HUSH Narrative Portfolio

Standards:
SSUSH1 The student will describe European settlement in North America during the 17th century.
a. Explain Virginias development; include the Virginia Company, tobacco cultivation, relationships
with Native Americans such as Powhatan, development of the House of Burgesses, Bacons
Rebellion, and the development of slavery.
b. Describe the settlement of New England; include religious reasons, relations with Native
Americans (e.g., King Phillips War), the establishment of town meetings and development of a
legislature, religious tensions that led to the founding of Rhode Island, the half-way covenant,
Salem Witch Trials, and the loss of the Massachusetts charter and the transition to a royal colony.
c. Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New
Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.
d. Explain the reasons for French settlement of Quebec.
e. Analyze the impact of location and place on colonial settlement, transportation, and economic
development; include the southern, middle, and New England colonies.
SSUSH2 The student will trace the ways that the economy and society of British North America
developed.
a. Explain the development of mercantilism and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the African population, and African-American culture.
SSUSH3 The student will explain the primary causes of 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.
Economic 1/A
During the late 18th century, mercantilism (where nations try to get and keep as much silver and gold as
possible) was huge and led to the organization of joint stock companies. These companies were simply
groups of wealthy businessmen that came together to fund trips to the new world. One of the most
famous joint stock companies was the Virginia Company which is responsible for founding the first
successful English colony of Jamestown in 1607. Jamestown was a successful colony because of their
cash crop, tobacco. Soon there were colonies as far south as Florida's border (which was controlled by
the Spanish). As a result of many successful colonies, the population started to expand rapidly, yet there
was no available land to support the growing colonies because their surrounding land was inhabited by
Native Americans. As colonists pushed further into Native American territory, the British army was brought
in to help protect the colonists during the French and Indian War. After the war, the King of Britain forced
taxes on the colonists to pay for the war. Among these taxes were the Stamp Act (which taxed all printed
good), the Townshend Act (which taxed almost everything in the colonies), and the Intolerable Acts
(which were enforced in Boston as a result of the Boston Tea Party).
Vocab:

Cash Crop/Staple Crop

Virginia Company
Joint stock company
King Philips War
Mercantilism
Middle Passage/Triangle slave Trade
Navigation Acts

Proprietary Colony
Stamp Act
Intolerable Acts/Coercive Acts
Pontiacs Rebellion
New Amsterdam
Northwest Passage
Townshend Acts
Boston Tea Party

HUSH Narrative Portfolio

Standards:
SSUSH1 The student will describe European settlement in North America during the 17th
century.
a. Explain Virginias development; include the Virginia Company, tobacco cultivation, relationships
with Native Americans such as Powhatan, development of the House of Burgesses, Bacons
Rebellion, and the development of slavery.
b. Describe the settlement of New England; include religious reasons, relations with Native
Americans (e.g., King Phillips War), the establishment of town meetings and development of a
legislature, religious tensions that led to the founding of Rhode Island, the half-way covenant,
Salem Witch Trials, and the loss of the Massachusetts charter and the transition to a royal colony.

SSUSH3 The student will explain the primary causes of the American Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and the role of Thomas Jefferson.
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.
Political 1/A
Coming into the new world, the settlers knew they would need a set of laws to follow in order to
make their royal colony a success since Britain allowed for salutary neglect in the colonies. The set of
laws created on the way to the new world was called the Mayflower Compact. The House of
Burgesses was a political group that required its members to go through a holy experience in order to
join, but later they realized they were in need of money and land and so they passed the Halfway
Covenant, allowing people whose fathers or grandfathers were burgesses to join as long as they were
able to pay their taxes. As populations increased, available land was becoming hard to find. Bacons
Rebellion occurred because the government was not able to provide land to farmers, and so the poor
farmers in Virginia attacked the Algonquian Indians and wealthy plantation owners to gain land. Later on,
the French and Indian war occurred and was later ended by the Treaty of Paris (1763). Even though the
colonists gained land from the French and Indian war, the Proclamation of 1763 prevented them from
moving past the Appalachian Mountains. Following these events, the quartering act was enforced which
forced colonists to house British soldiers (this was one of many acts). This led to the Albany Plan of
Union to unite the colonies against Britain.
Vocab:

Bacons Rebellion
Half-way Covenant
House of Burgesses
Mayflower Compact
Royal Colony
Salutary Neglect
First Continental Congress
French and Indian War
Treaty of Paris 1763
Proclamation of 1763
Albany Plan of Union
Committees of Correspondence
Quartering Act

HUSH Narrative Portfolio

Standards:
SSUSH1 The student will describe European settlement in North America during the 17th
century.
b. Describe the settlement of New England; include religious reasons, relations with Native
Americans (e.g., King Phillips War), the establishment of town meetings and development of a
legislature, religious tensions that led to the founding of Rhode Island, the half-way covenant,
Salem Witch Trials, and the loss of the Massachusetts charter and the transition to a royal colony.
SSUSH2 The student will trace the ways that the economy and society of British North America
developed.
d. Explain the significance of the Great Awakening.
SSUSH3 The student will explain the primary causes of 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.
Social 1/A
Many religious groups like the Puritans and Quakers were looking to escape religious
prosecution and so they came to the New World to start a new life. The Puritans settled in the Mass Bay
colony and had strict religious laws and simplified their methods of worship. The Quakers settled in
Pennsylvania (founded by William Penn) and practiced religious freedom. The Pilgrims were simply
English puritans seeking religious freedom and settled in the Plymouth area. As time went on, religion
became less important to people as surviving in the New World was difficult. This resulted in the Great

Awakening which called for a revitalization of religious values. The Salem Witch Trials were a series of
accusations that people were witches, and as a result of these false accusations, twenty people were
killed (most hung but one was stoned). The Sons and Daughters of Liberty were both groups that
protested against the unfair British laws. After the Boston Massacre, Thomas Paine wrote Common
Sense urging people to fight for their independence from Britain.
Vocab:

Great Awakening
Indentured Servant
Puritans
Quakers
Pilgrims/Separatist
Salem Witch Trials
Sons of Liberty
Daughters of Liberty
Common Sense
Boston Massacre

HUSH Narrative Portfolio

Standards:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the
impact of this growth in the early decades of the new nation.
a. Explain the Northwest Ordinances importance in the westward migration of Americans, and on
slavery, public education, and the addition of new states.
b. Describe Jeffersons diplomacy in obtaining the Louisiana Purchase from France and the
territorys exploration by Lewis and Clark.
Economic 1/B
Following the Revolutionary War, the Articles of Confederation held a very weak national
government that could not impose national taxes to help repay for war efforts. Each state imposed their
own taxes upon their citizens which caused several problems. Shays Rebellion was a prime example of
how weak our government was. The state of Virginia imposed high taxes on its people and whoever could
not pay these taxes lost their land. This rebellion, led by Daniel Shay, focused its attack on the state
because of the loss of land due to taxes. The whiskey rebellion was a revolt against the tax on whiskey
in western Pennsylvania. In order to end the rebellion, George Washington threatened to send the
continental army to Pennsylvania to enforce the tax. As a way to help pay for war costs, tariffs were
imposed on foreign goods.
Vocab:

Shays Rebellion
Whiskey Rebellion
Tariff

HUSH Narrative Portfolio

Standards:
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American
Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and the role of Thomas Jefferson.
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.
c. Analyze George Washington as a military leader; include the creation of a professional military
and the life of a common soldier, and describe the significance of the crossing of the Delaware
River and Valley Forge.
d. Explain the role of geography at the Battle of Yorktown, the role of Lord Cornwallis, and the
Treaty of Paris, 1783.
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.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on
ratification of the Constitution as put forth in The Federalist concerning form of government,
factions, checks and balances, and the power of the executive, including the roles of Alexander
Hamilton and James Madison. c. Explain the key features of the Constitution, specifically the
Great Compromise, separation of powers (influence of Montesquieu), limited government, and
the issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.

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).
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the
impact of this growth in the early decades of the new nation.
c. Explain major reasons for the War of 1812 and the wars significance on the development of a
national identity
Political 1/B
The Battle of Yorktown ended the revolutionary war when general Cornwallis surrendered. The
Treaty of Paris (1783) officially ended the war and recognized America as an independent nation. Under
the Articles of Confederation, the federal government held very little power, if any at all, over the states
which led to a few rebellions within the states. These rebellions proved that our system of government
was weak. Federalists believed that the federal government should be stronger than the state
governments whereas Anti-Federalists believed that the state governments should hold more power
than the federal government and wanted the Bill of Rights added to the Constitution (which had a
separation of powers that operated on a checks and balances system). The Great Compromise met
in the middle with the Virginia Plan and the New Jersey Plan and created a two house legislature with
one house population based and the other house having a set number of representatives from each state
to create a Bicameral Congress.
Vocab:

Federalist
Anti-Federalist
Checks and Balances
Great Compromise
Separation of Powers
Bill of Rights
Limited Government
Precedent
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
Committees of Correspondence
Bicameral Congress
Anti Federalists
First Continental Congress
Militia
Second Continental Congress
Virginia Plan
New Jersey Plan
Popular sovereignty
Precedent
Loose Construction

Strict Construction
Alien and Sedition Acts
Virginia and Kentucky Resolutions
War of 1812
Judicial Review

HUSH Narrative Portfolio

Standards:
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American
Revolution.
c. Analyze George Washington as a military leader; include the creation of a professional military
and the life of a common soldier, and describe the significance of the crossing of the Delaware
River and Valley Forge.
SSUSH5 The student will explain specific events and key ideas that brought about the adoption and
implementation of the United States Constitution.
d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
Social 1/B
During the times leading up to the revolution, there were a couple of groups of people that fought
for the rights of the colonists. The Sons of Liberty used more violent tactics than the Daughters of
Liberty (who did peaceful protests to fight for the rights of the colonists). The Sons of Liberty did events
such as the Boston Tea Party. After the Boston Massacre, Thomas Paine wrote common sense to tell
the colonists that they were crazy to stay loyal to the king after all that he had done to them. This helped
fire up the people to fight for their independence from Britain. John Locke included the idea of natural
rights into the Declaration of Independence. These natural rights included life, liberty, and property, but
were later changed to life, liberty, and the pursuit of happiness. Later on, the British navy began to commit
impressment (they kidnapped American sailors and forced them to join the British navy). This led to the
decision of whether or not we should go to war with Britain for a second time. The War Hawks were a
group of westerners who pushed for war against Britain in Congress. Congress decided to go to war with
Britain, which started the War of 1812. The War of 1812 was technically not won by either nation because
the land boundaries went back to what they were before the war, but it gave the people of the US a
feeling that they could beat any nation after beating Great Britain for a second time.
Vocab:

Sons of Liberty
Daughters of Liberty
Boston Massacre
Common sense
Impressment
Natural Rights

Electoral college
War Hawks
War of 1812

HUSH Narrative Portfolio

Standards:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the
impact of this growth in the early decades of the new nation.
a. Explain the Northwest Ordinances importance in the westward migration of Americans, and on
slavery, public education, and the addition of new states
SSUSH7 Students will 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.
Economic 2/A
The Industrial Revolution was a time was a time where work shifted from manual to mechanical
labor and started in the United States during the 19th century. Eli Whitney played a big part in American
history with the invention of the cotton gin (which was originally made to decrease the need for slaves,
but instead increased slavery because it increased the production of cotton) and interchangeable parts
(which would later be used during the civil war with the muskets used during the war). The Erie Canal
was built in order to connect Lake Erie to the Hudson River and contributed to the development of New
York City. Turnpikes were created and served as toll roads to collect money and the national road was
built by the federal government in the early 1800s (it connected Maryland to Illinois). Congress wanted to
help the economy of the United States and so they created the Tariff of 1816 (it placed higher taxes on
foreign goods which encouraged Americans to buy more American made goods). The Tariff of 1816
helped the American System by forcing more money to stay within the United States. The Tariff of
Abominations also placed taxes on foreign goods. The California Gold Rush was when there was a
mass migration to California after the discovery that there was gold and the miners that went to California
were known as Forty-Niners. The Gadsden Purchase bought Arizona and New Mexico from Mexico.
Vocab:

Turnpike
National Road
Erie Canal
Industrial Revolution
Interchangeable Parts
Public School Reform
Lowell Girl

Tariff of 1816
Cotton Gin
American System
California Gold Rush
Forty-niners
Tariff of Abominations
Gadsden Purchase

HUSH Narrative Portfolio

Standards:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the
impact of this growth 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.
SSUSH7 Students will 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.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and
the development of American nationalism.
SSUSH8 The student will explain the relationship between growing north-south divisions and westward
expansion.
b. Explain the Missouri Compromise and the issue of slavery in western states and territories.
c. Describe the Nullification Crisis and the emergence of states rights ideology; include the role of
John C. Calhoun and development of sectionalism.
e. Explain how the Compromise of 1850 arose out of territorial expansion and population growth.
Political 2/A
After the Adams-Onis Treaty (Spain seceded Florida to the United States), the Monroe
Doctrine was declared and stated that European Nations were to stay out of the western hemisphere.
Under the spoils system, the political party in power gives jobs and appointments to its supporters rather
than giving jobs to people based on qualifications. The Compromise of 1850 allowed California to be
admitted as a free state by allowing popular sovereignty in territories and enacting a stricter fugitive
slave law (said runaway slaves must be returned). Under President Andrew Jackson, universal suffrage
for white males was granted with Jacksonian Democracy. During the Nullification Crisis, states chose
which laws they would follow and South Carolina threatened to secede from the United States. When
Texas declared independence from Mexico, they formed the Lone Star Republic. As a result of the
Treaty of Guadalupe Hidalgo (which ended the Mexican-American War), Mexico left the California area.
In 1803,
the supreme court case, Marbury v Madison, established the principle of judicial review.
Vocab:

Adams-Onis Treaty
Monroe Doctrine
Spoils System
Indian Removal Act
Temperance Movement
Abolitionist Movement

Jacksonian Democracy
Compromise of 1850
Missouri Compromise
Nullification Crisis
Whig
Lone Star Republic
Treaty of Guadalupe Hidalgo
Secede
Fugitive Slave Act
Marbury v Madison

HUSH Narrative Portfolio

Standards:

SSUSH7 Students will 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; include the emerging concept of Manifest
Destiny.
c. Describe reform movements, specifically temperance, abolitionism, and public school.
d. Explain womens efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls
Conference.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the
development of American nationalism.
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).
d. Describe the war with Mexico and the Wilmot Proviso.
Social 2/A
Andrew Jackson hated the Native Americans so much he forced them on the Trail of Tears
(which relocated the Cherokee Indians to Oklahoma and killed of the population). The Second Great
Awakening was a religious revival movement performed by nativists in the first half of the 19th century.
Transcendentalists followed the literary and philosophical movement based on finding spiritual reality
through nature and consciousness of their body. The Seneca Falls Convention was the first womens
rights convention in the United States (was held in New York of 1848) to discuss equality for women by
presenting the Declaration of Sentiments. Many women wanted suffrage (the right to vote). Manifest
Destiny was the belief that it was Gods will for the United States to stretch from coast to coast.
Sectionalism was a big separator between the north and the south with each believing they were the
better half. After the end of the Mexican American War, the Wilmot Proviso was designed to eliminate
slavery in the lands gained from Mexico. Nat Turners Rebellion was a successful slave rebellion, but
resulted in harsher slave punishments to keep them from revolting.
Vocab:

Nationalism
Trail of Tears
Transcendentalist
Second Great Awakening
Suffrage
Seneca Falls Convention
Manifest Destiny
Nat Turners Rebellion
Sectionalism
Mexican American War
Wilmot Proviso
Nativist
Revivalist
Mormon
Utopian Community
Freedman
Womens Movement
Expansionist
Santa Fe Trail

Mountain Men
Oregon Trail
Alamo
Hudson River School
Declaration of Sentiments

HUSH Narrative Portfolio

Standards:
SSUSH9 The student will 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.
Economic 2/B
After the thirteenth amendment, the slaves were freed but they had nowhere to go. This led to the
creation of the sharecropping system and tenant farming. Former slaves would often go back to the
plantation they worked on to become sharecroppers. This meant that they would be given a place to
stay and land to work, but in return they would have to give a portion of the crops to the owner of the land.
This system was purposely made to put people in debt for life. The sharecroppers would have to buy all of

their tools from the landowner, and of course there was interest on whatever they bought, and more often
than not the sharecropper could not fully repay their debt by the end of the growing season. This set the
sharecroppers in debt for life and it was an ingenious way for the landowner to make money. With tenant
farming, the tenant farmer does not live on the land. Blockades block port and do not allow any entry.
The blockades were used during the Civil War in order to cut off the souths ports.
Vocab:

Sharecropper
Tenant Farming
Blockade

HUSH Narrative Portfolio

Standards:
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and
consequences of the Civil War.
a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John
Browns Raid.
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.
e. Describe the significance of the Emancipation Proclamation.
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

b. Explain efforts to redistribute land in the South among the former slaves and provide advanced
education (Morehouse College) and describe the role of the Freedmens Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during
Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.
f. Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked
the end of Reconstruction.
Political 2/B
The Kansas-Nebraska act allowed for both states to practice popular sovereignty (they get to
choose whether they will be a slave state or a free state based on popular vote), but when people from
Nebraska slipped into Kansas and voted for it to be a slave state, things went wrong. Bleeding Kansas
(done by John Brown) was the result of this incident and lives were lost because Kansas ended up as a
slave state after the Nebraskans voted. Dred Scott v Sanford declared that slaves were property and
had no rights under the constitution, therefore they cannot take place in court to sue for their freedom.
After the Emancipation Proclamation of 1863, it was declared that slaves in rebelling states were free,
and then after the thirteenth amendment, all African Americans were free under the constitution. The
fourteenth amendment granted all African Americans citizenship and then enfranchisement (males only)
after the fifteenth amendment. Black codes were put in place in the south to restrict the freedom of
African Americans. After the Civil War was over, reconstruction began. Under presidential
reconstruction, confederate leaders were not able to vote. The Compromise of 1877 ended the
Reconstruction Era and pulled all federal troops out of the South.The Civil Rights Act of 1866 gave
voting rights to all males.
Vocab:

Kansas-Nebraska Act
Popular Sovereignty
Dred Scott v Sanford
Emancipation Proclamation 1863
Thirteenth Amendment
Fourteenth Amendment
Fifteenth Amendment
Black Codes
Impeach
Habeas Corpus
Presidential Reconstruction
Reconstruction
Radical Republican
Andrew Johnsons Impeachment
Black Codes
1876 Presidential Election
Compromise of 1877
Lincolns Second Inaugural Address 1865
Know Nothings
Anaconda Plan
Civil Rights Act of 1866
Republican Party

HUSH Narrative Portfolio

Standards:
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and
consequences of the Civil War.
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.
c. Describe the roles of Ulysses Grant, Robert E. Lee, Stonewall Jackson, William T. Sherman,
and Jefferson Davis.
d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for
Atlanta and the impact of geography on these battles.
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced
education (Morehouse College) and describe the role of the Freedmens Bureau.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during
Reconstruction.
Social 2/B
With Abraham Lincolns sectional victory led to the secession of the south. At one point in time,
Lincoln had to suspend habeas corpus in order to silence the copperheads (a group devoted to trying to
convince the people Lincoln was bad). During reconstruction, carpetbaggers (northern abolitionists)
traveled to the south to help African Americans. Scalawags were southerners who supported the
reconstruction plan. During reconstruction, the Freedmen's Bureau was established to provide food,

clothing, healthcare, and education for African Americans. At this point in time, Morehouse College was
established (the only all male historically black college in the United States). The Ku Klux Klan was also
established and terrorized republicans and African Americans in the south.
Vocab:

States Rights
Secession
Carpetbagger
Scalawag
Freedmens Bureau
Gettysburg Address
Sectionalism
Morehouse College
Ku Klux Klan
Bleeding Kansas
Underground Railroad
Harpers Ferry
Copperhead
Habeas Corpus

HUSH Narrative Portfolio

Standards:
SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big
business and technological innovations after Reconstruction.
a. Explain the impact of the railroads on other industries, such as steel, and on the organization of
big business.
c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and
monopolies.
SSUSH12 The student will analyze important consequences of American industrial growth.
b. Identify the American Federation of Labor and Samuel Gompers.
d. Describe the 1894 Pullman strike as an example of industrial unrest.
Economic 3/A
The difference between a monopoly is an exclusive control by one company over an entire
industry and a trust is a group of separate companies that are placed under the control of a single
managing board in order to form a monopoly. Some entrepreneurs who have formed their monopolies
were known as robber barons (which means they used unethical methods to gain their money), and
others were known as captains of industry (which means they were good business people and used
ethical means to obtain their money). Sweatshops were small factories where employees had to work for
long hours in poor conditions for very little pay, and provided the business owner with very cheap labor
that could maximize his profits. The American Federation of Labor was a union for skilled workers only,
but if you werent skilled enough to join them, you could join the Knights of Labor which was available to
unskilled workers. Some entrepreneurs used a method called vertical integration (where you bought out
your suppliers) and others used a method called horizontal integration (where you bought out all the
businesses of the same type as you in order to wipe out the competition). The Square Deal was a set of

reforms to keep the wealthy from taking advantage of the poor. The Meat Inspection Act kept bad meat
from being sold, and the Pure Food and Drug Act removed harmful foods from stores.
Vocab:

Monopoly
Trust
Robber Baron
Sweatshop
American Federation of Labor
Entrepreneur
Bessemer Process
Mass Production
Corporation
Cartel
Horizontal Integration
Vertical Integration
Company Town
Collective Bargaining
Poll Tax
Skyscrapers
Land Grants
Homestead Act
Protective Tariff
Suspension bridge
Time Zones
Captains of Industry
Square Deal
Meat Inspection Act
Pure Food and Drug Act

HUSH Narrative Portfolio

Standards:
SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big
business and technological innovations after Reconstruction.
b. Describe the impact of the railroads in the development of the West; include the transcontinental
railroad, and the use of Chinese labor.
d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and
the phonograph, and their impact on American life.
SSUSH12 The student will analyze important consequences of American industrial growth.
a. Describe Ellis Island, the change in immigrants origins to southern and eastern Europe and the
impact of this change on urban America.
c. Describe the growth of the western population and its impact on Native Americans with
reference to Sitting Bull and Wounded Knee.
SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive
Era.
a. Explain Upton Sinclairs The Jungle and federal oversight of the meatpacking industry.
b. Identify Jane Addams and Hull House and describe the role of women in reform movements.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
d. Explain Ida Tarbells role as a muckraker.
f. Describe the conservation movement and the development of national parks and forests; include
the role of Theodore Roosevelt.
SSUSH14 The student will explain Americas evolving relationship with the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west
coast.
Political 3/A
Social Darwinism was the belief that certain races were better than others, and led to Jim Crow
Laws which legally segregated everything in the south. Many cities were going through urbanization and
more and more tenements were being built to provide homes to all the people moving into the cities.
Because not everyone in the cities could afford housing or food, settlement houses were made to help
the poor with their basic needs. The NAACP was formed to push for more rights for African Americans as
they were getting pushed further down the social ladder as the Irish were immigrating through Ellis

Island. Thomas Edison created the motion picture camera, which gave us our first silent films, and got
many patents for his inventions. Angel Island was a popular immigration area for the Chinese coming to
work on railroads, and America started becoming a melting pot. The Gilded Age was a time after
reconstruction in the south and the New South was a time where the south was becoming more
industrialized.
Vocab:

Social Darwinism
Nativism
Urbanization
Tenement
Assimilate
Jim Crow Laws
Progressivism
Muckraker
Settlement House
NAACP
Ellis Island
Motion Picture Camera
Hull House
Patent
Knights of Labor
Angel Island
Americanization
Melting Pot
Mass Transit
Gilded Age
Mass Culture
New South
Gospel of Wealth

HUSH Narrative Portfolio

Standards:
SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive
Era.
a. Explain Upton Sinclairs The Jungle and federal oversight of the meatpacking industry.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
e. Describe the significance of progressive reforms such as the initiative, recall, and referendum;
direct election of senators; reform of labor laws; and efforts to improve living conditions for the
poor in cities
Social 3/A
As the United States were becoming stronger, initiative was starting to take place (it was a
process in which citizens put a proposed new law directly on the ballot). After that, referendum (a
process that allowed citizens to approve or reject a law passed by a legislature) and recall (a process
where voters could remove elected officials from office before their term ends) were available to citizens.
Direct Primary was where citizens select nominees for elections. The eighteenth amendment was
prohibition, and the nineteenth amendment was womens suffrage. Laissez-faire was the absence of
government control over businesses and socialism is the exact opposite where businesses are
controlled by the government. Literacy tests were made to be impossible so that African Americans
could not vote and the grandfather clause completely eliminated blacks from being able to vote by
stating only people whose father or grandfather voted could vote.
Vocab:

Initiative
Referendum
Recall
Direct Primary
18th Amendment
19th Amendment
Laissez Faire
Socialism
Dawes Act
Literacy Test
Populist Party
Grandfather Clause
Progressive Party

HUSH Narrative Portfolio

Standards:
SSUSH14 The student will explain Americas evolving relationship with the world at the turn of the
twentieth century.
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.
Economic 3/B
The Spanish-American War was ignited by a new type of journalism called yellow press. Yellow
press was used by journalists to sway a nations viewpoint on something or to increase sales/profits by
exaggerating stories. Once the Maine was sunk, yellow press became huge and encouraged Americans
to go to war with the saying Remember the Maine. Dollar Diplomacy was President Tafts policy to
expand American investments to other parts of the world, and so we began to obtain spheres of
influence (regions controlled by an outside power). During the early years of the 20th century, the federal
government began to increase its power by passing the Federal Reserve Act of 1913 (said all national
banks would be held under the Federal Reserve board) and the National Reclamation Act of 1902 (said
the government would decide how water would be used (dams and irrigation projects)). Under President
Teddy Roosevelt, the Panama Canal was built after the French failed to complete it because of the
mosquitos and the infections they were giving people.
Vocab:

Yellow Press
Dollar Diplomacy
Federal Reserve Act
National Reclamation Act
Panama Canal
Spheres of Influence

HUSH Narrative Portfolio

Standards:
SSUSH14 The student will 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.
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.
SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I.
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.
SSUSH16 The student will identify key developments in the aftermath of WW I.
a. Explain how rising communism and socialism in the United States led to the Red Scare and
immigrant restriction.
Political 3/B
Teddy Roosevelts Big Stick Diplomacy said that the United States would use its military to
achieve their goals (some could look at this as a form of jingoism, or aggressive nationalism, and also as
a form of militarism) and implemented the Roosevelt Corollary which reinforced the Monroe Doctrine
and said the western hemisphere was off limits to European nations. One of Roosevelts greatest
accomplishments was the Great White Fleet (the name given to Roosevelts navy). President Teddy
Roosevelt had a cavalry unit known as the Rough Riders that was made up of only volunteers. The
sinking of the Lusitania urged Americans to join World War I. During the time of war, the northern states
did not have enough workers for their factories, so they promoted their businesses and said there would
be more opportunities for promotions, which led to the Great Migration where 500,000 African Americans
moved to the north in search of jobs. The Urban League was a network of churches and clubs that set up
employment agencies and relief efforts for African Americans looking for work in cities and was created
because of the Great Migration. Jews were also a target during these times, so the Anti-Defamation
League was formed in 1913 to protect Jews from physical and verbal attacks as well as false statements
against them.
Vocab:

Jingoism
Big Stick Diplomacy
Roosevelt Corollary
Militarism
Great Migration
Reparations
Red Scare
Social Darwinism
Urban League
Anti-Defamation League
Pure Food and Drug Act
New Freedom
Rough Riders
Great White Fleet
Lusitania

HUSH Narrative Portfolio

Standards:
SSUSH14 The student will 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.
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.
SSUSH15 The student will 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.
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.
c. Explain Wilsons Fourteen Points and the proposed League of Nations.
d. Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth
Amendment, establishing woman suffrage.
Social 3/B
As a result of increasing imperialism, the Open Door Policy was put in place to make sure
China was not colonized by other nations, but would remain open for trade. After a German U-boat sunk
the Lusitania and the Zimmerman Note was found, America declared war on Germany and the rest of
the Central Powers (Austria-Hungary and the Ottoman Empire) and joined World War I. During the war,
the Espionage Act was set in place by Congress in 1917 and enforced severe penalties for people who
engaged in treasonable activities. The war was formally ended with the Treaty of Versailles. After the
war, the League of Nations was formed to promote peaceful cooperation between countries. As
communism was growing, the Red Scare was big in America and as a result, Palmer Raids were
initiated by Attorney General A. Mitchell Palmer against suspected radicals and communists.
Progressivism was a movement by the Progressive Party that responded to the pressures of
industrialization by making reforms, like the Square Deal, to keep the wealthy from taking advantage of
the small business owners, and the poor, and restrict the power of big businesses.
Vocab:

Imperialism
Open Door Policy
Moral Diplomacy
U-boat
Espionage Act
League of Nations
Palmer Raids
Armistice
Central powers
Selective Service Act
Treaty of Versailles
Progressivism/Progressive Party
Square Deal
Meat Inspection Act
Treaty of Paris 1898
Spheres of Influence
Zimmerman Note/Telegram
Fourteen Points
Platt Amendment

HUSH Narrative Portfolio

Standards:
SSUSH16 The student will identify key developments in the aftermath of WW I.
a. Explain how rising communism and socialism in the United States led to the Red Scare and
immigrant restriction.
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
a. Describe the causes, including overproduction, underconsumption, and stock market
speculation that led to the stock market crash of 1929 and the Great Depression.
SSUSH18 The student will describe Franklin Roosevelts New Deal as a response to the depression and
compare the ways governmental programs aided those in need.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
Economic 4/A
Henry Ford used the method of mass production in order to make his cars which involved the
use of machinery and assembly lines. The most popular car Henry Ford made was the Model-T because
it was affordable on the mass market. During the times of the Bull Market (period of rising stock market
prices), people began to buy on margin. This and speculation both helped cause the Great
Depression (which happened because of the stock market crash on Black Tuesday). Bread lines were

common and hoovervilles were everywhere since people had no jobs to pay for their homes and
eventually got kicked out of them. There was a belief that trickle-down economics would help bring us
out of the depression by giving money to banks which would then go to big businesses and make its way
down to the people. This method of giving back money did not work since people were making bank runs
every day to get whatever money the bank had received. The Social Security Act established retirement
funds for people after we got out of the Great Depression as a result of entering World War II and
collective bargaining was big and allowed for employees to negotiate with labor unions.
Vocab:

Mass Production
Model T
Bull Market
Buying on Margin
Teapot Dome Scandal
Bootlegger
Speculation
Great Depression
Bread Line
Black Tuesday
Trickle-down economics
Social Security Act
Collective Bargaining
Welfare State

HUSH Narrative Portfolio

Standards:
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
c. Explain the social and political impact of widespread unemployment that resulted in
developments such as Hoovervilles.
SSUSH18 The student will describe Franklin Roosevelts New Deal as a response to the depression and
compare the ways governmental programs aided those in need.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to
control the environment.
b. Explain the Wagner Act and the rise of industrial unionism.
d. Identify Eleanor Roosevelt as a symbol of social progress and womens activism.
e. Identify the political challenges to Roosevelts domestic and international leadership; include the
role of Huey Long, the court packing bill, and the Neutrality Act.
Political 4/A
During the Great Depression, Franklin Roosevelt created the New Deal (a set of programs to
provide economic relief, recovery, and reforms) to try and bring us out of the depression and also held
fireside chats to inform the public of the economy and to give them hope that times will get better. The
Black Cabinet was a group of unofficial African American advisors to FDR. In 1982, the Kellogg-Briand
Pact was made and it was an agreement in which many nations agreed to outlaw war. The Dawes Plan
was an agreement where the United States loaned money to Germany to help them pay for reparation
payments to Britain and France. Once the United States began facing a problem with a very large amount
of immigrants coming into the country, they passed the Quota Act of 1924 (which was an arrangement

that limited the number of immigrants who could enter the country from specific nations) to try and control
the population growth. When prohibition was passed, bootleggers risked it all to make and sell alcohol
illegally in the nation. The Volstead Act further enforced the 18th amendment (prohibition).
Vocab:

Kellogg-Briand Pact
Dawes Plan
Quota System (Quota Act of 1924)
Prohibition
Volstead Act
Bonus Army
New Deal
TVA
Second New Deal
Court Packing
Black cabinet
Wagner Act
Neutrality Act of 1939

HUSH Narrative Portfolio

Standards:
SSUSH16 The student will identify key developments in the aftermath of WW I.
c. Describe the impact of radio and the movies.
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.
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
b. Explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting
movement and migration west.
c. Explain the social and political impact of widespread unemployment that resulted in
developments such as Hoovervilles.
Social 4/A
The 1920s were a time where much was changing. Flappers (young women who defied
traditional rules of conduct and dress) were roaming the streets and jazz (an American music form
developed by African Americans which was based on improvisation and blending blues, ragtime, and
European-based popular music) was everywhere. The Harlem Renaissance was a time during the
1920s where African American novelists, poets, and artists celebrated their culture. The Lost
Generation is a term for the American writers in the 1920s who were marked by disillusion with World
War I and searched for a new sense of meaning. Once the Great Depression hit us, we saw many
hoovervilles which were made in the name of President Herbert Hoover. The Wizard of Oz was a play
that was made to show the financial crisis in the United States.
Vocab:

Modernism
Fundamentalism

Scopes Trial
Flapper
Lost Generation
Jazz
Harlem Renaissance
Dust Bowl
Okies
Hoovervilles
Localism
Fireside Chat
The Wizard of Oz

HUSH Narrative Portfolio

Standards:
SSUSH19 The student will identify the origins, major developments, and the domestic impact of World
War II, especially the growth of the federal government.
d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of
women in war industries.
Economic 4/B
During the times of World War II, rationing was important to maintain our supplies for troops.
Each family was given a certain amount of food and materials they could obtain per week. Because most
of the men were overseas for war, women had to start to work in the factories in order to make supplies
for war. Rosie the Riveter was a big part in getting women into the workforce. Before it was believed that
a woman should stay at home and take care of the house chores and remain barefoot and pregnant while
cooking meals for her husband and kids. The Marshall Plan was a foreign policy that offered economic
aid to western European countries after World War II. After the war, containment was a policy that would
end up costing lots of money from wars because the United States was scared that communism would
spread and swallow the entire world. The containment policy said that they would not allow for the spread
of communism, and so wherever communism tried to go, the United States went and fought. This costed
the United States a lot of money.
Vocab:

Rationing
Marshall Plan
Containment

HUSH Narrative Portfolio

Standards:
SSUSH19 The student will 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.
b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans,
German-Americans, and Italian-Americans.
c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall
of Berlin.
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.
b. Explain the impact of the new communist regime in China and the outbreak of the Korean War
and how these events contributed to the rise of Senator Joseph McCarthy.
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.
Political 4/B
The Lend-Lease Act was passed in 1941 and allowed President Roosevelt to sell or lend war
supplies to any country whose defense he considered vital to the safety of the United States. Towards the
end of World War II, the Manhattan Project was the name of a project given to developing the atomic
bomb. Two bombs were dropped over Hiroshima and Nagasaki to end World War II, and afterwards the
Truman Doctrine and the Eisenhower Doctrine were passed. Both of these doctrines were passed by
different presidents, but each stated that they would promise to help nations struggling against communist

movements. The Nuremberg Trials were trials in which the Nazi leaders were charged with their crimes.
Later in 1945, the United Nations was formed in place of the weak League of Nations in order to promote
peace in the world. Satellite states were independent nations under the control of a more powerful
nation. The Cold War was a worldwide rivalry between the United States and the Soviet Union. The Cold
War led to the creation of NATO and the Warsaw Pact.
Vocab:

Lend-lease Act
Executive Order 8802
Manhattan Project
Appeasement
Truman Doctrine
Totalitarianism
Anti-Semitic
Nuremberg /trials
Yalta Conference
United Nations
Geneva Convention
Satellite State
Cold War
NATO
Warsaw Pact
38th Parallel
Eisenhower Doctrine
Munich Pact
Atlantic Charter
CIA

HUSH Narrative Portfolio

Standards:
SSUSH19 The student will 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.
d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of
women in war industries.
e. Describe the Manhattan Project at 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.
c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.
SSUSH21 The student will explain the impact of technological development and economic growth on the
United States, 1945-1975.
b. Describe the impact television has had on American culture; include the presidential debates
(Kennedy/Nixon, 1960) and news coverage of the Civil Rights Movement.
Social 4/B
World War II was a battle between the Allied Powers (Britain, Russia, and France) and the Axis
Powers (Germany, Italy, and Japan) During World War II, Japanese pilots were known as kamikaze
pilots because when they were out of ammo, they would use their plane as a weapon and suicide bomb.
Island hopping was a strategy during the war that involved seizing selected Japanese-held islands in the
Pacific while bypassing others. In the United States, internment (temporary imprisonment of members of
a specific group) took place with the Japanese living in America at the time. Germany used the blitzkrieg
tactic to penetrate quickly into enemy territory and tried to commit genocide against the Jews and anyone
else that did not fit into Hitlers perfect Aryan race. The Tuskegee Airmen was an African American
squadron that escorted bomber planes in the air over Europe during World War II. The Arms Race was a
contest between the United States and the Soviet Union to see which nation could build more powerful
weapons. During the Red Scare, there was a group of actors called the Hollywood 10 who refused to
answer questions about communist ties.
Vocab:

Kamikaze
Island Hopping
Holocaust

Los Alamos
Allied Powers
Internment
Atom Bomb
Anschluss
Blitzkrieg
Unconditional Surrender
Tuskegee Airmen
Genocide
Iron Curtain
Containment
Arms Race
Brinkmanship
Red Scare
Hollywood Ten
McCarthyism
Julius and Ethel Rosenberg
Bataan Death March
NASA
Blacklist

HUSH Narrative Portfolio

Standards:

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.
SSUSH23 The student will describe and assess the impact of political developments between 1945 and
1970.
c. Explain Lyndon Johnsons Great Society; include the establishment of Medicare.
Economic 5/A
The Interstate Highway Act of 1956 was a law which authorized the spending of 32 billion to
create the highway system. This made long distance traveling much easier as you were able to take one
road all the way to where you wanted to go. Consumerism is when you do large scale buyings mostly on
credit. Medicare was basic hospital insurance so that if u ever needed to go to the hospital, you could go
without having to worry about your insurance and medicaid provided monty aid to the poor. The United
Farm Workers was a labor union for farmers. Franchise businesses were starting to get popular. In a
franchise business, you can own a store (like a Subway) but you can own it under a company. In 1955,
the American Federation of Labor and the Congress of Industrial Organization joined together to create
the AFL-CIO. Multinational corporations were businesses that spread across several countries.
Vocab:

Interstate Highway Act

Consumerism
Medicare
United Farm Workers
Information Industries
Franchise Business
AFL0CIO
Multinational Corporations
Medicaid

HUSH Narrative Portfolio

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.
b. Explain the impact of the new communist regime in China and the outbreak of the Korean War
and how these events contributed to the rise of Senator Joseph McCarthy.
c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.
SSUSH21 The student will explain the impact of technological development and economic growth on the
United States, 1945-1975.
c. Analyze the impact of technology on American life; include the development of the personal
computer and the expanded use of air conditioning.
d. Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and
President Eisenhowers actions.
Political 5/A
The CIA had a bit of a rough time when they failed to successfully infiltrate cuba (was called the
Bay of Pigs). The Cuban Missile Crisis threatened the security of Americans. The Soviets had placed
nuclear weapons in Cuba that could reach any part of the country. On top of this, the United States were
in a war with Vietnam to try and stop the threat of communism in the area (known as the Vietnam War).
The tet offensive was one of the biggest campaigns in the Vietnam War held by the Viet Cong to try and
repel the United States. The 1960 Kennedy v Nixon Debate was shown on television and Kennedy was
portrayed as youthful and strong, unlike Nixon who looked old and sickly. Because this debate was held
over television, Kennedy won the debate. If the election was only on radio, Nixon would have won. The
National Organization of Women was a womens organization that pushed for equal rights. Miranda v
Arizona resulted in Miranda Rights (right to remain silent and the right to an attorney). The Taft-Hartley
Act restricted the activities and powers of labor unions. Later on, the Equal Right Amendment gave
equal rights to all Americans.
Vocab:

Bay of Pigs
Tet Offensive
Vietnam War
Cuban Missile Crisis
1960 Kennedy Nixon Debate
Warren court
Johnsons Great Society
National Organization of Women
Conservative Movement
Miranda v Arizona
Democratic National Convention
Taft-Hartley Act
Fair Deal
Gulf of Tonkin Resolution
Equal Right Amendment

HUSH Narrative Portfolio

Standards:
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.

b. Describe the impact television has had on American culture; include the presidential debates
(Kennedy/Nixon, 1960) and news coverage of the Civil Rights Movement.
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.l
SSUSH24 The student will analyze the impact of social change movements and organizations of the
1960s.
a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the
Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and
changing composition. b. Describe the National Organization of Women and the origins and goals
of the modern womens movement.
c. Analyze the anti-Vietnam War movement.
d. Analyze Cesar Chavez and the United Farm Workers movement.
Social 5/A
During the times of the Vietnam War, the domino theory was something to be scared of. People
believed that if communism was in one country, it would eventually reach others and as it consumed more
and more countries, it would eventually consume the entire world. The baby boom is the name of the
time of great reproduction increase in the United States after soldiers returned home from World War II.
More and more people wanted to conform with society and not be looked at as a communist, and so
Levittowns were made. These towns were suburban towns that had homes that looked identical to each
other to support the idea of conformity. Air conditioning started out in big businesses to increase
production during the hot months, then later reached the public and was found inside homes everywhere.
Silent Spring was a book that talked about the environmental dangers of pesticides and contributed to
the formation of the EPA. The Civil Rights Act of 1957 allowed African Americans to vote. Rosa Parks
started the Montgomery Bus Boycott by refusing to give up her seat to a white man and during this
boycott, African Americans refused to ride busses (which hurt the city). Freedom Rides were done to see
that the Civil Rights Act of 1957 was being followed by the southerners. De jure segregation was law
enforced segregation and de facto segregation was segregation based on previous customs. As a result
of Brown v Board of Education, schools were no longer allowed to be segregated. Hippies were a result
of counterculture and were a prime example of a generation gap as well. Roe v Wade gave women the
right to control their reproductive systems by allowing abortions in the United States.
Vocab:

Domino Theory
Deferment
Baby Boom
Levittown
Air Conditioning
Personal Computer
Rock-and-Roll

Beatnik
Silent Spring
EPA
Civil Rights Act of 1957
Montgomery Bus Boycott
Sit-In
SNCC
Freedom Ride
Civil Rights Act of 1964
Black Power
Black Panthers
Sunbelt
Nuclear Family
Television
Inner City
Urban Renewal
De Jure Segregation
De Facto Segregation
Brown v Board of Education
Letters from a Birmingham Jail
March on Washington
Counterculture
Generation Gap
Freedom Summer
Roe v Wade
Hawks
Doves
Students for a Democratic Society
Kent State University

HUSH Narrative Portfolio

Standards:
SSUSH25 The student will describe changes in national politics since 1968.
d. Describe domestic and international events of Ronald Reagans presidency; include
Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.
e. Explain the relationship between Congress and President Bill Clinton; include the North
American Free Trade Agreement and his impeachment and acquittal.
Economic 5/B
Stagflation is when inflation rates are high, the economic growth is low, and unemployment stays
high for an extended period of time. All in all, stagflation is very bad for the economy. OPEC was a cartel
that manages the supply of oil in an effort to set oil prices across the world.Supply-side economics are
where economic growth is most effectively created by investing in capital. The Perestroika was a
political movement for reformation within the communist Soviet Union. President Ronald Reagan

accidentally brought more drugs into the country during the Iran-Contra Affair when the United States
provided funds to Nicaraguan cartels after selling guns to Iran. Ronald Reagan took responsibility for this
when it was found out. NAFTA, or the North American Free Trade Agreement, is an agreement signed by
the United States, Canada, and Mexico to create trade rules across North America.
Vocab:

Stagflation
OPEC
Supply-side Economics
Perestroika
Iran-Contra Affair
NAFTA

HUSH Narrative Portfolio

Standards:
SSUSH25 The student will describe changes in national politics since 1968.
a. 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.
c. Explain the Carter administrations efforts in the Middle East; include the Camp David Accords,
his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.
d. Describe domestic and international events of Ronald Reagans presidency; include
Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.
e. Explain the relationship between Congress and President Bill Clinton; include the North
American Free Trade Agreement and his impeachment and acquittal.
f. Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral
college.

g. 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.
Political 5/B
SALT I was the name given to negotiations that led to the anti-ballistic missile treaty and SALT II
was the name given to the agreement to get rid of nuclear weapons in the United States and the Soviet
Union. Republicans wanted to gain more followers in the south, and created the southern strategy.
President Nixon faced impeachment after the Watergate scandal where he tapped the Democratic
National Committee in order to hear their plans for the upcoming election. Nixon knew he was going to be
impeached without a doubt, especially since he tried using executive privilege over and over, and so he
dropped out of his position as president. President Gerald Ford then pardoned Nixon after he took office.
The Camp David Accords were held by President Jimmy Carter. The purpose of the Camp David
Accords was to reach a peaceful agreement between Israel and Egypt. Bush v Gore was a supreme
court case where the decision over who would win the election of 2000 and resulted in Bush becoming
the president of the United States. Operation Desert Storm was a war in the Persian gulf region to
defend Saudi Arabia. The Patriot Act was set in place after 9/11 and would unite and strengthen the
United States against terrorism.
Vocab:

SALT I
Watergate
25th Amendment
Executive Privilege
Pardon
Conservative Movement
Amnesty
SALT II
Camp David Accords
New Right
Moral Majority
Iranian Hostage Crisis
Impeachment
Bush v Gore
Strategic Defense Initiative
Operation Desert Storm
EU
Department of Homeland Security
Patriot Act
Southern Strategy

HUSH Narrative Portfolio

Standards:
SSUSH25 The student will describe changes in national politics since 1968.
b. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights;
include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.
g. 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.
Social 5/B
A silent majority is a large majority of people in a country who dont express their opinions
(which includes voting). Affirmative Action is a policy that gives special consideration to women and
minorities to make up for past discrimination. The terrorist attack of 9/11 was done by Al Qaeda. The Twin
Towers in New York City were both destroyed and the White House and Pentagon were also targets. After
this, Operation Enduring Freedom declared global war on terrorism. Following this declaration, the
United States went into Afghanistan looking for weapons of mass destruction (weapons such as nukes
that could cause extreme damage to society) but the search ended up fruitless. The only thing that came
out of going into Afghanistan was the fighting with the Taliban which only caused death. The No Child
Left Behind policy required states to develop assessments in basic skills to give to students enrolled in
school to ensure that they have learned the required material.
Vocab:

Silent Majority
Affirmative Action

AIDS
Glasnost
Taliban
Weapons of Mass Destruction
9/11
Operation Enduring Freedom
Al Qaeda
No Child Left Behind