Prentice Hall
High School
United States History:
Reconstruction to the Present
Indiana Edition
(Lapsansky-Werner, et al) © 2010
C O R R E L A T E D
T O
Indiana Academic Standards - Social Studies - United States History
High School
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
Standard 1 - Early National Development: 1775 to 1877
Students will review and summarize key ideas, events, and developments from the Founding Era
through the Civil War and Reconstruction from 1775 to 1877.
USH.1.1 Read key documents from the
Founding Era and explain major ideas about
government, individual rights and the general
welfare embedded in these documents.
(Government) Example: Northwest Ordinance
(1787), United States Constitution (1787),
Federalist Papers 10 and 51 (1787–1788), Bill
of Rights (1791), Washington’s Farewell
Address (1796), The Alien and Sedition Acts
(1798), Jefferson’s First Inaugural Address
(1801), Marbury v. Madison (1803) and
McCulloch v. Maryland (1819)
SE/TE: The American Revolution 9-14; The
Constitution 15-20; The New Republic 21-25;
Democracy, Nationalism, and Sectionalism 3438; Declaration of Independence D1, United
States Constitution C1; Northwest Ordinance
(1787), 16, 840; Federalist Papers 10 and 51
(1787–1788), 840; Patrick Henry “Liberty or
Death” 837; Thomas Paine “Common Sense”
837; Abigail Adams “Remember the Ladies”
838, John Adams “Free and Independent
States” 839, Thomas Jefferson First Inaugural
Address 841; Marbury v. Madison (1803) 23,
28, 826, 831; McCulloch v. Maryland (1819) 28,
826, 831
TR: Tests A and B, 36-41; AYP Monitoring
Assessments Benchmark Test 1; Progress
Monitoring Transparencies 1-4; Color
Transparencies; Reading and Note Taking Study
Guide 1-8
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.1.2 Explain major themes in the early
history of the United States. (Economics,
Government) Example: Federalism,
sectionalism and nationalism; expansion;
states’ rights; and the political and economic
difficulties encountered by Americans and
Native American Indians such as slavery; and
liberty versus order
SE/TE: The American Revolution 9-14; The
Constitution 15-20; The New Republic 21-25;
Democracy, Nationalism, and Sectionalism 3438; Religion and Reform 39-43; The Antislavery
Movement 44-48; The Women’s Movement 4952; Manifest Destiny 53-59; see American
Issues Connector: Expanding and Protecting
Civil Rights 19, Sectionalism and National
Politics 26, Church and State 41
TR: Tests A and B, 36-41; AYP Monitoring
Assessments Benchmark Test 1; Progress
Monitoring Transparencies 1-4, 5-9; Color
Transparencies; Reading and Note Taking Study
Guide 1-8, 9-20
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
1
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.1.3 Describe controversies pertaining to
slavery, abolitionism, Dred Scott v. Sanford
(1856) and social reform movements.
(Government, Economics) Example:
Temperance movement and women’s
movement
SE/TE: Democracy, Nationalism, and
Sectionalism 34-38; Religion and Reform 3943; The Antislavery Movement 44-48; The
Women’s Movement 49-52; The Union in Crisis
66-71; Lincoln, Secession, and War 72-79; The
Civil War 80-86; The Reconstruction Era 87-91
TR: Tests A and B, 33-38, 36-41; AYP
Monitoring Assessments Benchmark Test 1;
Progress Monitoring Transparencies 1-4, 5-9,
10-13; Color Transparencies; Reading and Note
Taking Study Guide 1-8, 9-20, 21-28
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.1.4 Describe causes and lasting effects of
the Civil War and Reconstruction as well as the
political controversies surrounding this time.
(Government, Economics) Example: The
election of Abraham Lincoln; succession; the
Emancipation Proclamation; 13th, 14th and
15th Amendments; formation of the Ku Klux
Klan; election of 1876; Civil Rights Cases
(1883); and Jim Crow Laws
SE/TE: The Union in Crisis 66-71; Lincoln,
Secession, and War 72-79; The Civil War 8086; The Reconstruction Era 87-91; The New
Immigrants 128-135; Cities Expand and
Change 136-140; Social and Cultural Trends
144-149; The New South 156-159; Westward
Expansion and the American Indians 160-169;
Transforming the West 169-177; Segregation
and Social Tensions 184-189; Political and
Economic Challenges 193-196; The Struggle
Against Discrimination 228-232
TR: Tests A and B, 25-30, 26-31, 33-38; AYP
Monitoring Assessments Benchmark Test 1;
Progress Monitoring Transparencies 1-4, 5-9,
10-13, 73-75, 76-78, 79-81; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
2
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
Standard 2 - Development of the Industrial United States: 1870 to 1900
Students will examine the political, economic, social and cultural development of the United
States during the period from 1870 to 1900.
USH.2.1 Describe economic developments that
transformed the United States into a major
industrial power and identify the factors
necessary for industrialization. (Economics)
Example: Growth of the railroads, major
inventions and the development of big
business, such as the oil and steel industry by
John D. Rockefeller and Andrew Carnegie
SE/TE: Technology and Industrial Growth 100106; The Rise of Big Business 107-113; The
Organized Labor Movement 114-121; The New
Immigrants 128-135; Cities Expand and
Change 136-140; Social and Cultural Trends
144-149; The New South 156-159;
Transforming the West 169-177; Political and
Economic Challenges 193-196
TR: Tests A and B, 25-30, 26-31, 33-38; AYP
Monitoring Assessments Benchmark Test 1;
Progress Monitoring Transparencies 1-4, 5-9,
10-13, 73-75, 76-78, 79-81; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.2 Identify key ideas, movements and
inventions and explain their impact on rural
communities and urban communities in the
United States. (Economics, Sociology) Example:
Growth of political machine politics (Boss
Tweed), Populism (William Jennings Bryan),
Grange Movement (Oliver Kelley), agricultural
innovations (George Washington Carver, John
Deere and Joseph F. Glidden), refrigerated box
car (Andrew Chase), the elevator (Elisha Otis),
the telephone (Alexander Graham Bell) and the
contributions of Thomas Edison
SE/TE: Technology and Industrial Growth 100106; The Rise of Big Business 107-113; The
Organized Labor Movement 114-121; The New
Immigrants 128-135; Cities Expand and
Change 136-140; Social and Cultural Trends
144-149; The New South 156-159; Westward
Expansion and the American Indians 160-168;
Transforming the West 169-177; Political and
Economic Challenges 193-196; Farmers and
Populsim 197-203; See also American Issues
Connector: Technology and Society 122,
Migration and Urbanization 141
TR: Tests A and B, 25-30, 26-31, 33-38; AYP
Monitoring Assessments Benchmark Test 1;
Progress Monitoring Transparencies 1-4, 5-9,
10-13, 73-75, 76-78, 79-81; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
3
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.3 Identify the contributions of individuals
and groups and explain developments
associated with industrialization and
immigration. (Government; Economics;
Individuals, Society and Culture) Example: Jane
Addams (Hull House); Jacob Riis (child labor);
immigrant groups that provided cheap labor in
the railroad, coal, steel and agriculture
industries; Chinese Exclusionary Act (1882);
and United States v. Wong Kim Ark (1898)
SE/TE: The Rise of Big Business 107-113; The
Organized Labor Movement 114-121; The New
Immigrants 128-135; Cities Expand and
Change 136-140; Social and Cultural Trends
144-149; The New South 156-159; Westward
Expansion and the American Indians 160-168;
Transforming the West 169-177; Political and
Economic Challenges 193-196; See also
American Issues Connector: Technology and
Society 122, Migration and Urbanization 141,
American Indian Policy 165, Women in
American Society 190, Social Problems and
Reform 227; See also History Makers: John
Dewey 147, Helen Hunt Jackson 168, Booker T.
Washington 186, Susan B. Anthony 191,
William Jennings Bryan 203, Ida B. Wells 223,
Octaviano Larrazolo 231
TR: Tests A and B, 25-30, 26-31, 33-38; AYP
Monitoring Assessments Benchmark Test 1;
Progress Monitoring Transparencies 1-4, 5-9,
10-13, 73-75, 76-78, 79-81; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.4 Describe the growth of unions and the
labor movement and identify important labor
leaders associated with these movements.
(Government, Economics) Example: Homestead
Strike (1892), Pullman Strike (1894),
Haymarket Riots (1886), American Federation
of Labor, Samuel Gompers, Eugene Debs and
Terence Powderly
SE = Student Edition
SE/TE: Technology and Industrial Growth 100106; The Rise of Big Business 107-113; The
Organized Labor Movement 114-121; The New
Immigrants 128-135; Cities Expand and
Change 136-143; Segregation and Social
Tensions 184-192; Political and Economic
Challenges 193-196; Farmers and Populsim
197-203; The Drive for Reform 212-220;
Women Make Progress 221-227, The Struggle
Against Discrimination 228-232
TE = Teacher's Edition
TR = Teaching Resources
4
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 25-30, 26-31, 31-36, 33-38;
AYP Monitoring Assessments Benchmark Tests
1, 2; Progress Monitoring Transparencies 1-4,
5-9, 10-13, 73-75, 76-78, 79-81, 82-86; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53, 54-64
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.5 Compare and contrast government
attempts to regulate business and industry.
(Government, Economics) Example: Pendleton
Act (1883), Interstate and Commerce Act
(1887) and Sherman Anti-Trust Act (1890)
SE/TE: Technology and Industrial Growth 100106; The Rise of Big Business 107-113; The
Organized Labor Movement 114-121; Political
and Economic Challenges 193-196; Farmers
and Populsim 197-203; The Drive for Reform
212-220; Women Make Progress 221-227, The
Struggle Against Discrimination 228-232;
Roosevelt’s Square Deal 233-239, Wilson’s New
Freedom 240-243
TR: Tests A and B, 25-30, 26-31, 31-36, 33-38;
AYP Monitoring Assessments Benchmark Tests
1, 2; Progress Monitoring Transparencies 1-4,
5-9, 10-13, 73-75, 76-78, 79-81, 82-86; Color
Transparencies; Reading and Note Taking Study
Guide 21-28, 35-40, 41-47, 48-53, 54-64
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.6 Describe the federal government’s
policy regarding migration of settlers and the
removal of Native American Indians to western
territories. (Government; Geography;
Individuals, Society and Culture) Example: The
Homestead Act (1892) and the Dawes Act
(1887)
SE = Student Edition
SE/TE: The New Immigrants 128-135; Cities
Expand and Change 136-140; Social and
Cultural Trends 144-149; The New South 156159; Westward Expansion and the American
Indians 160-168; Transforming the West 169177; Political and Economic Challenges 193196; Farmers and Populsim 197-203; The Drive
for Reform 212-220; Women Make Progress
221-227, The Struggle Against Discrimination
228-232; See also American Issues Connector:,
Migration and Urbanization 141, American
Indian Policy 165, Women in American Society
190, Social Problems and Reform 227
TE = Teacher's Edition
TR = Teaching Resources
5
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 25-30, 26-31, 31-36, 33-38;
AYP Monitoring Assessments Benchmark Tests
1, 2; Progress Monitoring Transparencies 73-75,
76-78, 79-81, 82-86; Color Transparencies;
Reading and Note Taking Study Guide 35-40,
41-47, 48-53, 54-64
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.2.7 Describe and analyze the lasting effect
of “separate but equal” established by the U.S.
Supreme Court in Plessey v. Ferguson (1896).
(Government; Individuals, Society and Culture)
SE/TE: See Landmark Decisions of the Supreme
Court: Can Separate Treatment Be Equal
Treatment? Plessy v. Ferguson (1896) 192; See
also 185-186, 192, 229-230, 580, 588, 832
TR: Tests A and B, 25-30; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 82-86; Color
Transparencies; Reading and Note Taking Study
Guide 54-64
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
Standard 3 - Emergence of the Modern United States: 1897 to 1920
Students will examine the political, economic, social and cultural development of the United
States during the period from 1897 to 1920.
USH.3.1 Identify the events and people central
to the transformation of the United States into
a world power. (Government, Geography)
Example: Events: Spanish-American War
(1898), Annexation of Hawaii (1898), Open
Door Policy (1899), building the Panama Canal
(1903-1914) and World War I (1914-1918);
People: William McKinley, John Hay, William
Randolph Hearst, Theodore Roosevelt, Woodrow
Wilson, Alfred Thayer Mahan and John J.
Pershing
SE = Student Edition
SE/TE: The Roots of Imperialism 250-255; The
Spanish-American War 256-262; The United
States and East Asia 263-267; The United
States and Latin America 268-275; From
Neutrality to War 282-291; The Home Front
292-300; Wilson, War, and Peace 301-310;
Effects of the War 311-315; See also American
Issues Connector: Territorial Expansion of the
United States 256, America Goes to War 290
TE = Teacher's Edition
TR = Teaching Resources
6
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.2 Explain how “The Roosevelt Corollary”
(1904) modified the Monroe Doctrine (1823)
justifying a new direction in United States
foreign policy. (Government)
SE/TE: 271-273; for additional information, see
also The United States and Latin America 268275, American Issues Connector: Territorial
Expansion of the United States 256; Monroe
Doctrine 27, 28, 263, 271, 273
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.3 Compare President Woodrow Wilson’s SE/TE: Wilson, War, and Peace 301-310; Effects
“Fourteen Points” address to the views of British of the War 311-315; see also Primary Source
leader David Lloyd George and French leader
Woodrow Wilson, “Peace Without Victory” 849
Georges Clemenceau regarding a treaty to end
World War I. (Government, Geography)
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.4 Summarize the Versailles Treaty, the
SE/TE: Wilson, War, and Peace 301-310; Effects
formation and purpose of League of Nations and of the War 311-315; see also Primary Source
the interrelationship between the two.
Woodrow Wilson, “Peace Without Victory” 849
(Government)
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
7
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.5 Identify and compare the reforms of
Theodore Roosevelt, William Howard Taft and
Woodrow Wilson. Example: Reforms brought
about by the “Square Deal,” “New Nationalism”
and “New Freedom”
SE/TE: Roosevelt’s Square Deal 233-239,
Wilson’s New Freedom 240-243, The United
States and Latin America 268-275, Wilson, War,
and Peace 301-310; Effects of the War 311-315
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.6 Identify the contributions to American
culture made by individuals and groups.
(Individuals, Society and Culture) Example:
Frederick Law Olmsted (landscape architect –
Central Park), Frances Willard (educator,
women’s suffrage movement), Booker T.
Washington (African-American educator,
Tuskegee Institute), W.E.B. DuBois (early civil
rights activist), Muckrakers (journalists such as
Lincoln Steffens, Jacob Riis and Upton Sinclair),
Women’s Christian Temperance Union (WCTU)
and the National Association for the
Advancement of Colored People (NAACP)
SE/TE: Segregation and Social Tensions 184192; Political and Economic Challenges 193196; Farmers and Populsim 197-203; The Drive
for Reform 548-556; The Drive for Reform 212220; Women Make Progress 221-227, The
Struggle Against Discrimination 228-232,
Roosevelt’s Square Deal 233-239, Wilson’s New
Freedom 240-243; The Home Front 292-300;
Social and Cultural Tensions 335-342, A New
Mass Culture 343-353, The Harlem Renaissance
354-359
TR: Tests A and B, 30-35, 31-36; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 87-89, 9194; Color Transparencies; Reading and Note
Taking Study Guide 65-73, 74-82
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
8
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.7 Explain the impact of immigration,
industrialization and urbanization in promoting
economic growth. (Economics, Geography)
SE/TE: The New Immigrants 128-135, Cities
Expand Grow and Change 136-143, Social and
Cultural Trends 144-149; Segregation and
Social Tensions 184-192, Political and Economic
Challenges 193-196; The Drive for Reform 212220; Women Make Progress 221-227, A
Booming Economy 324-329, Social and Cultural
Tensions 335-342, A New Mass Culture 343353, The Harlem Renaissance 354-359; See
also American Issues Connector: Migration and
Urbanization 141
TR: Tests A and B, 30-35, 31-36; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 87-89, 9194; Color Transparencies; Reading and Note
Taking Study Guide 65-73, 74-82
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.8 Describe the Progressive movement
and its impact on political, economic and social
reform. (Government; Economics; Individuals,
Society and Culture) Example: Initiative,
referendum and recall; direct election of
senators (17th Amendment); women’s suffrage
(19th Amendment); workplace protection for
women and children; expansion of public
education; prohibition (18th Amendment); city
manager and city commission forms of
government; and conservation movement.
SE/TE: The Drive for Reform 212-220; Women
Make Progress 221-227, The Struggle Against
Discrimination 228-232, Roosevelt’s Square
Deal 233-239, Wilson’s New Freedom 240-243;
Reflections: The Progressive Era 320
TR: Tests A and B, 25-30; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 82-86; Color
Transparencies; Reading and Note Taking Study
Guide 54-64
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
9
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.3.9 Explain the constitutional significance
of the following landmark decisions of the
United States Supreme Court: Northern
Securities Company v. United States (1904),
Muller v. Oregon (1908), Schenck v. United
States (1919) and Abrams v. United States
(1919).
SE/TE: Muller v. Oregon (1908) 222, 831;
Schenck v. United States (1919) 296, 300, 827,
833; Abrams v. United States (1919) 826, 828;
see also Landmark Decisions of the Supreme
Court: What are the Limits of Free Speech?
Schneck v. United States (1919) 296
TR: Tests A and B, 31-36; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 87-89; Color
Transparencies; Reading and Note Taking Study
Guide 65-73
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
Standard 4 - Modern United States Prosperity and Depression: 1920s and 1939
Students will examine the political, economic, social and cultural development of the United
States during the period from 1920 to 1939.
USH.4.1 Give examples of support shifting to
big business during the postwar period between
World War I and the Great Depression.
(Government, Economics) Example: Policies of
Warren G. Harding, Calvin Coolidge and Herbert
Hoover
SE/TE: A Booming Economy 324-329, The
Business of Government 330-334, Causes of
the Depression 366-372, Americans Face Hard
Times 373-383, Hoover’s Response Fails 384389
TR: Tests A and B, 21-26, 30-35; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 95-99,
100-102; Color Transparencies; Reading and
Note Taking Study Guide 83-93, 94-100
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
10
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.4.2 Describe the development of popular
culture. (Individuals, Society and Culture)
Example: Langston Hughes, F. Scott Fitzgerald,
Jazz Age, Harlem Renaissance, radio,
phonographs, motion pictures and federal
funding of the arts
SE/TE: Social and Cultural Tensions 335-342, A
New Mass Culture 343-353, The Harlem
Renaissance 354-359, Culture of the 1930s
422-427
TR: Tests A and B, 21-26; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 95-99, 103-106;
Color Transparencies; Reading and Note Taking
Study Guide 83-93, 101-108
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.4.3 Explain how America reacted to a
changing society by examining issues
associated with the Red Scare, Prohibition, the
Scopes Trial, the changing role of women and
African-Americans, the Ku Klux Klan, the Palmer
Raids, the National Origins Act, and restrictions
on immigration. (Government; Economics;
Geography; Individuals, Society and Culture)
SE/TE: Segregation and Social Tensions 184192, Women Make Progress 221-227, The
Struggle Against Discrimination 228-232, The
Home Front 292-200, Effects of the War 311315, Social and Cultural Tensions 335-342, A
New Mass Culture 343-353, The Harlem
Renaissance 354-359, The Second New Deal
404-411; Effects of the New Deal 412-421
TR: Tests A and B, 21-26, 25-30; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 82-86, 9599, 103-106; Color Transparencies; Reading
and Note Taking Study Guide 54-64, 83-93,
101-108
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
11
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.4.4 Describe the stock market crash of
1929 and the impact it had on politics,
economics and America’s standard of living.
(Government, Economics) Example: Breadlines
and Hoovervilles, Smoot-Hawley Tariff, Near v.
Minnesota (1931), Bonus Army Marches (1932),
founding of the Congress of Industrial
Organization (CIO), New Deal policies and
programs (1933-1938),Wagner Act (1935),
Court Packing Controversy (1937), the Dust
Bowl, and West Coast Hotel v Parrish (1937)
SE/TE: Causes of the Great Depression 7366372, Americans Face Hard Times 373-383,
Hoover’s Response Fails 384-389, FDR Offers
Relief and Recovery 396-403, The Second New
Deal 404-411, Effects of the New Deal 412-421,
Culture of the 1930s 422-427
TR: Tests A and B, 21-26, 25-30; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 100-102,
103-106; Color Transparencies; Reading and
Note Taking Study Guide 94-100, 101-108
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.4.5 Identify and describe the contributions
of political and social reformers during the
Great Depression. (Government; Economics;
Individuals, Society and Culture) Example:
Herbert Hoover, Franklin and Eleanor Roosevelt,
Senator Huey Long, Dorothea Lange, and Mary
McLeod Bethune
SE/TE: Americans Face Hard Times 373-383,
Hoover’s Response Fails 384-389, FDR Offers
Relief and Recovery 396-403, The Second New
Deal 404-411, Effects of the New Deal 412-421,
Culture of the 1930s 422-427
TR: Tests A and B, 21-26, 25-30; AYP
Monitoring Assessments Benchmark Test 2;
Progress Monitoring Transparencies, 100-102,
103-106; Color Transparencies; Reading and
Note Taking Study Guide 94-100, 101-108
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.4.6 Describe New Deal legislation and its
effect on government expansion and compare
and contrast their views of New Deal
proponents and opponents. (Government,
Economics)
SE = Student Edition
SE/TE: FDR Offers Relief and Recovery 396403, The Second New Deal 404-411, Effects of
the New Deal 412-421, Culture of the 1930s
422-427; see also American Issues Connector:
America’s Role in the Economy 417
TE = Teacher's Edition
TR = Teaching Resources
12
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B 25-30; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 103-106; Color
Transparencies; Reading and Note Taking Study
Guide 101-108
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.4.7 Describe technological developments
during the 1920s and their impact on rural and
urban America. (Economics; Geography;
Individuals, Society and Culture) Example: The
introduction of the automobile, Henry Ford’s
assembly line production, mechanization of
agriculture, introduction of modern
conveniences, increased urbanization and
growing economic difficulties
SE/TE: A Booming Economy 324-329, Social
and Cultural Tensions 335-342, A New Mass
Culture 343-353, The Harlem Renaissance 354359
TR: Tests A and B, 21-26; AYP Monitoring
Assessments Benchmark Test 2; Progress
Monitoring Transparencies, 95-99; Color
Transparencies; Reading and Note Taking Study
Guide 83-93
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.4.8 Describe the cause and effect of
American isolationism during the 1930s.
(Government, Economics, Geography)
Example: American preoccupation with
economic conditions in the U.S., the military
actions of Mussolini and Hitler, and the
Neutrality Acts (1935-1937)
SE/TE: Dictators and Wars 436-442, From
Isolation to Involvement 443-451, America
Enters the War 452-459; The Allies Turn the
Tide 366-472, The Home Front 473-481;
Victory in Europe and the Pacific 482-491, The
Holocaust 492-497; Effects of the War 498-503
TR: Tests A and B, 22-27, 28-33; AYP
Monitoring Assessments Benchmark Test 3;
Progress Monitoring Transparencies, 107-109,
110-114; Color Transparencies; Reading and
Note Taking Study Guide 109-115, 116-126
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
13
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
Standard 5 - The United States and World War II: 1939 to 1945
Students will examine the causes and course of World War II, the effects of the war on United
States society and culture, and the consequences for United States involvement in world affairs.
USH.5.1 Compare and contrast President
Franklin D. Roosevelt’s world view with that of
Germany’s Adolf Hitler. (Government;
Individuals, Society and Culture) Example:
Roosevelt’s 1941 State of the Union Message to
Congress (“The Four Freedoms”), Declaration of
War (December 11, 1941), the Atlantic Charter
(1941) and Hitler’s May Day Speech (May 1,
1937)
SE/TE: Dictators and Wars 436-442, From
Isolation to Involvement 443-451, America
Enters the War 452-459; The Allies Turn the
Tide 366-472, The Home Front 473-481;
Victory in Europe and the Pacific 482-491, The
Holocaust 492-497; Effects of the War 498-503;
See also Primary Source: Woodrow Wilson
“Peace Without Victory” 849, in-text primary
source “The New Freedom” 241, Woodrow
Wilson, on moral diplomacy 273
TR: Tests A and B, 22-27, 28-33; AYP
Monitoring Assessments Benchmark Test 3;
Progress Monitoring Transparencies, 107-109,
110-114; Color Transparencies; Reading and
Note Taking Study Guide 109-115, 116-126
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.5.2 Identify and describe key events that
resulted in the United States entry into World
War II. (Government, Geography) Example:
The rise of totalitarian nations, cash-and-carry
policy, Lend-Lease Act (1941) and the Japanese
bombing of Pearl Harbor (December 7, 1941)
SE/TE: Dictators and Wars 436-442, From
Isolation to Involvement 443-451, America
Enters the War 452-459; See also in-text
primary source Woodrow Wilson, on moral
diplomacy 273
TR: Tests A and B, 22-27; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 107-109; Color
Transparencies; Reading and Note Taking Study
Guide 109-115
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
14
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.5.3 Identify and describe key leaders and
events during World War II. (Government)
Example: Leaders: Franklin D. Roosevelt and
Harry Truman, British Prime Minister Winston
Churchill, Russia’s Joseph Stalin, Germany’s
Adolf Hitler, Italy’s Benito Mussolini, Japan’s
Tojo Hideki, and Generals Douglas MacArthur
and Dwight Eisenhower; Events: Battle of
Midway, Stalingrad, D-Day (Invasion of
Normandy), Yalta Conference, Potsdam
Conference, and dropping of Atomic bombs on
Hiroshima and Nagasaki
SE/TE: Dictators and Wars 436-442, From
Isolation to Involvement 443-451, America
Enters the War 452-459; The Allies Turn the
Tide 366-472, The Home Front 473-481;
Victory in Europe and the Pacific 482-491, The
Holocaust 492-497; Effects of the War 498-503
TR: Tests A and B, 22-27, 28-33; AYP
Monitoring Assessments Benchmark Test 3;
Progress Monitoring Transparencies, 107-109,
110-114; Color Transparencies; Reading and
Note Taking Study Guide 109-115, 116-126
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.5.4 Describe Hitler’s “final solution” policy
and identify the Allied responses to the
Holocaust. (Government, Geography)
SE/TE: The Holocaust 492-497; Effects of the
War 498-503
TR: Tests A and B, 28-33; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 110-114; Color
Transparencies; Reading and Note Taking Study
Guide 116-126
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.5.5 Explain the significance of the
Supreme Court cases Korematsu v. United
States (1944) and Hirabayashi v. United States
(1943), dealing with individual rights and
national security during World War II.
(Government)
SE = Student Edition
SE/TE: Hirabayashi v. United States (1943),
827, 829; Korematsu v. United States (1944)
477, 479, 827, 830; Landmark Decisions of the
Supreme Court Can Government Limit a group’s
Liberties During Wartime? Korematsu v. United
States (1944) 479
TE = Teacher's Edition
TR = Teaching Resources
15
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 28-33; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 110-114; Color
Transparencies; Reading and Note Taking Study
Guide 116-126
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.5.6 Identify and describe the impact of
World War II on American culture and economic
life. (Government; Economics; Geography;
Individuals, Society and Culture) Example:
Changes in the workforce, African-Americans in
the military, rationing, mobilization of
resources, use of media and communications,
services available to returning veterans,
sacrifice of lives and the effect on families, the
G.I. Bill, and technological improvements in
agriculture and industry
SE/TE: From Isolation to Involvement 443-451,
America Enters the War 452-459; The Allies
Turn the Tide 366-472, The Home Front 473481; Victory in Europe and the Pacific 482-491,
The Holocaust 492-497; Effects of the War 498503
TR: Tests A and B, 22-27, 28-33; AYP
Monitoring Assessments Benchmark Test 3;
Progress Monitoring Transparencies, 107-109,
110-114; Color Transparencies; Reading and
Note Taking Study Guide 109-115, 116-126
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
16
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
Standard 6 - Postwar United States: 1945 to 1960
Students will examine the political, economic, social and cultural development of the United
States during the period from 1945 to 1960.
USH.6.1 Describe the domino theory and its
relationship to the principle of containment.
Identify key events and individuals as well as
their connections to post World War II tensions
(Cold War). (Government, Geography)
Example: Events: Truman Doctrine (March 12,
1947), the Marshall Plan (1947), North
American Treaty Alliance (NATO, 1949), Korean
War (1951–1953), Immigration and
Naturalization Act (1952), Taft-Hartley Act, and
Supreme Court cases Dennis v. United States
(1951) and Yates v. United States (1957);
People: Harry Truman, Senator Joseph
McCarthy, Dwight Eisenhower, Secretary of
State John Foster Dulles, and Douglas
MacArthur
SE/TE: The Cold War Begins 510-517; the
Korean War 518-524; The Cold War Expands
524-531; The Cold War at Home 532-539;
Reflections: Postwar Changes 576; An Economic
Boom 546-551; Kennedy and the Cold War
616-622; Dennis v. United States (1951) 827,
829; Yates v. United States (1957) 827, 836
TR: Tests A and B, 29-34; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 115-118; Color
Transparencies; Reading and Note Taking Study
Guide 127-135
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.6.2 Summarize the early struggle for civil
rights and identify events and people associated
with this struggle. (Government; Economics;
Individuals, Society and Culture) Example:
Executive Order 9981, Jackie Robinson and the
desegregation of professional baseball (1947),
Thurgood Marshall, Rosa Parks and the
Montgomery Bus Boycott (1955-1956), the Civil
Rights Act (1957), and the Little Rock school
crisis (1957-1958)
SE = Student Edition
SE/TE: An Economic Boom 546-551; A Society
on the Move 552-559; Mass Culture and Family
Life 560-566; Dissent and Discontent 567-571;
Early Demands for Equality 580-588; The
Movement Gains Ground 589-590; New Success
and Challenges 600-609; Kennedy’s new
Frontier 623-628; Johnson’s Great Society 629637; See also American Issues Connector:
Voting Rights 603
TE = Teacher's Edition
TR = Teaching Resources
17
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 24-29, 27-32; AYP
Monitoring Assessments Benchmark Test 3;
Progress Monitoring Transparencies, 119-122,
123-125, 126-128; Color Transparencies;
Reading and Note Taking Study Guide 136-143,
144-149, 150-156
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.6.3 Describe the constitutional significance
and lasting effects of the United States
Supreme Court case Brown v. Board of
Education. (Government; Economics;
Individuals, Society and Culture)
SE/TE: Brown v. Board of Education of Topeka
(1954) 559, 582-585, 588, 616, 827, 828; see
also Landmark Decisions of the Supreme Court:
How does Segregation Affect Education? Brown
v. Board of Education (1954) 588
TR: Tests A and B, 27-32; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 123-125; Color
Transparencies; Reading and Note Taking Study
Guide 144-149
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.6.4 Summarize the economic and social
changes in American life brought about by
converting a wartime economy to a peace-time
economy. (Economics; Individuals, Society and
Culture) Example: Growth of suburbia, the baby
boom generation, opportunities for AfricanAmericans and women, and the influence of
popular culture
SE/TE: An Economic Boom 546-551; A Society
on the Move 552-559; Mass Culture and Family
Life 560-566; Dissent and Discontent 567-571;
Kennedy’s new Frontier 623-628; Johnson’s
Great Society 629-637
TR: Tests A and B, 27-32; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 119-122, 126-128;
Color Transparencies; Reading and Note Taking
Study Guide 136-143, 150-156
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
18
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
Standard 7 - The United States in Troubled Times: 1960 to 1980
Students will examine the political, economic, social and cultural development of the United
States during the period from 1960 to 1980.
USH.7.1 Explain the civil rights movement of
the 1960s and 1970s by describing the ideas
and actions of federal and state leaders,
grassroots movements, and central
organizations that were active in the
movement. (Government; Economics;
Individuals, Society and Culture) Example:
People: John F. Kennedy; Robert Kennedy;
Lyndon B. Johnson; Reverend Martin Luther
King, Jr.; Malcolm X; Stokley Carmichael;
George Wallace; Earl Warren; Organizations:
National Association for the Advancement of
Colored People (NAACP); Southern Christian
Leadership Conference (SCLC); Congress of
Racial Equality (CORE); Student Non-Violent
Coordinating Committee (SNCC); the American
Indian Movement (AIM); Events: March on
Washington (1963); Medgar Evers and
University of Mississippi desegregation (1962);
Civil Rights protests in Birmingham and Selma,
Alabama (1963 and 1965)
SE/TE: Early Demands for Equality 580-588;
The Movement Gains Ground 589-599; New
Success and Challenges 600-609; Kennedy’s
New Frontier 623-628; Johnson’s Great Society
629-637; The Counterculture 682-685; The
Women’s Rights Movement 686-691; The Rights
Revolution Expands 692-697; The
Environmental Movement 698-703; The Ford
and Carter Years 719-726
TR: Tests A and B, 27-32, 28-33; AYP
Monitoring Assessments Benchmark Tests 3, 4;
Progress Monitoring Transparencies, 119-122,
126-128, 134-137; Color Transparencies;
Reading and Note Taking Study Guide 136-143,
150-156, 168-175
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.7.2 Read Reverend Martin Luther King, Jr.’s SE/TE: “I Have a Dream” speech (1963) 595“I Have a Dream” speech (1963) and “Letter
597, “Letter from Birmingham Jail” (1963) 852
from Birmingham Jail” (1963) and summarize
the main ideas in each. (Government,
Economics)
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
19
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 27-32; AYP Monitoring
Assessments Benchmark Test 3; Progress
Monitoring Transparencies, 123-125; Color
Transparencies; Reading and Note Taking Study
Guide 144-149
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.7.3 Identify and describe federal
programs, policies and legal rulings designed to
improve the lives of Americans during the
1960s. (Government, Economics) Example:
“War on Poverty,” the “Great Society,”
Volunteers In Service to America (VISTA), Civil
Rights Act of 1964, Voting Act of 1965, school
desegregation, Heart of Atlanta Motel v. United
States (1964) and Miranda v. Arizona (1966)
SE/TE: Early Demands for Equality 580-588;
The Movement Gains Ground 589-599; New
Success and Challenges 600-609; Kennedy’s
New Frontier 623-628; Johnson’s Great Society
629-637; The Counterculture 682-685; The
Women’s Rights Movement 686-691; The Rights
Revolution Expands 692-697; The
Environmental Movement 698-703; The Ford
and Carter Years 719-726; Heart of Atlanta
Motel v. United States (1964) 827, 829;
Miranda v. Arizona (1966) 636, 637, 827, 831
TR: Tests A and B, 27-32, 28-33; AYP
Monitoring Assessments Benchmark Tests 3, 4;
Progress Monitoring Transparencies, 119-122,
126-128, 134-137; Color Transparencies;
Reading and Note Taking Study Guide 136-143,
150-156, 168-175
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
20
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.7.4 Identify the problems confronting
women, immigrants and Native American
Indians during this period of economic and
social change and describe the solutions to
these problems. (Government; Economics;
Individuals, Society and Culture) Example:
Discrimination in education and the work place,
Cesar Chavez’ formation of the United Farm
Workers, Roe v. Wade (1973), affirmative
action, Self-Determination and Educational
Assistance Act (1975), Equal Opportunity Acts
(beginning in 1963), and Immigration Reform
Act of 1965
SE/TE: The Counterculture 682-685; The
Women’s Rights Movement 686-691; The Rights
Revolution Expands 692-697; The
Environmental Movement 698-703; The Ford
and Carter Years 719-726; Cesar Chavez 377,
577m 693-694, 693, 855; Roe v. Wade (1973)
690, 748, 827, 833; affirmative action, SelfDetermination and Educational Assistance Act
(1975), 19, 608, 712-713, 726, 793; Equal
Opportunity Acts (beginning in 1963), 348, 625,
687, 689, 693-694, 696-696 Immigration
Reform Act of 1965 338, 792
TR: Tests A and B, 25-30, 28-33; AYP
Monitoring Assessments Benchmark Test 4;
Progress Monitoring Transparencies, 134137,141-144; Color Transparencies; Reading
and Note Taking Study Guide 168-175, 182-190
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.7.5 Identify and describe United States
foreign policy issues during the 1960s and
1970s. (Government, Geography) Example:
Vietnam War, Pentagon Papers (New York Times
v. United States, 1971), U.S. relationship with
newly independent African nations, Middle
Eastern relations and relations with China
SE/TE: Kennedy and the Cold War 616-622;
Origins of the Vietnam War 644-648; US
Involvement Grows 649-655; The War Divides
America 656-663; The War’s End and Impact
664-671; Nixon and the Cold War 672-679;
Foreign Policy Troubles 727-731
TR: Tests A and B, 22-27, 28-33; AYP
Monitoring Assessments Benchmark Test 4;
Progress Monitoring Transparencies, 126-128,
134-137, 138-140,; Color Transparencies;
Reading and Note Taking Study Guide 150-156,
168-175, 176-181
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
21
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.7.6 Explain and analyze changing relations
between the United States and the Soviet Union
from 1960 to 1980 as demonstrated by the
Cuban Missile Crisis, the crisis in Berlin, the U-2
incident, the space race and the SALT
agreements. (Government, Geography)
SE/TE: Kennedy and the Cold War 616-622;
Nixon and the Cold War 672-695; Foreign Policy
Troubles 727-731; The End of the Cold War
751-756
TR: Tests A and B, 22-27, 25-30, 28-33; AYP
Monitoring Assessments Benchmark Test 4;
Progress Monitoring Transparencies, 126-128,
134-137, 138-140, 141-144; Color
Transparencies; Reading and Note Taking Study
Guide 150-156, 168-175, 176-181, 182-190
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.7.7 Describe United States’ involvement in SE/TE: Origins of the Vietnam War 644-648; US
Vietnam and reactions by Americans to this
Involvement Grows 649-655; The War Divides
involvement.
America 656-663; The War’s End and Impact
664-671; Nixon and the Cold War 672-675
TR: Tests A and B, 30-35; AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 129-133; Color
Transparencies; Reading and Note Taking Study
Guide 157-167
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.7.8 Identify causes and the effects of
Richard Nixon’s decision to resign the
Presidency and explain the constitutional
significance of the Watergate Scandal and the
United States Supreme Court case United
States v. Nixon. (Government)
SE/TE: Nixon and the Watergate Scandal 710718; The Ford and Carter Years 719-726;
United States v. Nixon (1974) 716, 718, 827,
834
TR: Tests A and B, 22-27;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 138-140,; Color
Transparencies; Reading and Note Taking Study
Guide 176-181
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
22
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
Standard 8 - The Contemporary United States: 1980 to the Present
Students will examine the political, economic, social and cultural development of the United
States during the period from 1980 to the present.
USH.8.1 Describe United States domestic issues
and identify trends that occur from 1980 to the
present. Example: Air traffic controllers strike
(1981), Equal Access Act (1984), GrammRudman-Hollings Act (1985), Iran-Contra
Scandal (1986), impeachment of President
William Jefferson Clinton (1998–1999),
presidential election of 2000, and the attacks of
and reaction to September 11, 2001
SE/TE: The Conservative Movement Grows 740744; The Reagan Revolution 745-750; The End
of the Cold War 751-756; Foreign Policy After
the Cold War 757-761; The Computer and
Technology Revolutions 768-772; The Clinton
Presidency 773-777; Global Politics and
Economics 778-782; The George W. Bush
Presidency 783-790; Americans Look to the
Future 791-793; see also American Issues
Connector: Education and the American Society
796
TR: Tests A and B, 25-30, 30-35;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 141-144, 145-149;
Color Transparencies; Reading and Note Taking
Study Guide 182-190; 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.8.2 Identify and describe important United
States foreign policy issues, the people involved
and the impact on the country. (Government,
Geography, Economics) Example: Hostage
crises in the Middle East; the end of the Cold
War and Ronald Reagan; the Gulf War and
George H.W. Bush; the armed conflicts in
Afghanistan and Iraq and George W. Bush,
Saddam Hussein and Osama bin Laden; and
nuclear and biological proliferation throughout
the world
SE = Student Edition
SE/TE: The End of the Cold War 751-756;
Foreign Policy After the Cold War 757-761; The
Computer and Technology Revolutions 768-772;
Global Politics and Economics 778-782; The
George W. Bush Presidency 783-790;
Americans Look to the Future 791-793
TE = Teacher's Edition
TR = Teaching Resources
23
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B, 25-30, 30-35;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 141-144, 145-149;
Color Transparencies; Reading and Note Taking
Study Guide 182-190; 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.8.3 Explain the constitutional significance
of the following landmark decisions of the
United States Supreme Court: Westside
Community School District v. Mergens (1990),
Reno v. American Civil Liberties Union (1997),
Mitchell v. Helms (2000) and Bush v. Gore
(2000).
SE/TE: Westside Community School District v.
Mergens (1990), 835; Reno v. American Civil
Liberties Union (1997), 832-833; Mitchell v.
Helms (2000) 831; Bush v. Gore (2000), 784,
828
TR: Tests A and B, 25-30;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 145-149; Color
Transparencies; Reading and Note Taking Study
Guide 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.8.4 Describe developing trends in science
and technology and explain how they impact
the lives of Americans today. Example: NASA
and space programs; identification of human,
animal and plant DNA; Internet I and II and the
Worldwide Web; global climate change; and
U.S. energy policy
SE/TE: The Computer and Technology
Revolutions 768-772; Global Politics and
Economics 778-782; Americans Look to the
Future 791-793
TR: Tests A and B, 25-30; AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 145-149; Color
Transparencies; Reading and Note Taking Study
Guide 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
24
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.8.5 Describe social, economic and political
issues and how they impact individuals and
organizations. (Government; Economics;
Geography; Individuals, Society and Culture)
Example: Immigration, affirmative action and
the rights of minorities and women, Social
Security and changing demographics, wage
earnings and income disparity, and government
entitlements such as food stamps and Medicare
SE/TE: The Conservative Movement Grows 740744; The Reagan Revolution 745-750; The
Clinton Presidency 773-777; Global Politics and
Economics 778-782; The George W. Bush
Presidency 783-790; Americans Look to the
Future 791-793
TR: Tests A and B, 25-30, 30-35;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 141-144, 145-149;
Color Transparencies; Reading and Note Taking
Study Guide 182-190; 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.8.6 Analyze the impact of globalization on
U.S. economic, political and foreign policy.
(Government, Economics, Geography)
Example: Integration of financial markets,
terrorism and dependence on foreign oil
SE/TE: The Conservative Movement Grows 740744; The Reagan Revolution 745-750; The End
of the Cold War 751-756; Foreign Policy After
the Cold War 757-761; The Computer and
Technology Revolutions 768-772; The Clinton
Presidency 773-777; Global Politics and
Economics 778-782; The George W. Bush
Presidency 783-790; Americans Look to the
Future 791-793;
TR: Tests A and B, 25-30, 30-35;AYP Monitoring
Assessments Benchmark Test 4; Progress
Monitoring Transparencies, 141-144, 145-149;
Color Transparencies; Reading and Note Taking
Study Guide 182-190; 191-200
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
25
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
Standard 9 - Historical Thinking
Students will conduct historical research that incorporates information literacy skills such as
forming appropriate research questions; evaluating information by determining its accuracy,
relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and
presenting their findings with documentation.
USH.9.1 Identify patterns of historical
succession and duration in which historical
events have unfolded and apply them to explain
continuity and change. Example: Using maps,
databases and graphic organizers, such as flow
charts, concept webs and Venn diagrams,
identify and describe patterns of change
regarding the relationship of the United States
and Soviet Union leading up to and during the
Cold War.
SE = Student Edition
SE/TE: See American Issues Connector: 7, 19,
26, 41, 69, 89, 116, 141, 165, 190, 227, 254,
290, 338, 417, 536, 603, 631, 670, 702, 794;
See timelines 28, 60, 92, 122, 150, 178, 204,
244, 276, 316, 360, 390, 428, 460, 504, 540,
572, 610, 638, 676, 704, 732, 762, 796; See
infographics 10, 36, 50, 120, 146, 166, 170,
188, 198, 214, 234, 258, 264, 274, 388, 295,
304, 326, 340, 347, 368, 375, 387, 398, 418,
438, 470, 494, 515, 526, 534, 548, 554, 563,
586, 591, 606, 626, 632, 652, 661, 668, 684,
694, 724, 730, 748, 771, 780; see documentbased assessment 31, 63, 95, 125, 153, 181,
207, 247, 279, 319, 363, 393, 431, 463, 507,
543, 575, 613, 641, 679, 707, 735, 765, 799;
see focus on geography 77, 105, 270, 298,
378, 468, 723; see charts and graphs 13, 20
28, 29, 31, 35, 60, 74, 76, 86, 89, 92, 94, 108,
110, 111, 115, 118, 122, 124, 129, 134, 139,
140, 147, 150, 153, 158, 178, 181, 185, 202,
204, 205, 217, 218, 241, 242, 244, 247, 252,
259, 261, 271, 276, 277, 278, 283, 286, 293,
295, 303, 305, 310, 316, 325, 328, 329, 333,
336, 247, 250, 352, 253, 360, 368, 369, 372,
374, 374, 378, 386, 390, 392, 397, 398, 405,
407, 408, 409, 411, 415, 417, 420, 421, 428,
430, 437, 449, 456, 460, 462, 463, 470, 477,
489, 502, 504, 507, 514, 523, 525, 526, 540,
542, 537, 548, 550, 553, 570, 572, 575, 588,
602, 606, 608, 610, 627, 620, 630, 638, 640,
641, 657, 660, 662, 665, 676, 678, 684, 690,
693, 695, 701, 704, 706, 722, 713, 715, 727,
721, 722, 723, 732, 741, 744, 746, 752, 760,
762, 764, 765, 770, 771, 772, 775, 776, 780,
784, 790, 792, 793, 795, 796
TE = Teacher's Edition
TR = Teaching Resources
26
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TR: Tests A and B;AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.9.2 Locate and analyze primary sources
and secondary sources related to an event or
issue of the past. Example: Use electronic and
print sources – such as autobiographies,
diaries, maps, photographs, letters, newspapers
and government documents – to compare
accounts and perspectives related to America’s
involvement in the Vietnam conflict.
SE/TE: See primary sources 113, 310, 451,
517, 597, 750, 837, 838, 839, 840, 841, 842,
843, 844, 845, 846, 847, 848, 849, 850, 851,
852, 853, 854, 855, 856, see in-text primary
sources 14, 42, 46, 52, 53, 71, 76, 78, 84, 90,
101, 109, 117, 131, 140, 162, 163, 167, 186,
199, 214, 223, 234, 237, 241, 251, 260, 264,
273, 286, 291, 299, 305, 329, 332, 340, 342,
250, 351, 357, 358, 367, 374, 377, 381, 388,
397, 403, 407, 408, 410, 413, 416, 425, 440,
444, 446, 453, 469, 477, 483, 490, 497, 501,
513, 514, 516, 519, 526, 538, 562, 568, 569,
585, 590, 593, 601, 604, 605, 619, 624, 630,
633, 646, 653, 654 657, 667, 674, 683, 687,
696, 701, 713, 716, 717, 725, 630, 743, 747,
753, 776, 787; see document-based
assessment 31, 63, 95, 125, 153, 181, 207,
247, 279, 319, 363, 393, 431, 463, 507, 543,
575, 613, 641, 679, 707, 735, 765, 799; see
political cartoons 74, 109, 119, 125, 132, 185,
194, 207, 213, 234, 239, 258, 272, 279, 287,
308, 319, 331, 337, 383, 393, 401, 410, 431,
448, 506, 513, 533, 543, 625, 648, 655, 707,
711, 718, 735, 753, 779, 785, 799
TR: Tests A and B;AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
27
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.9.3 Investigate and interpret multiple
causation in historical actions and analyze
cause-and-effect relationships. Example: The
bombing of Pearl Harbor, the Stock Market
Crash and Great Depression, and U.S.
involvement in Afghanistan
SE/TE: See American Issues Connector: 7, 19,
26, 41, 69, 89, 116, 141, 165, 190, 227, 254,
290, 338, 417, 536, 603, 631, 670, 702, 794;
See timelines 28, 60, 92, 122, 150, 178, 204,
244, 276, 316, 360, 390, 428, 460, 504, 540,
572, 610, 638, 676, 704, 732, 762, 796see
cause and effect diagrams 91, 92, 276, 316,
390, 420, 502; see document-based
assessment 31, 63, 95, 125, 153, 181, 207,
247, 279, 319, 363, 393, 431, 463, 507, 543,
575, 613, 641, 679, 707, 735, 765, 799
TR: Tests A and B;AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.9.4 Explain issues and problems of the
past by analyzing the interests and viewpoints
of those involved. Example: The Scopes Trial,
the Red Scare, Japanese internment during
World War II, Watergate hearings and the
actions of President Nixon, and U.S.
involvement in Iran and Iraq
SE/TE: See comparing viewpoints 47, 109, 229,
337, 402, 511, 618, 660, 689, 785; see
decision point 18, 308, 490, 522; see American
Issues Connector: 7, 19, 26, 41, 69, 89, 116,
141, 165, 190, 227, 254, 290, 338, 417, 536,
603, 631, 670, 702, 794; see cause and effect
diagrams 91, 92, 276, 316, 390, 420, 502; see
document-based assessment 31, 63, 95, 125,
153, 181, 207, 247, 279, 319, 363, 393, 431,
463, 507, 543, 575, 613, 641, 679, 707, 735,
765, 799
TR: Tests A and B; AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
28
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
USH.9.5 Use technology in the process of
conducting historical research and in the
presentation of the products of historical
research and current events. Example: Use
digital archives to research and make
presentations about the women’s movement,
the 2000 Presidential election or current
immigration issues.
SE/TE: See history interactive 10, 28, 60, 74,
92, 110, 122, 134, 150, 170, 178, 204, 214,
244, 264, 276, 304, 316, 326, 352, 360, 378,
382, 390, 406, 428, 454, 460, 480, 484, 504,
515, 530, 540, 554, 566, 572, 594, 598, 610,
632, 638, 652, 676, 684, 704, 714, 732, 755,
762, 771, 796; see geography interactive 5, 11,
13, 24, 26, 28, 37, 57, 60, 67, 74, 77, 85, 105,
137, 163, 173, 201, 202, 237, 241, 253, 261,
270, 27, 274, 276, 284, 288, 298, 303, 307,
312, 378, 393, 399, 418, 440, 445, 458, 468,
476, 484, 486, 488, 495, 500, 513, 525, 520,
528, 540, 550, 556, 573, 582, 691, 621, 645,
651, 659, 662, 676, 677, 700, 713, 723, 744,
760, 762, 784, 788, 796, 804, 806, 807, 808,
809, 810, 811, 812 see specifically Witness
History Audio DVD 11, 55, 68, 139, 215, 286,
379, 474, 520, 607, 620, 647, 720, 753, 786
TR: Tests A and B; AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
USH.9.6 Formulate and present a position or
course of action on an issue by examining the
underlying factors contributing to that issue.
Example: Herbert Hoover and the Great
Depression, Japanese internment, the decision
to drop the atomic bomb on Hiroshima, and the
impeachment of President William Jefferson
Clinton
SE/TE: See decision point 18, 308, 490, 522;
see comparing viewpoints 47, 109, 229, 337,
402, 511, 618, 660, 689, 785; see American
Issues Connector: 7, 19, 26, 41, 69, 89, 116,
141, 165, 190, 227, 254, 290, 338, 417, 536,
603, 631, 670, 702, 794; see cause and effect
diagrams 91, 92, 276, 316, 390, 420, 502; see
document-based assessment 31, 63, 95, 125,
153, 181, 207, 247, 279, 319, 363, 393, 431,
463, 507, 543, 575, 613, 641, 679, 707, 735,
765, 799
TR: Tests A and B; AYP Monitoring Assessments
Benchmark Test 1-4; Progress Monitoring
Transparencies; Color Transparencies; Reading
and Note Taking Study Guide
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
29
TECH = Technology
Prentice Hall United States History: Reconstruction to the Present (Indiana Edition)
(Lapsansky-Werner, et al) © 2010
Correlated to:
Indiana Academic Standards - Social Studies - United States History
(High School)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
INDIANA ACADEMIC STANDARDS - SOCIAL
STUDIES - UNITED STATES HISTORY
TECH: Witness History Audio CD; Witness
History Audio DVD; MindPoint Quiz Show;
ExamView Test Bank CD-ROM
SE = Student Edition
TE = Teacher's Edition
TR = Teaching Resources
30
TECH = Technology