Unit Portfolio

Alice J. Tom
Mrs. Dorrough
Block Four
Honors United States History

Unit 1A Political
Standards:
SSUSH1 The student will describe European settlement in North America during the 17th
century.
a. Explain Virginias development, including the Virginia Company, tobacco cultivation,
relationships with Native Americans such as the Powhatan, development of the House
of Burgesses, Bacons Rebellion, and the development of slavery. (45-48; 68-69)
b. Describe the settlement of New England including religious reasons, relations with
Native Americans including King Philips War, the establishment of town meetings
and development of a legislature, religious tensions that led to colonies such as Rhode
Island, the half-way covenant, Salem Witch Trials, and the loss of Massachusetts
charter. (51-54)
SSUSH3 The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French and
Indian War and the 1763 Treaty of Paris laid the groundwork for the American
Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paines Common Sense to the movement for
independence. (111)
Narrative:
This time period saw the development of new colonies in North America. These colonies
were governed by legislatures such as the Virginia House of Burgesses and agreements such
as the Mayflower Compact. Neighboring the colonies were Native American groups that the
colonists often came into conflict with as in the case of Bacons Rebellion, a fight over land
and resources. As the colonies grew and expanded, other conflicts began to arise that led to
wars such as the French and Indian War, formally ended by the Treaty of Paris in 1763
with a victory for Britain and her colonies. Following the war, the British government took
actions such as various taxes and the Intolerable Acts in order to recover funds lost due to
war debt. As a result, several groups, like the Committees of Correspondence, formed to
resist British rule. Ultimately, this resistance led to war as the American Revolution promptly
followed.
Terms:
Bacons Rebellion
House of Burgesses
Mayflower Compact
Proprietary Colony
Royal Colony
First Continental Congress

French and Indian War

Treaty of Paris 1763
Proclamation of 1763
Intolerable Acts/Coercive Acts
Albany Plan of Union
Committees of Correspondence

Unit 1A Social
Standards:
SSUSH2 The student will trace the ways that the economy and society of British North
America developed.
b. Describe the Middle Passage, growth of the African population and African-American
culture. (68-71)
c. Identify Benjamin Franklin as a symbol of social mobility and individualism. (78,124)
d. Explain the significance of the Great Awakening. (79)
Narrative:
Throughout the time period characterized by the colonization of North America and the early
lead up to the American Revolution, there was a variety of social groups present various
social changes and events took place. Some of the early colonists to North America were the
Pilgrims and Separatists who sought religious tolerance and reform. Additionally,
indentured servants were also brought to the colonies to work to repay their debt. A
significant social event that took place during this time period was the Great Awakening, a
religious movement that prompted people to return to more religious pursuits rather than
focusing on secular values. Another event of the time period was the outbreak of the Salem
Witch Trials in which people were accused of and often executed for the practice of
witchcraft by those who wanted to get rid of them. Finally, a number of events that ultimately
led to the American Revolution had significant social aspects. For example, Thomas Paine
published the pamphlet Common Sense which urged people to seek independence from
Great Britain as it claimed that it was common sense and the responsibility of the American
people to free themselves from the rule of the British government.
Terms:
Great Awakening
Half-way Covenant
Indentured Servant
King Philips War
Powhatan
Puritans
Quakers
Pontiacs Rebellion

Pilgrims/Separatists
Salem Witch Trials
Sons of Liberty
Daughters of Liberty
Common Sense
Quartering Act
Boston Massacre
Boston Tea Party

Unit 1A Economic
Standards:
SSUSH1 The student will describe European settlement in North America during the 17th
century.
c. Explain the development of the mid-Atlantic colonies, including the Dutch settlement
of New Amsterdam and subsequent English takeover, and the settlement of
Pennsylvania. (55-59)
d. Explain the reasons for French settlement of Quebec. (41)
e. Analyze the impact of location and place on colonial settlement, transportation, and
economic development; include the southern, middle, and New England colonies.
Narrative:
Colonization of North America was in large part sponsored by joint stock companies,
companies comprised of multiple investors with the goal of earning profit by finding
resources in the new world. One of these companies was the Virginia Company which was
searching for gold. While there was little to no gold found in the colonies, cash crops such as
tobacco proved to be a highly profitable commodity. With the trade of crops and other
resources back to the mother country, a system of mercantilism developed between the
North American colonies and the countries in Europe. Later, as the colonies developed and
grew, a need for inexpensive labor led to the triangle slave trade. In this trade system,
manufactured goods from Europe were sent to Africa to be traded for slaves, the slaves were
sent to the colonies in the Americas to gather or produce raw materials, and the raw materials
were sent back to Europe to be made into more manufactured goods.
Terms:
Cash Crop/Staple Crop
Virginia Company
Joint Stock Company
Mercantilism
Middle Passage/Triangle Slave Trade
Navigation Acts

Salutary Neglect
Stamp Act
New Amsterdam
Northwest Passage
Townshend Acts

Unit 1B Political
Standards:
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the
American Revolution.
a. Explain the language, organization, and intellectual sources including the writing of
John Locke and Montesquieu of the Declaration of Independence and the role of
Thomas Jefferson. (112)
b. Explain the reason for and significance of the French alliance and foreign assistance
and the roles of Benjamin Franklin and the Marquis de Lafayette. (120)
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783. (124125)
SSUSH5 The student will explain specific events and key ideas that brought about the
adoption and implementation of the United States Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays Rebellion
led to a call for a stronger central government. (140-141)
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate
on ratification of (151-152, 143) the Constitution as put forth in The Federalists
Papers concerning form of government, factions, checks and balances, and the power
of the executive, including the roles of Alexander Hamilton and James Madison.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
(153)
Standard 6: Analyze the nature of territorial and population growth, and its impact in the early
decades of the new nation.
b. Describe Jeffersons diplomacy in obtaining the Louisiana Purchase from France and
the territorys exploration by Lewis and Clark. (208-209)
c. Explain major reasons for the War of 1812 and the wars significance on the
development of a national identity. (214-219)
Narrative:
Leading up to the American Revolution, several groups such as the Sons of Liberty and the
Committees of Correspondence appeared and helped to initiate the fight for independence.
The war itself was largely fought, at least in the beginning, by small militias. Before the
government in place in the modern day United States, the Articles of Confederation oversaw
national affairs. However, this government was fairly ineffective and needed to be altered in
order to be successful. In order to produce this new government, delegates from each state
convened at the First Continental Congress and the Second Continental Congress to
discuss how to alter the governmental system. The Constitution was proposed to create a new,
more powerful government. Ratification of the Constitution was debated by the Federalists,
who supported ratification and loose construction, and the Anti-Federalists who supported
strict construction and feared that ratification would create a government that would be too
powerful and become tyrannical. Eventually, with the addition of the Bill of Rights, a list of
the rights guaranteed to citizens by the government, the Constitution was ratified.
Terms:

Shays Rebellion
Federalist
Anti-Federalist
Checks and Balances
Great Compromise
Separation of Powers
Bill of Rights
Limited Government
Cabinet
Valley Forge
Saratoga/Yorktown
Treaty of Paris 1783
Land Ordinance 1785
Northwest Ordinance 1787
Constitutional Convention
Three Fifths Compromise
Democratic Republican Party
Federalists Party
Sons of Liberty

Committees of Correspondence
Common Sense
Bicameral Congress
Boston Massacre
First Continental Congress
Militia
Second Continental Congress
Virginia Plan
New Jersey Plan
Popular Sovereignty
Electoral College
Loose Construction
Strict Construction
XYZ Affair
Alien and Sedition Acts
Virginia and Kentucky Resolutions
War Hawks
War of 1812
Judicial Review

Unit 1B Social
Standards:
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the
American Revolution.
c. Analyze George Washington as a military leader, including the creation of a
professional military and the life of a common soldier, crossing the Delaware River,
and Valley Forge. (109-118
SSUSH5 The student will explain specific events and key ideas that brought about the
adoption and implementation of the United States Constitution.
c. Explain the key features of the Constitution, specifically the Great Compromise,
separation of powers, limited government, and the issue of slavery. (146-148)
Standard 6: Analyze the nature of territorial and population growth, and its impact in the early
decades of the new nation.
a. Explain the Northwest Ordinances importance in the westward migration of
Americans, on slavery, public education, and the addition of new states. (137)
Narrative:
Before the outbreak of the Revolutionary War, one of the factors that led to conflict was the
colonists belief that the British Government was denying them their natural rights, rights
granted to people by nature and that must not be taken away for any reason. During the war,
the soldiers fighting on the side of the colonies were largely untrained and lacked discipline.
Later in the war, with the alliance with France, the Marquis de Lafayette came to train the
American soldiers and George Washington and the winter at Valley Forge left them more
disciplined than they had been before. Another legacy of Washington was his establishment
of several precedents, or traditions, such as the selection of a cabinet of advisors and
stepping down from presidency at the culmination of two terms. Later, one of the events that
led to the War of 1812 was the impressment of American sailors into the British navy. When
a sailor was impressed, they were essentially taken from their ships and forced to work for
their impressers.
Terms:
Precedent
Natural Rights
Impressment

Winter at Valley Forge

Cabinet

Unit 1B Economic
Standards:
SSUSH5 the student will explain the specific events and key ideas that brought about the
adoption and implementation of the United States Constitution.
e. Explain the importance of the Presidencies of George Washington and John Adams:
include the Whiskey Rebellion, non-intervention in Europe, and the development of
political parties (Alexander Hamilton) (192)
Narrative:
Economically speaking, one of the most significant events of this time period was the
Whiskey Rebellion, a rebellion against the government after the introduction of an additional
tax placed on whiskey. Following the Revolutionary War, the newly formed United States
carried significant war debts. In an attempt to raise funds to repay these debts, Treasury
Secretary Alexander Hamilton introduced a tariff on all whiskey. However, this greatly
angered many farmers as they relied on the heavy profits gained from selling the whiskey
they distilled for their livelihood. Their anger soon turned to open rebellion as tensions rose
and acts of violence, such as the destruction of property, eventually occurred. To combat the
rebelling farmers, the United States government authorized the use of military force. Thirteen
thousand militia troops were sent to western Pennsylvania, the location of much of the
rebellion. As a result of this, the rebellion ended and approximately twelve men were arrested
but were later pardoned by President Washington.
Terms:
Whiskey Rebellion
Tariff

War Debt
Treasury

Unit 2A Political
Standards:
Standard 6: Analyze the nature of territorial and population growth, and its impact in the early
decades of the new nation.
b. Describe the reasons for and importance of the Monroe Doctrine. (p. 246)
Standard 7: Explain the process of economic growth, its regional and national impact in the
first half of the 19th century, and the different responses to it.
b. Describe the westward growth of the United States including the emerging concept of
Manifest Destiny. (p. 300-301)
SSUSH8 The student will explain the relationship between growing north-south divisions and
westward expansion.
a. Explain how slavery became a significant issue in American politics; include the slave
rebellion of Nat Turner and the Rise of Abolitionism (William Lloyd Garrison,
Frederick Douglass, and the Grimke sisters) (p. 278-285)
b. Explain the Missouri Compromise and the issue of slavery in western states and
territories. (p. 242-246, 233-238)
c. Describe the Nullification Crisis and the emergence of states rights ideology; include
the role of John C. Calhoun and development of sectionalism. (p. 255-259)
d. Describe the war with Mexico and the Wilmot Proviso. (p. 305-315)
e. Explain how the Compromise of 1850 arose out of territorial expansion and
population growth. (p. 324-329)
Narrative:
During this time period, the United States was rapidly expanding westward. One reason for
this was the confidence in Manifest Destiny, the belief that Americans had the divine right to
settle lands in North America to the Pacific coast. Additionally, with the rise of sectionalism
and the desire by both the north and south of the country to gain more free and slave states,
the western border of the country continued to advance. With expansion, however, came
conflict. Perhaps the most famous conflict that resulted from expansion was the Mexican
American War, a war fought over land in the present-day southwestern United States. As
expansionists pushed westward, they eventually reached Mexico and proceeded to settle but
ignore Mexican laws. Ultimately, this led to war and the United States won much of the
territory then controlled by Mexico. The treaty that ended the war was the Treaty of
Guadalupe Hidalgo. Later more land was purchased from Mexico for the purpose of
building the transcontinental railroad in the Gadsden Purchase.
Terms:
National Road
Nationalism
Adams-Onis Treaty
Monroe Doctrine
Spoils System
Indian Removal Act
Trail of Tears

Manifest Destiny
Jacksonian Democracy (Age of Jackson)
Compromise of 1850
Missouri Compromise
Nat Turners Rebellion
Nullification Crisis
Sectionalism

Mexican American War

Wilmot Proviso
Expansionist
Lone Star Republic
Alamo
Treaty of Guadalupe Hidalgo

Secede
Fugitive Slave Act
Declaration of Sentiments
Gadsden Purchase
Marbury v. Madison

Unit 2A Social
Standards:
Standard 7: Explain the process of economic growth, its regional and national impact in the
first half of the 19th century, and the different responses to it.
c. Describe reform movements, specifically temperance, abolitionism, and public
school. (p. 277, 278-280, 275)
d. Explain womens efforts to gain the suffrage, including Elizabeth Cady Stanton and
the Seneca Falls convention. (p. 286, 289, 290)
e. Explain Jacksonian Democracy, expanding the suffrage, the rise of popular political
culture, and the development of American nationalism. (p. 249-257)
Narrative:
Various reform movements grew and gained support and success during this time period. One
of these was the Temperance Movement. Due to significant issues that arose largely due to
excessive alcohol consumption, such as domestic abuse and neglect, a movement to
encourage the practice of moderation when drinking. Additionally, the Abolitionist
Movement gained momentum as more and more people began to speak out against the
inhumane conditions of slavery. Some of the abolitionist leaders included William Lloyd
Garrison, Frederick Douglass, and the Grimke sisters. Another movement of the time was the
Public School Reform movement that sought to increase universal education for all children.
Also occurring at the time was the Womens Movement. This movement focused on gaining
more rights for women such as the right to own property and initiate divorce. At the forefront
of this movement, the Seneca Falls Convention of 1848 took place in New York City to
bring together advocates for womens rights and to draft the Declaration of Sentiments.
Eventually, the fight for suffrage for women ensued.
Terms:
Transcendentalist
Second Great Awakening
Temperance Movement
Abolitionist Movement
Suffrage
Seneca Falls Convention
Public School Reform
Lowell Girl
Nativist
Whig

Revivalist
Mormon
Utopian Community
Freedman
Womens Movement
Santa Fe Trail
Mountain Men
Oregon Trail
Forty-niners
Hudson River School

Unit 2A Economic
Standards:
Standard 6: Analyze the nature of territorial and population growth, and its impact in the early
decades of the new nation.
a. Describe the construction of the Erie Canal, the rise of New York City, and the
development of the nations infrastructure. (p. 228-230)
Standard 7: Explain the process of economic growth, its regional and national impact in the
first half of the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitneys invention of
the cotton gin and his development of interchangeable parts for muskets. (p. 231-232)
Narrative:
One of the most significant economic aspects of this time period was the industrial
revolution. This was when traditional, manual labor was replaced with mechanized work. A
sign of this was the increased appearance of factories filled with machines to produce goods
in less time for less money. This process was made possible by the use of interchangeable
parts, invented by Eli Whitney originally for the production of muskets. Another of
Whitneys inventions was the cotton gin, a device that allowed seeds to be removed from
cotton more quickly and inexpensively than the traditional hand method. Also during this
time period was the construction and opening of the Erie Canal, a canal that ran between
Lake Erie and the Hudson River and provided increased opportunity for trade. Finally,
several tariffs, such as the Tariff of 1816 and the Tariff of Abominations, were put into
place in attempts to protect American commerce from foreign competition.
Terms:
Turnpike
Erie Canal
Industrial Revolution
Interchangeable Parts
Tariff of 1816

Labor Union
Cotton Gin
American System
California Gold Rush
Tariff of Abominations

Unit 2B Political
Standards:
Standard 9: Identify key events, issues and individuals relating to the causes, course, and
consequences of the Civil War.
a. Explain the Kansas-Nebraska Act (334-336), the failure of popular sovereignty, Dred
Scott case (341), and John Browns Raid (334-345).
b. Describe President Lincolns efforts to preserve the Union as seen in his second
inaugural address and the Gettysburg speech and in his use of emergency powers,
such as his decision to suspend habeas corpus. (384-385)
c. Describe the role of Ulysses Grant (364), Robert E. Lee (361), Stonewall Jackson,
William T. Sherman (386), and Jefferson Davis (376).
d. Explain the importance of Fort Sumter (353), Antietam (368), Vicksburg (380-381),
Gettysburg (382-384), and the Battle for Atlanta (386-387).
e. Describe the significance of the Emancipation Proclamation. (368-369, 372)
Standard 10: Identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican
Reconstruction. (402-409)
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction. (407408)
f. Analyze how the presidential election of 1876 and the subsequent Compromise of
1877 marked the end of Reconstruction. (424)
Narrative:
As this time period included the American Civil War, there were numerous significant
political aspects present. For example, issues concerning states rights led to conflicts
ultimately ending with the secession of the southern states and war between the north and
south. Another aspect was the popular sovereignty promised by the Kansas-Nebraska Act.
Eventually, once the war had started, several more events transpired. Among these was the
Anaconda Plan, the northern strategy of surrounding the south and blocking off their
resources in order to limit their ability to continue fighting. Additionally, President Lincolns
Gettysburg Address reached out to the south by dedicating the cemetery located there to the
fallen soldiers on both sides of the conflict and calling for peace and unity between all
American peoples. Another of Lincolns actions, the introduction of the Emancipation
Proclamation, declared that all slaves were thus forward freed. Following the war, the
reconstruction period of American history began. This was the time directly following the
Civil War in which the country was rebuilding the unity, ideals, and infrastructure destroyed
by war. Out of time period came two proposed methods of reconstruction: Presidential
Reconstruction calling for the punishment of Confederate leaders, and Radical Republican
Reconstruction calling for the protection of and compensation for freedmen.
Terms:
Kansas-Nebraska Act
Dred Scott v. Sanford
States Rights
Emancipation Proclamation 1863

Impeach
Gettysburg Address
Habeas Corpus
Presidential Reconstruction

Reconstruction
Radical Republican
Andrew Johnsons Impeachment
1876 Presidential Election
Compromise of 1877
Lincolns Second Inaugural Address 1865

Harpers Ferry
Anaconda Plan
Civil Rights Act of 1866
Blockade
Republican Party

Unit 2B Social
Standards:
Standard 10: Identify legal, political, and social dimensions of Reconstruction
b. Explain efforts to redistribute land in the South among former slaves and provide
advanced education such as Morehouse College, and the Freedmens Bureau. (415416, 414)
c. Describe the significance of the 13th, 14th, and 15th amendments. (391, 407, 409)
d. Explain Black Codes (405), the Ku Klux Klan (416-418), and other forms of
resistance to racial equality during Reconstruction. (422)
Narrative:
Before the Civil War, one significant social issue was popular sovereignty, the ability for the
citizens of a state to vote on the legality of slavery. Often times, this led to people attempting
to skew the votes in order to gain another state for their side of the conflict. One such
example was Bleeding Kansas, violence in Kansas between advocates of slavery and
advocates of freedom. Following the war, in the reconstruction period, there were various
amendments to the constitution intended to protect and advance freedmen. These included the
Thirteenth Amendment abolishing slavery in all states, Fourteenth Amendment granting
citizenship to freedmen, and the Fifteenth Amendment granting suffrage to all adult men.
Two groups of people who emerged in the economic aftermath of the war in the south were
the Carpetbaggers, northerners who moved south during reconstruction, and the
scalawags, southern supporters of the Republican Party. Various programs emerged to aid
the recently freed former slaves. One of these was the Freedmens Bureau, a government
organization created to provide food, clothing, healthcare, and education to freedmen and
poor farmers. Another was the Morehouse College, a university in Atlanta founded to
provide higher education to freed slaves, many of whom had received little to no education
previously.
Terms:
Popular Sovereignty
Thirteenth Amendment
Fourteenth Amendment
Fifteenth Amendment
Black Codes
Carpetbagger
Scalawag

Freedmens Bureau
Morehouse College
Ku Klux Klan
Bleeding Kansas
Underground Railroad
Know Nothings
Copperhead

Unit 2B Economic
Standards:
Standard 9: Identify key events, issues and individuals relating to the causes, course, and
consequences of the Civil War.
f. Explain the importance of the growing economic disparity between the North and the
South through an examination of population, functioning railroads, and industrial
output. (360-361)
Narrative:
Perhaps the most significant economic factor of the Civil War and Reconstruction time period
in American history was the economic disparity between the northern and southern states.
For the most part, the north was much wealthier than the south and was far more
industrialized. The south, on the other hand, was much more agriculturally based and had few
railroads and little industrialization. As a result, the north was more prepared to fight in terms
of supplies and infrastructure. Additionally, the north was more involved with commerce to
gain necessary supplies that they did not produce themselves such as food. Following the
war, the south was even worse off as much of the land and infrastructure present was
destroyed by the fighting. Also, with the abolishment of slavery, there was a large population
of freedmen who had little to no formal education and experienced difficulty finding jobs.
Due to this, many became sharecroppers, meaning they worked the land for a landlord and,
in return, received a portion of the crops they grew, or they became involved in tenant
farming, where they rented a portion of the land to farm.
Terms:
Sharecropper
Tenant Farming

Economic Disparity
Infrastructure

Unit 3A Political
Standards:
Standard 13: Identify major efforts to reform American society and politics in the Progressive
Era.
9. Explain Upton Sinclairs The Jungle and federal oversight of the meatpacking
industry. (551-556)
13. Describe the significance of progressive reforms such as the initiative, the recall, and
(554-555) referendum direct election of senators; reform of labor laws; and efforts to
improve living conditions for the poor in cities. (578)
Standard 14: Explain Americas evolving relationship with the world at the turn of the
twentieth century.
14. Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on
the west coast. (523-524)
Narrative:
Most of the political aspects of the industrialization age involved reform in government and
government involvement in business. These reforms included the introduction of the
initiative, the ability of citizens to place a proposed law on the ballot, the referendum, the
ability of citizens to approve or reject a law passed by a legislative body, the recall, the
ability of citizens to remove an elected official from office, and the direct primary, the
nomination of candidates for elections by citizens. Many reforms of the time, as seen above,
grant greater political involvement by the people. Additionally, several reforms dealt with
government involvement in business and industry. For example, during this time period, the
Meat Inspection Act was passed, allowing federal inspection of meat and the meatpacking
industry to assure a safe product. Also, the Pure Food and Drug Act was passed to allow
government inspection of all food and medicine to be sold.
Terms:
Initiative
Referendum
Recall
Direct Primary
Literacy Test
Gilded Age

Land Grants
Homestead Act
Grandfather Clause
Meat Inspection Act
Pure Food and Drug Act
Progressive Party

Unit 3A Social
Standards:
Standard 11: Describe the growth of big business and technological innovations after
Reconstruction.
4. Describe the inventions of Thomas Edison, including the electric light bulb, motion
pictures, and the phonograph, and their impact on American life. (438-439)
Standard 12:
5. Describe Ellis Island (466-470), the change in immigrants origins to southern and
eastern Europe (464-465), and the impact of this change on urban America (472-474)
6. Identify the American Federation of Labor and Samuel Gompers. (454)
7. Describe the growth of the western population and its impact on Native Americans
(497-500) with reference to Sitting Bull and Wounded Knee. (500-503)
8. Describe the 1894 Pullman strike as an example of industrial unrest. (455-456, 457)
Standard 13:
10. Identify Jane Addams and Hull House and describe the role of women in reform
movements. (552,557-562)
11. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
(520-522, 528, 565-567)
12. Explain Ida Tarbells role as a muckraker. (551)
14. Describe the conservation movement and the development of national parks and
forests; include the role of Theodore Roosevelt
Narrative:
Many of the social aspects of this time period are related to the increased immigration into
the United States from southern and eastern Europe and Asia. As for the European
immigrants, many entered the country by way of Ellis Island, a small island in the New York
harbor that served as a station for immigration. Once in the country, many immigrants settled
in major cities such as New York and Chicago and often lived in tenements, small, cramped
buildings overcrowded with immigrant families and with deplorable conditions. On the
western coast, immigrants from Asia came to the United States through Angel Island, and
island in San Francisco Bay that, like Ellis Island, served as a hub for immigration. Asian
immigrants, often Chinese, came to the country to find work on the Transcontinental Railroad
after the Irish workers moved on to other work. Both groups of immigrants, Asian and
European, added to what is known as the American Melting Pot, the mixture of people and
cultures found in the United States as a result of the relatively, diverse population. However,
some already present Americans rejected their newly arrived counterparts and endorsed the
idea of nativism, stating that Americans born in the United States were superior to
newcomers.
Terms:
Social Darwinism
Nativism
Tenement

Assimilate
Jim Crow Laws
Muckraker

Settlement House
NAACP
18th Amendment
19th Amendment
Ellis Island
Motion Picture Camera
American Federation of Labor
Hull House
Company Town

Socialism
Angel Island
Americanization
Melting Pot
Mass Transit
Skyscrapers
Mass Culture
New South
Time Zones

Unit 3A Economic
Standards:
Standard 11: Describe the growth of big business and technological innovations after
Reconstruction.
1. Explain the impact of the railroads on other industries, such as steel, and on the
organization of big business. (440-441)
2. Describe the impact of the railroads in the development of the West, including the
transcontinental railroad, and the use of Chinese labor. (507-508, 511-512)
3. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and
monopolies. (444-446)
Standard 12: Analyze important consequences of American industrial growth.
Narrative:
With the rise of industrialism in the United States, many people, often immigrants, migrated
into the cities in search of work in a movement known as urbanization. In these cities,
factories used mass production to manufacture large quantities of goods for low cost. A
significant portion of the corporations that ran these factories were part of trusts, or group
of individual companies under the direction of a common board in order to form a monopoly
on the market. Two other methods of gaining monopolies were the processes of vertical
integration and horizontal integration. In vertical integration, the company or trust would
control every step of production, from the gathering of raw materials to the sale of the
finished product. Andrew Carnegie was well known for his use of this method with his
company, US Steel. In horizontal integration, the company would buy out or put out of
business all competitors. This method was illustrated by John Rockefeller and Standard Oil.
Both of the aforementioned businessmen, as well as others such as Cornelius Vanderbilt and
J.P. Morgan, can be considered captains of industry (strong business leaders) or robber
barons (people who make their money at the expense of others).
Terms:
Monopoly
Trust
Robber Baron
Sweatshop
Urbanization
Progressivism
Entrepreneur
Laissez Faire
Patent
Bessemer Process
Mass Production
Corporation
Cartel

Horizontal Integration
Vertical Integration
Collective Bargaining
Knights of Labor
Dawes Act
Poll Tax
Populist Party
Protective Tariff
Suspension Bridge
Gospel of Wealth
Captains of Industry
Square Deal

Unit 3B Political
Standards:
Standard 14: Explain Americas evolving relationship with the world at the turn of the
twentieth century.
B. Describe the Spanish-American War, the war in the Philippines, and the debate over
American expansionism. (592-598, 599-601, 598)
C. Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to
the Monroe Doctrine and the creation of the Panama Canal. (604-609)
Standard 15: Analyze the origins and impact of U.S. involvement in World War I.
A. Describe the movement from U.S. neutrality to engagement in World War I, with
reference to unrestricted submarine warfare. (624-625, 626)
B. Explain the domestic impact of World War I, as reflected by the origins of the Great
Migration, the Espionage Act, and socialist Eugene Debs. (634, 632)
C. Explain Wilsons Fourteen Points and the proposed League of Nations. (641-645)
Standard 16: Identify key developments in the aftermath of WWI.
A. Explain how rising communism and socialism in the United States led to the Red
Scare and immigrant restriction. (649-650)
Narrative:
As the American sphere of influence grew, the United States became more involved in South
America. Most notable of these involvements were the Spanish-American War and the
construction of the Panama Canal. The Spanish-American war was fought to remove the
Spanish from areas such as Cuba and the Philippines and ended with the 1898 Treaty of
Paris and an American victory. The construction of the Panama Canal was due to the need for
a shorter route between the Pacific and Atlantic oceans and was carried out by the United
States. Shortly after the Spanish-American War, World War One broke out in Europe with the
assassination of the Austro-Hungarian Archduke Franz Ferdinand. Initially, the United States
isolated itself from the war and remained neutral. However, upon the sinking of the
Lusitania by a German U-boat and the Zimmerman Telegram sent from Germany to
Mexico urging Mexico to join Germany in the war against the United States, the policy of
neutrality ended and American troops joined the war. Later, on November 11, 1918, the
fighting ceased in an armistice. Officially, World War One ended with the Treaty of
Versailles. President Truman proposed the Fourteen Points, a policy of resolution for the
war that included the formation of the League of Nations to prevent another world war.
However, the final conditions of the treaty placed all of the blame and responsibility for the
war on Germany and forced them to pay large reparations which economically devastated the
country and led to the rise of Adolf Hitler and the Second World War.
Terms:
Imperialism
Jingoism
Big Stick Diplomacy
Moral Diplomacy

Roosevelt Corollary
Militarism
U-boat
Espionage Act

League of Nations
Red Scare
Palmer Raids
Armistice
Central Powers
Selective Service Act
Treaty of Versailles
National Reclamation Act
New Freedom

Treaty of Paris, 1898

Spheres of Influence
Great White Fleet
Panama Canal
Lusitania
Zimmerman Note/Telegram
Fourteen Points
Platt Amendment

Unit 3B Social
Standards:
Standard 15: Analyze the origins and impact of U.S. involvement in World War I.
D. Describe passage of the Eighteenth Amendment, establishing Prohibition, and the
Nineteenth Amendment, establishing womens suffrage. (578, 561-562)
Narrative
After the industrialization and urbanization of the United States, a new movement of
Progressivism came about that promoted reform and change to improve the way of life of
those worst affected by industrialism. Additionally, in the Spanish-American War, a group of
soldiers led by Theodore Roosevelt, the Rough Riders, became famous. Another social
aspect of the Spanish-American War was the excessive appearance of yellow press,
exaggeration of a story in order to make it more interesting and to convince the audience to
take action. One such example of this was the press accounts of the actions of the Spanish
during the war. Later, the Great Migration, a movement of large numbers of African
Americans to northern cities from the rural south in search of opportunity and employment,
took place during the time of the First World War. After the war, a fear of communism began
to grip the country known as the Red Scare. As a result of the Red Scare, two Italian
immigrants, Sacco and Vanzetti were convicted of robbery and murder and executed without
having been completely proven guilty. They were later found to be innocent.
Terms:
Yellow Press
Great Migration
Progressivism
Social Darwinism

Urban League
Anti-Defamation League
Rough Riders
Sacco and Vanzetti

Unit 3B Economic
Standards:
Standard 16: Identify key developments in the aftermath of WWI.
Narrative:
The economic aspects of this time period dealt mostly with foreign affairs. For example, the
Open Door Policy allowed for foreign trade with China and forbade other countries from
colonizing the land. This resulted from the conflicts between numerous countries regarding
access to Chinas resources and commercial trade prospects. Additionally, Dollar Diplomacy
related to the expansion of American investments to other countries abroad. Also, following
the First World War and the signing of the Treaty of Versailles, Germany was forced to pay
massive reparations to other nations affected by the war in order to cover the costs of the
war and the destruction it caused. One of the domestic economic factors of the period was the
introduction of the Federal Reserve Act to place all banks of the country under the control of
one central federal bank. This was necessary to maintain continuity between banks and to
better control and regulate the finances of the country.
Terms:
Open Door Policy
Dollar Diplomacy
Federal Bank

Reparations
Federal Reserve Act

Unit 4A Political
Standards:
SSUSHS18: Describe Franklin Roosevelts New Deal as a response to the depression and
compare the ways governmental programs aided those in need.
D. Describe the creation of the Tennessee Valley Authority as a works program and as an
effort to control the environment. (736)
E. Explain the Wagner Act and the rise of industrial unionism. (744)
F. Explain the passage of the Social Security Act as a part of the second New Deal. (741749)
H. Identify the political challenges to Roosevelts domestic and international leadership;
include the role of Huey Long, the court packing bill, and the Neutrality Act. (746,
739, 779)
Narrative:
Arguably some of the most significant political factors of the post-World War One time
period in the United States were the prohibition of alcoholic beverages and the attempts to
rectify the Great Depression. As for prohibition, it arose from the need to send all grain
possible to the fronts of World War One to feed the soldiers. In order to help enforce the ban,
the Volstead Act was passed. Later, prohibition and the Eighteenth Amendment were
overturned by the Twenty First Amendment. In the case of the depression, numerous changes
to the country came about as a result of the New Deal, a series of solutions to the problems
that caused and perpetuated the economic crisis. Two of the most prominent of these changes
were the Tennessee Valley Authority, a plan to build infrastructure in the valleys of
Tennessee to control the environment and provide jobs, and the Social Security Act, a system
of federally issued pensions and economic aid to the retired and others in need.
Terms:
Teapot Dome Scandal
Kellogg-Briand Pact
Dawes Plan
Quota System (Quota Act of 1924)
Prohibition
Volstead Act
New Deal

TVA
Second New Deal
Social Security Act
Court Packing
Black Cabinet
Welfare State
Neutrality Act of 1939

Unit 4A Social
Standards:
Standard 16: Identify key developments in the aftermath of WWI.
C. Describe the impact of radio and the movies. (680-681)
D. Describe modern forms of cultural expression; include Louis Armstrong and the
origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin
Pan Alley. (690-663)
SSUSHS17: Analyze the causes and consequences of the great depression.
B. Explain the impact of the drought in the creation of the Dust Bowl. (715-715)
C. Explain the social and political impact of widespread unemployment that resulted in
developments such as Hoovervilles. (710-712)
SSUSHS18: Describe Franklin Roosevelts New Deal as a response to the depression and
compare the ways governmental programs aided those in need.
G. Identify Eleanor Roosevelt as a symbol of social progress and womens activism.
(748-749)
Narrative:
Following World War One, a generation of soldiers returned home disillusioned with the
world and with humankind. They searched for new meaning in life as seen in their writing
and art. This group of people was named the Lost Generation. Another group of people
present in the roaring twenties was the Flapper. These were young women who challenged
the expectations society placed upon them with their styles of dress and their behavior. The
twenties also witnessed the appearance of bootleggers, manufacturers and sellers of illegal
alcohol during prohibition. Artistic expression also flourished during this time period with the
Harlem Renaissance, an artistic movement that celebrated African American culture, and the
introduction of jazz music. Following the roaring twenties was the Great Depression and the
Dust Bowl. During this time, many people lost everything they had and were forced to move
into makeshift homes in small towns called Hoovervilles. Additionally, Okies, people fleeing
the Great Plains as a result of the Dust Bowl, arrived to already impoverished areas. To help
combat the depression, the New Deal was introduced by President Roosevelt and explained to
the people of the country by the president through Fireside Chats broadcast across the
nation.
Terms:
Modernization
Fundamentalism
Scopes Trial
Bootlegger
Flapper
Lost Generation
Jazz

Harlem Renaissance
Okies
Hoovervilles
Fireside Chat
Collective Bargaining
The Wizard of Oz
Wagner Act

Unit 4A Economic
Standards:
Standard 16: Identify key developments in the aftermath of WWI.
B. Identify Henry Ford, mass production, and the automobile. (660-663)
SSUSHS17: Analyze the causes and consequences of the Great Depression.
A. Describe the causes, including overproduction, under-consumption, and the stock
market speculation that led to the stock market crash of 1929 and the Great
Depression. (702-706)
Narrative:
One factor that led to the economic prosperity of the twenties in the United States were the
introduction of mass production in the manufacturing of goods. One of the products mass
produced and available to the general population for the first time was the Model T, an
automobile manufactured by Henry Ford with the use of the assembly line. The rise in
automobile use also led to the growth of the suburban areas outside large cities as people
could live farther from their workplaces and commute between their home and job. Several
examples of lavish spending habits, such as buying goods on credit, buying on margin, and
investing with speculation, however, led to the Great Depression. The catalyst of the
depression was the stock market crash on Black Tuesday. These events coincided with the
Dust Bowl of the Great Plains and ultimately led to bread lines and other examples of
extreme poverty. In an attempt to rectify the situation, a trickle-down economic structure
was implemented with little success.
Terms:
Mass Production
Model T
Bull Market
Buying on Margin
Speculation
Great Depression

Bread Line
Dust Bowl
Black Tuesday
Localism
Trickle-down Economics
Bonus Army

Unit 4B Political
Standards:
USHS19: Identify the origins, major developments, and the domestic impact of World War II,
especially the growth of the federal government.
b. Explain the Japanese attack on Pearl Harbor and the internment of JapaneseAmericans, German-Americans, and Italian-Americans. (789, 813)
c. Explain major events: include the lend-lease program, the Battle of Midway, D-Day,
and the fall of Berlin. (785, 807, 819, 823)
e. Describe Los Alamos and the scientific, economic, and military implications of
developing the Atomic Bomb
f. Compare the geographic locations of the European Theater and the Pacific Theater
and the difficulties the U.S. faced in delivering weapons, food, and medical supplies
to troops.
SSUSH20: The student will analyze the domestic and international impact of the Cold War on
the United States.
b. Explain the impact of the new communist regime in China, the outbreak of the
Korean War, and how these events contributed to the rise of Senator Joseph
McCarthy. ( 854, 855-857, 873-875)
c. Explain the role of geography on the U.S. containment policy, and the Korean War.
SSUSH21: The student will explain the impact of technological development and economic
growth on the United States, 1945-1975.
a. Describe the impact of competition with the USSR as evidenced by the launch of
Sputnik I and President Eisenhowers actions. (865, 895)
Narrative:
Prior to the outbreak of World War Two, several countries who later became the Allied
Powers attempted to prevent the war through policies of appeasement. These attempts
ultimately failed as the Axis Powers continued to expand beyond their borders into the land
of neutral and Allied countries and eventually started the war. Before the attack on Pearl
Harbor that brought the United States into the Second World War, the country remained
neutral. However, this neutrality began to become less and less apparent with developments
such as the Lend-Lease Act that allowed American aid to certain countries in the war.
Following the Pearl Harbor attack, the United States declared war on the Axis Powers and
began to fight. In the Pacific Theater, this fighting was seen largely in island hopping,
fighting for control of certain islands nearer and nearer to the Japanese home islands.
Ultimately, at the culmination of the war, the United States dropped two Atomic Bombs
named Fat Man and Little Boy on the Japanese cities Hiroshima and Nagasaki and secured an
unconditional surrender from the Japanese (unconditional surrender in the European
Theater had been won earlier that year). The dropping of the Atomic Bombs led directly to
the arms race between the United States and Soviet Union that fueled the Cold War. One
result of the Cold War and its resultant competition between communism and capitalism was
the Korean War that ended with the Korean peninsula being divided at the 38th Parallel, just
as it had been previously.

Terms:
Lend-Lease Act
Executive Order 8802
Manhattan Project
Island Hopping
Appeasement
Los Alamos
Allied Powers
Axis Powers
Atom Bomb
Truman Doctrine
Totalitarianism
Anschluss
Blitzkrieg
Unconditional Surrender
Yalta Conference
United Nations

Geneva Convention
Satellite State
Cold War
Containment
NATO
Warsaw Pact
38th Parallel
Arms Race
Brinkmanship
Eisenhower Doctrine
Munich Pact
Atlantic Charter
CIA
NASA
Blacklist

Unit 4B Social
Standards:
USHS19: Identify the origins, major developments, and the domestic impact of World War II,
especially the growth of the federal government.
a. Explain A. Philip Randolphs proposed March on Washington, D.C. and President
Franklin D. Roosevelts response. (810)
d. Describe war mobilization, as indicated by rationing, war-time conservation, and the
role of women in war industries. (792, 814, 809)
SSUSH21: The student will explain the impact of technological development and economic
growth on the United States, 1945-1975.
SSUSH22: The student will identify dimensions of the Civil Rights Movement, 1945-1970.
a. Explain the importance of President Trumans order to integrate the U.S. military and
the federal government.
Narrative:
Quickly following the attack on Pearl Harbor, the United States began to implement the
internment of those the government felt might be loyal to an enemy nation such as JapaneseAmericans, German-Americans, and Italian-Americans. However, a positive outcome of the
war on the home front was the integration of the American government and military by
Executive Order 8802. Before this, the military was still segregated. One African American
group of airmen was the Tuskegee Airmen, whose pilots are widely considered as some of
the finest in the entire history of aviation. They greatly helped in ending the war and securing
the Allied victory. Following the war were the Nuremburg Trials to bring to justice those
responsible for the Holocaust (a mass genocide that took place shortly before and during the
war) and other international crimes committed by the Axis powers. Immediately after the
Second World War came the Cold War that divided Europe between the capitalist west and
communist east along the imaginary Iron Curtain. The Cold War also led to the Red
Scare and McCarthyism in the United States.
Terms:
Rationing
Kamikaze
Holocaust
Internment
Anti-Semitic
Tuskegee Airmen
Nuremburg Trials

Genocide
Iron Curtain
Red Scare
Hollywood Ten
McCarthyism
Julius and Ethel Rosenberg
Bataan Death March

Unit 4B Economic
Standards:
SSUSH20: The student will analyze the domestic and international impact of the Cold War on
the United States.
a. Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman
Doctrine, and the origins and implications of the containment policy.
Narrative:
As with any war, World War Two had economic impacts on the home front. Several examples
of these were the implementation of rationing, conservation of materials needed for the war,
and war time material collection. Some commodities that were rationed were food, fuel,
metal, nylon, and rubber. Scrap metal, rubber, and nylon were also donated and collected for
the war effort. The war also placed excess load on the economy. For example, the Manhattan
Project cost the nation greatly. Following the war, the United States implemented the
Marshall Plan to aid western European countries struggling to rebuild after the devastation
of the war. Two of the greatest recipients of economic aid from the United States were France
and Great Britain. During the war, France had been devastated and was occupied by Germany
from 1940 until 1944. Great Britain had also suffered extreme devastation in the Battle of
Britain. Also following World War Two was the Cold War that was largely evident in the
competition between the government and economic structures of communism and
capitalism.
Terms:
Rationing
Conservation
Material Collection
Manhattan Project

Marshall Plan
Communism
Capitalism

Unit 5A Political
Standards:
SSUSH20: The student will analyze the domestic and international impact of the Cold War on
the United States
a. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis (956958)
c. Explain the role of geography on the U.S. containment policy, the Korean War, the
Bay of Pigs, the Cuban missile crisis, and the Vietnam War.
Narrative:
Following the Second World War, the two major superpowers of the world, the United States
and the Soviet Union, were in competition over the spread and containment of communism.
The United States feared that if one country fell to communism, others around it would
follow in what they called the Domino Theory. This lead to conflict in other countries such
as in the Vietnam War between the communist north and capitalist south, a war the United
States was allowed to enter by the Gulf of Tonkin Resolution, and the Cuban missile crisis
and Bay of Pigs invasion. During this time period, the Civil Rights movement was also
taking place in the United States. The movement included the Montgomery Bus Boycott and
the March on Washington where Dr. Martin Luther King, Jr. delivered his famous I Have a
Dream speech. It also led to changes such as the 24th Amendment that banned the poll tax
and the Civil Rights Act of 1957 that established a federal Civil Rights Commission.
Terms:
Domino Theory
Deferment
Bay of Pigs
Tet Offensive
Vietnam War
Cuban Missile Crisis
1960 Kennedy Nixon Debate
Medicare
Conservative Movement
Miranda v. Arizona
Civil Rights Act of 1957

Montgomery Bus Boycott

24th Amendment
Democratic National Convention
Taft-Hartley Act
Fair Deal
March on Washington
Gulf of Tonkin Resolution
Equal Right Amendment
Freedom Summer
Roe v. Wade
Medicaid

Unit 5A Social
Standards:
SSUSH20: The student will analyze the domestic and international impact of the Cold War on
the United States
b. Describe the Vietnam War, the Tet offensive, and growing opposition to the war (984991, 995-996)
SSUSH21: The student will explain the impact of technological development and economic
growth on the United States, 1945-1975.
a. Describe the baby boom and its impact as shown by Levittown and the Interstate
Highway Act. (883, 889, 890)
b. Analyze the impact television has had on American life; include the development of
the personal computer and the expanded use of air conditioning.
c. Describe the impact television has had on American culture; include the presidential
debates (Kennedy/Nixon, 1960). (897, 900, 953)
SSUSH22: The student will identify dimensions of the Civil Rights movement, 1945-1970
a. Explain the importance of President Trumans order to integrate the U.S. military and
the federal government.
b. Identify Jackie Robinson and the integration of baseball.
c. Explain Brown v. Board of Education and efforts to resist the decision.
d. Describe the significance of Martin Luther King, Jr.s Letter from a Birmingham Jail
and his I Have a Dream Speech.
e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting
Rights Act of 1965.
SSUSH23: The student will describe and assess the impact of political developments between
1945 and 1970.
a. Describe the Warren Court and the expansion of individual rights as seen in the
Miranda decision. (972-973)
b. Explain Lyndon Johnsons Great Society, including the establishment of Medicare.
(969-971)
c. Describe the social and political turmoil of 1968, including the assassinations of
Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the
Democratic National Convention. (996-999)
SSUSH24: The student will analyze the impact of social change movements and
organizations of the 1960s.
a. Describe the National Organization of Women and the origins and goals of the
modern womens movement. (1023)
b. Analyze the anti-Vietnam War movement. (992-224, 998-999, 1002-1003)
c. Analyze Cesar Chavez and the United Farm Workers movement. (1029-1030)
d. Explain the importance of Rachel Carsons Silent Spring and the resulting
developments; include Earth Day, the creation of the Environmental Protection
Agency (EPA), and the modern environmentalist movement. (1034-1035, 1036-1037)

e. Describe the rise of the conservative movement as seen in the presidential candidacy
of Barry Goldwater (1964) and the election of Richard M. Nixon (1968). (968-969,
999)
Narrative:
Immediately following World War Two, a very large generation, the baby boom generation
was born. As a result families began to search for more homes and the Levittown, a
community of new homes, provided an ideal venue to buy a house inexpensively. Also rising
at the time was consumerism that led to the purchase of new appliances and other items that
improved the standard of living such as air conditioning and television. The baby boom
generation also became involved in the anti-Vietnam War movement, eventually bringing an
end to the war. Other counterculture movements included the environmental movement that
led to the creation of the EPA, the womens movement led by the National Organization of
Women, and the agricultural movement led by the United Farm Workers. At the same time
as these movements, the Civil Rights movement was similarly fighting for change. The
Student Nonviolent Coordinating Committee (SNCC) and other groups were organizing
Sit-ins, the Freedom Ride, and other types of peaceful protest to bring an end to de jure and
de facto segregation as well as other forms of discrimination and oppression.
Terms:
Baby Boom
Levittown
Air Conditioning
Personal Computer
Consumerism
Rock-and-Roll
Beatnik
Warren Court
Johnsons Great Society
National Organization of Women
United Farm Workers
Silent Spring
EPA
Sit-in
SNCC
Freedom Ride
Civil Rights Act of 1964
Black Power

Black Panthers
Sunbelt
Information Industries
Nuclear Family
Television
Inner City
Urban Renewal
De Jure Segregation
De Facto Segregation
Brown v. Board of Education
Letters from a Birmingham Jail
Counterculture
Generation Gap
Hawks
Doves
Students for a Democratic Society
Kent State University

Unit 5A Economic
Standards:
SSUSH20: The student will analyze the domestic and international impact of the Cold War on
the United States
d. Describe the impact of competition with the USSR as evidenced by the launch of
Sputnik I and President Eisenhowers actions. (865, 895)
Narrative:
With the prosperity in the United States that followed World War Two came several
improvements in American infrastructure. Among these was the Interstate Highway Act
under President Eisenhower that authorized the use of thirty two billion dollars to construct
41,000 miles of highway across the country that is now known as the interstate system. The
system allowed more ease of travel and allowed people to live farther away from their places
of work as they could commute via the highways. Later, new forms of business emerged.
Several of these were franchise businesses and multinational corporations. Franchise
businesses allowed a large corporation to open and manage its branches through independent
outlets. Multinational corporations allowed companies to produce and distribute goods and
services globally. Along with these new business models also came a new labor union, the
AFL-CIO, a combination of the American Federation of Labor and the Congress of
Industrial Organization.
Terms:
Interstate Highway Act
Interstate System
Highways

Franchise Business
AFL-CIO
Multinational Corporations

Unit 5B Political
Standards:
SSUSH25: The student will describe changes in national politics since 1968.
1. Describe President Richard M. Nixons opening of China, his resignation due to the
Watergate scandal, changing attitudes toward government, and the presidency of
Gerald Ford. (1009, 1010, 1049-1052, 1055-1057)
2. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil
rights, including such decisions as Roe v. Wade (1973) and the Bakke decision on
affirmative action. (1026, 1083, 1062)
3. Explain the Carter administrations efforts in the Middle East including the Camp
David Accords, his response to the 1979 Iranian Revolution, and Iranian hostage
crisis. (1065-1067)
5. Explain the relationship between Congress and President Bill Clinton, including the
North American Free Trade Agreement and his impeachment and acquittal. (11111112, 1115, 1113)
6. Analyze the 2000 presidential election and its outcome, emphasizing the role of the
Electoral College. (1119-1120)
Narrative:
In the waning years of the Cold War, before the collapse of the Soviet Union, the United
States and Soviet Union agreed to limit the production and use of some nuclear weapons in
the two Strategic Arms Limitation Treaties (SALT I and SALT II). However, as Cold War
tensions eased, tension rose in the Middle East that exists to this day. Several examples of this
are the Iranian hostage crisis, the Iran-Contra affair, and the invasion of Kuwait by
Saddam Hussein that led to Operation Desert Storm. Some diplomatic success was found,
though, as in the deal between Egypt and Israel under President Carter in the Camp David
Accords. Despite this, Middle Eastern tensions ultimately led to terroristic attacks on the
United States such as the attack of the World Trade Center in New York City on September
11, 2001, commonly known as 9/11. This attack began the war on terror and Operation
Enduring Freedom as well as the Department of Homeland Security and the Patriot Act.
Terms:
SALT I
Southern Strategy
Watergate
25th Amendment
Executive Privilege
Pardon
Amnesty
SALT II
Camp David Accords
New Right
Iranian Hostage Crisis
Glasnost
Iran-Contra Affair

Impeachment
Bush v. Gore
Taliban
Weapons of Mass Destruction
9/11
Operation Enduring Freedom
Strategic Defense Initiative
Operation Desert Storm
EU
Al Qaeda
Department of Homeland Security
Patriot Act

Unit 5B Social
Standards:
SSUSH25: The student will describe changes in national politics since 1968.
7. Analyze the response of President George W. Bush to the attacks of September 11,
2001, on the United States, the war against terrorism, and the subsequent American
interventions in Afghanistan and Iraq. (1122-1125)
Narrative:
At a time when some of his policies were being questioned, President Richard M. Nixon
coined the term Silent Majority to describe the idea that the majority of the population
agreed with his policies but were not necessarily vocal in their opinions. Around the same
time, an organization was formed by Rev. Jerry Falwell called the Moral Majority that
sought to increase religious participation and action. Also during this time period, the
Supreme Court made decisions that limited the use of affirmative actions if they limited the
rights of other members of society such as in the Bakke decision. Several other developments
of this time still greatly affect us today. One of these is the emergence of the AIDS disease
that cannot, at this time, be cured. Another is the No Child Left Behind act that was passed
in the hopes that it would improve school performance across the country.
Terms:
Silent Majority
Affirmative Action
Moral Majority

AIDS
No Child Left Behind

Unit 5B Economic
Standards:
SSUSH25: The student will describe changes in national politics since 1968.
4. Describe domestic and international events of Ronald Reagans presidency, including
Reaganomics, the Iran-Contra Scandal, and the collapse of the Soviet Union. (10811083, 1087-1091)
Narrative:
Towards the end of the Cold War, the economies of both the United States and Soviet Union
were stagnating. The United States economy was in a state of stagflation, a time of high
inflation and unemployment with stagnant economic growth. In response to this, supply-side
economics were introduced to attempt to alleviate the economic state of the nation by
increasing the goods and labor produced. The Soviet Union, also with a stagnating economic
position, enacted a policy, known as perestroika, to reform and revitalize their economy.
Later, several economic organizations were founded to improve economic conditions for their
members such as the Organization of Petroleum Exporting Countries (OPEC) and the North
American Free Trade Agreement (NAFTA). OPECs goal was to regulate the sale and prices
of oil among its exporters and NAFTA (between Canada, Mexico, and the United States)
removed trade barriers between its signatories to increase trade and stimulate their
economies.
Terms:
Stagflation
OPEC
Supply-Side Economics

Perestroika
NAFTA