinion of the Gilded Age- Write Persuasively The Rise of Organized Labor: Which Side Are You On? - Write Persuasively Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Editorial Debate Letter to the Editor Persuasive Writing Position Statement Print Advertisement 12
A.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Students have opportunities to write with each assignment in The Idea of America. For examples see: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay The U.S. and the Middle East: U.S. Policy in the Middle East - Skills: Write an Essay Party Politics: Stumping for the Party - Skills: Write an Essay The Changing Presidency: Mr. President, You re Fired! - Skills: Write an Essay Essay Report/Memo/White Paper Summary 3 (See note; not applicable as a separate requirement) Not applicable according to Common Core State Standards 13
B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Many opportunities for students to write exist in The Idea of America. For examples see: Strangers in the Land: The Immigrant Experience: Skills: Write a Paragraph The West: Wanted: Opportunities for Women - Skills: Write an Essay The Gilded Age: My Opinion of the Gilded Age - Skills: Write a Letter to the Editor The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 14
B.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Students can apply the steps of the writing as process as they complete the following activities. The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Article/News Report Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 15
B.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. The Idea of America is a new interactive, fully digital, Web-based curriculum. Students use this technology to research, compose, and publish a variety of writing assignments. For examples see the following: The Spanish-American War: The Maine Event - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay Afghanistan and Iraq: Liberty or Security? - Write an Editorial Collage Commercial/Movie Trailer Presentation Public Service Announcement 16
C. Research to Build and Present Knowledge C.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Opportunities to address this standard may be found with the following activities: Roosevelt s New Deal: Stirring the Alphabet Soup - Students analyze primary sources Free and Equal: A Living Museum of Equal Rights -Research Activity Holocaust and Genocide: Bosnia and the Sudan: U.S. Intervention - Research Activity The American Protest Tradition: Sing, Write, or Draw to Protest - Research Activity War and Technology: In War and Peace Research Activity Afghanistan and Way: Wagering on War Students analyze primary sources Mythic America: Mythic America in Sports Research Activity Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source 17
C.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Opportunities to address this standard may be found with the following activities: Roosevelt s New Deal: Stirring the Alphabet Soup - Students analyze primary sources Free and Equal: A Living Museum of Equal Rights -Research Activity Holocaust and Genocide: Bosnia and the Sudan: U.S. Intervention - Research Activity The American Protest Tradition: Sing, Write, or Draw to Protest - Research Activity War and Technology: In War and Peace Research Activity Afghanistan and Way: Wagering on War Students analyze primary sources Mythic America: Mythic America in Sports Research Activity Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source C.9 Draw evidence from informational texts to support analysis, reflection, and research. Opportunities to address this standard may be found with the following activities: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay 18
D. Range of Writing D.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Many opportunities for students to write exist in The Idea of America. For examples see: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay Article/News Report Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 19
PROCESS AND LITERACY SKILLS 11-12 Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. The authors of The Idea of America have included primary sources and secondary sources woven into the telling of every historical narrative. These sources appear in written and multimedia form. Students are asked to use textual evidence from these sources to support their analysis. In addition to these sources, Skills Tutorials accessible from every activity in The Idea of America provides necessary skill instruction. For examples see the following: Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Women s Rights: An Appeal to Women Analyze Documents; Voices of Reform - Compare Multiple Perspectives The American Protest Tradition: Sing, Write, or Draw to Protest Analyze Points of View Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective Primary Source - Text Primary Sources Image 20
A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. The individual lessons within every on-line case study include handouts that can be printed out and used by students. These handouts contain questions about the major ideas from the readings, graphic organizers, and other readingrelated activities. In addition, the Roadmap provides an overview of these lessons and an explanation of the Big Idea for the assignment. For examples see the following: The Spanish-American War The Main Event The Progressive Era Upton Sinclair s The Jungle America Goes to War Suspect Civilians Civil Rights at a Crossroads Voices of the Movement The Gilded Age - Roadmap The Progressive Era - Roadmap Roosevelt s New Deal - Roadmap The American Protest Tradition - Roadmap The Vietnam War - Roadmap Summary Distinguish Primary and Secondary Sources Point of View, Bias, Perspective Primary Source Text Use Historiography and its Methods 21
A.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Opportunities to address this objective may be found in the following activities: The West: Myth vs. Reality - Analyze Primary Sources The Age of Jim Crow: Three Views on Jim Crow - Compare Points of View The Rise of Organized Labor: Which Side Are You On? - Analyze Issues and Viewpoints The Progressive Era: Upton Sinclair s The Jungle - Determine Point of View The Land of Opportunity: More Freedom, More Equality? Women s Rights: An Appeal to Women Analyze Documents; Voices of Reform - Compare Multiple Perspectives The American Protest Tradition: Sing, Write, or Draw to Protest - Determine Point of View The Changing Presidency: Ready for Change Analyze Primary Sources Nixon s America: It Hurts Even If You Don t Laugh - Analyze Political Cartoons The U.S. and the Middle East: Islam - Compare, and Contrast Viewpoints Afghanistan and Iraq: Challenging Terrorism; Wagering on War; Liberty or Security? - Determine Point of View Use Historiography and its Methods 22
B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Students examine complex and changing meanings of terms across time. For examples see: Defining myths and heroes: Mythic America: Background Mythic America: Mythic America in Sports Mythic America: Mythic Heroes Defining holocaust and crimes against humanity: Holocaust and Genocide: Background Holocaust and Genocide: A Question of Ethics Holocaust and Genocide: An Ethical Dilemma Students are introduced to new words, phrases, and key people in The Idea of America. For examples see: Vocabulary & Language Builder Each case study includes a Vocabulary & Language Builder activity. The part of speech, word origin, and definition are included for all content and support vocabulary. Examples: Growing Cities and Consumer Culture: Vocabulary & Language Builder The Great Depression: Vocabulary & Language Builder Tools: Glossary Clicking the Tools icon at any point leads to the Lesson Glossary. Examples: The Great Depression: Tools - Glossary The Cold War Begins Tools: Glossary Tools: Biographical Dictionary Clicking the Tools icon at any point leads to the Biographical Dictionary. Examples: The Progressive Era: Tools - Biographical Dictionary World War II: Tools - Biographical Dictionary The United States and the Middle East: Tools - Biographical Dictionary Chronological Vocabulary 23
B.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. Opportunities to address this objective may be found in the following activities: Analyze Primary Sources Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Cause and Effect Reconstruction: Binding Up the Nation s Wounds - Determine Cause and Effect The Age of Jim Crow: A Time of Shame - Determine Cause and Effect The Rise of Organized Labor: Labor s Causes, Labor s Effects - Determine Cause and Effect Women s Rights: Women: By the Numbers - Determine Cause and Effect The Civil Rights Movement: Change Starts Here - Determine Cause and Effect Cause and Effect Chronological Vocabulary Compare/Contrast Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective Primary Source Text Use Historiography and its Methods 24
B.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Opportunities to address this objective may be found in the following activities: The Age of Jim Crow: Three Views on Jim Crow - Compare Points of View The Rise of Organized Labor: Which Side Are You On? - Analyze Issues and Viewpoints Progressive Era: Upton Sinclair s The Jungle - Determine Point of View Growing Cities and Consumer Culture: You Can t Fight City Hall - Analyze Political Cartoons The American Protest Tradition: Sing, Write, or Draw to Protest - Determine Point of View Women s Rights: An Appeal to Women Analyze Documents; Voices of Reform - Compare Multiple Perspectives Nixon s America: It Hurts Even If You Don t Laugh - Analyze Political Cartoons The U.S. and the Middle East: Islam - Compare, and Contrast Viewpoints Afghanistan and Iraq: Challenging Terrorism; Wagering on War; Liberty or Security? - Determine Point of View Distinguish Primary and Secondary Sources Evaluate Historical Decisions Point of View, Bias, Perspective 25
C. Integration of Knowledge and Ideas C.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Throughout The Idea of America, students examine primary and secondary sources. In many cases audio and/or video forms exist where students can see and hear various accounts of a historical event. Additionally, the authors of The Idea of America have included graphic data allowing students to analyze and draw conclusions about the text. For examples see: Image Analysis World War I: Propaganda and the Home Front The 1920s: Images that Divide or Unite Suburbia: Selling the Good Life Quantitative Analysis Women s Rights: Women by the Numbers The Industrial Revolution: People Come and Go The Changing Presidency: Race for Change See also: Becoming a World Power: Background, 1 28 and other activities World War I: Background, 1 22 and other activities Women s Rights: Background, 1 31 and other activities The 1920s: Background, 1 22 and other activities The Great Depression: Background, 1 27 and other activities America Goes to War: Background, 1 31 and other activities Holocaust & Genocide: Background, 1 34 and other activities Kennedy and the Communist Threat: Background, 1 18 and other activities Afghanistan and Iraq: Background, 1 25 and other activities The Changing Presidency: Background, 1 27 and other activities Reagan and the End of the Cold War: Background, 1 24 and other activities 26
(Continued) C.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Graphic Organizers World War I: From Neutrality to Engagement - Handout Roosevelt s New Deal: Voices from a Distance - Handout The Cold War Begins: The Cold War Heats Up Handout Research Data and Quantitative Data The Land of Opportunity: Immigration By the Numbers includes maps and statistical data The Vietnam War: Voices of Vietnam - Read a Graph screen 17 America s Changing Economy: Check the Label Read a Diagram and Use a Graph Historical Research Distinguish Primary and Secondary Sources Primary Source Text Maps Time Line Use Historiography and its Methods Video Source Graphs 27
C.8 Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Students have many opportunities to examine primary and secondary sources in The Idea of America. The accessible from every activity in Idea of America provides necessary skill instruction. For examples see: The Impending Crisis: War of the Words - Analyze Political Speeches Roosevelt s New Deal: Voices from a Distance: Face to Face Analyze Primary Sources Holocaust and Genocide: Surviving the Holocaust Analyze Primary Sources The Great Society and Counterculture: The Words of JFK Analyze Speeches The Changing Presidency: Ready for Change Analyze Primary Sources Afghanistan and Iraq: Wagering on War Analyze Primary Sources Kennedy and the Communist Threat: Cuba and the Cold War - Analyze Primary Sources Distinguish Primary and Secondary Sources Evaluate Historical Decisions Fact or Opinion Point of View, Bias, Perspective 28
C.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Throughout The Idea of America, students examine primary and secondary sources. In many cases audio and/or video forms exist where students can see and hear various accounts of a historical event. For examples see: Becoming a World Power: Background, 1 28 and other activities World War I: Background, 1 22 and other activities Women s Rights: Background, 1 31 and other activities The 1920s: Background, 1 22 and other activities The Great Depression: Background, 1 27 and other activities America Goes to War: Background, 1 31 and other activities Holocaust & Genocide: Background, 1 34 and other activities Kennedy and the Communist Threat: Background, 1 18 and other activities Afghanistan and Iraq: Background, 1 25 and other activities The Changing Presidency: Background, 1 27 and other activities Reagan and the End of the Cold War: Background, 1 24 and other activities Historical Research Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Use Historiography and its Methods Video Source 29
D. Range of Reading and Level of Text Complexity D.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11 12 text complexity band independently and proficiently. The Idea of America encourages students to read complex text that is within the grades 11-12 text complexity band. Audio of challenging primary source text is provided to aid comprehension and build proficiency. Activities encourage students to continue their explorations long after completing the assignments. See the following for examples: The West: Background, 1 37 and other activities Becoming a World Power: Background, 1 28 and other activities The Spanish-American War: Background, 1 28 World War I: Background, 1 22 and other activities The Great Depression: Background, 1 27, The Dust Bowl, 1 15 World War II: Background, 1 25 and other activities The Cold War Begins: Background, 1 26 and other activities Growing Cities and Consumer Culture: Background, 1 26 and other activities Suburbia: Background, 1 23 and other activities Afghanistan and Iraq: Background, 1 25 and other activities 30
Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1 Write arguments focused on disciplinespecific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Throughout The Idea of America students have opportunities to practice persuasive writing and participating in debates by creating arguments using text evidence. The Skills Tutorials includes material that supplements language arts instruction. For examples see: The Gilded Age: My Opinion of the Gilded Age- Write Persuasively The Rise of Organized Labor: Which Side Are You On? - Write Persuasively Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Editorial Debate Letter to the Editor Persuasive Writing Position Statement Print Advertisement 31
A.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Students have opportunities to write with each assignment in The Idea of America. For examples see: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay The U.S. and the Middle East: U.S. Policy in the Middle East - Skills: Write an Essay Party Politics: Stumping for the Party - Skills: Write an Essay The Changing Presidency: Mr. President, You re Fired! - Skills: Write an Essay Essay Report/Memo/White Paper Summary 3 (See note; not applicable as a separate requirement) Not applicable according to the Common Core State Standards 32
B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Many opportunities for students to write exist in The Idea of America. For examples see: Strangers in the Land: The Immigrant Experience: Skills: Write a Paragraph The West: Wanted: Opportunities for Women - Skills: Write an Essay The Gilded Age: My Opinion of the Gilded Age - Skills: Write a Letter to the Editor The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 33
B.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Students can apply the steps of the writing as process as they complete the following activities. The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial Article/News Report Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 34
B.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. The Idea of America is a new interactive, fully digital, Web-based curriculum. Students use this technology to research, compose, and publish a variety of writing assignments. For examples see the following: The Spanish-American War: The Maine Event - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay Afghanistan and Iraq: Liberty or Security? - Write an Editorial Collage Commercial/Movie Trailer Presentation Public Service Announcement 35
B.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Opportunities to address this standard may be found with the following activities: Roosevelt s New Deal: Stirring the Alphabet Soup - Students analyze primary sources Free and Equal: A Living Museum of Equal Rights -Research Activity Holocaust and Genocide: Bosnia and the Sudan: U.S. Intervention - Research Activity The American Protest Tradition: Sing, Write, or Draw to Protest - Research Activity War and Technology: In War and Peace Research Activity Afghanistan and Way: Wagering on War Students analyze primary sources Mythic America: Mythic America in Sports Research Activity Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source 36
B.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Opportunities to address this standard may be found with the following activities: Roosevelt s New Deal: Stirring the Alphabet Soup - Students analyze primary sources Free and Equal: A Living Museum of Equal Rights -Research Activity Holocaust and Genocide: Bosnia and the Sudan: U.S. Intervention - Research Activity The American Protest Tradition: Sing, Write, or Draw to Protest - Research Activity War and Technology: In War and Peace Research Activity Afghanistan and Way: Wagering on War Students analyze primary sources Mythic America: Mythic America in Sports Research Activity Distinguish Primary and Secondary Sources Primary Source Text Primary Sources Image Reliable Sources Taking Notes Use Historiography and its Methods Video Source B.9 Draw evidence from informational texts to support analysis, reflection, and research. Opportunities to address this standard may be found with the following activities: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay Essay 37
C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Many opportunities for students to write exist in The Idea of America. For examples see: The Spanish-American War: The Maine Event - Skills: Write an Essay World War I: The War in Europe and at Home - Skills: Write a Short Answer The Land of Opportunity: More Freedom, More Equality? - Skills: Write an Essay The Cold War Begins: The Cold War Heats Up - Skills: Write an Essay Progressive Era: Letters to the Editor- Write Persuasively America Goes to War: What s It Worth? - Write Persuasively Afghanistan and Iraq: Liberty or Security? - Write an Editorial The U.S. and the Middle East: Situation Room, Part 2 - Skills: Compare/Contrast, Write an Essay Article/News Report Editorial Essay Journal or Diary Entry Letter Letter to the Editor Persuasive Writing Position Statement Short Answers Summary Travel Brochure 38
CONTENT SKILLS Content Standard 1: The student will analyze the transformation of the United States through its civil rights struggles, immigrant experiences, settlement of the American West, and the industrialization of American society in the Post-Reconstruction through the Progressive Eras, 1865 to 1900. 1 Cite specific textual and visual evidence to analyze the post-reconstruction civil rights struggles. 1.A Examine the purposes and effects of the 13 th, 14 th, and 15 th Amendments. 1.B Assess the impact of the Black Codes, Jim Crow laws, and the actions of the Ku Klux Klan. Reconstruction: Timeline; Binding Up the Nation s Wounds, 1 4, How Much Freedom? 1 5 The Civil Rights Movement: Background, 4 The Age of Jim Crow: Background, 1 23, The Age of Jim Crow, 1 8, Jim Crow Chronicle, 1 5, Legalizing Segregation, 1 5, We ve Got a Great Idea, 1 4, Three Views on Jim Crow, 1 7, Color in Black and White, 1 6, The Story of Jim Crow, 1 5 2 Integrate specific textual and visual evidence to analyze the impact of Westward Movement and immigration on migration, settlement patterns in American society, economic growth, and Native Americans. 2.A Summarize the reasons for immigration, shifts in settlement patterns, and the immigrant experience including the Chinese Exclusion Act, the impact of Nativism, Americanization, and the immigrant experiences at Ellis Island. Strangers in the Land: Background, 1 30, The Founders of Immigration, 1 5, The Push and Pull of Immigration, 1 5, The Immigrant Experience, 1 20, Ethnic Enclaves, 1 11, To Be an American, 1 3 The West: Background, 1 37, Into the West, 1 5, U.S. Policy vs. Native Americans, 1 4, An Encounter in Western Expansion, 1 9, Myth vs. Reality, 1 11, Wanted: Opportunities for Women, 1 4, Write to Your Representative, 1 3 The Gilded Age: The Land of Opportunity, 1 16, Come On In! 1 4 Growing Cities and Consumer Culture: Background, 1 26, Growing, Growing... Grown, 1 8, Change Begins at Home, 1 11, What Will They Think Of, Next? 1 5 The Land of Opportunity: Background, 1 31, Streets of Gold, 1 8, Immigration by the Numbers, 1 7, The Wavering Welcome, 1 4, Bracero s and Zoot Suits, 1 16, Success Stories, 1 4, More Freedom, More Equality? 1 6 39
2.B Examine the rationale behind federal policies toward Native Americans including the establishment of reservations, attempts at assimilation, the end of the Indian Wars at Wounded Knee, and the impact of the Dawes Act on tribal sovereignty and land ownership. 2.C Compare the contrasting view points of Native American leadership s resistance to United States Indian policies as evidenced by Red Cloud and his Cooper Union speech, Seattle, Quanah Parker, and Chief Joseph as expressed in his I Will Fight No More Forever speech. The West: Background, 5 8, 11, 14 15, 20 37, U.S. Policy vs. Native Americans, 1 4, An Encounter in Western Expansion, 1 9 The West: I Will Fight No More Forever, 22, 23; also see: Background, 5 8, 11, 14 15, 20 37, U.S. Policy vs. Native Americans, 1 4, An Encounter in Western Expansion, 1 9 3 Evaluate the impact of industrialization on the transformation of American society, economy, and politics. 3.A Analyze the impact of leading industrialists as robber barons and as philanthropists including John D. Rockefeller and Andrew Carnegie and his Gospel of Wealth essay on American society. 3.B Identify the impact of new inventions and industrial production methods including new technologies by Thomas Edison, Alexander G. Bell, and the Bessemer process. 3.C Evaluate the contributions of muckrakers including Ida Tarbell and Upton Sinclair that changed government policies regarding child labor, working conditions, and the Sherman Antitrust Act. 3.D Analyze major social reform movements including the Women s Suffrage and Temperance Movement and their significant leaders including Susan B. Anthony, Alice Paul, and Jane Addams. 3.E Evaluate the significance of the Labor Movement on the organization of workers including the impact of the Pullman strikes, the Haymarket Riot, and the leadership of Eugene V. Debs. The Gilded Age: Background, 7; John D. Rockefeller, 9 17 The Gilded Age: The Land of Opportunity The Gilded Age: The Rise of Monopolies Growing Cities and Consumer Culture: What Will They Think of Next? 1 5 The Progressive Era: Defining the Progressive Era, 6 The Gilded Age: The Mugwumps and the Roots of Reform, 27 33 The Progressive Era: Background, 1 28; Defining the Progressive Era, 1 15; Reforming America, 1 5; Upton Sinclair s The Jungle 1 12 The Gilded Age: The Mugwumps and the Roots of Reform, 27 33 The Progressive Era: Background, 1 28; 15, Reforming America, 1 5 Women s Rights: Background, 1 31 and other activities The 1920s: Background, 1 22; Modern Causes, Modern Effects, 1 4 The Rise of Organized Labor: Background, 1 28, A Fair Day s Pay for a Fair Day s Wage, 1 7, Which Side Are You On, 1 8, Labor Lives, 1 4, Talking Union, 1 4, Labor s Causes, Labor s Effects, 1 9, How Did Organized Labor Do? 1 4 40