TEKS for United States History Grades 9-12

1. History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

A. identify the major eras in U.S. History from 1877 to the present and describe their defining characteristics;
• Rebuilding the Old Order
  http://www.beyondbooks.com/ush82/12d.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods;
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  

C. explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
• Seeking Empire
  http://www.beyondbooks.com/ush11/9.asp
  
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  
• The Great Depression
  http://www.beyondbooks.com/ush12/1.asp
  
• 1930s Isolationism
  http://www.beyondbooks.com/ush12/3a.asp
  
• Reactions to a Troubled World
  http://www.beyondbooks.com/ush12/3b.asp
  
• War Breaks Out
  http://www.beyondbooks.com/ush12/3c.asp
  
• The Arsenal of Democracy
  http://www.beyondbooks.com/ush12/3d.asp
  
• America in the Second World War
  http://www.beyondbooks.com/ush12/4.asp
  
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  

2. History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

A. analyze political issues such as Indian policies, the growth of political machines, and civil service reform;
• Politics of the Gilded Age
  http://www.beyondbooks.com/ush11/1f.asp
  
• Eugene V. Debs and American Socialism
  http://www.beyondbooks.com/ush11/2e.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Closing the Frontier
  http://www.beyondbooks.com/ush11/5.asp
  
• The Growth of Populism
  http://www.beyondbooks.com/ush11/6d.asp
  
• The Election of 1896
  http://www.beyondbooks.com/ush11/6e.asp
  
• Progressivism Sweeps the Nation
  http://www.beyondbooks.com/ush11/7.asp
  

B. analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business;
• The Gilded Age
  http://www.beyondbooks.com/ush11/1.asp
  
• Organized Labor
  http://www.beyondbooks.com/ush11/2.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• The Ways of the Cowboy
  http://www.beyondbooks.com/ush11/6b.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• The Growth of Populism
  http://www.beyondbooks.com/ush11/6d.asp
  
• A Helping Hand for Labor
  http://www.beyondbooks.com/ush11/8c.asp
  

C. analyze social issues such as the treatment of minorities, child labor, growth of labor unions, farm issues and the rise of big business.
• Seeking Empire
  http://www.beyondbooks.com/ush11/9.asp
  
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  
• The Great Depression
  http://www.beyondbooks.com/ush12/1.asp
  
• 1930s Isolationism
  http://www.beyondbooks.com/ush12/3a.asp
  
• Reactions to a Troubled World
  http://www.beyondbooks.com/ush12/3b.asp
  
• War Breaks Out
  http://www.beyondbooks.com/ush12/3c.asp
  
• The Arsenal of Democracy
  http://www.beyondbooks.com/ush12/3d.asp
  
• America in the Second World War
  http://www.beyondbooks.com/ush12/4.asp
  
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  

3. History. The student understands the emergence of the United States as a world power between 1898 and 1920.The Student is expected to:

A. explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;
• Progressives in the White House
  http://www.beyondbooks.com/ush11/8.asp
  
• Seeking Empire
  http://www.beyondbooks.com/ush11/9.asp
  
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  

B. identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  

C. analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I;
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  

D. analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  

4. History. The Student understands the effects of reform and third party movements on American society. The student is expected to:

A. evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments;
• The Growth of Populism
  http://www.beyondbooks.com/ush11/6d.asp
  
• The Election of 1896
  http://www.beyondbooks.com/ush11/6e.asp
  
• Roots of the Movement
  http://www.beyondbooks.com/ush11/7a.asp
  
• Muckrakers
  http://www.beyondbooks.com/ush11/7b.asp
  
• Passing the Torch
  http://www.beyondbooks.com/ush11/8e.asp
  
• The Election of 1912
  http://www.beyondbooks.com/ush11/8f.asp
  
• Woodrow Wilson's New Freedom
  http://www.beyondbooks.com/ush11/8g.asp
  

B. evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society;
• Progressivism Sweeps the Nation
  http://www.beyondbooks.com/ush11/7.asp
  
• Flappers
  http://www.beyondbooks.com/ush11/11d.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Domestic and International Politics
  http://www.beyondbooks.com/ush11/12e.asp
  

C. evaluate the impact of third parties and their candidates such as Eugene Debs, H. Ross Perot, and George Wallace.
• The Great Upheaval
  http://www.beyondbooks.com/ush11/2a.asp
  
• Eugene V. Debs and American Socialism
  http://www.beyondbooks.com/ush11/2e.asp
  
• Separate No Longer?
  http://www.beyondbooks.com/ush12/7a.asp
  
• A Baby Boomer in the White House
  http://www.beyondbooks.com/ush12/13b.asp
  

5. History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

A. analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition and the changing role of women;
• The Fight Against 'Demon Rum'
  http://www.beyondbooks.com/ush11/11b.asp
  
• Flappers
  http://www.beyondbooks.com/ush11/11d.asp
  
• Old Values vs. New Values
  http://www.beyondbooks.com/ush11/12.asp
  

B. analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford and Charles A. Lindbergh.
• The Decade That Roared
  http://www.beyondbooks.com/ush11/11.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• The Invention of the Teenager
  http://www.beyondbooks.com/ush11/11c.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  
• Fads and Heroes
  http://www.beyondbooks.com/ush11/11h.asp
  
• The Monkey Trial
  http://www.beyondbooks.com/ush11/12b.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  

6. History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

A. identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;
• The Road to Pearl Harbor
  http://www.beyondbooks.com/ush12/3.asp
  

B. analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb;
• America in the Second World War
  http://www.beyondbooks.com/ush12/4.asp
  

C. explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall and George Patton;
• America in the Second World War
  http://www.beyondbooks.com/ush12/4.asp
  

D. describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization and the Berlin Airlift;
• The Cold War Erupts
  http://www.beyondbooks.com/ush12/5a.asp
  
• The United Nations
  http://www.beyondbooks.com/ush12/5b.asp
  
• Containment and the Marshall Plan
  http://www.beyondbooks.com/ush12/5c.asp
  
• The Berlin Airlift and NATO
  http://www.beyondbooks.com/ush12/5d.asp
  

E. analyze the conflicts in Korea and Vietnam and describe their domestic and international effects;
• The Korean War
  http://www.beyondbooks.com/ush12/5e.asp
  
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• The Vietnam War
  http://www.beyondbooks.com/ush12/8.asp
  
• 1968: Year of Unraveling
  http://www.beyondbooks.com/ush12/9f.asp
  
• Triangular Diplomacy: U.S., USSR, and China
  http://www.beyondbooks.com/ush12/9g.asp
  

F. describe the impact of the GI Bill, the election of 1948, McCarthyism and Sputnik I;
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• The 1950s: Happy Days
  http://www.beyondbooks.com/ush12/6.asp
  
• McCarthyism
  http://www.beyondbooks.com/ush12/6a.asp
  
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  

G. analyze the reasons for the Western victory in the Cold War and the challenges of changing relationships among nations;
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  
• The Vietnam War
  http://www.beyondbooks.com/ush12/8.asp
  
• Foreign Woes
  http://www.beyondbooks.com/ush12/11c.asp
  
• Finding Oneself
  http://www.beyondbooks.com/ush12/11d.asp
  
• Foreign and Domestic Entanglements
  http://www.beyondbooks.com/ush12/12c.asp
  
• Life in the 1980s
  http://www.beyondbooks.com/ush12/12d.asp
  
• The End of the Cold War
  http://www.beyondbooks.com/ush12/12e.asp
  

H. identify the origins of major domestic and foreign policy issues currently facing the United States.
• Toward a New Millennium
  http://www.beyondbooks.com/ush12/13.asp
  

7. History. The student understands the impact of the American civil rights movement. The student is expected to:

A. trace the historical development of the civil rights movement in the 18th, 19th and 20th centuries, including the 13th, 14th and 15th amendments;
• The Growth of Slavery
  http://www.beyondbooks.com/ush72/6c.asp
  
• Slave Life on the Farm and in the Town
  http://www.beyondbooks.com/ush72/6d.asp
  
• Free African Americans in the Colonial Era
  http://www.beyondbooks.com/ush72/6e.asp
  
• 'Slave Codes'
  http://www.beyondbooks.com/ush72/6f.asp
  
• A New African-American Culture
  http://www.beyondbooks.com/ush72/6g.asp
  
• The Impact of Slavery
  http://www.beyondbooks.com/ush72/12a.asp
  
• Revolutionary Changes and Limitations: Slavery
  http://www.beyondbooks.com/ush81/1d.asp
  
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• Cotton and African-American Life
  http://www.beyondbooks.com/ush81/10b.asp
  
• Abolitionist Sentiment Grows
  http://www.beyondbooks.com/ush82/5.asp
  
• Reconstruction
  http://www.beyondbooks.com/ush82/12.asp
  
• Booker T. Washington
  http://www.beyondbooks.com/ush11/7d.asp
  
• W. E. B. DuBois
  http://www.beyondbooks.com/ush11/7e.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  
• A New Civil Rights Movement
  http://www.beyondbooks.com/ush12/7.asp
  

B. identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;
• Presidential Reconstruction
  http://www.beyondbooks.com/ush82/12a.asp
  
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  
• A President Impeached
  http://www.beyondbooks.com/ush82/12c.asp
  
• Rebuilding the Old Order
  http://www.beyondbooks.com/ush82/12d.asp
  
• Progressivism Sweeps the Nation
  http://www.beyondbooks.com/ush11/7.asp
  
• Booker T. Washington
  http://www.beyondbooks.com/ush11/7d.asp
  
• W. E. B. DuBois
  http://www.beyondbooks.com/ush11/7e.asp
  
• The New Right
  http://www.beyondbooks.com/ush12/11e.asp
  
• Foreign and Domestic Entanglements
  http://www.beyondbooks.com/ush12/12c.asp
  
• A New Civil Rights Movement
  http://www.beyondbooks.com/ush12/7.asp
  

C. evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States;
• A New Civil Rights Movement
  http://www.beyondbooks.com/ush12/7.asp
  
• The Election of 1960
  http://www.beyondbooks.com/ush12/9a.asp
  
• Kennedy's New Frontier
  http://www.beyondbooks.com/ush12/9b.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• Modern Feminism
  http://www.beyondbooks.com/ush12/10a.asp
  
• The Fight for Reproductive Rights
  http://www.beyondbooks.com/ush12/10b.asp
  
• The Equal Rights Amendment
  http://www.beyondbooks.com/ush12/10c.asp
  
• Others Demand Equality
  http://www.beyondbooks.com/ush12/10f.asp
  

D. identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  
• Women's Suffrage at Last
  http://www.beyondbooks.com/ush11/7c.asp
  
• Booker T. Washington
  http://www.beyondbooks.com/ush11/7d.asp
  
• W. E. B. DuBois
  http://www.beyondbooks.com/ush11/7e.asp
  
• Flappers
  http://www.beyondbooks.com/ush11/11d.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• A New Civil Rights Movement
  http://www.beyondbooks.com/ush12/7.asp
  
• Modern Feminism
  http://www.beyondbooks.com/ush12/10a.asp
  
• The Fight for Reproductive Rights
  http://www.beyondbooks.com/ush12/10b.asp
  
• The Equal Rights Amendment
  http://www.beyondbooks.com/ush12/10c.asp
  
• Others Demand Equality
  http://www.beyondbooks.com/ush12/10f.asp
  

8. Geography. The student uses geographic tools to collect, analyze and interpret data. The student is expected to:

A. create thematic maps, graphs, charts, models and databases representing various aspects of the United States; and

B. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models and databases.

9. Geography. The student understands the impact of geographic factors on major events. The student is expected to:

A. analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal;
• The Panama Canal
  http://www.beyondbooks.com/ush11/9g.asp
  

B. identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
• Early Stirrings
  http://www.beyondbooks.com/ush11/9a.asp
  
• Hawaiian Annexation
  http://www.beyondbooks.com/ush11/9b.asp
  
• The Roosevelt Corollary and Latin America
  http://www.beyondbooks.com/ush11/9e.asp
  
• Reaching to Asia
  http://www.beyondbooks.com/ush11/9f.asp
  
• The Panama Canal
  http://www.beyondbooks.com/ush11/9g.asp
  

10. Geography. The student understands the effects of migration and immigration on American society. The student is expected to:

A. analyze the effects of changing demographic patterns resulting from migration within the United States;
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• From the Countryside to the City
  http://www.beyondbooks.com/ush11/3.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Western Folkways
  http://www.beyondbooks.com/ush11/6.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• The 1950s: Happy Days
  http://www.beyondbooks.com/ush12/6.asp
  
• Suburban Growth
  http://www.beyondbooks.com/ush12/6b.asp
  

B. analyze the effects of changing demographic patterns resulting from immigration to the United States.
• Irish and German Immigration
  http://www.beyondbooks.com/ush82/2f.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Victorian Values in a New Age
  http://www.beyondbooks.com/ush11/4d.asp
  
• Old Values vs. New Values
  http://www.beyondbooks.com/ush11/12.asp
  
• The Red Scare
  http://www.beyondbooks.com/ush11/12a.asp
  
• The Monkey Trial
  http://www.beyondbooks.com/ush11/12b.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  

11. Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:

A. identify the effects of population growth and distribution and predict future effects on the physical environment;
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• From the Countryside to the City
  http://www.beyondbooks.com/ush11/3.asp
  
• New Dimensions in Everyday Life
  http://www.beyondbooks.com/ush11/4.asp
  
• Closing the Frontier
  http://www.beyondbooks.com/ush11/5.asp
  
• Western Folkways
  http://www.beyondbooks.com/ush11/6.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• The Ways of the Cowboy
  http://www.beyondbooks.com/ush11/6b.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  

B. trace the development of the conservation of natural resources, including the establishment of the National Park System and efforts of private nonprofit organizations.
• Roots of the Movement
  http://www.beyondbooks.com/ush11/7a.asp
  
• Preserving the Wilderness
  http://www.beyondbooks.com/ush11/8d.asp
  
• Passing the Torch
  http://www.beyondbooks.com/ush11/8e.asp
  

12. Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

A. analyze the relationship between private property rights and the settlement of the Great Plains;
• Closing the Frontier
  http://www.beyondbooks.com/ush11/5.asp
  
• Western Folkways
  http://www.beyondbooks.com/ush11/6.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  

B. compare the purpose of the Interstate Commerce Commission with its performance over time;
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  

C. describe the impact of the Sherman Antitrust Act on business;
• The Trust Buster
  http://www.beyondbooks.com/ush11/8b.asp
  

D. analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy;
• Passing the Torch
  http://www.beyondbooks.com/ush11/8e.asp
  
• Reaching to Asia
  http://www.beyondbooks.com/ush11/9f.asp
  

E. describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
• Seeking Empire
  http://www.beyondbooks.com/ush11/9.asp
  
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  

13. Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

A. analyze causes of economic growth and prosperity in the 1920s;
• The Decade That Roared
  http://www.beyondbooks.com/ush11/11.asp
  

B. analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash and bank failures;
• The Great Depression
  http://www.beyondbooks.com/ush12/1.asp
  
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  
• A Bank Holiday
  http://www.beyondbooks.com/ush12/2a.asp
  
• Putting People Back to Work
  http://www.beyondbooks.com/ush12/2b.asp
  
• The Farming Problem
  http://www.beyondbooks.com/ush12/2c.asp
  

C. analyze the effects of the Great Depression on the U.S. economy and government;
• Sinking Deeper and Deeper: 1929-33
  http://www.beyondbooks.com/ush12/1b.asp
  
• The Bonus March
  http://www.beyondbooks.com/ush12/1c.asp
  
• Hoover's Last Stand
  http://www.beyondbooks.com/ush12/1d.asp
  
• Social and Cultural Effects of the Depression
  http://www.beyondbooks.com/ush12/1e.asp
  
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  
• The American Homefront
  http://www.beyondbooks.com/ush12/4b.asp
  

D. evaluate the effectiveness of New Deal measures in ending the Great Depression;
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  

E. analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission and Social Security continue to affect the lives of U.S. citizens.
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  

14. Economics. The student understands the economic effects of World War II, the Cold War and increased worldwide competition on contemporary society. The student is expected to:

A. describe the economic effects of World War II on the home front, including rationing, female employment and the end of the Great Depression;
• Social and Cultural Effects of the Depression
  http://www.beyondbooks.com/ush12/1e.asp
  
• The American Homefront
  http://www.beyondbooks.com/ush12/4b.asp
  
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• Suburban Growth
  http://www.beyondbooks.com/ush12/6b.asp
  

B. identify the causes and effects of prosperity in the 1950s;
• The 1950s: Happy Days
  http://www.beyondbooks.com/ush12/6.asp
  
• Kennedy Assassination
  http://www.beyondbooks.com/ush12/9d.asp
  

C. describe the impact of the Cold War on the business cycle and defense spending;
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  
• The Vietnam War
  http://www.beyondbooks.com/ush12/8.asp
  
• The Election of 1960
  http://www.beyondbooks.com/ush12/9a.asp
  
• Kennedy's New Frontier
  http://www.beyondbooks.com/ush12/9b.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• 1968: Year of Unraveling
  http://www.beyondbooks.com/ush12/9f.asp
  
• Triangular Diplomacy: U.S., USSR, and China
  http://www.beyondbooks.com/ush12/9g.asp
  
• Foreign Woes
  http://www.beyondbooks.com/ush12/11c.asp
  

D. identify actions of government and the private sector to expand economic opportunities to all citizens;
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• A New Civil Rights Movement
  http://www.beyondbooks.com/ush12/7.asp
  
• Kennedy Assassination
  http://www.beyondbooks.com/ush12/9d.asp
  
• Modern Feminism
  http://www.beyondbooks.com/ush12/10a.asp
  
• The Equal Rights Amendment
  http://www.beyondbooks.com/ush12/10c.asp
  
• Others Demand Equality
  http://www.beyondbooks.com/ush12/10f.asp
  

E. describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.

15. Government. The student understands the changes in the role of government over time. The student is expected to:

A. evaluate the impact of New Deal legislation on the historical roles of state and federal governments;
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  

B. explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government;
• America in the First World War
  http://www.beyondbooks.com/ush11/10.asp
  
• The Red Scare
  http://www.beyondbooks.com/ush11/12a.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  
• The Road to Pearl Harbor
  http://www.beyondbooks.com/ush12/3.asp
  
• Japanese-American Internment
  http://www.beyondbooks.com/ush12/4e.asp
  
• The Manhattan Project
  http://www.beyondbooks.com/ush12/4f.asp
  
• The Decision to Drop the Bomb
  http://www.beyondbooks.com/ush12/4g.asp
  
• Postwar Challenges
  http://www.beyondbooks.com/ush12/5.asp
  
• The Vietnam War
  http://www.beyondbooks.com/ush12/8.asp
  

C. evaluate the effects of political incidents such as the Teapot Dome and Watergate on the views of U.S. citizens concerning the role of the federal government;
• Domestic and International Politics
  http://www.beyondbooks.com/ush11/12e.asp
  
• A Time of Malaise
  http://www.beyondbooks.com/ush12/11.asp
  
• Undoing a President
  http://www.beyondbooks.com/ush12/11a.asp
  

D. predict the effects of selected contemporary legislation on the roles of state and federal governments.

16. Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:

• Federal-State Relations Today: Back to States' Rights?
  http://www.beyondbooks.com/gov91/3c.asp
  
• Reforming the Bureaucracy
  http://www.beyondbooks.com/gov91/8d.asp
  
• Policy Making: Political Interactions
  http://www.beyondbooks.com/gov91/11.asp
  
• State and Local Governments
  http://www.beyondbooks.com/gov91/12.asp
  

A. evaluate the impact of events, including the Gulf of Tonkin Resolution and the War Powers Act, on the relationship between the legislative and executive branches of government;
• Years of Escalation: 1965-68
  http://www.beyondbooks.com/ush12/8b.asp
  
• The Tet Offensive
  http://www.beyondbooks.com/ush12/8c.asp
  
• 1968: Year of Unraveling
  http://www.beyondbooks.com/ush12/9f.asp
  
• Triangular Diplomacy: U.S., USSR, and China
  http://www.beyondbooks.com/ush12/9g.asp
  
• Foreign Woes
  http://www.beyondbooks.com/ush12/11c.asp
  
• Congress: The People's Branch?
  http://www.beyondbooks.com/gov91/6.asp
  
• The Presidency: The Leadership Branch?
  http://www.beyondbooks.com/gov91/7.asp
  

B. evaluate the impact of events including Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices, on the relationships among the legislative, executive, and judicial branches of government.
• Roosevelt's Critics
  http://www.beyondbooks.com/ush12/2f.asp
  

17. Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:

A. analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke and Reynolds v. Sims;
• Separate No Longer?
  http://www.beyondbooks.com/ush12/7a.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• The Creation of the Federal Courts
  http://www.beyondbooks.com/gov91/9a.asp
  
• The Power of the Federal Courts
  http://www.beyondbooks.com/gov91/9e.asp
  
• Rights and Responsibilities of Citizens
  http://www.beyondbooks.com/gov91/10a.asp
  

B. analyze reasons for the adoption of 20th-century constitutional amendments.
• Women's Suffrage at Last
  http://www.beyondbooks.com/ush11/7c.asp
  
• Passing the Torch
  http://www.beyondbooks.com/ush11/8e.asp
  
• The Fight Against 'Demon Rum'
  http://www.beyondbooks.com/ush11/11b.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• The Equal Rights Amendment
  http://www.beyondbooks.com/ush12/10c.asp
  
• The Judicial Branch
  http://www.beyondbooks.com/gov91/9.asp
  
• Civil Liberties and Civil Rights
  http://www.beyondbooks.com/gov91/10.asp
  

18. Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

A. identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions and amendments to the Constitution;
• The Growth of Populism
  http://www.beyondbooks.com/ush11/6d.asp
  
• The Election of 1896
  http://www.beyondbooks.com/ush11/6e.asp
  
• Roots of the Movement
  http://www.beyondbooks.com/ush11/7a.asp
  
• Muckrakers
  http://www.beyondbooks.com/ush11/7b.asp
  
• Women's Suffrage at Last
  http://www.beyondbooks.com/ush11/7c.asp
  
• Progressives in the White House
  http://www.beyondbooks.com/ush11/8.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• Participating in Government
  http://www.beyondbooks.com/gov91/4d.asp
  
• Voting: A Forgotten Privilege?
  http://www.beyondbooks.com/gov91/4e.asp
  
• How Do Citizens Connect With Their Government?
  http://www.beyondbooks.com/gov91/5.asp
  
• Civil Liberties and Civil Rights
  http://www.beyondbooks.com/gov91/10.asp
  

B. evaluate various means of achieving equality of political rights, including the 19th, 24th and 26th amendments;
• Women's Suffrage at Last
  http://www.beyondbooks.com/ush11/7c.asp
  
• Gains and Pains
  http://www.beyondbooks.com/ush12/7e.asp
  
• The Antiwar Movement
  http://www.beyondbooks.com/ush12/8d.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• Rights and Responsibilities of Citizens
  http://www.beyondbooks.com/gov91/10a.asp
  
• Comparing Governments
  http://www.beyondbooks.com/gov91/13a.asp
  

C. explain how participation in the democratic process reflects our national identity.

19. Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

A. describe qualities of effective leadership;

B. evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm and Franklin D. Roosevelt;

• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The New Deal
  http://www.beyondbooks.com/ush12/2.asp
  
• The Road to Pearl Harbor
  http://www.beyondbooks.com/ush12/3.asp
  
• Wartime Strategy
  http://www.beyondbooks.com/ush12/4a.asp
  

C. identify the contributions of Texans who have been President of the United States.
• Kennedy Assassination
  http://www.beyondbooks.com/ush12/9d.asp
  
• McCarthyism
  http://www.beyondbooks.com/ush12/6a.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  
• America Rocks and Rolls
  http://www.beyondbooks.com/ush12/6d.asp
  
• The Cold War Continues
  http://www.beyondbooks.com/ush12/6e.asp
  
• Voices against Conformity
  http://www.beyondbooks.com/ush12/6f.asp
  
• Lyndon Johnson's 'Great Society'
  http://www.beyondbooks.com/ush12/9e.asp
  
• Triangular Diplomacy: U.S., USSR, and China
  http://www.beyondbooks.com/ush12/9g.asp
  
• Toward a New Millennium
  http://www.beyondbooks.com/ush12/13.asp
  
• Operation Desert Storm
  http://www.beyondbooks.com/ush12/13a.asp
  

20. Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

A. describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music and literature such as the paintings of Georgia O'Keefe, rock and roll and John Steinbeck's The Grapes of Wrath;
• The Great Depression
  http://www.beyondbooks.com/ush12/1.asp
  
• Sinking Deeper and Deeper: 1929-33
  http://www.beyondbooks.com/ush12/1b.asp
  
• Grapes of Wrath
  http://www.beyondbooks.com/LAM12/3c.asp
  

B. describe the impact of significant examples of cultural movements in art, music and literature on American society, including the Harlem Renaissance;
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Bearing Witness: The Harlem Renaissance
  http://www.beyondbooks.com/LAM12/6.asp
  

C. identify examples of American art, music and literature that transcend American culture and convey universal themes;
• An Explosion of New Thought
  http://www.beyondbooks.com/ush82/3.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Prison and Asylum Reform
  http://www.beyondbooks.com/ush82/3d.asp
  
• Hudson River School Artists
  http://www.beyondbooks.com/ush82/3e.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  
• Artistic and Literary Trends
  http://www.beyondbooks.com/ush11/3f.asp
  
• Education
  http://www.beyondbooks.com/ush11/4a.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• Life on the Reservations
  http://www.beyondbooks.com/ush11/5d.asp
  
• Western Folkways
  http://www.beyondbooks.com/ush11/6.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/Lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/Lam12/index.asp
  

D. analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy;
• Sports and Leisure
  http://www.beyondbooks.com/ush11/4b.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• Flappers
  http://www.beyondbooks.com/ush11/11d.asp
  
• Radio Fever
  http://www.beyondbooks.com/ush11/11g.asp
  
• Fads and Heroes
  http://www.beyondbooks.com/ush11/11h.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  

E. identify the impact of popular American culture on the rest of the world.

21. Culture. The student understands how people from various groups including racial, ethnic and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:

A. explain actions taken by people from racial, ethnic and religious groups to expand economic opportunities and political rights in American society;
• The Rise of American Industry
  http://www.beyondbooks.com/ush82/2.asp
  
• An Explosion of New Thought
  http://www.beyondbooks.com/ush82/3.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Free(?) African-Americans
  http://www.beyondbooks.com/ush82/4d.asp
  
• Rebellions on and off the Plantation
  http://www.beyondbooks.com/ush82/4e.asp
  
• Abolitionist Sentiment Grows
  http://www.beyondbooks.com/ush82/5.asp
  
• John Brown's Raid
  http://www.beyondbooks.com/ush82/9c.asp
  
• Reconstruction
  http://www.beyondbooks.com/ush82/12.asp
  
• The Gilded Age
  http://www.beyondbooks.com/ush11/1.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Great Upheaval
  http://www.beyondbooks.com/ush11/2a.asp
  
• Labor vs. Management
  http://www.beyondbooks.com/ush11/2b.asp
  
• From the Countryside to the City
  http://www.beyondbooks.com/ush11/3.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  
• Domestic and International Politics
  http://www.beyondbooks.com/ush11/12e.asp
  

B. explain efforts of the Americanization movement to assimilate immigrants into American culture;
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• Organized Labor
  http://www.beyondbooks.com/ush11/2.asp
  
• The Great Upheaval
  http://www.beyondbooks.com/ush11/2a.asp
  
• Labor vs. Management
  http://www.beyondbooks.com/ush11/2b.asp
  
• From the Countryside to the City
  http://www.beyondbooks.com/ush11/3.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Intolerance
  http://www.beyondbooks.com/ush11/12c.asp
  
• Domestic and International Politics
  http://www.beyondbooks.com/ush11/12e.asp
  

C. analyze how the contributions of people of various racial, ethnic and religious groups have helped to shape the national identity;
• The Rise of American Industry
  http://www.beyondbooks.com/ush82/2.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Free(?) African-Americans
  http://www.beyondbooks.com/ush82/4d.asp
  
• Rebellions on and off the Plantation
  http://www.beyondbooks.com/ush82/4e.asp
  
• Abolitionist Sentiment Grows
  http://www.beyondbooks.com/ush82/5.asp
  
• John Brown's Raid
  http://www.beyondbooks.com/ush82/9c.asp
  
• Reconstruction
  http://www.beyondbooks.com/ush82/12.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Great Upheaval
  http://www.beyondbooks.com/ush11/2a.asp
  
• Labor vs. Management
  http://www.beyondbooks.com/ush11/2b.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Old Values vs. New Values
  http://www.beyondbooks.com/ush11/12.asp
  

D. identify the political, social and economic contributions of women to American society.
• Loyalists, Fence-sitters, and Patriots
  http://www.beyondbooks.com/ush72/11b.asp
  
• 'Republican Motherhood'
  http://www.beyondbooks.com/ush72/12d.asp
  
• Revolutionary Changes and Limitations: Women
  http://www.beyondbooks.com/ush81/1e.asp
  
• New Roles for White Women
  http://www.beyondbooks.com/ush81/10e.asp
  
• The Expansion of the Vote: A White Man's Democracy
  http://www.beyondbooks.com/ush81/11b.asp
  
• The Emergence of 'Women's Sphere'
  http://www.beyondbooks.com/ush82/2e.asp
  
• Irish and German Immigration
  http://www.beyondbooks.com/ush82/2f.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Prison and Asylum Reform
  http://www.beyondbooks.com/ush82/3d.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• Abolitionist Sentiment Grows
  http://www.beyondbooks.com/ush82/5.asp
  
• 54° 40' or Fight
  http://www.beyondbooks.com/ush82/6b.asp
  
• Gold in California
  http://www.beyondbooks.com/ush82/6e.asp
  
• The Northern Homefront
  http://www.beyondbooks.com/ush82/11c.asp
  
• The Southern Homefront
  http://www.beyondbooks.com/ush82/11d.asp
  
• The Great Upheaval
  http://www.beyondbooks.com/ush11/2a.asp
  
• Early National Organizations
  http://www.beyondbooks.com/ush11/2c.asp
  
• Eugene V. Debs and American Socialism
  http://www.beyondbooks.com/ush11/2e.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  
• Artistic and Literary Trends
  http://www.beyondbooks.com/ush11/3f.asp
  
• A Bank Holiday
  http://www.beyondbooks.com/ush12/2a.asp
  
• The American Homefront
  http://www.beyondbooks.com/ush12/4b.asp
  
• The 1950s: Happy Days
  http://www.beyondbooks.com/ush12/6.asp
  
• Rosa Parks and the Montgomery Bus Boycott
  http://www.beyondbooks.com/ush12/7b.asp
  
• Modern Feminism
  http://www.beyondbooks.com/ush12/10a.asp
  
• The Fight for Reproductive Rights
  http://www.beyondbooks.com/ush12/10b.asp
  
• The Equal Rights Amendment
  http://www.beyondbooks.com/ush12/10c.asp
  

22. Science, technology and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

A. explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations and computers on the development of the United States;
• Early American Railroads
  http://www.beyondbooks.com/ush82/2b.asp
  
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: John D. Rockefeller
  http://www.beyondbooks.com/ush11/1b.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• Over Here
  http://www.beyondbooks.com/ush11/10c.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  
• Radio Fever
  http://www.beyondbooks.com/ush11/11g.asp
  
• Fads and Heroes
  http://www.beyondbooks.com/ush11/11h.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• The Manhattan Project
  http://www.beyondbooks.com/ush12/4f.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  
• The New Right
  http://www.beyondbooks.com/ush12/11e.asp
  
• The End of the American Century
  http://www.beyondbooks.com/ush12/13e.asp
  

B. explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs;
• Early American Railroads
  http://www.beyondbooks.com/ush82/2b.asp
  
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: John D. Rockefeller
  http://www.beyondbooks.com/ush11/1b.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• Over Here
  http://www.beyondbooks.com/ush11/10c.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  
• Radio Fever
  http://www.beyondbooks.com/ush11/11g.asp
  
• Fads and Heroes
  http://www.beyondbooks.com/ush11/11h.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• The Manhattan Project
  http://www.beyondbooks.com/ush12/4f.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  
• The New Right
  http://www.beyondbooks.com/ush12/11e.asp
  
• The End of the American Century
  http://www.beyondbooks.com/ush12/13e.asp
  

C. analyze the impact of technological innovations on the nature of work, the American labor movement and businesses.
• Early American Railroads
  http://www.beyondbooks.com/ush82/2b.asp
  
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: John D. Rockefeller
  http://www.beyondbooks.com/ush11/1b.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• Over Here
  http://www.beyondbooks.com/ush11/10c.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  
• Radio Fever
  http://www.beyondbooks.com/ush11/11g.asp
  
• Fads and Heroes
  http://www.beyondbooks.com/ush11/11h.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• The Manhattan Project
  http://www.beyondbooks.com/ush12/4f.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  
• The New Right
  http://www.beyondbooks.com/ush12/11e.asp
  
• The End of the American Century
  http://www.beyondbooks.com/ush12/13e.asp
  

23. Science, technology and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

A. analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States;
• The Canal Era
  http://www.beyondbooks.com/ush82/2a.asp
  
• Early American Railroads
  http://www.beyondbooks.com/ush82/2b.asp
  
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  
• Radio Fever
  http://www.beyondbooks.com/ush11/11g.asp
  
• The Arsenal of Democracy
  http://www.beyondbooks.com/ush12/3d.asp
  
• Wartime Strategy
  http://www.beyondbooks.com/ush12/4a.asp
  
• The American Homefront
  http://www.beyondbooks.com/ush12/4b.asp
  
• The Manhattan Project
  http://www.beyondbooks.com/ush12/4f.asp
  
• The Decision to Drop the Bomb
  http://www.beyondbooks.com/ush12/4g.asp
  
• Land of Television
  http://www.beyondbooks.com/ush12/6c.asp
  
• Living in the Information Age
  http://www.beyondbooks.com/ush12/13d.asp
  

B. explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.
• Kennedy's New Frontier
  http://www.beyondbooks.com/ush12/9b.asp
  
• Triangular Diplomacy: U.S., USSR, and China
  http://www.beyondbooks.com/ush12/9g.asp
  
• Living in the Information Age
  http://www.beyondbooks.com/ush12/13d.asp
  

24. Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

A. locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews and artifacts to acquire information about the United States;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main ideas, summarizing, making generalizations and predictions and drawing inferences and conclusions;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

C. explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference and historical context;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

D. use the process of historical inquiry to research, interpret and use multiple sources of evidence;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

E. evaluate the validity of a source based on language, corroboration with other sources and information about the author;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

F. identify bias in written, oral and visual material;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

G. support a point of view on a social studies issue or event;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

H. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

25. Social Studies Skills. The student communicates in written, oral and visual forms. The student is expected to:

A. use social studies terminology correctly;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. use standard grammar, spelling, sentence structure and punctuation;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

D. create written, oral and visual presentations of social studies information.
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

26. Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others in a variety of settings. The student is expected to:

A. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution and evaluate the effectiveness of the solution;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http: