Using A Young People’s History of the United States

A Young People’s History of the United States can be used in conjunction with the History Alive!
Textbook to address the following Priority Standards:
 Demonstrate an understanding that different scholars may describe the same event or
situation in different ways but must provide reasons or evidence for their views.

 Determine and give examples of how individuals, groups and organizations can influence
government policy or decisions and describe how these actions can lead to such influence.

 Clarify key aspects of an event, issue, or problem and explain its significance; use and
evaluate research information from various primary and secondary sources;  identify and
explain causes, consequences, and/or points of view related to the topic; and
present reasonable, supported conclusions.

Correlation Document:  History Alive! and Young People's History of the United States
 
History Alive! Young People's Correlation Instructional Strategy Ideas
Chapter History 
Chapter/pages
Review 1-2 Chapter One Provides perspective from
pp. 1-17 Native American point of view
 
Review 3-4 Chapter Two Chapter Two  
pp.19-33 Colonial enslavement of
Chapter Three Africans, their resistance, and
pp. 35-51 racism in the colonies; enriches
HA! 4.7, increasing background
knowledge for later chapters
Chapter Three
Class differences
Much richer than HA! 4.6
Review 5-7 Chapter Four Correlates with HA chapter 6 After a Read-Aloud of pp. 63-66,
pp. 55-66 Political implications of class discuss some of the points that
differences; those left out of the are raised that are not included
Declaration in the video.
Chapter Five Correlates with HA chapter 7
pp. 67-75 Lack of compensation for poor
soldiers; African American
status; why Native Americans
supported the British after
fighting against them in the
French and Indian War
8 pp. 76-79 Correlates with HA! p, 105 T-Chart comparing the
Farmers in Revolt Very different presentations. A presentation of Shay’s Rebellion
very good short selection for in HA! To the presentation in
comparison. YPH

pp. 80 - 82 HA! tells the story of the T-Chart comparing the story of
Constitutional Convention, while Constitutional Convention in the
Young People's History two sources
examines who was NOT
represented at the Convention
and whose interests were
 served by the Constitution. 
9 pp. 80-84         Young People's History  
concentrates primarily on
creation and ratification of
Constitution and Bill of Rights.  .
10 pp. 83-84 YPH includes brief example of  
  government violation of Bill of
Rights (Sedition Act of 1798)
 
11 pp. 81-83 Brief analysis and critique of  
Hamilton's Federalist ideology. 
Examines the view that "true
democracy" is dangerous.
12  NA  No correlation  
13  NA  No correlation  
14 Chapter 7 HA! tells of the groups moving Read aloud stressing the impact
West. YPH examines the impact the groups had on Native
Chapter 10 the white man had on the Americans.
Indian. Also presents myth of
Jacksonian Democracy.
pp. 148-149
15 Chapter 8 YPH details of why the US Read excerpts of chapter that
wanted a war with Mexico. highlight how Manifest Destiny
was an overriding factor in the
Mexican War.
16 Chapter 7 HA! tells of the groups moving Read aloud stressing the impact
West. YPH examines the impact the groups had on Native
on Native Americans Americans. 
17  N/A No direct correlations  
18 Chapter 6 YPH brings up the fact that US Instructor reads for background
pp. 91 - 100 history does not focus on knowledge to add to information
women because of the lack of students are gaining.  Much of
rights. Mentions many of the what YPH is already in HA!
same leaders and focuses on
the factory worker for a bit.
19  N/A  No direct correlations  
20  N/A                     No significant difference  
21  N/A                     No direct correlations  
22 Chapter 9 YPH discusses how African Discussion Questions:
Americans were utilized, 1. How were African Americans
pp. 137-142 impacted and treated during the affected by the Civil War?
Civil War at greater depth than 2. How were African Americans
HA! treated in the North?
 
3. How did Jefferson Davis plan
  to utilize African Americans
  during the Civil War?
Discussion Questions:
Presents the class struggle
Chapter 10 
during the Civil War, and how 1. What class struggles existed
pp. 147-162 in the United States prior to,
people of different races and
during, and after the Civil War?
ethnicities felt about the war.
HA touches briefly on this issue, 2. How were people of different
classes, races, and ethnicities
but not to the depth that Zinn
impacted by the Civil War?
does.
3. How did the United States
government support people
from different classes, races,
 and ethnicities?
4. How did people in poverty
work to improve their lives?
23 Chapter 9 YPH discusses exploitation of Discussion Questions:
pp. 142-146 poor whites and African 1. How did land ownership (or
Americans by politicians and big the lack thereof) impact the lives
business after the Civil War. of African Americans after the
Notes the importance of land Civil War?
ownership in the lives of African 2. Why did the U.S. Government
Americans after the Civil War. fight the South during the Civil
HA! does not present these War?
ideas.  3. What forces did the end of
slavery bring into politics?
4. How did some whites retaliate
against blacks?
5. Why did blacks lose equal
rights and voting privileges in
the South by 1900?
6. How were poor whites and
blacks exploited by politicians
and big business?
24  N/A No direct correlations