MI.4. Strand / Standard Category: World History and Geography - World History and Geography (WHG) Era 4

Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E./A.D.

• 4.1. Standard: Cross-temporal or Global Expectations

  Analyze important hemispheric interactions and temporal developments during an era of increasing regional power, religious expansion, and the collapse of some empires.

  • 4.1.1. Grade Level Expectation:

    Crisis in the Classical World - Explain the responses to common forces of change that led to the ultimate collapse of classical empires and discuss the consequences of their collapse.

  • 4.1.2. Grade Level Expectation: World Religions - Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including

    • 4.1.2a. Expectation:

      Islam and Christianity (Roman Catholic and Orthodox) - increased trade and the Crusades

    • 4.1.2b. Expectation:

      Islam and Hinduism in South Asia

    • 4.1.2c. Expectation:

      Continuing tensions between Catholic and Orthodox Christianity

  • 4.1.3. Grade Level Expectation: Trade Networks and Contacts - Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including

    • 4.1.3a. Expectation:

      Land-based routes across the Sahara, Eurasia and Europe

    • 4.1.3b. Expectation:

      Water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas

• 4.2. Standard: Interregional or Comparative Expectations

  Analyze and compare important hemispheric interactions and cross-regional developments, including the growth and consequences of an interregional system of communication, trade, and culture exchange during an era of increasing regional power and religious expansion.

  • 4.2.1. Grade Level Expectation: Growth of Islam and Dar al-Islam [A country, territory, land, or abode where Muslim sovereignty prevails] - Identify and explain the origins and expansion of Islam and the creation of the Islamic Empire including

    • 4.2.1a. Expectation:

      The founding geographic extent of Muslim empires and the artistic, scientific, technological, and economic features of Muslim society

    • 4.2.1b. Expectation:

      Diverse religious traditions of Islam -- Sunni, Shi'a/Shi'ite, Sufi

    • 4.2.1c. Expectation:

      Role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia

    • 4.2.1d. Expectation:

      The caliphate as both a religious and political institution, and the persistance of other traditions in the Arab World including Christianity

  • 4.2.2. Grade Level Expectation:

    Unification of Eurasia under the Mongols - Using historical and modern maps, locate and describe the geographic patterns of Mongol conquest and expansion and describe the characteristics of the Pax Mongolica (particularly revival of long-distance trading networks between China and the Mediterranean world).

  • 4.2.3. Grade Level Expectation:

    The Plague - Using historical and modern maps and other evidence, explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic.

• 4.3. Standard: Regional Expectations

  Analyze important regional developments and cultural changes, including the growth of states, towns, and trade in Africa south of the Sahara, Europe, the Americas, and China.

  • 4.3.1. Grade Level Expectation: Africa to 1500 - Describe the diverse characteristics of early African societies and the significant changes in African society by

    • 4.3.1a. Expectation:

      Comparing and contrasting at least two of the major states/civilizations of East, South, and West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures.

    • 4.3.1b. Expectation:

      Using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language.

    • 4.3.1c. Expectation:

      Analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade.

    • 4.3.1d. Expectation:

      Analyzing the development of an organized slave trade within and beyond Africa.

    • 4.3.1e. Expectation:

      Analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity.

  • 4.3.2. Grade Level Expectation:

    The Americas to 1500 - Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects (government, religion, interactions with the environment, economy, and social life) of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo, and/or Eastern Woodland peoples.

  • 4.3.3. Grade Level Expectation:

    China to 1500 - Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation.

  • 4.3.4. Grade Level Expectation: The Eastern European System and the Byzantine Empire to 1500 - Analyze restructuring of the Eastern European system including

    • 4.3.4a. Expectation:

      The rise and decline of the Byzantine Empire

    • 4.3.4b. Expectation:

      The region's unique spatial location

    • 4.3.4c. Expectation:

      The region's political, economic, and religious transformations

    • 4.3.4d. Expectation:

      Emerging tensions between East and West

  • 4.3.5. Grade Level Expectation: Western Europe to 1500 - Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe including

    • 4.3.5a. Expectation:

      The role and political impact of the Roman Catholic Church in European medieval society

    • 4.3.5b. Expectation:

      How agricultural innovation and increasing trade led to the growth of towns and cities

    • 4.3.5c. Expectation:

      The role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states

    • 4.3.5d. Expectation:

      The cultural and social impact of the Renaissance on Western and Northern Europe

MI.5. Strand / Standard Category: World History and Geography - World History and Geography (WHG) Era 5

The Emergence of the First Global Age, 15th to 18th Centuries

• 5.1. Standard: Cross-temporal or Global Expectations

  Analyze the global impact and significant developments caused by transoceanic travel and the linking of all the major areas of the world by the 18th century.

  • 5.1.1. Grade Level Expectation:

    Emerging Global System - Analyze the impact of increased oceanic travel including changes in the global system of trade, migration, and political power as compared to the previous era.

  • 5.1.2. Grade Level Expectation:

    World Religions - Use historical and modern maps to analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems.

• 5.2. Standard: Interregional or Comparative Expectations

  Analyze the impact of oceanic travel on interregional interactions.

  • 5.2.1. Grade Level Expectation: European Exploration/Conquest and Columbian Exchange - Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the Columbian Exchange in the late 15th and 16th centuries by

    • 5.2.1a. Expectation:

      Describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries.

    • 5.2.1b. Expectation:

      Explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies.

  • 5.2.2. Grade Level Expectation: Trans-African and Trans-Atlantic Slave Systems - Analyze the emerging trans-Atlantic slave system and compare it to other systems of labor existing during this era by

    • 5.2.2a. Expectation:

      Using historical and modern maps and other data to analyze the causes and development of the Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas (including the Caribbean and South America), and the Middle Passage.

    • 5.2.2b. Expectation:

      Comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era (e.g., serfdom, indentured servitude, corvee labor, wage labor).

• 5.3. Standard: Regional Content Expectations

  Analyze the important regional developments and cultural changes in Asia, Russia, Europe and the Americas.

  • 5.3.1. Grade Level Expectation: Ottoman Empire through the 18th Century - Analyze the major political, religious, economic, and cultural transformations in the Ottoman Empire by

    • 5.3.1a. Expectation:

      Using historical and modern maps to describe the empire's origins (Turkic migrations), geographic expansion, and contraction.

    • 5.3.1b. Expectation:

      Analyzing the impact of the Ottoman rule.

  • 5.3.2. Grade Level Expectation: East Asia through the 18th Century - Analyze the major political, religious, economic, and cultural transformations in East Asia by

    • 5.3.2a. Expectation:

      Analyzing the major reasons for the continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration.

    • 5.3.2b. Expectation: Analyzing the changes in Japanese society by describing

      the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the influence of China on Japanese society.

  • 5.3.3. Grade Level Expectation:

    South Asia/India through the 18th Century - Analyze the global economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformations in India and South Asia including the Mughal Empire and the beginnings of European contact.

  • 5.3.4. Grade Level Expectation: Russia through the 18th Century - Analyze the major political, religious, economic, and cultural transformations in Russia including

    • 5.3.4a. Expectation:

      Russian imperial expansion and top-down westernization/modernization.

    • 5.3.4b. Expectation:

      The impact of its unique location relative to Europe and Asia.

    • 5.3.4c. Expectation:

      The political and cultural influence (e.g., written language) of Byzantine Empire, Mongol Empire, and Orthodox Christianity.

  • 5.3.5. Grade Level Expectation: Europe through the 18th Century - Analyze the major political, religious, cultural and economic transformations in Europe by

    • 5.3.5a. Expectation:

      Explaining the origins, growth, and consequences of European overseas expansion, including the development and impact of maritime power in Asia and land control in the Americas.

    • 5.3.5b. Expectation:

      Analyzing transformations in Europe's state structure, including the rising military, bureaucratic, and nationalist power of European states including absolutism

    • 5.3.5c. Expectation:

      Analyzing how the Renaissance, Reformation, Scientific Revolution, and the Enlightenment contributed to transformations in European society

    • 5.3.5d. Expectation:

      Analyzing the transformation of the European economies including mercantilism, capitalism, and wage labor.

  • 5.3.6. Grade Level Expectation: Latin America through the 18th Century - Analyze colonial transformations in Latin America, including

    • 5.3.6a. Expectation:

      The near-elimination of American Indian civilizations and peoples

    • 5.3.6b. Expectation:

      Social stratifications of the population (e.g., peninsulares, creoles, mestizos)

    • 5.3.6c. Expectation:

      The regional and global role of silver and sugar

    • 5.3.6d. Expectation:

      Resource extraction and the emerging system of labor (e.g., mita, slavery)

MI.6. Strand / Standard Category: World History and Geography - World History and Geography (WHG) Era 6

An Age of Global Revolutions, 18th Century - 1914

• 6.1. Standard: Global or Cross-temporal Expectations

  Evaluate the causes, characteristics, and consequences of revolutions of the intellectual, political and economic structures in an era of increasing global trade and consolidations of power.

  • 6.1.1. Grade Level Expectation:

    Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce.

  • 6.1.2. Grade Level Expectation:

    World-wide Migrations and Population Changes - Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans, Africans, and Asians during this era, including the impact of industrialism, imperialism, changing diets, and scientific advances on worldwide demographic trends.

  • 6.1.3. Grade Level Expectation: Increasing Global Interconnections - Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including

    • 6.1.3a. Expectation:

      Constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization.

    • 6.1.3b. Expectation:

      The global spread of major innovations, technologies, and commodities via new global networks.

  • 6.1.4. Grade Level Expectation:

    Changes in Economic and Political Systems - Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism).

  • 6.1.5. Grade Level Expectation:

    Interpreting Europe's Increasing Global Power - Describe Europe's increasing global power between 1500 and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe (e.g., Renaissance, Reformation, demographic, economic, and social changes) or factors external to Europe (e.g., decline of Mughal and Ottoman empires and the decreasing engagement of China and Japan in global interactions).

• 6.2. Standard: Interregional or Comparative Expectations

  Analyze and compare the interregional patterns of nationalism, state-building, and social reform and imperialism.

  • 6.2.1. Grade Level Expectation:

    Political Revolutions - Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions (American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions).

  • 6.2.2. Grade Level Expectation:

    Growth of Nationalism and Nation-states - Compare and contrast the rise of the nation-states in a western context (e.g., Germany, Italy) and non-western context (e.g., Meiji Japan).

  • 6.2.3. Grade Level Expectation: Industrialization - Analyze the origins, characteristics and consequences of industrialization across the world by

    • 6.2.3a. Expectation: Comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following

      Britain, Germany, United States, or France.

    • 6.2.3b. Expectation:

      Describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements.

    • 6.2.3c. Expectation:

      Describing the environmental impacts of industrialization and urbanization.

  • 6.2.4. Grade Level Expectation: Imperialism - Analyze the political, economic, and social causes and consequences of imperialism by

    • 6.2.4a. Expectation:

      Using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia.

    • 6.2.4b. Expectation:

      Describing the connection between imperialism and racism, including the social construction of race.

    • 6.2.4c. Expectation:

      Comparing British policies in South Africa and India, French polices in Indochina, and Japanese policies in Asia.

    • 6.2.4d. Expectation:

      Analyze the responses to imperialism by African and Asian peoples.

• 6.3. Standard: Regional Content Expectations

  Analyze the important regional developments and political, economic, and social transformations in Europe, Japan, China, and Africa.

  • 6.3.1. Grade Level Expectation: Europe - Analyze the economic, political, and social transformations in Europe by

    • 6.3.1a. Expectation:

      Analyzing and explaining the impact of economic development on European society.

    • 6.3.1b. Expectation:

      Explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women

    • 6.3.1c. Expectation:

      Using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase).

  • 6.3.2. Grade Level Expectation: East Asia - Analyze the political, economic, and social transformations in East Asia by

    • 6.3.2a. Expectation:

      Explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War.

    • 6.3.2b. Expectation:

      Describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions

    • 6.3.3. Expectation:

      Africa - Evaluate the different experiences of African societies north and south of the Sahara with imperialism (e.g., Egypt, Ethiopia and the Congo).

MI.7. Strand / Standard Category: World History and Geography - World History and Geography (WHG) Era 7

Global Crisis and Achievement, 1900-1945

• 7.1. Standard: Global or Cross-temporal Expectations

  Analyze changes in global balances of military, political, economic, and technological power and influence in the first half of the 20th century.

  • 7.1.1. Grade Level Expectation:

    Increasing Government and Political Power - Explain the expanding role of state power in managing economies, transportation systems, and technologies, and other social environments, including its impact of the daily lives of their citizens.

  • 7.1.2. Grade Level Expectation:

    Comparative Global Power - Use historical and modern maps and other sources to analyze and explain the changes in the global balance of military, political, and economic power between 1900 and 1945 (including the changing role of the United States and those resisting foreign domination).

  • 7.1.3. Grade Level Expectation:

    Twentieth Century Genocide - Use various sources including works of journalists, journals, oral histories, films, interviews, and writings of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass exterminations of Ukrainians and Chinese.

  • 7.1.4. Grade Level Expectation:

    Global Technology - Describe significant technological innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity.

  • 7.1.5. Grade Level Expectation:

    Total War - Compare and contrast modern warfare and its resolution with warfare in the previous eras; include analysis of the role of technology and civilians.

• 7.2. Standard: Interregional or Comparative Expectations

  Assess the interregional causes and consequences of the global wars and revolutionary movements during this era.

  • 7.2.1. Grade Level Expectation: World War I - Analyze the causes, characteristics, and long-term consequences of World War I by

    • 7.2.1a. Expectation:

      Analyzing the causes of the war including nationalism, industrialization, disputes over territory, systems of alliances, imperialism, and militarism

    • 7.2.1b. Expectation:

      Analyzing the distinctive characteristics and impacts of the war on the soldiers and people at home

    • 7.2.1c. Expectation:

      Explaining the major decisions made in the Versailles Treaty and analyzing its spatial and political consequences, including the mandate system, reparations, and national self-determination around the globe

  • 7.2.2. Grade Level Expectation: Inter-war Period - Analyze the transformations that shaped world societies between World War I and World War II by

    • 7.2.2a. Expectation:

      Examining the causes and consequences of the economic depression on different regions, nations, and the globe

    • 7.2.2b. Expectation:

      Describing and explaining the rise of fascism and the spread of communism in Europe and Asia

    • 7.2.2c. Expectation:

      Comparing and contrasting the rise of nationalism in China, Turkey, and India

  • 7.2.3. Grade Level Expectation: World War II - Analyze the causes, course, characteristics, and immediate consequences of World War II by

    • 7.2.3a. Expectation:

      Explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria & Sudetenland)

    • 7.2.3b. Expectation:

      Explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah)

    • 7.2.3c. Expectation:

      Analyzing the major turning points and unique characteristics of the war

    • 7.2.3d. Expectation:

      Explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world

    • 7.2.3e. Expectation:

      Analyzing the immediate consequences of the war's end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan

    • 7.2.3f. Expectation:

      Describing the emergence of the United States and the Soviet Union as global superpowers

  • 7.2.4. Grade Level Expectation:

    Revolutionary and/or Independence Movements - Compare two revolutionary and/or Independence movements of this era (Latin America, India, China, the Arab World, and Africa) with at least one from the previous era.

• 7.3. Standard: Regional Content Expectations

  Explain regional continuity and change in Russia, Asia, the Americas, the Middle East, and Africa.

  • 7.3.1. Grade Level Expectation:

    Russian Revolution - Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five-year plans, collectivization of agriculture, and military purges.

  • 7.3.2. Grade Level Expectation:

    Europe and Rise of Fascism and Totalitarian States - Compare the ideologies, policies, and governing methods of at least two 20th-century dictatorial regimes (Germany, Italy, Spain, and the Soviet Union) with those absolutist states in earlier eras.

  • 7.3.3. Grade Level Expectation: Asia - Analyze the political, economic, and social transformations that occurred in this era, including

    • 7.3.3a. Expectation:

      Japanese imperialism

    • 7.3.3b. Expectation:

      Chinese nationalism, the emergence of communism, and civil war

    • 7.3.3c. Expectation:

      Indian independence struggle

  • 7.3.4. Grade Level Expectation: The Americas - Analyze the political, economic and social transformations that occurred in this era, including

    • 7.3.4a. Expectation:

      Economic imperialism (e.g., dollar diplomacy)

    • 7.3.4b. Expectation:

      Foreign military intervention and political revolutions in Central and South America

    • 7.3.4c. Expectation:

      Nationalization of foreign investments

  • 7.3.5. Grade Level Expectation: Middle East - Analyze the political, economic, and social transformations that occurred in this era, including

    • 7.3.5a. Expectation:

      The decline of the Ottoman Empire

    • 7.3.5b. Expectation:

      Changes in the Arab world including the growth of Arab nationalism, rise of Arab nation-states, and the increasing complexity (e.g., political, geographic, economic, and religious) of Arab peoples

    • 7.3.5c. Expectation:

      The role of the Mandate system

    • 7.3.5d. Expectation:

      The discovery of petroleum resources

MI.8. Strand / Standard Category: World History and Geography - World History and Geography (WHG) Era 8

The Cold War and Its Aftermath: The 20th Century Since 1945

• 8.1. Standard: Global and Cross-temporal Expectations

  Analyze the global reconfigurations and restructuring of political and economic relationships in the Post-World War II era.

  • 8.1.1. Grade Level Expectation:

    Origins of the Cold War - Describe the factors that contributed to the Cold War including the differences in ideologies and policies of the Soviet bloc and the West; political, economic, and military struggles in the 1940s and 1950s; and development of Communism in China.

  • 8.1.2. Grade Level Expectation: Cold War Conflicts - Describe the major arenas of conflict, including

    • 8.1.2a. Expectation:

      The ways the Soviet Union and the United States attempted to expand power and influence in Korea and Vietnam

    • 8.1.2b. Expectation: Ideological and military competition in THREE of the following areas

      Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin

    • 8.1.2c. Expectation:

      The arms and space race

  • 8.1.3. Grade Level Expectation:

    End of the Cold War - Develop an argument to explain the end of the Cold War and its significance as a 20th-century event, and the subsequent transitions from bi-polar to multi-polar center(s) of power.

  • 8.1.4. Grade Level Expectation:

    Mapping the 20th Century - Using post-WWI, post-WWII, height of Cold War, and current world political maps, explain the changing configuration of political boundaries in the world caused by the World Wars, the Cold War, and the growth of nationalist sovereign states (including Israel, Jordan, Palestine).

• 8.2. Standard: Interregional or Comparative Expectations

  Assess and compare the regional struggles for and against independence, decolonization, and democracy across the world.

  • 8.2.1. Grade Level Expectation:

    The Legacy of Imperialism - Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural).

  • 8.2.2. Grade Level Expectation:

    Independence, Decolonization, and Democratization Movements - Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern Europe, and Southeast Asia during and after the Cold War.

  • 8.2.3. Grade Level Expectation:

    Middle East - Analyze the interregional causes and consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the Suez crisis, and the nature of the continuing conflict.

MI.C. Strand / Standard Category: World History and Geography - Contemporary Global Issues

Evaluate the events, trends and forces that are increasing global interdependence and expanding global networks and evaluate the events, trends and forces that are attempting to maintain or expand autonomy of regional or local networks.

• CG1. Standard: Population

  Explain the causes and consequences of population changes over the past 50 years by analyzing: the:

  • CG1.1. Grade Level Expectation:

    Population change (including birth rate, death rate, life expectancy, growth rate, doubling time, aging population, changes in science and technology)

  • CG1.2. Grade Level Expectation:

    Distributions of population (including relative changes in urban-rural population, gender, age, patterns of migrations, and population density)

  • CG1.3. Grade Level Expectation:

    Relationship of the population changes to global interactions, and their impact on three regions of the world

• CG2. Standard: Resources

  Explain the changes over the past 50 years in the use, distribution, and importance of natural resources (including land, water, energy, food, renewable, non-renewable, and flow resources) on human life, settlement, and interactions by describing: and evaluating:

  • CG2.1. Grade Level Expectation:

    Change in spatial distribution and use of natural resources

  • CG2.2. Grade Level Expectation:

    The differences in ways societies have been using and distributing natural resources

  • CG2.3. Grade Level Expectation:

    Social, political, economic, and environmental consequences of the development, distribution, and use of natural resources

  • CG2.4. Grade Level Expectation:

    Major changes in networks for the production, distribution, and consumption of natural resources including growth of multinational corporations, and governmental and non-governmental organizations (e.g., OPEC, NAFTA, EU, NATO, World Trade Organization, Red Cross, Red Crescent)

  • CG2.5. Grade Level Expectation:

    The impact of humans on the global environment

• CG3. Standard: Patterns of Global Interactions

  Define the process of globalization and evaluate the merit of this concept to describe the contemporary world by analyzing:

  • CG3.1. Grade Level Expectation:

    Economic interdependence of the world's countries and world trade patterns

  • CG3.2. Grade Level Expectation:

    The exchanges of scientific, technological, and medical innovations

  • CG3.3. Grade Level Expectation:

    Cultural diffusion and the different ways cultures/societies respond to ''new'' cultural ideas and patterns

  • CG3.4. Grade Level Expectation:

    Comparative economic advantages and disadvantages of regions, regarding cost of labor, natural resources, location, and tradition

  • CG3.5. Grade Level Expectation:

    Distribution of wealth and resources and efforts to narrow the inequitable distribution of resources

• CG4. Standard: Conflict, Cooperation, and Security

  Analyze the causes and challenges of continuing and new conflicts by describing:

  • CG4.1. Grade Level Expectation:

    Tensions resulting from ethnic, territorial, religious, and/or nationalist differences (e.g., Israel/Palestine, Kashmir, Ukraine, Northern Ireland, al Qaeda, Shining Path)

  • CG4.2. Grade Level Expectation:

    Causes of and responses to ethnic cleansing/genocide/mass extermination (e.g., Darfur, Rwanda, Cambodia, Bosnia)

  • CG4.3. Grade Level Expectation:

    Local and global attempts at peacekeeping, security, democratization, and administering international justice and human rights

  • CG4.4. Grade Level Expectation:

    The type of warfare used in these conflicts, including terrorism, private militias, and new technologies

MI.F. Strand / Standard Category: U.S. History and Geography - Foundations in U.S. History and Geography

Eras 1-5

• F1. Standard:

  Political and Intellectual Transformations of America to 1877

  • F1.1. Grade Level Expectation: Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals

    • F1.1a. Expectation:

      Declaration of Independence

    • F1.1b. Expectation:

      The U.S. Constitution (including the Preamble)

    • F1.1c. Expectation:

      Bill of Rights

    • F1.1d. Expectation:

      The Gettysburg Address

    • F1.1e. Expectation:

      13th, 14th, and 15th Amendments

  • F1.2. Grade Level Expectation: Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing

    • F1.2a. Expectation:

      The birth of republican government, including the rule of law, inalienable rights, equality, and limited government

    • F1.2b. Expectation:

      The development of governmental roles in American life

    • F1.2c. Expectation:

      And competing views of the responsibilities of governments (federal, state, and local)

    • F1.2d. Expectation:

      Changes in suffrage qualifications

    • F1.2e. Expectation:

      The development of political parties

    • F1.2f. Expectation:

      America's political and economic role in the world

• F2. Standard:

  Geographic, Economic, Social, and Demographic Trends in America to 1877

  • F2.1. Grade Level Expectation: Describe the major trends and transformations in American life prior to 1877 including

    • F2.1a. Expectation:

      Changing political boundaries of the United States

    • F2.1b. Expectation:

      Regional economic differences and similarities, including goods produced and the nature of the labor force

    • F2.1c. Expectation:

      Changes in the size, location, and composition of the population

    • F2.1d. Expectation:

      Patterns of immigration and migration

    • F2.1e. Expectation:

      Development of cities

    • F2.1f. Expectation:

      Changes in commerce, transportation, and communication

    • F2.1g. Expectation:

      Major changes in Foreign Affairs marked by such events as the War of 1812, the Mexican-American War, and foreign relations during the Civil War

MI.6. Strand / Standard Category: U.S. History and Geography - U.S. History and Geography (USHG) Era 6

The Development of an Industrial, Urban, and Global United States (1870-1930)

• 6.1. Standard: Growth of an Industrial and Urban America

  Explain the causes and consequences - both positive and negative - of the Industrial Revolution and America's growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.

  • 6.1.1. Grade Level Expectation: Factors in the American Industrial Revolution - Analyze the factors that enabled the United States to become a major industrial power, including

    • 6.1.1a. Expectation:

      Gains from trade

    • 6.1.1b. Expectation:

      Organizational ''revolution'' (e.g., development of corporations and labor organizations)

    • 6.1.1c. Expectation:

      Advantages of physical geography

    • 6.1.1d. Expectation:

      Increase in labor through immigration and migration

    • 6.1.1e. Expectation:

      Economic polices of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller)

    • 6.1.1f. Expectation:

      Technological advances

  • 6.1.2. Grade Level Expectation: Labor's Response to Industrial Growth - Evaluate the different responses of labor to industrial change including

    • 6.1.2a. Expectation:

      Development of organized labor, including the Knights of Labor, American Federation of Labor, and the United Mine Workers

    • 6.1.2b. Expectation:

      Southern and western farmers' reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan's ''Cross of Gold'' speech)

  • 6.1.3. Grade Level Expectation: Urbanization - Analyze the changing urban and rural landscape by examining

    • 6.1.3a. Expectation:

      The location and expansion of major urban centers

    • 6.1.3b. Expectation:

      The growth of cities linked by industry and trade

    • 6.1.3c. Expectation:

      The development of cities divided by race, ethnicity, and class

    • 6.1.3d. Expectation:

      Resulting tensions among and within groups

    • 6.1.3e. Expectation:

      Different perspectives about immigrant experiences in the urban setting

  • 6.1.4. Grade Level Expectation:

    Population Changes - Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.

  • 6.1.5. Grade Level Expectation: A Case Study of American Industrialism - Using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining

    • 6.1.5a. Expectation:

      The impact of resource availability

    • 6.1.5b. Expectation:

      Entrepreneurial decision making by Henry Ford and others

    • 6.1.5c. Expectation:

      Domestic and international migrations

    • 6.1.5d. Expectation:

      The development of an industrial work force

    • 6.1.5e. Expectation:

      The impact on Michigan

    • 6.1.5f. Expectation:

      The impact on American society

• 6.2. Standard: Becoming a World Power

  Describe and analyze the major changes - both positive and negative - in the role the United States played in world affairs after the Civil War, and explain the causes and consequences of this changing role.

  • 6.2.1. Grade Level Expectation:

    Growth of U.S. Global Power - Locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America's global influence and redefining its foreign policy.

  • 6.2.2. Grade Level Expectation:

    WWI - Explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America's role in shaping the course of the war.

  • 6.2.3. Grade Level Expectation:

    Domestic Impact of WWI - Analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women's suffrage.

  • 6.2.4. Grade Level Expectation:

    Wilson and His Opponents - Explain how Wilson's ''Fourteen Points'' differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of European political boundaries, and the resulting geopolitical tensions that continued to affect Europe.

• 6.3. Standard: Progressivism and Reform

  Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period; analyze the solutions or resolutions developed by Americans, and their consequences (positive/negative - anticipated/unanticipated) including, but not limited to, the following:

  • 6.3.1. Grade Level Expectation:

    Social Issues - Describe at least three significant problems or issues created by America's industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).

  • 6.3.2. Grade Level Expectation: Causes and Consequences of Progressive Reform - Analyze the causes, consequences, and limitations of Progressive reform in the following areas

    • 6.3.2a. Expectation:

      Major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments

    • 6.3.2b. Expectation:

      New regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)

    • 6.3.2c. Expectation:

      The Supreme Court's role in supporting or slowing reform

    • 6.3.2d. Expectation:

      Role of reform organizations, movements and individuals in promoting change (e.g., Women's Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell)

    • 6.3.2e. Expectation:

      Efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants

  • 6.3.3. Grade Level Expectation:

    Women's Suffrage - Analyze the successes and failures of efforts to expand women's rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.

MI.7. Strand / Standard Category: U.S. History and Geography - U.S. History and Geography (USHG) Era 7

The Great Depression and World War II (1920-1945)

• 7.1. Standard: Growing Crisis of Industrial Capitalism and Responses

  Evaluate the key events and decisions surrounding the causes and consequences of the global depression of the 1930s and World War II.

  • 7.1.1. Grade Level Expectation: The Twenties - Identify and explain the significance of the cultural changes and tensions in the ''Roaring Twenties'' including

    • 7.1.1a. Expectation:

      Cultural movements, such as the Harlem Renaissance and the ''lost generation''

    • 7.1.1b. Expectation:

      The struggle between ''traditional'' and ''modern'' America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption)

  • 7.1.2. Grade Level Expectation: Causes and Consequences of the Great Depression - Explain and evaluate the multiple causes and consequences of the Great Depression by analyzing

    • 7.1.2a. Expectation:

      The political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl

    • 7.1.2b. Expectation:

      The economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families

    • 7.1.2c. Expectation:

      Hoover's policies and their impact (e.g., Reconstruction Finance Corporation)

  • 7.1.3. Grade Level Expectation: The New Deal - Explain and evaluate Roosevelt's New Deal Policies including

    • 7.1.3a. Expectation:

      Expanding federal government's responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly

    • 7.1.3b. Expectation:

      Opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws

    • 7.1.3c. Expectation:

      Consequences of New Deal policies (e.g., promoting workers' rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies)

• 7.2. Standard: World War II

  Examine the causes and course of World War II, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.

  • 7.2.1. Grade Level Expectation: Causes of WWII - Analyze the factors contributing to World War II in Europe and in the Pacific region, and America's entry into war including

    • 7.2.1a. Expectation:

      The political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)

    • 7.2.1b. Expectation:

      The differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan

    • 7.2.1c. Expectation:

      United States neutrality

    • 7.2.1d. Expectation:

      The bombing of Pearl Harbor

  • 7.2.2. Grade Level Expectation:

    U.S. and the Course of WWII - Evaluate the role of the U.S. in fighting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons).

  • 7.2.3. Grade Level Expectation: Impact of WWII on American Life - Analyze the changes in American life brought about by U.S. participation in World War II including

    • 7.2.3a. Expectation:

      Mobilization of economic, military, and social resources

    • 7.2.3b. Expectation:

      Role of women and minorities in the war effort

    • 7.2.3c. Expectation:

      Role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)

    • 7.2.3d. Expectation:

      Internment of Japanese-Americans

  • 7.2.4. Grade Level Expectation:

    Responses to Genocide - Investigate development and enactment of Hitler's ''final solution'' policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel).

MI.8. Strand / Standard Category: U.S. History and Geography - U.S. History and Geography (USHG) Era 8

Post-World War II United States (1945-1989)

• 8.1. Standard: Cold War and the United States

  Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.

  • 8.1.1. Grade Level Expectation: Origins and Beginnings of Cold War - Analyze the factors that contributed to the Cold War including

    • 8.1.1a. Expectation:

      Differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.

    • 8.1.1b. Expectation:

      Diplomatic decisions made at the Yalta and Potsdam Conferences (1945)

    • 8.1.1c. Expectation:

      Actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact)

  • 8.1.2. Grade Level Expectation: Foreign Policy during the Cold War - Evaluate the origins, setbacks, and successes of the American policy of ''containing'' the Soviet Union, including

    • 8.1.2a. Expectation:

      The development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community

    • 8.1.2b. Expectation:

      The armed struggle with Communism, including the Korean conflict

    • 8.1.2c. Expectation:

      Direct conflicts within specific world regions including Germany and Cuba

    • 8.1.2d. Expectation:

      U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)

    • 8.1.2e. Expectation:

      Indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)

    • 8.1.2f. Expectation:

      The arms race

  • 8.1.3. Grade Level Expectation:

    End of the Cold War - Evaluate the factors that led to the end of the cold war including detente, policies of the U.S. and U.S.S.R. and their leaders (President Reagan and Premier Gorbachev), the political breakup of the Soviet Union, and the Warsaw Pact.

• 8.2. Standard: Domestic Policies

  Examine, analyze, and explain demographic changes, domestic policies, conflicts, and tensions in Post- WWII America.

  • 8.2.1. Grade Level Expectation:

    Demographic Changes - Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the ''Sunbelt.''

  • 8.2.2. Grade Level Expectation: Policy Concerning Domestic Issues - Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by

    • 8.2.2a. Expectation:

      Describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment

    • 8.2.2b. Expectation:

      Evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970)

  • 8.2.3. Grade Level Expectation:

    Comparing Domestic Policies - Focusing on causes, programs, and impacts, compare and contrast Roosevelt's New Deal initiatives, Johnson's Great Society programs, and Reagan's market-based domestic policies.

  • 8.2.4. Grade Level Expectation:

    Domestic Conflicts and Tensions - Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, Tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women's rights movement, and the constitutional crisis generated by the Watergate scandal.

• 8.3. Standard: Civil Rights in the Post-WWII Era

  Examine and analyze the Civil Rights Movement using key events, people, and organizations.

  • 8.3.1. Grade Level Expectation: Civil Rights Movement - Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including

    • 8.3.1a. Expectation:

      The impact of WWII and the Cold War (e.g., racial and gender integration of the military)

    • 8.3.1b. Expectation:

      Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))

    • 8.3.1c. Expectation:

      Protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955-1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)

    • 8.3.1d. Expectation:

      Resistance to Civil Rights

  • 8.3.2. Grade Level Expectation:

    Ideals of the Civil Rights Movement - Compare and contrast the ideas in Martin Luther King's March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.

  • 8.3.3. Grade Level Expectation:

    Women's Rights - Analyze the causes and course of the women's rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)).

  • 8.3.4. Grade Level Expectation:

    Civil Rights Expanded - Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20th century including American Indians, Latinos/as, new immigrants, people with disabilities, and gays and lesbians.

  • 8.3.5. Grade Level Expectation:

    Tensions and Reactions to Poverty and Civil Rights - Analyze the causes and consequences of the civil unrest that occurred in American cities by comparing the civil unrest in Detroit with at least one other American city (e.g., Los Angeles, Cleveland, Chicago, Atlanta, Newark).

MI.9. Strand / Standard Category: U.S. History and Geography - U.S. History and Geography (USHG) Era 9

America in a New Global Age

• 9.1. Standard: The Impact of Globalization on the United States

  Explain the impact of globalization on the United States' economy, politics, society and role in the world.

  • 9.1.1. Grade Level Expectation:

    Economic Changes - Using the changing nature of the American automobile industry as a case study, evaluate the changes in the American economy created by new markets, natural resources, technologies, corporate structures, international competition, new sources and methods of production, energy issues, and mass communication.

  • 9.1.2. Grade Level Expectation: Transformation of American Politics - Analyze the transformation of American politics in the late 20th and early 21st centuries including

    • 9.1.2a. Expectation:

      Growth of the conservative movement in national politics, including the role of Ronald Reagan

    • 9.1.2b. Expectation:

      Role of evangelical religion in national politics

    • 9.1.2c. Expectation:

      Intensification of partisanship

    • 9.1.2d. Expectation:

      Partisan conflict over the role of government in American life

    • 9.1.2e. Expectation:

      Role of regional differences in national politics

• 9.2. Standard: Changes in America's Role in the World

  Examine the shifting role of United States on the world stage during the period from 1980 to the present.

  • 9.2.1. Grade Level Expectation:

    U.S. in the Post-Cold War World - Explain the role of the United States as a super-power in the post-Cold War world, including advantages, disadvantages, and new challenges (e.g., military missions in Lebanon, Somalia, Haiti, Bosnia, Kosovo, and the Gulf War).

  • 9.2.2. Grade Level Expectation:

    9/11 and Responses to Terrorism - Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g., the Office of Homeland Security, Patriot Act, wars in Afghanistan and Iraq, role of the United States in the United Nations, NATO).

• 9.3. Standard:

  Policy Debates

  • 9.3.1. Grade Level Expectation: Compose a persuasive essay on a public policy issue, and justify the position with a reasoned argument based upon historical antecedents and precedents, and core democratic values or constitutional principles

    • 9.3.1a. Expectation:

      Role of the United States in the world

    • 9.3.1b. Expectation:

      National economic policy

    • 9.3.1c. Expectation:

      Welfare policy

    • 9.3.1d. Expectation:

      Energy policy

    • 9.3.1e. Expectation:

      Health care

    • 9.3.1f. Expectation:

      Education

    • 9.3.1g. Expectation:

      Civil rights

MI.C1. Strand / Standard Category: Civics - Conceptual Foundations of Civic and Political Life

• 1.1. Standard: Nature of Civic Life, Politics, and Government

  Explain the meaning of civic life, politics, and government through the investigation of such questions as: What is civic life? What are politics? What is government? What are the purposes of politics and government?

  • 1.1.1. Grade Level Expectation:

    Identify roles citizens play in civic and private life, with emphasis on leadership.

  • 1.1.2. Grade Level Expectation:

    Explain and provide examples of the concepts ''power,'' ''legitimacy,'' ''authority,'' and ''sovereignty.''

  • 1.1.3. Grade Level Expectation:

    Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general welfare, resolve conflicts, promote equality, and establish justice for all).

  • 1.1.4. Grade Level Expectation:

    Explain the purposes of politics, why people engage in the political process, and what the political process can achieve (e.g., promote the greater good, promote self-interest, advance solutions to public issues and problems, achieve a just society).

• 1.2. Standard: Alternative Forms of Government

  Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?

  • 1.2.1. Grade Level Expectation:

    Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.

  • 1.2.2. Grade Level Expectation:

    Explain the purposes and uses of constitutions in defining and limiting government, distinguishing between historical and contemporary examples of constitutional governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union) and successful constitutional governments (e.g., contemporary Germany and United Kingdom).

  • 1.2.3. Grade Level Expectation: Compare and contrast parliamentary, federal, confederal, and unitary systems of government by analyzing

    similarities and differences in sovereignty, diffusion of power, and institutional structure.

  • 1.2.4. Grade Level Expectation:

    Compare and contrast direct and representative democracy.

MI.C2. Strand / Standard Category: Civics - Origins and Foundations of Government of the United States of America

• 2.1. Standard: Origins of American Constitutional Government

  Explain the fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the fundamental principles of American constitutional government?

  • 2.1.1. Grade Level Expectation:

    Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights, Mayflower Compact, Iroquois Confederation, Northwest Ordinance, Virginia Statute for Religious Freedom, Declaration of Independence, Articles of Confederation, and selected Federalist Papers (such as the 10th, 14th, 51st), John Locke's Second Treatise, Montesquieu's Spirit of Laws, Paine's Common Sense.

  • 2.1.2. Grade Level Expectation:

    Explain the significance of the major debates and compromises underlying the formation and ratification of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists, debates over slavery, and the promise for a bill of rights after ratification.

  • 2.1.3. Grade Level Expectation:

    Explain how the Declaration of Independence, Constitution and Bill of Rights reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism and federalism.

  • 2.1.4. Grade Level Expectation:

    Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.

• 2.2. Standard: Foundational Values and Constitutional Principles of American Government

  Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?

  • 2.2.1. Grade Level Expectation:

    Identify and explain the fundamental values of America's constitutional republic (e.g., life, liberty, property, the pursuit of happiness, the common good, justice, equality, diversity, authority, participation, and patriotism) and their reflection in the principles of the United States Constitution (e.g., popular sovereignty, republicanism, rule of law, checks and balances, separation of powers, and federalism).

  • 2.2.2. Grade Level Expectation:

    Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged.

  • 2.2.3. Grade Level Expectation:

    Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and the common good).

  • 2.2.4. Grade Level Expectation:

    Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King's ''I Have a Dream'' speech and ''Letter from Birmingham City Jail,'' the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).

  • 2.2.5. Grade Level Expectation:

    Use examples to investigate why people may agree on constitutional principles and fundamental values in the abstract, yet disagree over their meaning when they are applied to specific situations.

MI.C3. Strand / Standard Category: Civics - Structure and Functions of Government in the United States of America

• 3.1. Standard: Structure, Functions, and Enumerated Powers of National Government

  Describe how the national government is organized and what it does through the investigation of such questions as: What is the structure of the national government? What are the functions of the national government? What are its enumerated powers?

  • 3.1.1. Grade Level Expectation:

    Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution.

  • 3.1.2. Grade Level Expectation:

    Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution.

  • 3.1.3. Grade Level Expectation:

    Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution.

  • 3.1.4. Grade Level Expectation:

    Identify the role of independent regulatory agencies in the federal bureaucracy (e.g., Federal Reserve Board, Food and Drug Administration, Federal Communications Commission).

  • 3.1.5. Grade Level Expectation:

    Use case studies or examples to examine tensions between the three branches of government (e.g., powers of the purse and impeachment, advise and consent, veto power, and judicial review).

  • 3.1.6. Grade Level Expectation:

    Evaluate major sources of revenue for the national government, including the constitutional provisions for taxing its citizens.

  • 3.1.7. Grade Level Expectation:

    Explain why the federal government is one of enumerated powers while state governments are those of reserved powers.

• 3.2. Standard: Powers and Limits on Powers

  Identify how power and responsibility are distributed, shared, and limited in American constitutional government through the investigation of such questions as: How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

  • 3.2.1. Grade Level Expectation:

    Explain how the principles of enumerated powers, federalism, separation of powers, bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable rights, separation of church and state, and popular sovereignty serve to limit the power of government.

  • 3.2.2. Grade Level Expectation:

    Use court cases to explain how the Constitution is maintained as the supreme law of the land (e.g., Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland).

  • 3.2.3. Grade Level Expectation:

    Identify specific provisions in the Constitution that limit the power of the federal government.

  • 3.2.4. Grade Level Expectation:

    Explain the role of the Bill of Rights and each of its amendments in restraining the power of government over individuals.

  • 3.2.5. Grade Level Expectation:

    Analyze the role of subsequent amendments to the Constitution in extending or limiting the power of government, including the Civil War/Reconstruction Amendments and those expanding suffrage.

• 3.3. Standard: Structure and Functions of State and Local Governments

  Describe how state and local governments are organized and what they do through the investigation of such questions as: What are the structures and functions of state and local government?

  • 3.3.1. Grade Level Expectation:

    Describe limits the U.S. Constitution places on powers of the states (e.g., prohibitions against coining money, impairing interstate commerce, making treaties with foreign governments) and on the federal government's power over the states (e.g., federal government cannot abolish a state, Tenth Amendment reserves powers to the states).

  • 3.3.2. Grade Level Expectation:

    Identify and define states' reserved and concurrent powers.

  • 3.3.3. Grade Level Expectation:

    Explain the tension among federal, state, and local governmental power using the necessary and proper clause, the commerce clause, and the Tenth Amendment.

  • 3.3.4. Grade Level Expectation:

    Describe how state and local governments are organized, their major responsibilities, and how they affect the lives of citizens.

  • 3.3.5. Grade Level Expectation:

    Describe the mechanisms by which citizens monitor and influence state and local governments (e.g., referendum, initiative, recall).

  • 3.3.6. Grade Level Expectation:

    Evaluate the major sources of revenue for state and local governments.

  • 3.3.7. Grade Level Expectation:

    Explain the role of state constitutions in state governments.

• 3.4. Standard: System of Law and Laws

  Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system?

  • 3.4.1. Grade Level Expectation:

    Explain why the rule of law has a central place in American society (e.g., Supreme Court cases like Marbury v. Madison and U.S. v. Nixon; practices such as submitting bills to legal counsel to ensure congressional compliance with the law).

  • 3.4.2. Grade Level Expectation:

    Describe what can happen in the absence or breakdown of the rule of law (e.g., Ku Klux Klan attacks, police corruption, organized crime, interfering with the right to vote, and perjury).

  • 3.4.3. Grade Level Expectation:

    Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation).

  • 3.4.4. Grade Level Expectation:

    Describe considerations and criteria that have been used to deny, limit, or extend protection of individual rights (e.g., clear and present danger, time, place and manner restrictions on speech, compelling government interest, security, libel or slander, public safety, and equal opportunity).

  • 3.4.5. Grade Level Expectation:

    Analyze the various levels and responsibilities of courts in the federal and state judicial system and explain the relationships among them.

• 3.5. Standard: Other Actors in the Policy Process

  Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?

  • 3.5.1. Grade Level Expectation:

    Explain how political parties, interest groups, the media, and individuals can influence and determine the public agenda.

  • 3.5.2. Grade Level Expectation:

    Describe the origin and the evolution of political parties and their influence.

  • 3.5.3. Grade Level Expectation:

    Identify and explain the roles of various associations and groups in American politics (e.g., political organizations, political action committees, interest groups, voluntary and civic associations, professional organizations, unions, and religious groups).

  • 3.5.4. Grade Level Expectation:

    Explain the concept of public opinion, factors that shape it, and contrasting views on the role it should play in public policy.

  • 3.5.5. Grade Level Expectation:

    Evaluate the actual influence of public opinion on public policy.

  • 3.5.6. Grade Level Expectation:

    Explain the significance of campaigns and elections in American politics, current criticisms of campaigns, and proposals for their reform.

  • 3.5.7. Grade Level Expectation:

    Explain the role of television, radio, the press, and the internet in political communication.

  • 3.5.8. Grade Level Expectation:

    Evaluate, take, and defend positions about the formation and implementation of a current public policy issue, and examine ways to participate in the decision making process about the issue.

  • 3.5.9. Grade Level Expectation:

    In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted evidence, and appeals to bias or prejudice.

MI.C4. Strand / Standard Category: Civics - The United States of America and World Affairs

• 4.1. Standard: Formation and Implementation of U.S. Foreign Policy

  Describe the formation and implementation of U.S. foreign policy through such questions as: How is foreign policy formed and implemented in American constitutional government?

  • 4.1.1. Grade Level Expectation:

    Identify and evaluate major foreign policy positions that have characterized the United States' relations with the world (e.g., isolated nation, imperial power, world leader) in light of foundational values and principles, provide examples of how they were implemented and their consequences (e.g., Spanish- American War, Cold War containment).

  • 4.1.2. Grade Level Expectation:

    Describe the process by which United States foreign policy is made, including the powers the Constitution gives to the president; Congress and the judiciary; and the roles federal agencies, domestic interest groups, the public, and the media play in foreign policy.

  • 4.1.3. Grade Level Expectation:

    Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy, economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).

  • 4.1.4. Grade Level Expectation:

    Using at least two historical examples, explain reasons for, and consequences of, conflicts that arise when international disputes cannot be resolved peacefully.

• 4.2. Standard: U.S. Role in International Institutions and Affairs

  Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs?

  • 4.2.1. Grade Level Expectation:

    Describe how different political systems interact in world affairs with respect to international issues.

  • 4.2.2. Grade Level Expectation:

    Analyze the impact of American political, economic, technological, and cultural developments on other parts of the world (e.g., immigration policies, economic, military and humanitarian aid, computer technology research, popular fashion, and film).

  • 4.2.3. Grade Level Expectation:

    Analyze the impact of political, economic, technological, and cultural developments around the world on the United States (e.g., terrorism, emergence of regional organizations like the European Union, multinational corporations, and interdependent world economy).

  • 4.2.4. Grade Level Expectation:

    Identify the purposes and functions of governmental and non-governmental international organizations, and the role of the United States in each (e.g., the United Nations, NATO, World Court, Organization of American States, International Red Cross, Amnesty International).

  • 4.2.5. Grade Level Expectation:

    Evaluate the role of the United States in important bilateral and multilateral agreements (e.g., NAFTA, Helsinki Accords, Antarctic Treaty, Most Favored Nation Agreements, and the Kyoto Protocol).

  • 4.2.6. Grade Level Expectation:

    Evaluate the impact of American political ideas and values on other parts of the world (e.g., American Revolution, fundamental values and principles expressed in the Declaration of Independence and the Constitution).

MI.C5. Strand / Standard Category: Civics - Citizenship in the United States of America

• 5.1. Standard: The Meaning of Citizenship in the United States of America

  Describe the meaning of citizenship in the United States through the investigation of such questions as: What is the meaning of citizenship in the United States? What are the rights, responsibilities, and characteristics of citizenship in the United States?

  • 5.1.1. Grade Level Expectation:

    Using examples, explain the idea and meaning of citizenship in the United States of America, and the rights and responsibilities of American citizens (e.g., people participate in public life, know about the laws that govern society, respect and obey those laws, participate in political life, stay informed and attentive about public issues, and voting).

  • 5.1.2. Grade Level Expectation:

    Compare the rights of citizenship Americans have as a member of a state and the nation.

• 5.2. Standard: Becoming a Citizen

  Describe how one becomes a citizen in the United States through birth or naturalization by investigating the question: How does one become a citizen in the United States?

  • 5.2.1. Grade Level Expectation:

    Explain the distinction between citizens by birth, naturalized citizens, and non-citizens.

  • 5.2.2. Grade Level Expectation:

    Describe the distinction between legal and illegal immigration and the process by which legal immigrants can become citizens.

  • 5.2.3. Grade Level Expectation:

    Evaluate the criteria used for admission to citizenship in the United States and how Americans expanded citizenship over the centuries (e.g., removing limitations of suffrage).

• 5.3. Standard: Rights of Citizenship

  Identify the rights of citizenship by investigating the question: What are the personal, political, and economic rights of citizens in the United States?

  • 5.3.1. Grade Level Expectation:

    Identify and explain personal rights (e.g., freedom of thought, conscience, expression, association, movement and residence, the right to privacy, personal autonomy, due process of law, free exercise of religion, and equal protection of the law).

  • 5.3.2. Grade Level Expectation:

    Identify and explain political rights (e.g., freedom of speech, press, assembly, and petition; and the right to vote and run for public office).

  • 5.3.3. Grade Level Expectation:

    Identify and explain economic rights (e.g., the right to acquire, use, transfer, and dispose of property, choose one's work and change employment, join labor unions and professional associations, establish and operate a business, copyright protection, enter into lawful contracts, and just compensation for the taking of private property for public use).

  • 5.3.4. Grade Level Expectation:

    Describe the relationship between personal, political, and economic rights and how they can sometimes conflict.

  • 5.3.5. Grade Level Expectation:

    Explain considerations and criteria commonly used in determining what limits should be placed on specific rights.

  • 5.3.6. Grade Level Expectation:

    Describe the rights protected by the First Amendment, and using case studies and examples, explore the limit and scope of First Amendment rights.

  • 5.3.7. Grade Level Expectation:

    Using the Fourth, Fifth, Sixth, Seventh and Eighth Amendments, describe the rights of the accused; and using case studies and examples, explore the limit and scope of these rights.

  • 5.3.8. Grade Level Expectation:

    Explain and give examples of the role of the Fourteenth Amendment in extending the protection of individual rights against state action.

  • 5.3.9. Grade Level Expectation:

    Use examples to explain why rights are not unlimited and absolute.

• 5.4. Standard: Responsibilities of Citizenship

  Identify the responsibilities associated with citizenship in the United States and the importance of those responsibilities in a democratic society through the investigation of questions such as: What are the responsibilities associated with citizenship in the United States? Why are those experiences considered important to the preservation of American constitutional government?

  • 5.4.1. Grade Level Expectation:

    Distinguish between personal and civic responsibilities and describe how they can sometimes conflict with each other.

  • 5.4.2. Grade Level Expectation:

    Describe the importance of citizens' civic responsibilities including obeying the law, being informed and attentive to public issues, monitoring political leaders and governmental agencies, assuming leadership when appropriate, paying taxes, registering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, performing public service.

  • 5.4.3. Grade Level Expectation:

    Explain why meeting personal and civic responsibilities is important to the preservation and improvement of American constitutional democracy.

• 5.5. Standard: Dispositions of Citizenship

  Explain why particular dispositions in citizens are considered important to the preservation of American constitutional government by investigating the question: What dispositions or character traits are considered important to the preservation of American constitutional government?

  • 5.5.1. Grade Level Expectation:

    Describe dispositions people think lead citizens to become independent members of society (e.g., self-discipline, self-governance, and a sense of individual responsibility) and thought to foster respect for individual worth and human dignity (e.g., respect for individual rights and choice, and concern for the well-being of others).

  • 5.5.2. Grade Level Expectation:

    Describe the dispositions thought to encourage citizen involvement in public affairs (e.g., ''civic virtue'' or attentiveness to and concern for public affairs; patriotism or loyalty to values and principles underlying American constitutional democracy) and to facilitate thoughtful and effective participation in public affairs (e.g., civility, respect for the rights of other individuals, respect for law, honesty, open-mindedness, negotiation and compromise; persistence, civic mindedness, compassion, patriotism, courage, and tolerance for ambiguity).

  • 5.5.3. Grade Level Expectation:

    Explain why the development of citizens as independent members of society who are respectful of individual worth and human dignity, inclined to participate in public affairs, and are thoughtful and effective in their participation, is important to the preservation and improvement of American constitutional democracy.

MI.C6. Strand / Standard Category: Civics - Citizenship in Action

• 6.1. Standard: Civic Inquiry and Public Discourse

  Use forms of inquiry and construct reasoned arguments to engage in public discourse around policy and public issues by investigating the question: How can citizens acquire information, solve problems, make decisions, and defend positions about public policy issues?

  • 6.1.1. Grade Level Expectation:

    Identify and research various viewpoints on significant public policy issues.

  • 6.1.2. Grade Level Expectation:

    Locate, analyze, and use various forms of evidence, information, and sources about a significant public policy issue, including primary and secondary sources, legal documents (e.g., Constitutions, court decisions, state law), non-text based information (e.g., maps, charts, tables, graphs, and cartoons), and other forms of political communication (e.g., oral political cartoons, campaign advertisements, political speeches, and blogs).

  • 6.1.3. Grade Level Expectation:

    Develop and use criteria (e.g., logical validity, factual accuracy and/or omission, emotional appeal, credibility, unstated assumptions, logical fallacies, inconsistencies, distortions, and appeals to bias or prejudice, overall strength of argument) in analyzing evidence and position statements.

  • 6.1.4. Grade Level Expectation:

    Address a public issue by suggesting alternative solutions or courses of action, evaluating the consequences of each, and proposing an action to address the issue or resolve the problem.

  • 6.1.5. Grade Level Expectation:

    Make a persuasive, reasoned argument on a public issue and support using evidence (e.g., historical and contemporary examples), constitutional principles, and fundamental values of American constitutional democracy; explain the stance or position.

• 6.2. Standard: Participating in Civic Life

  Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life?

  • 6.2.1. Grade Level Expectation:

    Describe the relationship between politics and the attainment of individual and public goals (e.g., how individual interests are fulfilled by working to achieve collective goals).

  • 6.2.2. Grade Level Expectation:

    Distinguish between and evaluate the importance of political participation and social participation.

  • 6.2.3. Grade Level Expectation:

    Describe how, when, and where individuals can participate in the political process at the local, state, and national levels (including, but not limited to voting, attending political and governmental meetings, contacting public officials, working in campaigns, community organizing, demonstrating or picketing, boycotting, joining interest groups or political action committees); evaluate the effectiveness of these methods of participants.

  • 6.2.4. Grade Level Expectation:

    Participate in a real or simulated election, and evaluate the results, including the impact of voter turnout and demographics.

  • 6.2.5. Grade Level Expectation:

    Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy.

  • 6.2.6. Grade Level Expectation:

    Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact.

  • 6.2.7. Grade Level Expectation:

    Participate in a service-learning project, reflect upon experiences, and evaluate the value of the experience to the American ideal of participation.

  • 6.2.8. Grade Level Expectation:

    Describe various forms and functions of political leadership and evaluate the characteristics of an effective leader.

  • 6.2.9. Grade Level Expectation:

    Evaluate the claim that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry.

  • 6.2.10. Grade Level Expectation:

    Participate in a real or simulated public hearing or debate and evaluate the role of deliberative public discussions in civic life.

  • 6.2.11. Grade Level Expectation:

    Identify typical issues, needs, or concerns of citizens (e.g., seeking variance, zoning changes, information about property taxes), and actively demonstrate ways citizens might use local governments to resolve issues or concerns.

MI.E1. Strand / Standard Category: Economics - The Market Economy

• 1.1. Standard: Individual, Business, and Government Choices

  Explain and demonstrate how economic organizations confront scarcity and market forces when organizing, producing, using, and allocating resources to supply the marketplace.

  • 1.1.1. Grade Level Expectation:

    Scarcity, Choice, Opportunity Costs, and Comparative Advantage - Using examples, explain how scarcity, choice, opportunity costs affect decisions that households, businesses, and governments make in the market place and explain how comparative advantage creates gains from trade.

  • 1.1.2. Grade Level Expectation:

    Entrepreneurship - Identify the risks, returns and other characteristics of entrepreneurship that bear on its attractiveness as a career.

• 1.2. Standard: Competitive Markets

  Analyze how the functions and constraints of business structures, the role of price in the market, and relationships of investment to productivity and growth, impact competitive markets.

  • 1.2.1. Grade Level Expectation:

    Business Structures - Compare and contrast the functions and constraints facing economic institutions including small and large businesses, labor unions, banks, and households.

  • 1.2.2. Grade Level Expectation:

    Price in the Market - Analyze how prices send signals and provide incentives to buyers and sellers in a competitive market.

  • 1.2.3. Grade Level Expectation:

    Investment, Productivity and Growth - Analyze the role investments in physical (e.g., technology) and human capital (e.g., education) play in increasing productivity and how these influence the market.

• 1.3. Standard: Prices, Supply, and Demand

  Compare how supply, demand, price, equilibrium, elasticity, and incentives affect the workings of a market.

  • 1.3.1. Grade Level Expectation:

    Law of Supply - Explain the law of supply and analyze the likely change in supply when there are changes in prices of the productive resources (e.g., labor, land, capital including technology), or the profit opportunities available to producers by selling other goods or services, or the number of sellers in a market.

  • 1.3.2. Grade Level Expectation:

    Law of Demand - Explain the law of demand and analyze the likely change in demand when there are changes in prices of the goods or services, availability of alternative (substitute or complementary) goods or services, or changes in the number of buyers in a market created by such things as change in income or availability of credit.

  • 1.3.3. Grade Level Expectation:

    Price, Equilibrium, Elasticity, and Incentives - Analyze how prices change through the interaction of buyers and sellers in a market including the role of supply, demand, equilibrium, elasticity, and explain how incentives (monetary and non-monetary) affect choices of households and economic organizations.

• 1.4. Standard: Role of Government in the Market

  Describe the varied ways government can impact the market through policy decisions, protection of consumers, and as a producer and consumer of goods and services, and explain how economic incentives affect government decisions.

  • 1.4.1. Grade Level Expectation:

    Public Policy and the Market - Analyze the impact of a change in public policy (such as an increase in the minimum wage, a new tax policy, or a change in interest rates) on consumers, producers, workers, savers, and investors.

  • 1.4.2. Grade Level Expectation:

    Government and Consumers - Analyze the role of government in protecting consumers and enforcing contracts, (including property rights), and explain how this role influences the incentives (or disincentives) for people to produce and exchange goods and services.

  • 1.4.3. Grade Level Expectation:

    Government Revenue and Services - Analyze the ways in which local and state governments generate revenue (e.g., income, sales, and property taxes) and use that revenue for public services (e.g., parks and highways).

  • 1.4.4. Grade Level Expectation:

    Functions of Government - Explain the various functions of government in a market economy including the provision of public goods and services, the creation of currency, the establishment of property rights, the enforcement of contracts, correcting for externalities and market failures, the redistribution of income and wealth, regulation of labor (e.g., minimum wage, child labor, working conditions), and the promotion of economic growth and security.

  • 1.4.5. Grade Level Expectation:

    Economic Incentives and Government - Identify and explain how monetary and non-monetary incentives affect government officials and voters and explain how government policies affect the behavior of various people including consumers, savers, investors, workers, and producers.

MI.E2. Strand / Standard Category: Economics - The National Economy of the United States of America

• 2.1. Standard: Understanding National Markets

  Describe inflation, unemployment, output, and growth, and the factors that cause changes in those conditions, and describe the role of money and interest rates in national markets.

  • 2.1.1. Grade Level Expectation:

    Income - Describe how individuals and businesses earn income by selling productive resources.

  • 2.1.2. Grade Level Expectation:

    Circular Flow and the National Economy - Using the concept of circular flow, analyze the roles of and the relationships between households, business firms, financial institutions, and government and non-government agencies in the economy of the United States.

  • 2.1.3. Grade Level Expectation:

    Financial Institutions and Money Supply - Analyze how decisions by the Federal Reserve and actions by financial institutions (e.g., commercial banks, credit unions) regarding deposits and loans, impact the expansion and contraction of the money supply.

  • 2.1.4. Grade Level Expectation:

    Money Supply, Inflation, and Recession - Explain the relationships between money supply, inflation, and recessions.

  • 2.1.5. Grade Level Expectation:

    Gross Domestic Product (GDP) and Economic Growth - Use GDP data to measure the rate of economic growth in the United States and identify factors that have contributed to this economic growth

  • 2.1.6. Grade Level Expectation:

    Unemployment - Analyze the character of different types of unemployment including frictional, structural, and cyclical.

  • 2.1.7. Grade Level Expectation:

    Economic Indicators - Using a number of indicators, such as GDP, per capita GDP, unemployment rates, and Consumer Price Index, analyze the characteristics of business cycles, including the characteristics of peaks, recessions, and expansions.

  • 2.1.8. Grade Level Expectation:

    Relationship Between Expenditures and Revenue (Circular Flow) - Using the circular flow model, explain how spending on consumption, investment, government and net exports determines national income; explain how a decrease in total expenditures affects the value of a nation's output of final goods and services.

  • 2.1.9. Grade Level Expectation:

    American Economy in the World - Analyze the changing relationship between the American economy and the global economy including, but not limited to, the increasing complexity of American economic activity (e.g., outsourcing, off-shoring, and supply-chaining) generated by the expansion of the global economy.

• 2.2. Standard: Role of Government in the American Economy

  Analyze the role of government in the American economy by identifying macroeconomic goals; comparing perspectives on government roles; analyzing fiscal and monetary policy; and describing the role of government as a producer and consumer of public goods and services. Analyze how governmental decisions on taxation, spending, protections, and regulation impact macroeconomic goals.

  • 2.2.1. Grade Level Expectation:

    Federal Government and Macroeconomic Goals - Identify the three macroeconomic goals of an economic system (stable prices, low unemployment, and economic growth).

  • 2.2.2. Grade Level Expectation:

    Macroeconomic Policy Alternatives - Compare and contrast differing policy recommendations for the role of the Federal government in achieving the macroeconomic goals of stable prices, low unemployment, and economic growth.

  • 2.2.3. Grade Level Expectation:

    Fiscal Policy and its Consequences - Analyze the consequences - intended and unintended - of using various tax and spending policies to achieve macroeconomic goals of stable prices, low unemployment, and economic growth.

  • 2.2.4. Grade Level Expectation:

    Federal Reserve and Monetary Policy - Explain the roles and responsibilities of the Federal Reserve System and compare and contrast the consequences - intended and unintended - of different monetary policy actions of the Federal Reserve Board as a means to achieve macroeconomic goals of stable prices, low unemployment, and economic growth.

  • 2.2.5. Grade Level Expectation:

    Government Revenue and Services - Analyze the ways in which governments generate revenue on consumption, income and wealth and use that revenue for public services (e.g., parks and highways) and social welfare (e.g., social security, Medicaid, Medicare).

MI.E3. Strand / Standard Category: Economics - The International Economy

• 3.1. Standard: Economic Systems

  Explain how different economic systems, including free market, command, and mixed systems, coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.

  • 3.1.1. Grade Level Expectation:

    Major Economic Systems - Give examples of and analyze the strengths and weaknesses of major economic systems (command, market and mixed), including their philosophical and historical foundations (e.g., Marx and the Communist Manifesto, Adam Smith and the Wealth of Nations).

  • 3.1.2. Grade Level Expectation:

    Developing Nations - Assess how factors such as availability of natural resources, investments in human and physical capital, technical assistance, public attitudes and beliefs, property rights and free trade can affect economic growth in developing nations.

  • 3.1.3. Grade Level Expectation:

    International Organizations and the World Economy - Evaluate the diverse impact of trade policies of the World Trade Organization, World Bank, or International Monetary Fund on developing economies of Africa, Central America, or Asia, and the developed economies of the United States and Western Europe.

  • 3.1.4. Grade Level Expectation:

    GDP and Standard of Living - Using current and historical data on real per capita GDP for the United States, and at least three other countries (e.g., Japan, Somalia, and South Korea) construct a relationship between real GDP and standard of living.

  • 3.1.5. Grade Level Expectation:

    Comparing Economic Systems - Using the three basic economic questions (e.g., what to produce, how to produce, and for whom to produce), compare and contrast a socialist (command) economy (such as North Korea or Cuba) with the Capitalist as a mixed, free market system of the United States.

  • 3.1.6. Grade Level Expectation:

    Impact of Transitional Economies - Analyze the impact of transitional economies, such as in China and India, on the global economy in general and the American economy in particular.

• 3.2. Standard: Economic Interdependence - Trade

  Describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers, and government.

  • 3.2.1. Grade Level Expectation:

    Absolute and Comparative Advantage - Use the concepts of absolute and comparative advantage to explain why goods and services are produced in one nation or locale versus another.

  • 3.2.2. Grade Level Expectation:

    Domestic Activity and World Trade - Assess the impact of trade policies (i.e. tariffs, quotas, export subsidies, product standards and other barriers), monetary policy, exchange rates, and interest rates on domestic activity and world trade.

  • 3.2.3. Grade Level Expectation:

    Exchange Rates and the World Trade - Describe how interest rates in the United States impact the value of the dollar against other currencies (such as the Euro), and explain how exchange rates affect the value of goods and services of the United States in other markets.

  • 3.2.4. Grade Level Expectation:

    Monetary Policy and International Trade - Analyze how the decisions made by a country's central bank (or the Federal Reserve) impact a nation's international trade.

  • 3.2.5. Grade Level Expectation:

    The Global Economy and the Marketplace - Analyze and describe how the global economy has changed the interaction of buyers and sellers, such as in the automobile industry.

MI.E4. Strand / Standard Category: Economics - Personal Finance

• 4.1. Standard: Decision Making

  Describe and demonstrate how the economic forces of scarcity and opportunity costs impact individual and household choices.

  • 4.1.1. Grade Level Expectation:

    Scarcity and Opportunity Costs - Apply concepts of scarcity and opportunity costs to personal financial decision making.

  • 4.1.2. Grade Level Expectation:

    Marginal Benefit and Cost - Use examples and case studies to explain and evaluate the impact of marginal benefit and marginal cost of an activity on choices and decisions.

  • 4.1.3. Grade Level Expectation:

    Personal Finance Strategy - Develop a personal finance strategy for earning, spending, saving and investing resources.

  • 4.1.4. Grade Level Expectation:

    Key Components of Personal Finance - Evaluate key components of personal finance including, money management, saving and investment, spending and credit, income, mortgages, retirement, investing (e.g., 401K, IRAs), and insurance.

  • 4.1.5. Grade Level Expectation:

    Personal Decisions - Use a decision-making model (e.g., stating a problem, listing alternatives, establishing criteria, weighing options, making the decision, and evaluating the result) to evaluate the different aspects of personal finance including careers, savings and investing tools, and different forms of income generation.

  • 4.1.6. Grade Level Expectation:

    Risk Management Plan - Develop a risk management plan that uses a combination of avoidance, reduction, retention, and transfer (insurance).

MA.2. Domain / General Standard: World History I

The World from the Fall of Rome through the Enlightenment: Students study the development of world civilizations after the fall of the Roman Empire. Students study the history of the major empires and political entities of this period: the Ottoman Empire, the Moghul Empire, the Chinese dynasties, the Byzantine Empire, and the major pre-Columbian civilizations that existed in Central and South America.

• 2.1. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)

• 2.2. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the life and teachings of Muhammad). (H)

• 2.3. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the significance of the Qur'an as the primary source of Islamic belief). (H)

• 2.4. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (Islam's historical relationship to Judaism and Christianity). (H)

• 2.5. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the relationship between government and religion in Muslim societies). (H)

• 2.6. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the strength of the Islamic world's economy and culture). (H, G)

• 2.7. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the training of Muslim soldiers and the use of advanced military techniques). (H, G)

• 2.8. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the disorganization and internal divisions of Islam's enemies). (H, G)

• 2.9. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the resistance and/or assimilation of Christianized peoples in the Mediterranean). (H, G)

• 2.10. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the sources of disagreement between Sunnis and Shi'ites). (H, E)

• 2.11. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to China). (H, E)

• 2.12. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the relationship of trade to the growth of Central Asian and Middle Eastern cities). (H, E)

• 2.13. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the sources and uses of slaves in Islamic societies as well as the extent of the Islamic slave trade across Africa from 700 AD on). (H, E)

• 2.14. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (the preservation and expansion of Greek thought). (H)

• 2.15. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (Islamic science, philosophy, and mathematics). (H)

• 2.16. Learning Standard / Outcome: World History I Learning Standards

  The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (Islamic architecture). (H)

• 2.17. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the influence of Constantine, including the establishment of Christianity as an officially sanctioned religion). (H)

• 2.18. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the importance of Justinian and the Code of Justinian). (H)

• 2.19. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the preservation of Greek and Roman traditions). (H)

• 2.20. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the construction of the Church of the Holy Wisdom (Hagia Sophia)). (H)

• 2.21. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the growing influence of Christianity and the Catholic Church). (H, E)

• 2.22. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization). (H, E)

• 2.23. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class). (H, E)

• 2.24. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the economic and social effects of the spread of the Black Death or Bubonic Plague). (H, E)

• 2.25. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the growth and development of the English and French nations). (H, E)

• 2.26. Learning Standard / Outcome: World History I Learning Standards

  The Medieval Period in Europe to 1500: Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus. (H, C)

• 2.27. Learning Standard / Outcome: World History I Learning Standards

  The Encounters Between Christianity and Islam to 1500: Describe the religious and political origins of conflicts between Islam and Christianity, including the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)

• 2.28. Learning Standard / Outcome: World History I Learning Standards

  The Encounters Between Christianity and Islam to 1500: Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H)

• 2.29. Learning Standard / Outcome: World History I Learning Standards

  The Encounters Between Christianity and Islam to 1500: Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)

• 2.30. Learning Standard / Outcome: World History I Learning Standards

  The Origins of European Western Expansion and the Civilizations of Central and South America: Explain why European nations sent explorers westward and how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade. (H, E)

• 2.31. Learning Standard / Outcome: World History I Learning Standards

  The Origins of European Western Expansion and the Civilizations of Central and South America: Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, economies, art and architecture, and use of slaves. (H, G, E)

• 2.32. Learning Standard / Outcome: World History I Learning Standards

  The Origins of European Western Expansion and the Civilizations of Central and South America: Identify the major economic, political, and social effects of the European colonial period in South America. (H, E)

• 2.33. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe the indigenous religious practices observed by early Africans before contact with Islam and Christianity. (H)

• 2.34. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Explain how extended family/kinship and tribal relationships have shaped indigenous African cultures, and their effects on the political and economic development of African countries. (H, E)

• 2.35. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe the different ways in which Islam and Christianity influenced indigenous African cultures. (H)

• 2.36. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Identify the locations and time periods of the empires of Ghana, Mali, and Songhay. (H, G)

• 2.37. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe important political and economic aspects of the African empires (the economies of these empires (gold, salt, and slaves as commodities for trade by African kings)). (H, E)

• 2.38. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe important political and economic aspects of the African empires (leaders such as Sundiata and Mansa Musa). (H, E)

• 2.40. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe important political and economic aspects of the African empires (Timbuktu as a center of trade and learning). (H, E)

• 2.41. Learning Standard / Outcome: World History I Learning Standards

  African History to 1800: Describe the development and effects of the trans-African slave trade to the Middle East from the 8th century on, and the trans-Atlantic slave trade to the Western Hemisphere from the 16th century on. (H, E, G)

• 2.42. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the origins of Indian civilization in the Indus Valley). (H)

• 2.43. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the evolution and central principles of Hinduism). (H)

• 2.44. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 ( the development of the caste system). (H)

• 2.45. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the influence of Islam and the rise and fall of the Moghul empire). (H)

• 2.46. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (artistic and intellectual achievements, including the development of a decimal system). (H)

• 2.47. Learning Standard / Outcome: World History I Learning Standards

  Indian History to 1800: Describe the growth of British influence in India and the emergence of the British Raj. (H)

• 2.48. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the role of kinship and Confucianism in maintaining order and hierarchy). (H)

• 2.49. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the political order established by the various dynasties that ruled China). (H)

• 2.50. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the role of civil servants/scholars in maintaining a stable political and economic order). (H)

• 2.51. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Describe the growth of commerce and towns in China and the importance of agriculture to the development of the Chinese economy to 1800, including the limited role of slavery. (H)

• 2.52. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the evolution of Shinto and Japanese Buddhism). (H)

• 2.53. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the development of feudalism). (H)

• 2.54. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the rise of the Shoguns and the role of the samurai). (H)

• 2.55. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Describe Japan's cultural and economic relationship to China and Korea. (H, G)

• 2.56. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Describe the influence and consequences of Japanese isolationism to 1800. (H, G)

• 2.57. Learning Standard / Outcome: World History I Learning Standards

  History of China, Japan, and Korea to 1800: Explain how Korea has been both a battleground and a cultural bridge between China and Japan. (H, G)

• 2.58. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. (H)

• 2.59. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther and John Calvin). (H)

• 2.60. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the spread of Protestantism across Europe, including the reasons and consequences of England's break with the Catholic Church). (H)

• 2.61. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the weakening of a uniform Christian faith). (H)

• 2.62. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the consolidation of royal power). (H)

• 2.63. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. (H)

• 2.64. Learning Standard / Outcome: World History I Learning Standards

  Renaissance and the Reformation in Europe: Explain the role of religion in the wars among European nations in the 15th and 16th centuries. (H)

• 2.65. Learning Standard / Outcome: World History I Learning Standards

  Scientific Revolution and the Enlightenment in Europe: Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H)

• 2.66. Learning Standard / Outcome: World History I Learning Standards

  Scientific Revolution and the Enlightenment in Europe: Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H)

• 2.67. Learning Standard / Outcome: World History I Learning Standards

  Scientific Revolution and the Enlightenment in Europe: Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H)

• 2.68. Learning Standard / Outcome: World History I Learning Standards

  The Growth and Decline of Islamic Empires: Describe the expansion of the Ottoman Empire in the 15th and 16th centuries into North Africa, Eastern Europe, and throughout the Middle East. (H, E)

• 2.69. Learning Standard / Outcome: World History I Learning Standards

  The Growth and Decline of Islamic Empires: Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)

• 2.70. Learning Standard / Outcome: World History I Learning Standards

  The Growth and Decline of Islamic Empires: Account for the declining strength of the Ottoman Empire beginning in the 17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)

MA.3. Domain / General Standard: World History II

The Rise of the Nation State to the Present: Students study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They study the origins and consequences of the Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia, and South America.

• 3.1. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the rise of the French monarchy, including the policies and influence of Louis XIV). (H, C, E)

• 3.2. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the Thirty Years War and the Peace of Westphalia). (H, C, E)

• 3.3. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the growing power of Russian tsars, including the attempts at Westernization by Peter the Great, the growth of serfdom, and Russia's rise as an important force in Eastern Europe and Asia). (H, C, E)

• 3.4. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the rise of Prussia). (H, C, E)

• 3.5. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (Poland and Sweden). (H, C, E)

• 3.6. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Explain why England was the main exception to the growth of absolutism in royal power in Europe (the causes and essential events of the English Civil War and the Glorious Revolution of 1688). (H, C)

• 3.7. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Explain why England was the main exception to the growth of absolutism in royal power in Europe (the effect of the Glorious Revolution on the development of constitutional government and liberty in England, including the importance of the English Bill of Rights and how it limited the power of the monarch to act without the consent of Parliament). (H, C)

• 3.8. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Summarize the important causes and events of the French Revolution (Causes: the effect of Enlightenment political thought; the influence of the American Revolution; economic troubles and the rising influence of the middle class; government corruption and incompetence); (Events: the role of the Estates General and the National Assembly; the storming of the Bastille on July 14, 1789; the 1789 Declaration of the Rights of Man and the Citizen; the execution of Louis XVI in 1793; the Terror; the rise and fall of Napoleon; the Congress of Vienna). (H, C, E)

• 3.9. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (its contribution to modern nationalism and its relationship to totalitarianism). (H)

• 3.10. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (the abolition of theocratic absolutism in France). (H)

• 3.11. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (the abolition of remaining feudal restrictions and obligations). (H)

• 3.12. Learning Standard / Outcome: World History II Learning Standards

  The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (its support for the ideas of popular sovereignty, religious tolerance, and legal equality). (H)

• 3.13. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (the rise in agricultural productivity). (H, E)

• 3.14. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (transportation improvements such as canals and railroads). (H, E)

• 3.15. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (the influence of the ideas of Adam Smith). (H, E)

• 3.16. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (new sources of energy such as coal and technological innovations such as the steam engine). (H, E)

• 3.17. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (the vast increases in productivity and wealth). (H, E)

• 3.18. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (population and urban growth). (H, E)

• 3.19. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (the growth of a middle class). (H, E)

• 3.20. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (problems caused by urbanization and harsh working conditions). (H, E)

• 3.21. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E)

• 3.22. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the rise and significance of antislavery sentiment in Britain, including the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societies. (H)

• 3.23. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (liberalism). (H, C, E)

• 3.24. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (child labor laws, and social legislation such as old age pensions and health and unemployment insurance). (H, C, E)

• 3.25. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (the expansion of voting rights). (H, C, E)

• 3.26. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the causes, course, and consequences of the unification of Italy and Germany (Germany's replacement of France as the dominant power in continental Europe). (H)

• 3.27. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the causes, course, and consequences of the unification of Italy and Germany (the role of Cavour and Bismarck in the unification of Italy and Germany). (H)

• 3.28. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the causes of 19th century European imperialism (the desire for economic gain and resources). (H, E)

• 3.29. Learning Standard / Outcome: World History II Learning Standards

  Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the causes of 19th century European imperialism (the missionary impulse and the search for strategic advantage and national pride). (H, E)

• 3.30. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the economic and political relationship between India and Britain). (H, E)

• 3.31. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the building of roads, canals, railroads, and universities). (H, E)

• 3.32. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the rise of Indian nationalism and the influence and ideas of Gandhi). (H, E)

• 3.33. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (China's explosive population growth between 1750 and 1850). (H, E)

• 3.34. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (decline of the Manchu dynasty beginning in the late 18th century). (H, E)

• 3.35. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (growing Western influence). (H, E)

• 3.36. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Opium War). (H, E)

• 3.37. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Taiping rebellion from 1850 to 1864). (H, E)

• 3.38. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Boxer Rebellion). (H, E)

• 3.39. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (Sun Yat-Sen and the 1911 nationalist revolution). (H, E)

• 3.40. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the Meiji Restoration). (H, E)

• 3.41. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the abolition of feudalism). (H, E)

• 3.42. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the borrowing and adaptation of western technology and industrial growth). (H, E)

• 3.43. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (Japan's growing role in international affairs). (H, E)

• 3.44. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (Africa's interaction with imperialism). (H, E)

• 3.45. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (agricultural changes and new patterns of employment). (H, E)

• 3.46. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (the origins of African nationalism). (H, E)

• 3.47. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the wars for independence, including the influence and ideas of Simon Bolivar, Jose de San Martin, and the American and French Revolutions). (H, E)

• 3.48. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (economic and social stratification). (H, E)

• 3.49. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the role of the church). (H, E)

• 3.50. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the importance of trade). (H, E)

• 3.51. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the growing influence of the United States as demonstrated by the Spanish American War and the building of the Panama Canal). (H, E)

• 3.52. Learning Standard / Outcome: World History II Learning Standards

  Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the Mexican Revolution). (H, E)

• 3.53. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the relative importance of economic and imperial competition, Balkan nationalism, German militarism and aggression, and the power vacuum in Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in causing World War I. (H, E)

• 3.54. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (physical and economic destruction). (H, E)

• 3.55. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the League of Nations and attempts at disarmament). (H, E)

• 3.56. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the collapse of the Romanov dynasty and the subsequent Bolshevik Revolution and Civil War in Russia). (H, E)

• 3.57. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (post-war economic and political instability in Germany). (H, E)

• 3.58. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the Armenian genocide in Turkey). (H, E)

• 3.59. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the unprecedented loss of life from prolonged trench warfare). (H, E)

• 3.60. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the end of the Ottoman Empire). (H, E)

• 3.61. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the Balfour Declaration of 1917). (H, E)

• 3.62. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the expulsion of the Greeks from Asia Minor). (H, E)

• 3.63. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the establishment of a secular Turkish state under Mustafa Kemal Ataturk). (H, E)

• 3.64. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the establishment of the Kingdom of Transjordan in the eastern part of the Palestine Mandate by the British). (H, E)

• 3.65. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the growing importance of Middle Eastern oil fields to world politics and the world economy). (H, E)

• 3.66. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (restrictive monetary policies). (H, E)

• 3.67. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (unemployment and inflation). (H, E)

• 3.68. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (political instability). (H, E)

• 3.69. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman). (H, E)

• 3.70. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the rise and goals of totalitarianism in Italy, Germany, and the Soviet Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin, and Stalin. (H)

• 3.71. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the establishment of a one-party dictatorship under Lenin). (H, E)

• 3.72. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the suffering in the Soviet Union caused by Stalin's policies of collectivization of agriculture and breakneck industrialization). (H, E)

• 3.73. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the destruction of individual rights and the use of mass terror against the population). (H, E)

• 3.74. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the Soviet Union's emergence as an industrial power). (H, E)

• 3.75. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (Italy's invasion of Ethiopia in 1935). (H)

• 3.76. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (the Japanese invasion of China and the Rape of Nanking). (H)

• 3.77. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (Germany's militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the German attack on Poland). (H)

• 3.78. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Summarize the key battles and events of World War II (The German conquest of continental Europe; The Battle of Britain; Pearl Harbor; The Bataan Death March; El Alamein; Midway ; Stalingrad; D-Day; Battle of the Bulge; Iwo Jima; Okinawa). (H)

• 3.79. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Identify the goals, leadership, and post-war plans of the allied leaders (Winston Churchill; Franklin D. Roosevelt; Joseph Stalin). (H)

• 3.80. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews. (H)

• 3.81. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Explain the reasons for the dropping of atom bombs on Japan and its short and long-term effects. (H)

• 3.82. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Explain the consequences of World War II (physical and economic destruction). (H, E)

• 3.83. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Explain the consequences of World War II (the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities). (H, E)

• 3.84. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Explain the consequences of World War II (support in Europe for political reform and decolonization). (H, E)

• 3.85. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Explain the consequences of World War II (the emergence of the U.S. and the Soviet Union as the world's two superpowers). (H, E)

• 3.86. Learning Standard / Outcome: World History II Learning Standards

  The Great Wars, 1914-1945: Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H)

• 3.87. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Summarize the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. (H, C)

• 3.88. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America's response to Soviet expansionist policies. (H)

• 3.89. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Korean War). (H)

• 3.90. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the emergence of the People's Republic of China as a major power). (H)

• 3.91. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the 1956 uprising in Hungary). (H)

• 3.92. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (Soviet-U.S. competition in the Middle East). (H)

• 3.93. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (conflicts involving Cuba and Berlin). (H)

• 3.94. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Vietnam War). (H)

• 3.95. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the 'Prague Spring'). (H)

• 3.96. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (arms control agreements (including the ABM and SALT treaties) and detente under Nixon). (H)

• 3.97. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Soviet war in Afghanistan). (H)

• 3.98. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the Chinese Civil War, the rise of Mao Tse-tung, and the triumph of the Communist Revolution in China in 1949. (H)

• 3.99. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (Communist Party attempts to eliminate internal opposition). (H, E)

• 3.100. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the Great Leap Forward and its consequences (famine)). (H, E)

• 3.101. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the Cultural Revolution and its consequences (the terror of the Red Guards and the expansion of labor camps)). (H, E)

• 3.102. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the 1989 Tiananmen Square demonstration). (H, E)

• 3.103. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (China's economic modernization and its growing involvement in world trade). (H, E)

• 3.104. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the global surge in economic productivity during the Cold War and describe its consequences (the rise in living standards; the economic recovery and development of Germany and Japan). (H, E)

• 3.105. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (the long post-war peace between democratic nations). (H, E)

• 3.106. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (the policies of international economic organizations). (H, E)

• 3.107. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (scientific, technological, and medical advances). (H, E)

• 3.108. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Albert Einstein and the Theory of Relativity). (H)

• 3.109. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy). (H)

• 3.110. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Wernher von Braun and space exploration). (H)

• 3.111. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Jonas Salk and the polio vaccine). (H)

• 3.112. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (James Watson, Francis Crick, the discovery of DNA, and the Human Genome Project). (H)

• 3.113. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Describe the development and goals of nationalist movements in Africa, Asia, Latin America, and the Middle East, including the ideas and importance of nationalist leaders (Fidel Castro (Cuba); Patrice Lumumba (Congo); Ho Chi Minh (Vietnam); Gamal Abdel Nasser (Egypt); Jawaharlal Nehru (India); Juan Peron (Argentina)). (H)

• 3.114. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to Palestine). (H)

• 3.115. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (anti-Semitism and the Holocaust). (H)

• 3.116. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the UN vote in 1947 to partition the western part of the Palestine Mandate into two independent countries). (H)

• 3.117. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries). (H)

• 3.118. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the 1967 and 1973 wars between Israel and neighboring Arab states). (H)

• 3.119. Learning Standard / Outcome: World History II Learning Standards

  Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the attempts to secure peace between Palestinians and Israelis). (H)

• 3.120. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the weaknesses of the Soviet command economy). (H, E)

• 3.121. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the burdens of Soviet military commitments). (H, E)

• 3.122. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the anticommunist policies of President Reagan). (H, E)

• 3.123. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the resistance to communism in the Soviet Union and Eastern Europe). (H, E)

• 3.124. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the role of various leaders in transforming the Soviet Union and Eastern Europe (Mikhail Gorbachev; Vaclav Havel; Andrei Sakharov; Aleksander Solzhenitsyn; Lech Walesa). (H, C)

• 3.125. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup (the development of market economies). (H, E)

• 3.126. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup (political and social instability). (H, E)

• 3.127. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup ( the danger of the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations). (H, E)

• 3.128. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Identify the sources of ethnic and religious conflicts in the following nations and regions (Northern Ireland; the Balkans; Sudan and Rwanda; Sri Lanka; Kashmir). (H)

• 3.129. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the reasons for the fall of apartheid in South Africa, including the influence and ideas of Nelson Mandela. (H)

• 3.130. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the social and economic effects of the spread of AIDS in Asian and African countries. (H)

• 3.131. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain how the computer revolution contributed to economic growth and advances in science, medicine, and communication. (H)

• 3.132. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the weakness and fragility of the oil-rich Persian Gulf states, including Saudi Arabia, Kuwait, and others). (H, E)

• 3.133. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the Iranian Revolution of 1978-1979). (H, E)

• 3.134. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (defeat of the Soviet Union by the Mujahideen in Afghanistan). (H, E)

• 3.135. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the origins of the Persian Gulf War and the post-war actions of Saddam Hussein). (H, E)

• 3.136. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the financial support of radical and terrorist organizations by the Saudis). (H, E)

• 3.137. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the increase in terrorist attacks against Israel and the United States). (H, E)

• 3.138. Learning Standard / Outcome: World History II Learning Standards

  The Contemporary World, 1989-2001: Describe America's response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D.C. (H)

MA.4. Domain / General Standard: U.S. History I

The Revolution through Reconstruction, 1763-1877: Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution.

• 4.1. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the political and economic factors that contributed to the American Revolution (the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775). (H, C)

• 4.2. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the political and economic factors that contributed to the American Revolution (how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution). (H, C)

• 4.3. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government (the legacy of ancient Greece and Rome). (H, C)

• 4.4. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government (the political theories of such European philosophers as Locke and Montesquieu). (H, C)

• 4.5. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)

• 4.6. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)

• 4.7. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts (the Boston Massacre; the Boston Tea Party; the Battles of Lexington and Concord and Bunker Hill; Sam Adams, John Adams, and John Hancock). (H)

• 4.8. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays's rebellion) leading to the Constitutional Convention. (H, C)

• 4.9. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the 'Great Compromise' that was reached (Major Debates: the distribution of political power; the rights of individuals; the rights of states; slavery); (Founders: Benjamin Franklin; Alexander Hamilton; James Madison; George Washington). (H, C)

• 4.10. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)

• 4.11. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the passage of the Bill of Rights (the influence of the British concept of limited government). (H, C)

• 4.12. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the passage of the Bill of Rights (the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes). (H, C)

• 4.13. Learning Standard / Outcome: U.S. History I Learning Standards

  The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: On a map of North America, identify the first 13 states to ratify the Constitution. (H, G)

• 4.14. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Describe the purpose and functions of government. (H, C)

• 4.15. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)

• 4.16. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain why the United States government is classified as a democratic government. (H, C)

• 4.17. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)

• 4.18. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)

• 4.19. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C)

• 4.20. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the major components of Massachusetts' state government, including the roles and functions of the governor, state legislature, and other constitutional officers. (H, C)

• 4.21. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. (H, C)

• 4.22. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)

• 4.23. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C)

• 4.24. Learning Standard / Outcome: U.S. History I Learning Standards

  The Formation and Framework of American Democracy: Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)

• 4.25. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the origins of the Federalist and Democratic-Republican parties in the 1790s). (H, C)

• 4.26. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the conflicting ideas of Thomas Jefferson and Alexander Hamilton). (H, C)

• 4.27. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the Alien and Sedition Acts). (H, C)

• 4.28. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the Louisiana Purchase). (H, C)

• 4.29. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)

• 4.30. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the election of 1828, the importance of Jacksonian democracy, and Jackson's actions as President (the spoils system; Jackson's veto of the National Bank; Jackson's policy of Indian Removal). (H)

• 4.31. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803). (H, C)

• 4.32. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the War of 1812). (H, E, G)

• 4.33. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the purchase of Florida in 1819). (H, E, G)

• 4.34. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the 1823 Monroe Doctrine). (H, E, G)

• 4.35. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the Cherokees' Trail of Tears). (H, E, G)

• 4.36. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the annexation of Texas in 1845). (H, E, G)

• 4.37. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the concept of Manifest Destiny and its relationship to westward expansion). (H, E, G)

• 4.38. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the acquisition of the Oregon Territory in 1846). (H, E, G)

• 4.39. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the territorial acquisitions resulting from the Mexican War). (H, E, G)

• 4.40. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the search for gold in California). (H, E, G)

• 4.41. Learning Standard / Outcome: U.S. History I Learning Standards

  Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the Gadsden Purchase of 1854). (H, E, G)

• 4.42. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)

• 4.43. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the technological improvements and inventions that contributed to industrial growth). (H, E)

• 4.44. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s). (H, E)

• 4.45. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the rise of a business class of merchants and manufacturers). (H, E)

• 4.46. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the roles of women in New England textile factories). (H, E)

• 4.47. Learning Standard / Outcome: U.S. History I Learning Standards

  Economic Growth in the North and South, 1800-1860: Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)

• 4.48. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Summarize the growth of the American education system and Horace Mann's campaign for free compulsory public education. (H)

• 4.49. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism (Frederick Douglass; William Lloyd Garrison; Sojourner Truth; Harriet Tubman; Theodore Weld). (H)

• 4.50. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the increase in the number of Protestant denominations). (H)

• 4.51. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the Second Great Awakening). (H)

• 4.52. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the influence of these trends on the reaction of Protestants to the growth of Catholic immigration). (H)

• 4.53. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Analyze the goals and effect of the antebellum women's suffrage movement (the 1848 Seneca Falls convention; Susan B. Anthony; Margaret Fuller; Lucretia Mott; Elizabeth Cady Stanton). (H)

• 4.54. Learning Standard / Outcome: U.S. History I Learning Standards

  Social, Political, and Religious Change, 1800-1860: Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H)

• 4.55. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

• 4.56. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Missouri Compromise (1820)). (H)

• 4.57. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the South Carolina Nullification Crisis (1832-1833)). (H)

• 4.58. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Wilmot Proviso (1846)). (H)

• 4.59. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Compromise of 1850). (H)

• 4.60. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the publication of Harriet Beecher Stowe's Uncle Tom's Cabin (1851-1852)). (H)

• 4.61. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Kansas-Nebraska Act (1854)). (H)

• 4.62. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Dred Scott Supreme Court case (1857)). (H)

• 4.63. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Lincoln-Douglas debates (1858)). (H)

• 4.64. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (John Brown's raid on Harper's Ferry (1859)). (H)

• 4.65. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the election of Abraham Lincoln (1860)). (H)

• 4.66. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)

• 4.67. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Analyze Abraham Lincoln's presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C)

• 4.68. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events (Leaders: Jefferson Davis; Ulysses S. Grant; Robert E. Lee); (Battles: the Massachusetts 54th Regiment and the Battle at Fort Wagner; Antietam; Vicksburg; Gettysburg). (H)

• 4.69. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (physical and economic destruction). (H, E)

• 4.70. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (the increased role of the federal government). (H, E)

• 4.71. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (the greatest loss of life on a per capita basis of any U.S. war before or since). (H, E)

• 4.72. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (Presidential and Congressional Reconstruction). (H, C)

• 4.73. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the impeachment of President Johnson). (H, C)

• 4.74. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the 13th, 14th, and 15th Amendments). (H, C)

• 4.75. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the opposition of Southern whites to Reconstruction). (H, C)

• 4.76. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the accomplishments and failures of Radical Reconstruction). (H, C)

• 4.77. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the presidential election of 1876 and the end of Reconstruction). (H, C)

• 4.78. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the rise of Jim Crow laws). (H, C)

• 4.79. Learning Standard / Outcome: U.S. History I Learning Standards

  The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the Supreme Court case, Plessy v. Ferguson (1896)). (H, C)

MA.5. Domain / General Standard: U.S. History II

Reconstruction to the Present, 1877-2001: Students will analyze the causes and consequences of the Industrial Revolution and America's growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America's entry into World War II as well as the consequences of World War II on American life.

• 5.1. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (the economic impetus provided by the Civil War). (H, E)

• 5.2. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (important technological and scientific advances). (H, E)

• 5.3. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt). (H, E)

• 5.4. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the important consequences of the Industrial Revolution (the growth of big business; environmental impact; the expansion of cities). (H, E)

• 5.5. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)

• 5.6. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

• 5.7. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Knights of Labor). (H, E)

• 5.8. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the American Federation of Labor headed by Samuel Gompers). (H, E)

• 5.9. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Populist Party). (H, E)

• 5.10. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Socialist Party headed by Eugene Debs). (H, E)

• 5.11. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the influence of the ideas associated with Social Darwinism). (H, E)

• 5.12. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the purchase of Alaska from Russia). (H, E)

• 5.13. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (America's growing influence in Hawaii leading to annexation). (H, E)

• 5.14. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the Spanish-American War). (H, E)

• 5.15. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (U.S. expansion into Asia under the Open Door policy). (H, E)

• 5.16. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Roosevelt's Corollary to the Monroe Doctrine). (H, E)

• 5.17. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (America's role in the building of the Panama Canal). (H, E)

• 5.18. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Taft's Dollar Diplomacy). (H, E)

• 5.19. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Wilson's intervention in Mexico). (H, E)

• 5.20. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (American entry into World War I). (H, E)

• 5.21. Learning Standard / Outcome: U.S. II Learning Standards

  Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the course and significance of President Wilson's wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. (H)

• 5.22. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism (People: Jane Addams; William Jennings Bryan; John Dewey; Robert La Follette; President Theodore Roosevelt; Upton Sinclair; President William H. Taft; Ida Tarbell; President Woodrow Wilson); (Policies: bans against child labor; the initiative referendum and its recall; the Sherman Anti-Trust Act (1890); the Pure Food and Drug Act (1906); the Meat Packing Act (1906); the Federal Reserve Act (1913); the Clayton Anti-Trust Act (1914); the ratification of the Nineteenth Amendment in 1920). (H, E)

• 5.23. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights (Carrie Chapman Catt; W.E.B. Du Bois; Marcus Garvey; the National Association for the Advancement of Colored People (NAACP); Alice Paul; Booker T. Washington). (H)

• 5.24. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Boston police strike in 1919). (H)

• 5.25. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Red Scare and Sacco and Vanzetti). (H)

• 5.26. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (racial and ethnic tensions). (H)

• 5.27. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Scopes Trial and the debate over Darwin's On the Origins of Species). (H)

• 5.28. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (Prohibition). (H)

• 5.29. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (restrictive monetary policies). (H, E)

• 5.30. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (unemployment). (H, E)

• 5.31. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (support for political and economic reform). (H, E)

• 5.32. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman). (H, E)

• 5.33. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the important policies, institutions, and personalities of the New Deal era (People: President Herbert Hoover; President Franklin D. Roosevelt; Eleanor Roosevelt; Huey Long; Charles Coughlin); (Policies: the establishment of: the Federal Deposit Insurance Corporation; the Securities and Exchange Commission; the Tennessee Valley Authority; the Social Security Act, the National Labor Relations Act; the Works Progress Administration; the Fair Labor Standards Act); (Institutions: the American Federation of Labor; the Congress of Industrial Organizations; the American Communist Party). (H)

• 5.34. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Explain how the Great Depression and the New Deal affected American society (the increased importance of the federal government in establishing economic and social policies). (H)

• 5.35. Learning Standard / Outcome: U.S. II Learning Standards

  The Age of Reform: Progressivism and the New Deal, 1900-1940: Explain how the Great Depression and the New Deal affected American society (the emergence of a 'New Deal coalition' consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics). (H)

• 5.36. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)

• 5.37. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Fascism in Germany and Italy). (H)

• 5.38. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (German rearmament and militarization of the Rhineland). (H)

• 5.39. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Germany's seizure of Austria and Czechoslovakia and Germany's invasion of Poland). (H)

• 5.40. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Japan's invasion of China and the Rape of Nanking). (H)

• 5.41. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences). (H)

• 5.42. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)

• 5.43. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain important domestic events that took place during the war (how war-inspired economic growth ended the Great Depression). (H, E)

• 5.44. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain important domestic events that took place during the war (A. Philip Randolph and the efforts to eliminate employment discrimination). (H, E)

• 5.45. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain important domestic events that took place during the war (the entry of large numbers of women into the workforce). (H, E)

• 5.46. Learning Standard / Outcome: U.S. II Learning Standards

  World War II, 1939-1945: Explain important domestic events that took place during the war (the internment of West Coast Japanese-Americans in the U.S. and Canada). (H, E)

• 5.47. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (the differences between the Soviet and American political and economic systems). (H)

• 5.48. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (Soviet aggression in Eastern Europe). (H)

• 5.49. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (the Truman Doctrine, the Marshall Plan, and NATO). (H)

• 5.50. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union (the Korean War; Germany; China; the Middle East; the arms race; Latin America; Africa; the Vietnam War). (H, G)

• 5.51. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)

• 5.52. Learning Standard / Outcome: U.S. II Learning Standards

  The Cold War Abroad, 1945-1989: Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E)

• 5.53. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (economic growth and declining poverty). (H, E)

• 5.54. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the baby boom). (H, E)

• 5.55. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the growth of suburbs and home-ownership). (H, E)

• 5.56. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the increase in education levels). (H, E)

• 5.57. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the development of mass media and consumerism). (H, E)

• 5.58. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the following domestic policies of Presidents Truman and Eisenhower (Truman's Fair Deal; the Taft-Hartley Act (1947); Eisenhower's response to the Soviet's launching of Sputnik; Eisenhower's civil rights record). (H)

• 5.59. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism (People: Whittaker Chambers; Alger Hiss; Edgar Hoover; Senator Joseph McCarthy; Julius and Ethel Rosenberg); (Institutions: the American Communist Party (including its close relationship to the Soviet Union); the Federal Bureau of Investigation (FBI); the House Committee on Un-American Activities (HUAC)). (H)

• 5.60. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the origins, goals, and key events of the Civil Rights movement (People: Robert Kennedy; Martin Luther King, Jr.; Thurgood Marshall; Rosa Parks; Malcolm X); (Institution: the National Association for the Advancement of Colored People (NAACP)); (Events: Brown v. Board of Education (1954); the 1955-1956 Montgomery Bus Boycott; the 1957-1958 Little Rock School Crisis; the sit-ins and freedom rides of the early 1960s; the 1963 civil rights protest in Birmingham; the 1963 March on Washington; the 1965 civil rights protest in Selma; the 1968 assassination of Martin Luther King, Jr.). (H)

• 5.61. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Describe the accomplishments of the civil rights movement (the 1964 Civil Rights Act and the 1965 Voting Rights Act). (H, E)

• 5.62. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Describe the accomplishments of the civil rights movement (the growth of the African American middle class, increased political power, and declining rates of African American poverty). (H, E)

• 5.63. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (Betty Friedan and Gloria Steinem). (H)

• 5.64. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the birth control pill). (H)

• 5.65. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the increasing number of working women). (H)

• 5.66. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the formation of the National Organization of Women in 1967). (H)

• 5.67. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the debate over the Equal Rights Amendment). (H)

• 5.68. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the 1973 Supreme Court case, Roe v. Wade). (H)

• 5.69. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the space exploration program). (H)

• 5.70. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the assassination of President Kennedy). (H)

• 5.71. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (Johnson's Great Society programs). (H)

• 5.72. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (Nixon's appeal to 'the silent majority'). (H)

• 5.73. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the anti-war and counter-cultural movements). (H)

• 5.74. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the creation of the Environmental Protection Agency (EPA) in 1970). (H)

• 5.75. Learning Standard / Outcome: U.S. II Learning Standards

  Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the Watergate scandal (including the Supreme Court case, U.S. v. Nixon)). (H)

• 5.76. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (tax rate cuts). (H, E)

• 5.77. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (anticommunist foreign and defense policies). (H, E)

• 5.78. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (Supreme Court appointments). (H, E)

• 5.79. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (the revitalization of the conservative movement during Reagan's tenure as President). (H, E)

• 5.80. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (the replacement of striking air traffic controllers with non-union personnel). (H, E)

• 5.81. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (the computer and technological revolution of the 1980s and 1990s). (H, E)

• 5.82. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (scientific and medical discoveries). (H, E)

• 5.83. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (major immigration and demographic changes such as the rise in Asian and Hispanic immigration (both legal and illegal)). (H, E)

• 5.84. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (the weakening of the nuclear family and the rise in divorce rates). (H, E)

• 5.85. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the passage of the North American Free Trade Agreement (NAFTA) in 1993). (H, E)

• 5.86. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (President Clinton's welfare reform legislation and expansion of the earned income tax credit). (H, E)

• 5.87. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the first balanced budget in more than 25 years). (H, E)

• 5.88. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the election in 1994 of the first Republican majority in both the House and Senate in 40 years). (H, E)

• 5.89. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (tax credits for higher education). (H, E)

• 5.90. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the causes and consequences of the impeachment of President Clinton in 1998). (H, E)

• 5.91. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Explain the importance of the 2000 presidential election (the Supreme Court case, Bush v. Gore; the growing influence of the Republican Party in the South and the consolidation of the Democratic Party's hold on the coasts). (H, C)

• 5.92. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (the invasion of Panama and the Persian Gulf War). (H, C)

• 5.93. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo). (H, C)

• 5.94. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (the attempts to negotiate a settlement to the Israeli-Palestinian conflict). (H, C)

• 5.95. Learning Standard / Outcome: U.S. II Learning Standards

  Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (America's response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C.). (H, C)

MD.2. Strand / Topic / Standard: Government (Core) Peoples of the Nation and World

The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.

• 2.1. Topic / Indicator:

  The student will evaluate the interdependent relationship of United States politics and government to world affairs.

  • 2.1.1. Indicator / Proficiency Level:

    The student will analyze economic, political, social issues and their affect on foreign policies of the United States.

  • 2.1.2. Indicator / Proficiency Level:

    The student will evaluate the effectiveness of international alliances and organizations from the perspective of the United States.

• 2.2. Topic / Indicator:

  The student will compare and evaluate the effectiveness of the United States system of government and various other political systems.

  • 2.2.1. Indicator / Proficiency Level:

    The student will analyze advantages and disadvantages of various types of governments throughout the world.

MD.3. Strand / Topic / Standard: Government (Core) Geography

The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history.

• 3.1. Topic / Indicator:

  The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.

  • 3.1.1. Indicator / Proficiency Level:

    The student will evaluate demographic factors related to political participation, public policy and government policies.

  • 3.1.2. Indicator / Proficiency Level:

    The student will evaluate the role of government in addressing land use and other environmental issues.

  • 3.1.3. Indicator / Proficiency Level:

    The student will analyze the roles and relationships of regions on the formation and implementation of government policy.

MD.4. Strand / Topic / Standard: Government (Core) Economics

The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers.

• 4.1. Topic / Indicator:

  The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy.

  • 4.1.1. Indicator / Proficiency Level:

    The student will evaluate how governments affect the answers to the basic economic questions of what to produce, how to produce, and for whom to produce.

  • 4.1.2. Indicator / Proficiency Level:

    The student will utilize the principles of economic costs and benefits and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals.

  • 4.1.3. Indicator / Proficiency Level:

    The student will examine regulatory agencies and their social, economic, and political impact on the country, a region, or on/within a state.

  • 4.1.4. Indicator / Proficiency Level:

    The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance.

MD.1.0. Strand / Topic / Standard: American Government (VSC) Political Science

Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

• 1.A. Topic / Indicator:

  The Foundations and Function of Government

  • 1.A.1. Indicator / Proficiency Level:

    The student will evaluate how the principles of government assist or impede the functioning of government (1.1.2).

    • 1.A.1.a. Objective:

      Evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government

    • 1.A.1.b. Objective:

      Explain how the powers of government are divided and shared on the federal and state levels including delegated, reserved and concurrent powers

    • 1.A.1.c. Objective:

      Analyze the principle of equal protection and how it has affected individual rights

    • 1.A.1.d. Objective:

      Examine the purpose of eminent domain and how it affects citizens rights

    • 1.A.1.e. Objective:

      Describe the formal process for amending the Constitution and why this process is necessary

    • 1.A.1.f. Objective:

      Describe how the Constitution provides for checks and balances, such as Legislative overrides of vetoes, the limitations on the powers of the President and the appointment process (Unit 2)

    • 1.A.1.g. Objective: Explain the powers denied to the national and state governments including

      bills of attainder, ex post facto laws and the suspension of habeas corpus in the Constitution

    • 1.A.1.h. Objective:

      Identify and explain the implied powers of Congress including the Elastic Clause (necessary and proper) and its effects on the functioning of government

    • 1.A.1.i. Objective:

      Describe the bicameral structure, powers and organization of the United States Congress and the Maryland General Assembly

    • 1.A.1.j. Objective:

      Describe legislative tools that can be used during the law making process, such as filibuster, conference committees, and over-riding a veto

    • 1.A.1.k. Objective:

      Examine the powers and functions of local legislative bodies in Maryland, such as county councils, county commissioners, and city councils (Unit 3)

    • 1.A.1.l. Objective:

      Describe the structure, powers and authority of the executive branch on the federal, state, and local levels

    • 1.A.1.m. Objective:

      Analyze the degree to which the powers of the executive branch have changed over time, such as the War Powers Act (1973)

    • 1.A.1.n. Objective:

      Describe the selection process for the president of the United States including the Electoral College (Unit 4)

    • 1.A.1.o. Objective:

      Describe the powers, structure and organization of the Federal and Maryland court systems

    • 1.A.1.p. Objective:

      Explain the difference between original jurisdiction and appellate jurisdiction

    • 1.A.1.q. Objective:

      Explain how judicial review affects the functioning of government

    • 1.A.1.r. Objective:

      Analyze why the United States Supreme Court justices' interpretations of the Constitution change over time

    • 1.A.1.s. Objective:

      Explain the methods of selecting federal justices/judges and Maryland judges (Unit 5)

    • 1.A.1.t. Objective:

      Describe an individual's legal obligations to obey the law, pay taxes, serve on a jury and serve as a witness

    • 1.A.1.u. Objective:

      Describe the election process in the United States including the nominating process, primary and general elections (Unit 7)

  • 1.A.2. Indicator / Proficiency Level:

    The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations (1.1.1).

    • 1.A.2.a. Objective:

      Describe the purposes of government, such as protecting individual rights, promoting the common good and providing economic security

    • 1.A.2.b. Objective:

      Evaluate why governments are formed (Unit 1)

    • 1.A.2.c. Objective:

      Examine the fundamental principles of government and law developed by leading philosophers, such as Hobbes, Locke, Montesquieu and Rousseau

    • 1.A.2.d. Objective:

      Explain how common law and historic documents, such as Magna Carta, the English Bill of Rights and the Mayflower Compact influenced the framers of the Constitution and its development

    • 1.A.2.e. Objective:

      Analyze how the Constitution eliminated the weaknesses of the Articles of Confederation

    • 1.A.2.f. Objective:

      Examine the ratification process of the Constitution and the arguments that occurred including the view points of the Federalists and the Anti- Federalists

    • 1.A.2.g. Objective:

      Explain the fundamental principles of American government contained in the Declaration of Independence, Articles of Confederation, United States Constitution and the Maryland Constitution

    • 1.A.2.h. Objective:

      Analyze the Preamble as the mission statement of the Constitution of the United States

    • 1.A.2.i. Objective:

      Identify the rights in the Bill of Rights and how they protect individuals and limit the power of government

    • 1.A.2.j. Objective:

      Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations

    • 1.A.2.k. Objective:

      Explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment & proposed flag burning amendment (Unit 2)

  • 1.A.3. Indicator / Proficiency Level:

    The student will evaluate roles and policies the government has assumed regarding public issues (1.1.3).

    • 1.A.3.a. Objective:

      Describe how executive departments and agencies enforce governmental policies that address public issues, such as the Center for Disease Control (CDC), Federal Bureau of Investigation (FBI), Environmental Protection Agency (EPA), Drug Enforcement Agency (DEA) (Unit 4)

    • 1.A.3.b. Objective:

      Analyze significant issues in domestic policy and how they reflect the national interest, values and principles, such as healthcare, high level of security awareness, environmental concerns

    • 1.A.3.c. Objective:

      Analyze the decisions made by the government on domestic issues and their effect on society, such as entitlements, socioeconomic status, individuals with disabilities, welfare reform

    • 1.A.3.d. Objective:

      Evaluate the effects of crime and crime prevention as a public policy issue on government spending, quality of life and campaign issues

    • 1.A.3.e. Objective:

      Evaluate the effect that international, national, and regional interests have on shaping environmental policy, such as logging forested areas, oil drilling, pollution, nuclear power, or alternative energy sources

    • 1.A.3.f. Objective:

      Define public health and health care issues and evaluate existing government policy, such as smoking in public places, Medicare and Medicaid

    • 1.A.3.g. Objective:

      Evaluate censorship of the media and technology as a public policy issue, such as obscene material and mass media, right to privacy, internet filters, hate speech, intellectual property, or invasive technology

    • 1.A.3.h. Objective:

      Describe public policies that promote equity, such as affirmative action, and Higher Education Act Title IX (1972)

    • 1.A.3.i. Objective:

      Describe how the United States provides national and international service programs to meet the critical needs of society, such as AmeriCorps, Peace Corps (Unit 6)

• 1.B. Topic / Indicator:

  Individual and Group Participation in the Political System

  • 1.B.1. Indicator / Proficiency Level:

    The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions (1.1.4).

    • 1.B.1.a. Objective:

      Explain how initiative, referendum, and recall are opportunities for individuals and groups to initiate change in state and local government policy

    • 1.B.1.b. Objective:

      Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion (Unit 3)

    • 1.B.1.c. Objective:

      Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions of the executive branch (Unit 4)

    • 1.B.1.d. Objective:

      Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies

    • 1.B.1.e. Objective:

      Evaluate the reliability and influence of the media on elections, elected officials and public opinion

    • 1.B.1.f. Objective:

      Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion

    • 1.B.1.g. Objective:

      Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United States

    • 1.B.1.h. Objective:

      Analyze the roles of participants in the election process including voting, contributing, and electioneering

    • 1.B.1.i. Objective:

      Analyze how citizens make informed decisions regarding candidates, issues, and policies

    • 1.B.1.j. Objective:

      Describe the importance of being informed on civic issues, volunteering and public service

    • 1.B.1.k. Objective:

      Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience (Unit 7)

• 1.C. Topic / Indicator:

  Protecting Rights and Maintaining Order

  • 1.C.1. Indicator / Proficiency Level:

    The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society (1.2.1).

    • 1.C.1.a. Objective:

      Analyze the United States Supreme Court case Marbury v. Madison (1803) and the establishment of judicial review

    • 1.C.1.b. Objective:

      Analyze the historical expansion of the powers of the federal government by examining the United States Supreme Court case McCulloch v. Maryland (1819)

    • 1.C.1.c. Objective:

      Analyze how the Supreme Court decisions in Plessy v. Ferguson (1896) and Brown v. Board of Education of Topeka (1954) impacted the rights of individuals

    • 1.C.1.d. Objective:

      Examine the significance of the United States Supreme Court's decisions on the rights of those accused of crimes in the cases Gideon v. Wainwright (1963) and Miranda v. Arizona (1966)

    • 1.C.1.e. Objective:

      Examine the expansion or restriction of student rights in the cases Tinker v. Des Moines School District (1969) and New Jersey v. T.L.O (1985)

    • 1.C.1.f. Objective:

      Examine the impact of United States Supreme Court decisions on minority and civil rights issues, such as Regents of the University of California v. Bakke (1978)

    • 1.C.1.g. Objective:

      Evaluate the decisions of the United States Supreme Court that have limited or expanded the liberties of citizens, such as Schenck v. U.S.(1919), Gitlow v. New York (1925), Engel v. Vitale (1962), Katz v. U.S. (1967), Hazelwood School District v. Kuhlmeier (1988), Texas v. Johnson (1989) (Unit 5)

  • 1.C.2. Indicator / Proficiency Level:

    The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society (1.2.2).

    • 1.C.2.a. Objective:

      Evaluate the effectiveness of legislation in promoting equity and civil rights, such as the Civil Rights Act (1964), Voting Rights Act (1965), Higher Education Act Title IX (1972), Indian Education Act (1972), Americans with Disabilities Act (ADA 1990) and Individuals with Disabilities Education Act (IDEA 1997)

    • 1.C.2.b. Objective:

      Examine immigration policies the government has implemented, such as the Immigration Reform and Control Act (1986) and the Immigration Act of 1990

    • 1.C.2.c. Objective:

      Identify the purpose of affirmative action and explain how the implementation of affirmative action has changed over time (Unit 3)

  • 1.C.3. Indicator / Proficiency Level:

    The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety (1.2.3).

    • 1.C.3.a. Objective:

      Describe the purpose, limitations and impact of executive orders in maintaining order and providing safety for citizens

    • 1.C.3.b. Objective:

      Explain how executive departments and regulatory agencies assist in maintaining order and protecting the safety of the nation, such as the Department of Defense (DOD), Federal Bureau of Investigation (FBI), Department of Homeland Security (DHS)

    • 1.C.3.c. Objective:

      Analyze the impact of national emergencies on the expansion of the powers of the government

    • 1.C.3.d. Objective:

      Analyze the relationship between governmental authority and maintaining order under the rule of law

    • 1.C.3.e. Objective:

      Describe how the governor of Maryland can use executive power to maintain order and safety in the state, such as calling out the National Guard in the case of a natural disaster (Unit 4)

    • 1.C.3.f. Objective:

      Examine the impact of government decisions on individuals and groups, such as approval policies of the Food and Drug Administration (FDA), environmental standards set by the Environmental Protection Agency (EPA), regulations by the Maryland Department of the Environment

    • 1.C.3.g. Objective:

      Evaluate the role of state and national governments concerning issues related to public safety and maintaining order, such as crime prevention, changes in driver's license requirements, seat belt laws, and immunization shots (Unit 6)

  • 1.C.4. Indicator / Proficiency Level:

    The student will evaluate the principle of due process (1.2.4).

    • 1.C.4.a. Objective:

      Explain the meaning of due process of law as set forth in the Fifth Amendment

    • 1.C.4.b. Objective:

      Explain how procedural due process limits the powers of government and protects the accused

    • 1.C.4.c. Objective:

      Explain why it is necessary to have both substantive and procedural due process

    • 1.C.4.d. Objective:

      Analyze the implications and applications of the Fourteenth Amendment, focusing on the due process and equal protection clauses

    • 1.C.4.e. Objective:

      Explain how the Supreme Court used the incorporation doctrine to expand the influence of the due process clause of the Fourteenth Amendment in cases, such as Gitlow v. New York (1925), Near v. Minnesota (1931), Mapp v. Ohio (1961) (Unit 5)

  • 1.C.5. Indicator / Proficiency Level:

    The student will analyze elements, proceedings, and decisions related to criminal and civil law (1.2.5).

    • 1.C.5.a. Objective:

      Describe the role of the courts in settling disputes between individuals

    • 1.C.5.b. Objective:

      Analyze alternatives to litigation in the United States legal system for maintaining order and resolving conflicts including out-of-court settlements, arbitration and mediation

    • 1.C.5.c. Objective: Identify the elements of civil law including

      plaintiff, defendant, contract, breach of contract, torts, damages, preponderance of evidence, petit jury

    • 1.C.5.d. Objective: Identify the elements of criminal law including

      defendant, prosecutor, reasonable doubt, felony, misdemeanor, grand jury, indictment, probable cause, presumption of innocence, plea bargaining, writ of habeas corpus, subpoena

    • 1.C.5.e. Objective: Compare the proceedings of civil and criminal cases including

      grand jury, petit jury, indictment, standards of proof (beyond a reasonable doubt and preponderance of the evidence), plea bargaining, probable cause, writ of habeas corpus, and subpoena (Unit 5)

MD.2.0. Strand / Topic / Standard: American Government (VSC) Peoples of the Nation and World

Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

• 2.A. Topic / Indicator: Elements of Culture

  Governments

  • 2.A.1. Indicator / Proficiency Level:

    The student will analyze advantages and disadvantages of various types of governments throughout the world (2.2.1)

    • 2.A.1.a. Objective:

      Describe the advantages and disadvantages of a direct and representative democracy

    • 2.A.1.b. Objective:

      Compare confederate, unitary and federal forms of government and determine how each assists or impedes the functioning of government

    • 2.A.1.c. Objective:

      Compare parliamentary and presidential democracies

    • 2.A.1.d. Objective:

      Describe the characteristics of limited (democratic) and unlimited (authoritarian) governments

    • 2.A.1.e. Objective:

      Evaluate the advantages and disadvantages of limited and unlimited political systems

    • 2.A.1.f. Objective:

      Explain how governments with written constitutions are not necessarily constitutional governments which follow the rule of law such as Peoples Republic of China and North Korea (Unit 1)

• 2.B. Topic / Indicator: Cultural Diffusion

  Foreign Policy

  • 2.B.1. Indicator / Proficiency Level:

    The student will analyze economic, political, social issues and their effect on foreign policies of the United States (2.1.1)

    • 2.B.1.a. Objective:

      Explain how the executive develops and implements foreign policy, such as executive agreements, the appointment of foreign ambassadors and the creation of treaties

    • 2.B.1.b. Objective:

      Evaluate how policies of the executive affect relationships with other countries including alliances for national defense, arms control, economic trade, and social programs (Unit 4)

    • 2.B.1.c. Objective:

      Analyze isolationism v. interventionism in United States foreign policy

    • 2.B.1.d. Objective:

      Evaluate how international issues and interests affect national government policy, such as anti-terrorism policy, protection of human rights and international economic stability

    • 2.B.1.e. Objective:

      Examine how foreign aid affects the United States relationships with other countries

    • 2.B.1.f. Objective:

      Evaluate the goals of United States foreign policy, such as national security, economic stability, promoting the spread of democracy

    • 2.B.1.g. Objective: Analyze the effect of trade and trade policy including

      free trade agreements, embargoes, tariffs and economic sanctions on relationships with other countries

    • 2.B.1.h. Objective:

      Analyze contemporary concerns that affect international relationships and government policies, such as world health, human rights, nation-building, national security and weapons of mass destruction, outsourcing and technology transfer (Unit 6)

• 2.C. Topic / Indicator:

  Conflict and Compromise

  • 2.C.1. Indicator / Proficiency Level:

    The student will evaluate the effectiveness of international alliances and organizations from the perspective of the United States (2.1.2).

    • 2.C.1.a. Objective:

      Explain the various roles of the United Nations (UN) such as maintaining international peace, enforcing international law, addressing human rights violations and solving international problems

    • 2.C.1.b. Objective:

      Explain the role of the International Federation of the Red Cross and the Red Crescent and other agencies, such as United States Agency for International Development (USAID) and the World Health Organization (WHO) in addressing humanitarian issues

    • 2.C.1.c. Objective:

      Describe the roles of the International Monetary Fund (IMF) and the World Bank

    • 2.C.1.d. Objective:

      Examine the function and purpose of the North American Free Trade Agreement (NAFTA), the United Nations and the North Atlantic Treaty Organization (NATO)

    • 2.C.1.e. Objective:

      Describe the responsibility of the United States as a member of various international organizations including the United Nations (UN), North Atlantic Treaty Organization (NATO), and the World Bank (Unit 6)

MD.3.0. Strand / Topic / Standard: American Government (VSC) Geography

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

• 3.A. Topic / Indicator:

  Using Geographic Tools (not assessed as a part of H.S.A. Government)

  • 3.A.1. Indicator / Proficiency Level:

    Analyze geographic issues and problems using geographic concepts

    • 3.A.1.a. Objective:

      Compare climate, land use, natural resources, population distribution, demographic and density maps of Maryland and the United States

• 3.B. Topic / Indicator:

  Geographic Characteristics of Places and Regions

  • 3.B.1. Indicator / Proficiency Level:

    The student will analyze the roles and relationships of regions on the formation and implementation of government policy (3.1.3).

    • 3.B.1.a. Objective:

      Explain how geographic characteristics and shared interests stimulate regional cooperation between governments

    • 3.B.1.b. Objective:

      Analyze how the population shifts in and between regions affects the formation and implementation of government policy, such as the relocation or loss of industry and urban flight

    • 3.B.1.c. Objective:

      Analyze the importance of regional characteristics and interests including economic development, natural resources, climate and environmental issues in formulating local, state, and national government policy

    • 3.B.1.d. Objective:

      Explain the geographic factors that influence foreign policy and international political relations (Unit 6)

• 3.C. Topic / Indicator:

  Movement of People, Goods and Ideas

  • 3.C.1. Indicator / Proficiency Level:

    The student will evaluate demographic factors related to political participation, public policy and government policies (3.1.1).

    • 3.C.1.a. Objective:

      Evaluate the impact of changing population size on representation in legislative bodies as determined by the United States Census

    • 3.C.1.b. Objective:

      Explain the reasons for reapportionment and its impact on fiscal decisions and representation (Unit 3)

    • 3.C.1.c. Objective:

      Determine the influence demographic factors, such as race, age, education, ethnicity and gender have on voting patterns

    • 3.C.1.d. Objective:

      Analyze patterns, trends, and projections of population in regions and how these may affect the environment, society and government policy

    • 3.C.1.e. Objective:

      Analyze the influence of demographic factors on the formation and implementation of government policy and funding decisions, such as education, health care and social security (Unit 6)

    • 3.C.1.f. Objective:

      Determine the impact of reapportionment and redistricting on individuals, groups, local communities and regions

    • 3.C.1.g. Objective:

      Determine the impact of gerrymandering on groups, communities and the legislative bodies involved

    • 3.C.1.h. Objective:

      Analyze how demographic characteristics of constituents affect the election of representatives and the policy decisions they make (Unit 7)

• 3.D. Topic / Indicator:

  Modifying and Adapting the Environment

  • 3.D.1. Indicator / Proficiency Level:

    The student will evaluate the role of government in addressing land use and other environmental issues (3.1.2).

    • 3.D.1.a. Objective:

      Analyze the affect of legislative decisions on land use and environmental issues

    • 3.D.1.b. Objective:

      Describe how local governments control the use of land and manage growth through zoning laws and/or ordinances (Unit 3)

    • 3.D.1.c. Objective:

      Analyze the role of the state executive branch in addressing land use and environmental issues, such as Smart Growth, deforestation, urban sprawl, pollution, natural disasters, water resources, wetland preservation and critical areas

    • 3.D.1.d. Objective:

      Analyze the role of the state and local governments in addressing land use, such as zoning issues, building moratoriums and wetland preservation (Unit 4)

    • 3.D.1.e. Objective:

      Evaluate the way national, state, and local governments develop policy to address land use and environmental issues, such as urban sprawl, Smart Growth and commercial use of public land (Unit 6)

MD.4.0. Strand / Topic / Standard: American Government (VSC) Economics

Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

• 4.A. Topic / Indicator:

  Scarcity and Economic Decision-making

  • 4.A.1. Indicator / Proficiency Level:

    The student will utilize the principles of economic costs and benefits and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals (4.1.2).

    • 4.A.1.a. Objective:

      Explain how scarcity and opportunity cost affect government decision-making

    • 4.A.1.b. Objective:

      Explain how governments attempt to prioritize socio-economic goals in response to changing economic, social and political conditions

    • 4.A.1.c. Objective:

      Evaluate the role of government in providing public goods, such as national defense and public education (Unit 1)

    • 4.A.1.d. Objective:

      Explain examples of trade offs that occur within competing socio-economic goals during the budget-creation process at the national, state and local levels, such as economic freedom v. economic equity and security (Unit 4)

    • 4.A.1.e. Objective:

      Evaluate how the principles of economic costs, benefits, and opportunity cost are used to address public policy issues, such as environmental and healthcare concerns (Unit 6)

• 4.B. Topic / Indicator:

  Economic Systems and the Role of Government in the Economy

  • 4.B.1. Indicator / Proficiency Level:

    The student will evaluate how governments affect the answers to the basic economic questions of what to produce, how to produce, and for whom to produce (4.1.1).

    • 4.B.1.a. Objective:

      Explain how traditional, command and market economies answer the basic economic questions of what to produce, how to produce and for whom to produce

    • 4.B.1.b. Objective:

      Describe how governments organize their economic system for the production, distribution and consumption of goods and services

    • 4.B.1.c. Objective:

      Explain how elements of market, command and tradition have shaped the United States' mixed economic system, such as consumer preferences and tariff policies (Unit 1)

  • 4.B.2. Indicator / Proficiency Level:

    The student will examine regulatory agencies and their social, economic, and political impact on the country, a region, or on/within a state (4.1.3).

    • 4.B.2.a. Objective:

      Describe the role of regulatory agencies in carrying out the policies of the executive on the national and state level (Unit 4)

    • 4.B.2.b. Objective: Describe the purpose, roles and responsibilities of regulatory agencies

      Federal Trade Commission (FTC), Federal Aviation Administration (FAA), Environmental Protection Agency (EPA), Food and Drug Administration (FDA), Federal Communications Commission (FCC)

    • 4.B.2.c. Objective:

      Analyze how the actions of regulatory agencies address public issues, market failures and monopolies at the local, state and/or national level

    • 4.B.2.d. Objective:

      Examine how other government agencies, such as the Maryland Public Service Commission, the Consumer Product Safety Commission, Securities and Exchange Commission, Occupational Safety and Health Administration fulfill the obligations of government and respond to issues in society (Unit 6)

  • 4.B.3. Indicator / Proficiency Level:

    The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance (4.1.4).

    • 4.B.3.a. Objective:

      Describe the role of the United States Congress and the Maryland General Assembly in developing fiscal policy and the approval of budgets

    • 4.B.3.b. Objective:

      Describe how national, state, and local legislative bodies use taxing and spending to influence the economy

    • 4.B.3.c. Objective:

      Evaluate the effectiveness of fiscal policy in achieving economic growth and employment, such as tax incentives and changes in spending (Unit 3)

    • 4.B.3.d. Objective:

      Analyze the role of the executive on the national, state and local level in the budgetary process

    • 4.B.3.e. Objective:

      Determine how the executive branch influences economic performance by using the tools of fiscal policy including increasing and decreasing taxes and tariffs and/or spending (Unit 4)

    • 4.B.3.f. Objective:

      Describe how the Federal Reserve System uses the three tools of monetary policy, including open market operations, changes in the discount (interest) rate and changes in the reserve requirements to influence the economy

    • 4.B.3.g. Objective:

      Describe the effectiveness of monetary policy in achieving economic growth, full employment and price stability

    • 4.B.3.h. Objective:

      Explain how the Consumer Price Index (CPI), the unemployment rate and the Gross Domestic Product (GDP) measure economic performance

    • 4.B.3.i. Objective:

      Explain how economic instability, including periods of growth and recession, is a part of the free enterprise system

    • 4.B.3.j. Objective:

      Explain how inflation reduces buying power and may contribute to a slow down in the economy (Unit 6)

MD.5.0. Strand / Topic / Standard: U.S. History (VSC) History

Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland and the United States.

• 5.A. Topic / Indicator:

  Reconstruction and an Expanding America (Reconstruction-1897)

  • 5.A.1. Indicator / Proficiency Level:

    Analyze the economic, political and social consequences of Reconstruction (5.1.1).

    • 5.A.1.a. Objective:

      Analyze the political and social impact of the 13th, 14th and 15th Amendments, such as the election of African-Americans to local, state, and federal offices (PS, PNW)

    • 5.A.1.b. Objective:

      Evaluate the power struggle between the executive and legislative branches at the national level during Reconstruction, such as Presidential v. Congressional Reconstruction plans

    • 5.A.1.c. Objective:

      Evaluate the social and economic effects of sharecropping, tenant farming and the Freedman's Bureau in the post Civil War South (PNW, G, E)

    • 5.A.1.d. Objective:

      Analyze the practices, policies and legislation used to deny African-Americans' civil rights, including black codes, lynching, the Ku Klux Klan, voting restrictions, Jim Crow Laws and Plessy v. Ferguson(1896) (PS, PNW, E)

    • 5.A.1.e. Objective:

      Examine African-American responses to the denial of civil rights such as the rise of African-American churches, African-American newspapers, historically black colleges and the responses of individuals, such as Ida B. Wells, W.E.B. DuBois, and Booker T. Washington (PS, PNW)

    • 5.A.1.f. Objective:

      Analyze the economic, political and social factors that influenced the end of Reconstruction, such as northern reluctance to advocate for African-American equality, corruption in government, the Panic of 1873, and the election of 1876 (PS, E)

  • 5.A.2. Indicator / Proficiency Level:

    Analyze the factors that led to and characteristics of Industrialization in the late 19th century United States (5.1.2).

    • 5.A.2.a. Objective:

      Analyze the causes of industrialization including improved use of resources, technology, labor, capital and transportation networks (PNW, G, E)

    • 5.A.2.b. Objective:

      Describe laissez-faire attitudes toward capitalism and the changes in the organization of businesses, such as trusts, holding companies, and monopolies and their impact on government policy and regulation (E)

    • 5.A.2.c. Objective:

      Describe new technologies and inventions in agriculture, transportation, communication, manufacturing and the impact on individuals, groups and regions (PNW, G, E)

    • 5.A.2.d. Objective:

      Analyze the shift in government intervention and regulation of the economy, such as protective tariffs, the Sherman Anti-Trust Act and the Interstate Commerce Act (PS, E)

    • 5.A.2.e. Objective:

      Evaluate the role of business leaders, such as Andrew Carnegie, John Rockefeller, Cornelius Vanderbilt, and J.P. Morgan in transforming the United States economy (PNW, E)

  • 5.A.3. Indicator / Proficiency Level:

    Examine the economic, political and social impact of industrialization (5.1.3).

    • 5.A.3.a. Objective:

      Evaluate the impact of industrialization and laissez-faire policies on workers, such as the National Labor Union, Knights of Labor, American Federation of Labor, and the impact of events, such as the Haymarket Riot, Homestead Strike, and the Pullman Strike (PS, PNW, E)

    • 5.A.3.b. Objective:

      Evaluate the impact of industrialization on regional development, settlement patterns and quality of life (PNW, G, E)

    • 5.A.3.c. Objective:

      Evaluate the government and public response to immigrants as a result of industrialization, such as nativism, the Americanization Movement, and immigration restrictions (PS, PNW, G)

    • 5.A.3.d. Objective:

      Describe both the positive and negative functions of political machines and their influence at the state and local level (PS, PNW)

    • 5.A.3.e. Objective:

      Describe the relationship between industrialization and urbanization, such as increased socio-economic stratification, innovations in technology and transportation on urban life (PNW, G, E)

    • 5.A.3.f. Objective:

      Examine the responses to social problems created by industrial growth, such as the Social Gospel movement, the Gospel of Wealth and Social Darwinism (PNW)

    • 5.A.3.g. Objective:

      Evaluate the economic, political and social conditions that prompted the rise of the Populist movement (PS, PNW, E)

  • 5.A.4. Indicator / Proficiency Level:

    Analyze the causes and consequences of westward expansion (5.1.4).

    • 5.A.4.a. Objective:

      Analyze the factors of westward expansion, including the rise of industrialization, concept of Manifest Destiny, perceptions of overcrowding, opportunities to acquire land, and the discovery of gold and silver (PNW, G, E)

    • 5.A.4.b. Objective:

      Describe the impact of geography and technology on the settlement of the west, such as mining, ranching, lumbering and farming and the environmental consequences (G, E)

    • 5.A.4.c. Objective:

      Evaluate the impact of westward expansion on Native Americans and their responses to the destruction of the buffalo, military conflicts, and the Dawes Severalty Act (1887) (PS, PNW, G)

    • 5.A.4.d. Objective:

      Evaluate the impact of government actions on migration patterns, such as the Homestead Act of 1862, state land grant acts, and the development of the Transcontinental Railroad (PS, G)

    • 5.A.4.e. Objective:

      Describe the experiences of minorities in the west, such as extended rights for African Americans, the mistreatment of Chinese and Irish immigrants, and the extension of political and legal rights to women (PS, PNW, G)

• 5.B. Topic / Indicator:

  Challenges of a New Century (1898-1929)

  • 5.B.1. Indicator / Proficiency Level:

    Analyze the cultural, economic, political, and social impact of the Progressive Movement (5.2.1).

    • 5.B.1.a. Objective:

      Analyze the impact of the muckrakers of the Progressive Movement on child labor reform, workplace conditions and government reforms (PS, PNW, E)

    • 5.B.1.b. Objective:

      Describe local, state and national reforms that addressed political corruption, including secret ballot, referendum, initiative, recall, the city manager, and the direct election of senators (PS)

    • 5.B.1.c. Objective:

      Describe the impact of the 16th, 17th, 18th, and 19th amendments to the Constitution (PS, PNW, E)

    • 5.B.1.d. Objective:

      Describe the impact of government actions on big business and labor, such as Supreme Court cases and legislation as remedies to problems in society (PS, PNW, E)

    • 5.B.1.e. Objective:

      Analyze the role of presidential power and the shaping of the modern presidency, such as the Square Deal and Roosevelt's response to the 1902 Coal Strike (PS, E)

    • 5.B.1.f. Objective:

      Evaluate how the Progressive movement impacted women and immigrants (PS, PNW)

    • 5.B.1.g. Objective:

      Analyze African American responses to inequality, such as the Niagara Movement, the establishment of the National Association for the Advancement of Colored People (NAACP), the Urban League, and the Universal Negro Improvement Association (PS, PNW, G, E)

    • 5.B.1.h. Objective:

      Analyze conservationism and creation of national parks during the Roosevelt administration (PS, G, E)

    • 5.B.1.i. Objective:

      Explain reasons for the creation of the Federal Reserve System and its influence on the economy of the 1920s (PS, E)

    • 5.B.1.j. Objective:

      Describe the positive and negative impact of the Progressive Era (PS, PNW, E)

  • 5.B.2. Indicator / Proficiency Level:

    Analyze United States foreign policy in the era of Imperialism (5.2.2).

    • 5.B.2.a. Objective:

      Describe factors that contributed to imperialism, such as the industrial revolution, racism, a desire to spread Christianity, a desire for naval power, the closing of the American frontier, and the resulting emergence of nationalism/jingoism (PS, G, E)

    • 5.B.2.b. Objective:

      Examine the impact of the Spanish American War, such as the acquisition of new territories (PS, G)

    • 5.B.2.c. Objective:

      Describe the impact of United States policy in Latin America, such as the events leading to the construction of the Panama Canal, the Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy (PS, E)

    • 5.B.2.d. Objective:

      Analyze the impact of United States foreign policy in East Asia such as the Open Door Policy, the renewal of the Chinese Exclusion Act (PS, E)

    • 5.B.2.e. Objective:

      Analyze the arguments of Americans who opposed imperialism, such as the Anti-Imperialist League and organized labor (PS, PNW)

    • 5.B.2.f. Objective:

      Analyze the impact of imperialism, empire building and colonization on native societies (PS, PNW, G)

  • 5.B.3. Indicator / Proficiency Level:

    Analyze United States foreign policies during World War I (5.2.3).

    • 5.B.3.a. Objective:

      Describe the factors leading to World War I, including militarism, the formation of alliances, nationalism, imperialism, and the assassination of Archduke Franz Ferdinand (PS, PNW, G, E)

    • 5.B.3.b. Objective:

      Analyze the events leading to United States entry into World War I, including unrestricted submarine warfare, and the Zimmerman Note (PS)

    • 5.B.3.c. Objective:

      Analyze the significance of Woodrow Wilson's foreign policy decisions, including the Fourteen Points and the debate over the ratification of the Treaty of Versailles (PS, PNW)

    • 5.B.3.d. Objective:

      Describe the effects of the Treaty of Versailles, its provisions for reparations, the 'war guilt' clause, the League of Nations and changes in national boundaries on international conflicts after World War I (PS, G)

    • 5.B.3.e. Objective:

      Analyze the impact of United States involvement in World War I on future foreign policy (PS, G)

  • 5.B.4. Indicator / Proficiency Level:

    Analyze the cultural, economic, political and social changes in society during World War I and throughout the 1920s (5.2.4).

    • 5.B.4.a. Objective:

      Examine the restrictions on civil liberties during World War I (PS, PNW)

    • 5.B.4.b. Objective:

      Describe how World War I led to an increase in nativism and xenophobia in the United States, such as anti- German sentiment, anti-immigration attitudes, anti-Semitism, and the resurgence of the Ku Klux Klan (PNW)

    • 5.B.4.c. Objective:

      Describe the political and social consequences of the Red Scare, including the Palmer Raids, immigration restrictions and the Sacco and Vanzetti case (PS, PNW)

    • 5.B.4.d. Objective:

      Examine the connection between Prohibition and the emergence of organized crime (PS, PNW)

    • 5.B.4.e. Objective:

      Describe the tension between fundamentalism and the changing social values, including Prohibition, and the issues surrounding the Scopes Monkey Trial (PS, PNW)

    • 5.B.4.f. Objective:

      Describe the changing social and economic role of women and the impact of the woman's suffrage movement (PS, PNW, E)

    • 5.B.4.g. Objective:

      Analyze the shift of African American demographics from the rural South to the urban/industrial north and west during the Great Migration and the consequences of the migration on regions (PNW, G)

    • 5.B.4.h. Objective:

      Analyze the relationship between the arts and social and political changes, such as the Harlem Renaissance, the rise of youth culture, the leisure culture, radio and motion pictures, the Jazz Age, and the 'lost' generation (PS, PNW)

    • 5.B.4.i. Objective:

      Analyze the consumer culture of the 1920s, such as the growth of advertising, the impact of the automobile industry, mail order catalogues, and department stores (PNW, G, E)

    • 5.B.4.j. Objective:

      Examine the economic characteristics of the 1920s that led to the stock market crash of 1929 and to the Great Depression, such as the unequal distribution of income, buying on credit, buying stocks on margin, inflated real estate prices and overproduction in industry, and agriculture (E)

• 5.C. Topic / Indicator:

  The United States in a Time of Crisis (1929-1945)

  • 5.C.1. Indicator / Proficiency Level:

    Analyze the consequences and government responses to the Great Depression (5.3.1).

    • 5.C.1.a. Objective:

      Evaluate the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers (PNW, G, E)

    • 5.C.1.b. Objective:

      Describe the responses of the Hoover administration to the Great Depression (PS, G, E)

    • 5.C.1.c. Objective:

      Describe the responses of the Roosevelt administration to the Great Depression (PS, G, E)

    • 5.C.1.d. Objective:

      Analyze the effectiveness of New Deal programs, such as Social Security Administration (SSA), Federal Deposit Insurance Corporation (FDIC), Tennessee Valley Authority (TVA,) Securities and Exchange Commission (SEC) (PS, E)

    • 5.C.1.e. Objective:

      Describe the arguments of New Deal critics such as Huey Long, Father Charles Coughlin, and Dr. Charles Townshend (PS, PNW, E)

    • 5.C.1.f. Objective:

      Describe the influence of the arts, film, and the popularity of radio in helping Americans deal with the trials of the Great Depression (PNW)

    • 5.C.1.g. Objective:

      Analyze the lasting legacy of the New Deal, including economic stability and the increased involvement of the government in the lives of citizens (PS, PNW, E)

  • 5.C.2. Indicator / Proficiency Level:

    Analyze the causes of World War II in Europe and the Pacific and the involvement of the United States in the war (5.3.2).

    • 5.C.2.a. Objective:

      Explain the events that led to the beginning of the Second World War including the failure of the Treaty of Versailles, the rise of totalitarian regimes in Europe and Asia and the worldwide recession of the 1920s and 1930s. (PS, E)

    • 5.C.2.b. Objective:

      Explain the United States gradual involvement in the war in Europe through legislative and executive measures, such as Cash and Carry, Lend Lease, and the Atlantic Charter (PS, PNW, E)

    • 5.C.2.c. Objective:

      Describe how the economic and political conflicts between Japan and the United States led to the attack on Pearl Harbor (PS, E)

    • 5.C.2.d. Objective:

      Examine military strategies and technologies employed by the United States in WWII including D-Day, island hopping and the development and use of atomic weapons (PS, PNW, G, E)

    • 5.C.2.e. Objective:

      Investigate the response of the United States government to the discovery of the Holocaust and immigration policies with respect to refugees (PS, PNW)

    • 5.C.2.f. Objective:

      Analyze how the events, such as the Yalta and Potsdam conferences and creation of the United Nations shaped the post war world (PS, PNW)

    • 5.C.2.g. Objective:

      Analyze the long-term consequences of the United States' involvement in WWII and the emergence of America as a economic and military force (PS, PNW, G, E)

  • 5.C.3. Indicator / Proficiency Level:

    Evaluate the economic, political and social impact of World War II on America's home front (5.3.3).

    • 5.C.3.a. Objective:

      Describe how American citizens supported the war effort through rationing and purchasing of war bonds (PS, E)

    • 5.C.3.b. Objective:

      Evaluate the government's use of propaganda in gaining support and cooperation for war efforts (PS, PNW, E)

    • 5.C.3.c. Objective:

      Evaluate the decision of the government to limit civil liberties during World War II (PS, PNW)

    • 5.C.3.d. Objective:

      Evaluate the decision of the government to relocate American citizens and aliens to internment camps during the war (PS, PNW, G)

    • 5.C.3.e. Objective:

      Describe the changing roles of women, African-Americans and other minority groups during the war years, such as access to education and jobs (PS, PNW, G)

• 5.D. Topic / Indicator:

  Challenges of the Post War World (1946-1968)

  • 5.D.1. Indicator / Proficiency Level:

    Analyze the causes, events and policies of the Cold War between 1946-1968 (5.4.1).

    • 5.D.1.a. Objective:

      Describe the response of the United States to communist expansion in Europe, including the Truman Doctrine, the Marshall Plan, the Berlin Airlift (1948), and the formation of the North Atlantic Treaty Organization (PS, G, E)

    • 5.D.1.b. Objective:

      Describe the development of United States containment policies in Asia as a result of the rise of Communist China (PS, G)

    • 5.D.1.c. Objective:

      Analyze the role of the United States in the United Nations, including the establishment of the state of Israel and participation in the Korean Conflict (PS, PNW, G)

    • 5.D.1.d. Objective:

      Analyze the impact of Cold War events in Cuba, including the Bay of Pigs Invasion (1961) and Cuban Missile Crisis (1962) and the expansion of the Cold War into the Western Hemisphere (PS, G)

    • 5.D.1.e. Objective:

      Examine the causes and escalation of United States involvement in the Vietnam War, including the domino theory and Tonkin Gulf resolution (PS, G)

    • 5.D.1.f. Objective:

      Analyze the competition and the consequences of the space and arms race between the United States and the Soviet Union, including the impact of Sputnik (PS, PNW)

  • 5.D.2. Indicator / Proficiency Level:

    Analyze the economic, political and social changes within the United States during the period 1946-1968 (5.4.2).

    • 5.D.2.a. Objective:

      Describe the conflict between protecting civil liberties and maintaining national security that arose during the second Red Scare, such as House Un-American Activities Committee (HUAC), Federal Employees Loyalty Program, McCarthyism, and the Rosenberg case (PS, PNW)

    • 5.D.2.b. Objective:

      Describe the impact of the creation of the interstate highway system, such as the evolution of suburbia, increasing dependence on the automobile and movement of people and industry away from central cities (G, E)

    • 5.D.2.c. Objective:

      Describe the economic boom of the 1950s and the impact on American life, such as the G.I. Bill on the qualifications of workers, the increase of consumerism, increasing dependence on oil, and the development of the leisure class (PNW, E)

    • 5.D.2.d. Objective:

      Describe the baby boom and its consequences on American society (PNW, E)

    • 5.D.2.e. Objective:

      Analyze the growing impact of television and other mass media on politics and political attitudes, such as the Kennedy- Nixon debate, the Vietnam conflict, and the Civil Rights movement (PS, PNW)

    • 5.D.2.f. Objective:

      Describe the overall goals of the Great Society and its programs, such as the War on Poverty and Medicare/Medicaid (PS, PNW, G, E)

    • 5.D.2.g. Objective:

      Analyze the significance of the Warren Court in decisions, including Mapp v. Ohio (1961), Gideon v. Wainwright (1963), and Miranda v. Arizona (1966) (PS)

    • 5.D.2.h. Objective:

      Analyze the economic, political and social impact of the changing role of women (PS, PNW, E)

    • 5.D.2.i. Objective:

      Examine trends in popular culture from 1946-1968 such as advertising, the beat movement, rock and roll music, the growth of television, and changes in the motion picture industry (PNW)

  • 5.D.3. Indicator / Proficiency Level:

    Analyze the major developments, controversies and consequences of the Civil Rights Movement between 1946-1968 (5.4.3).

    • 5.D.3.a. Objective:

      Examine the battle for school desegregation, including Brown v. Board of Education of Topeka, Kansas (1954) and the roles of the National Association for the Advancement of Colored People (NAACP) and Thurgood Marshall (PS, G)

    • 5.D.3.b. Objective:

      Describe the efforts to enforce school desegregation and local reactions to these efforts, including crisis at Little Rock (1957) and the University of Mississippi (1962) (PS, G)

    • 5.D.3.c. Objective:

      Describe various activities that Civil Rights activists used to protest segregation, including boycotts, sit-ins, marches, and voter registration campaigns (PS, E)

    • 5.D.3.d. Objective:

      Compare the philosophies of Dr. Martin Luther King Jr. and Malcolm X and the Black Power Movement (PS, PNW)

    • 5.D.3.e. Objective:

      Describe the impact of Dr. Martin Luther King, Jr.'s and Malcolm X's leadership and assassinations on the Civil Rights Movement (PS, PNW)

    • 5.D.3.f. Objective:

      Describe the goals of Civil Rights legislation, including the Civil Rights Acts of 1964 and 1968, the Voting Rights Act of 1965, and the 24th Amendment (PS)

    • 5.D.3.g. Objective:

      Describe why urban violence and race riots escalated during the 1960s in reaction to ongoing discrimination and the slow pace of Civil Rights advances (PS, PNW, G)

    • 5.D.3.h. Objective:

      Analyze the opposition to the Civil Rights Movement, such as the Dixiecrats, white citizens councils, white supremacist movements (PS, PNW)

• 5.E. Topic / Indicator:

  Democracy Challenged (1968-1980)

  • 5.E.1. Indicator / Proficiency Level:

    Analyze foreign policy and domestic response to events in South East Asia (5.5.1).

    • 5.E.1.a. Objective:

      Analyze the significance of key events during the Vietnam War, including the Tet Offensive (1968), the My Lai Massacre (1968), the publication of the Pentagon Papers, and the invasions of Cambodia and Laos (1970) (PS, PNW, G)

    • 5.E.1.b. Objective:

      Explain the development of the anti-war movement and its consequences for American society, including reactions to the military draft and returning veterans, the polarization of society, the Chicago Democratic Convention (1968), and Kent State (1970) (PS, PNW)

    • 5.E.1.c. Objective:

      Evaluate the effectiveness of the media on shaping public opinion about the Vietnam War and the invasions of Cambodia and Laos (PS, PNW)

    • 5.E.1.d. Objective:

      Describe the actions the United States took to withdraw from the Vietnam War and the effects on the Vietnamese, including Vietnamization (PNW, PS, G)

    • 5.E.1.e. Objective:

      Describe how and why the War Powers Act (1973) changed presidential power (PS)

  • 5.E.2. Indicator / Proficiency Level:

    Analyze significant events that affected United States foreign policy from 1968-1980 outside of Southeast Asia (5.5.2).

    • 5.E.2.a. Objective:

      Evaluate the changing United States relationship with the Soviet Union, including detente, arms control agreements, such as SALT I (1972), and SALT II (1979), the invasion of Afghanistan, and the decision to boycott the 1980 Olympic Games ( PS, PNW, G)

    • 5.E.2.b. Objective:

      Describe the impact of the changing relationship between the United States and China (PS, G)

    • 5.E.2.c. Objective:

      Analyze how Arab-Israeli tensions impacted United States foreign policy, including the Energy Crisis (1973), and Camp David Accords (1979) (PS, PNW, G, E)

    • 5.E.2.d. Objective:

      Describe the political tensions that led to the Iranian Hostage Crisis (1980) (PS, PNW, E)

  • 5.E.3. Indicator / Proficiency Level:

    Evaluate the impact of government politics and domestic policy on American society from 1968 to1980 (5.5.3).

    • 5.E.3.a. Objective:

      Analyze the impact of the Watergate crisis on American attitudes toward the government and the office of the President (PS, PNW)

    • 5.E.3.b. Objective:

      Describe the public awareness of increased environmental problems and government efforts to address them, such as the creation of the Environmental Protection Agency, The Clean Air Act, The Clean Water Act, and the Endangered Species Act (PS, PNW, G, E)

    • 5.E.3.c. Objective:

      Evaluate the increasing role of regulatory agencies in protecting United States citizens, such as the Food and Drug Administration, the Nuclear Regulatory Commission, and the Occupational Safety and Health Administration (PS, E)

    • 5.E.3.d. Objective:

      Describe the impact of stagflation and deficit spending on the American economy (PS, E)

    • 5.E.3.e. Objective:

      Describe the cause of the energy crisis in the 1970s and its effect on American society (PNW, E)

  • 5.E.4. Indicator / Proficiency Level:

    Analyze the major developments, controversies and consequences of the civil rights movements from 1968 to 1980 (5.5.4).

    • 5.E.4.a. Objective:

      Evaluate the impact of school desegregation stemming from the Brown v. Board of Education (1954) decision, including local implementation of busing (PS, PNW)

    • 5.E.4.b. Objective:

      Describe the controversy involving the extension of civil rights through the implementation of Affirmative Action, such as the Regents of the University of California v. Bakke (1978) (PS, PNW, E)

    • 5.E.4.c. Objective:

      Describe the Native American quest for civil rights, including the establishment of the American Indian Movement (AIM) and the implementation of legislation (PS, PNW)

    • 5.E.4.d. Objective:

      Describe the Latino quest for civil rights and the formation of the United Farm Workers Union (PNW, G, E)

    • 5.E.4.e. Objective:

      Describe the impact of the women's movement on government actions such as Higher Education Act Title IX (1972), the Equal Rights Amendment (1972)(PS, PNW, E)

• 5.F. Topic / Indicator:

  America Impacts the World (1981-Present)

  • 5.F.1. Indicator / Proficiency Level:

    Analyze United States foreign policy from 1981 to the present (5.6.1)

    • 5.F.1.a. Objective:

      Describe how United States policies and actions contributed to the end of the Cold War (PS)

    • 5.F.1.b. Objective:

      Evaluate United States policies and actions in response to international terrorism, such as the attack on the Marine barracks in Beirut (1983), Embassy bombings (2000), the attacks on the U.S.S. Cole (2000), and September 11, 2001 (PS, E)

    • 5.F.1.c. Objective:

      Describe how the United States has addressed issues related to global economic interdependence, such as free trade v. protectionism, and the debate over outsourcing (PS, G, E)

    • 5.F.1.d. Objective:

      Describe United States involvement with international and regional organizations, such as the European Union (EU), North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC), North Atlantic Treaty Organization (NATO), and the United Nations (UN) (PS, PNW, G, E)

    • 5.F.1.e. Objective:

      Explain how developments in the Middle East have affected United States foreign policy, such as the Iraqi invasion of Kuwait, the rise of political Islam, and the Israeli -Palestinian conflicts (PS, PNW, G)

    • 5.F.1.f. Objective:

      Evaluate the role of the United States in addressing global and humanitarian issues such as the environment, the A.I.D.S. epidemic, healthcare and human rights (PS, PNW, G)

    • 5.F.1.g. Objective:

      Explain how the dependence on energy sources shapes United States foreign policy (PS, G, E)

    • 5.F.1.h. Objective:

      Analyze the purposes and effects of United States military interventions using regional case studies

  • 5.F.2. Indicator / Proficiency Level:

    Analyze modern economic, political and social influences on American society from 1981-present (5.6.2).

    • 5.F.2.a. Objective:

      Describe the political and social issues that polarized United States political culture after 1980, such as Iran Contra, conflicts over judicial appointments, the controversial election of 2000, criticism of federal government subsistence programs and conservative v. liberal debates (PS, PNW, E)

    • 5.F.2.b. Objective:

      Evaluate how the government has addressed changing demographics, including immigration, the changing age structure and increasing minority populations in the United States (PS, PNW, G)

    • 5.F.2.c. Objective:

      Analyze how globalization has increased due to economic and technological innovations, such as outsourcing, computers, cell phones, and the Internet (PNW, G, E)

    • 5.F.2.d. Objective:

      Describe the significance of the growing federal deficit and the impact of the global market, such as supply-side economics, entitlements, and loss of domestic industry (PS, G, E)

    • 5.F.2.e. Objective:

      Explain the influence of special-interest groups, the media and political parties on the changing political landscape and culture (PS, PNW)

ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

• B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

  Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.

  • B.1.a. Grade Level Example:

    Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world.

  • B.1.b. Grade Level Example:

    Evaluate current issues by applying democratic ideals and constitutional principles of government in the United States, including checks and balances, federalism, and consent of the governed as put forth in founding documents.

  • B.1.c. Grade Level Example:

    Explain how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time.

  • B.1.d. Grade Level Example:

    Describe the purpose, structures, and processes of the American political system.

  • B.1.e. Grade Level Example:

    Compare the American political system with examples of political systems from other parts of the world.

• B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

  Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.

  • B.2.a. Grade Level Example:

    Explain the relationship between constitutional and legal rights, and civic duties and responsibilities in a constitutional democracy.

  • B.2.b. Grade Level Example:

    Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.

  • B.2.c. Grade Level Example:

    Analyze the constitutional principles and the roles of the citizen and the government in major laws or cases.

  • B.2.d. Grade Level Example:

    Compare the rights, duties, and responsibilities of United States citizens with those of citizens from other nations.

  • B.2.e. Grade Level Example:

    Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

• B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

  Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Analyze the constitutional, political, and civic aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations.

  • B.3.b. Grade Level Example:

    Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.

ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

• C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

  Students understand the principles and processes of personal economics, the role of markets, the economic system of the United States, and other economic systems in the world, and how economics serves to inform decisions in the present and future.

  • C.1.a. Grade Level Example:

    Explain that the study of economics includes the analysis and description of production, distribution, and consumption of goods and services by business, and is the basis of individual personal finance management including saving and investing.

  • C.1.b. Grade Level Example:

    Explain and analyze the role of financial institutions, the stock market, and government, including fiscal, monetary, and trade policies, in personal, business, and national economics.

  • C.1.c. Grade Level Example:

    Evaluate different forms of money management, and the positive and negative impacts that credit can have on individual finances, using economic reasoning.

  • C.1.d. Grade Level Example:

    Identify and explain various economic indicators and how they represent and influence economic activity.

  • C.1.e. Grade Level Example:

    Analyze economic activities and policies in relationship to freedom, efficiency, equity, security, growth, and sustainability.

  • C.1.f. Grade Level Example:

    Explain and apply the concepts of specialization, economic interdependence, and comparative advantage.

  • C.1.g. Grade Level Example:

    Solve problems using the theory of supply and demand.

• C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

  Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.

  • C.2.a. Grade Level Example:

    Analyze the role of regional, international, and global organizations that are engaged in economic development.

  • C.2.b. Grade Level Example:

    Compare a variety of economic systems and the economic development of Maine, the United States, and various regions of the world that are economically diverse.

  • C.2.c. Grade Level Example:

    Analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures, including Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and various world cultures.

ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

• D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

  Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

  • D.1.a. Grade Level Example:

    Explain that geography includes the study of physical, environmental, and cultural features at the local, state, national, and global levels and helps people to better predict and evaluate consequences of geographic influences.

  • D.1.b. Grade Level Example:

    Describe the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.

  • D.1.c. Grade Level Example:

    Analyze local, national, and global geographic data on physical, environmental, and cultural processes that shape and change places and regions.

  • D.1.d. Grade Level Example:

    Evaluate the impact of change including technological change, on the physical and cultural environment.

• D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

  Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.

  • D.2.a. Grade Level Example:

    Analyze geographic features that have impacted unity and diversity in the United States and other nations and describe their effects.

  • D.2.b. Grade Level Example:

    Analyze the dynamic relationship between geographic features and various cultures, including the cultures of Maine and other Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world.

ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

• E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

  Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.

  • E.1.a. Grade Level Example:

    Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.

  • E.1.b. Grade Level Example:

    Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

  • E.1.c. Grade Level Example:

    Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the world using historical sources.

  • E.1.d. Grade Level Example:

    Analyze and critique varying interpretations of historic people, issues, or events, and explain how evidence is used to support different interpretations.

• E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

  Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

  • E.2.a. Grade Level Example:

    Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.

  • E.2.b. Grade Level Example:

    Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.

LA.C-H. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-H1. Benchmark / Gle: Structure and Purposes of Government

  analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes. (1, 2, 4, 5)

• C-1A-H2. Benchmark / Gle: Structure and Purposes of Government

  comparing and evaluating the essential characteristics of various systems of government and identifying historical and contemporary examples of each. (1, 2, 3, 4, 5)

• C-1A-H3. Benchmark / Gle: Structure and Purposes of Government

  explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system. (1, 2, 4, 5)

• C-1A-H4. Benchmark / Gle: Structure and Purposes of Government

  explaining the organization and functions of local, state, and national governments and evaluating their relationships. (1, 2, 3, 4, 5)

• C-1A-H5. Benchmark / Gle: Structure and Purposes of Government

  evaluating the role and importance of law in the American political system and applying criteria to evaluate laws. (1, 2, 3, 4, 5)

• C-1A-H6. Benchmark / Gle: Structure and Purposes of Government

  examining the major responsibilities of the national government for domestic and foreign policy. (1, 3, 4, 5)

• C-1A-H7. Benchmark / Gle: Structure and Purposes of Government

  explaining how government is financed through taxation. (1, 3, 4, 5)

• C-1B-H1. Benchmark / Gle: Foundations of the American Political System

  analyzing the central edias and historical origins of American constitutional government and evaluating how this form of government has helped to shape American society. (1,2,3,4,5)

• C-1B-H2. Benchmark / Gle: Foundations of the American Political System

  explaining basic democratic beliefs and principles of constitutional democracy in American society and applying them to the analysis of issues of conflicting beliefs and principles. (1, 2, 3, 4, 5)

• C-1B-H3. Benchmark / Gle: Foundations of the American Political System

  analyzing the nature of American political and social conflict. (1, 2, 3, 4, 5)

• C-1B-H4. Benchmark / Gle: Foundations of the American Political System

  evaluating issues related to the differences between American ideals and the realities of American social and political life. (1, 2, 4, 5)

• C-1B-H5. Benchmark / Gle: Foundations of the American Political System

  evaluating the roles of political parties, campaigns, and elections in American politics. (1, 2, 3, 4, 5)

• C-1B-H6. Benchmark / Gle: Foundations of the American Political System

  analyzing the historical and contemporary roles of associations and groups in local, state, and national politics. (1,2,3,4,5)

• C-1C-H1. Benchmark / Gle: International Relationships

  analyzing how the world is organized politically and evaluating how the interaction of political entities, such as nation-states and international organizations, affects the United States. (1, 2, 3, 4, 5)

• C-1C-H2. Benchmark / Gle: International Relationships

  analyzing the major foreign policy positions of the United States and evaluating their consequences. (1, 2, 3, 4, 5)

• C-1C-H3. Benchmark / Gle: International Relationships

  evaluating the impact of American ideas and actions on the world and analyzing the effects of significant international developments on the United States. (1, 2, 3, 4, 5)

• C-1D-H1. Benchmark / Gle: Roles of the Citizen

  evaluating and defending positions on issues regarding the personal, political, and economic rights of citizens. (1, 2, 3, 4, 5)

• C-1D-H2. Benchmark / Gle: Roles of the Citizen

  evaluating and defending positions regarding the personal and civic responsibilities of citizens in American constitutional democracy. (1, 2, 3, 4, 5)

• C-1D-H3. Benchmark / Gle: Roles of the Citizen

  explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy. (1, 2, 4, 5)

• C-1D-H4. Benchmark / Gle: Roles of the Citizen

  analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy. (1, 2, 4, 5)

• GLE-C-H-1. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain competing ideas about the purposes of politics and government and identify reasons why government is necessary (C-1A-H1)

• GLE-C-H-2. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify and describe services provided by government and assess their necessity and effectiveness (e.g., health care, education) (C-1A-H1)

• GLE-C-H-3. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify programs, institutions, and activities that fulfill a given governmental or political purpose (e.g., the court system, the military, revenue sharing, block grants) (C-1A-H1)

• GLE-C-H-4. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze ways in which the purposes of the U.S. government, as defined in the U.S. Constitution, are achieved (e.g., protecting individual rights, providing for the general welfare) (C-1A-H1)

• GLE-C-H-5. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Compare and contrast various forms of government among nations that have been significant in U.S. history (e.g., absolute monarchy in England or France, Germany under Hitler, the Soviet Union under Stalin) (C-1A-H2)

• GLE-C-H-6. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the distribution of powers, responsibilities, and the limits of the U.S. federal government (C-1A-H3)

• GLE-C-H-7. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Categorize governmental powers as delegated, reserved, concurrent, or implied (C-1A-H3)

• GLE-C-H-8. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify powers denied to federal or state governments by the U.S. Constitution (C-1A-H3)

• GLE-C-H-9. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze or assess issues related to the distribution of powers at the federal level (e.g., tensions among the three branches of government, roles and responsibilities of the three branches) (C-1A-H3)

• GLE-C-H-10 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the structure and functions of the three branches of the federal government, including regulatory and independent agencies and the court system (C-1A-H4)

• GLE-C-H-11 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Cite the roles, duties, qualifications, and terms of office for key elected and appointed officials (C-1A-H4)

• GLE-C-H-12 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the structure and functions of state, parish, and local governments (C-1A-H4)

• GLE-C-H-13 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Discuss the advantages and disadvantages of various types of local government (C-1A-H4)

• GLE-C-H-14 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Examine constitutional provisions concerning the relationship between federal and state governments (C-1A-H4)

• GLE-C-H-15 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the processes and strategies of how a bill becomes a law at the federal and state levels (C-1A-H5)

• GLE-C-H-16 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Evaluate a specific law or court ruling on given criteria (C-1A-H5)

• GLE-C-H-17 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Examine the meaning, implications, or applications of the U.S. Constitution (e.g., the Bill of Rights, Fourteenth Amendment) (C-1A-H5)

• GLE-C-H-18 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Define domestic and foreign policies (C-1A-H6)

• GLE-C-H-19 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze responsibilities of the federal government for domestic and foreign policy (e.g. monetary policy, national defense) (C-1A-H6)

• GLE-C-H-20 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze a past or present domestic or foreign policy issue from a news article or editorial (C-1A-H6)

• GLE-C-H-21 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain how government is financed (e.g., taxation, fines, user fees, borrowing)(C-1A-H7)

• GLE-C-H-22 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify the major sources of tax revenues at the federal, state, and local levels (C-1A-H7)

• GLE-C-H-23 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze or evaluate various uses of tax dollars (e.g., the public's need for services versus the public's resistance to taxation) (C-1A-H7)

• GLE-C-H-24 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Use the rules of taxation (ability, equity, ease of payment, convenient times to pay) to analyze or evaluate a given tax practice (C-1A-H7)

• GLE-C-H-25 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze the significance of the Magna Carta, English common law, and the English Bill of Rights in creating limited government in the United States (C-1B-H1)

• GLE-C-H-26 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain how European philosophers (e.g., Rousseau, Locke, Montesquieu, Voltaire) helped shape American democratic ideas (C-1B-H1)

• GLE-C-H-27 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze central ideas in an American historical document and explain the document's significance in shaping the U.S. Constitution (C-1B-H1)

• GLE-C-H-28 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain the meaning and importance of principles of U.S. constitutional democracy in American society (C-1B-H1)

• GLE-C-H-29 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Assess the importance of the U.S. Constitution as the Supreme Law of the Land, and ways in which U.S. constitutional government has helped shape American society (C-1B-H1)

• GLE-C-H-30 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Identify and describe examples of freedoms enjoyed today but denied to earlier Americans (C-1B-H1)

• GLE-C-H-31 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain issues involved in various compromises or plans leading to the creation of the U.S. Constitution (C-1B-H2)

• GLE-C-H-32 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Interpret, analyze, or apply ideas presented in a given excerpt from any political document or material (e.g., speech, essay, editorial, court case) (C-1B-H2)

• GLE-C-H-33 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze a given example of American political or social conflict, and state and defend a position on the issue (C-1B-H3)

• GLE-C-H-34 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze discrepancies between American ideals and social or political realities of life (e.g., equal protection vs. Jim Crow laws) (C-1B-H4)

• GLE-C-H-35 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain the two-party system and assess the role of third parties in the election process (C-1B-H5)

• GLE-C-H-36 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Assess the significance of campaigns, campaign finance, elections, the Electoral College, and the U.S. census in the U.S. political system (C-1B-H5)

• GLE-C-H-37 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze the use and effects of propaganda (C-1B-H5)

• GLE-C-H-38 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Identify key platform positions of the major political parties (C-1B-H5)

• GLE-C-H-39 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Evaluate the role of the media and public opinion in American politics (C-1B-H6)

• GLE-C-H-40 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain historical and contemporary roles of special interest groups, lobbyists, and associations in U.S. politics (C-1B-H6)

• GLE-C-H-41 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Identify the political divisions of the world and the factors that contribute to those divisions (C-1C-H1)

• GLE-C-H-42 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Analyze and assess the various ways that nation-states interact (C-1C-H1)

• GLE-C-H-43 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Explain the role of the United Nations or other international organizations in political interactions and conflicts (C-1C-H1)

• GLE-C-H-44 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Analyze ways in which the interactions of nation-states or international organizations affect the United States (C-1C-H1)

• GLE-C-H-45 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Describe the means by which the United States upholds national security, protects its economic welfare and strategic interests, and attains its foreign policy objectives (e.g., aid, sanctions, embargos, treaties) (C-1C-H2)

• GLE-C-H-46 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Assess the extent to which a given U.S. foreign policy position has helped or hindered the United States' relations with the rest of the world (C-1C-H2)

• GLE-C-H-47 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Explain how U.S. domestic policies, constitutional principles, economic behavior, and culture affect its relations with the rest of the world (C-1C-H3)

• GLE-C-H-48 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Describe ways in which ideas, actions, and problems of other nations impact the United States (C-1C-H3)

• GLE-C-H-49 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Distinguish between personal, political, and economic rights of citizenship (C-1D-H1)

• GLE-C-H-50 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe the importance of various rights of citizenship to the individual or to society at large (C-1D-H1)

• GLE-C-H-51 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Analyze an amendment or law concerning the rights of citizens in terms of their effect on public policy or American life (e.g., Nineteenth Amendment, Americans with Disabilities Act) (C-1D-H1)

• GLE-C-H-52 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate and defend a position on a given situation or issue in terms of the personal, political, or economic rights of citizens (C-1D-H1)

• GLE-C-H-53 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Assess the difference between personal and civic responsibilities (C-1D-H2)

• GLE-C-H-54 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe various forms of political participation (C-1D-H3)

• GLE-C-H-55 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate current and past political choices that individuals, groups, and nations have made, taking into account historical context (C-1D-H3)

• GLE-C-H-56 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe the importance of political leadership to American society, and identify ways in which citizens can exercise leadership (C-1D-H4)

• GLE-C-H-57 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Identify examples of public service, and describe the importance of public service to American society (C-1D-H4)

• GLE-C-H-58 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate the claim that American constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry (C-1D-H4)

• GLE-C-H-59 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present (C-1D-H4)

LA.E-H. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-H1. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result. (1, 2, 3, 4, 5)

• E-1A-H2. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles that production, distribution, and consumption play in economic decisions. (1, 2, 3, 4)

• E-1A-H3. Benchmark / Gle: Fundamental Economic Concepts

  applying the skills and knowledge necessary in making decisions about career options. (2, 3, 4, 5)

• E-1A-H4. Benchmark / Gle: Fundamental Economic Concepts

  comparing and evaluating economic systems. (1, 2, 3, 4)

• E-1A-H5. Benchmark / Gle: Fundamental Economic Concepts

  explaining the basic features of market structures and exchanges. (1, 3, 4)

• E-1A-H6. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles of economic institutions, such as corporations and labor unions, that compose economic systems. (1, 2, 4)

• E-1A-H7. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles of money and banking in an economic system. (1, 2, 3, 4)

• E-1A-H8. Benchmark / Gle: Fundamental Economic Concepts

  applying economic concepts to understand and evaluate historical and contemporary issues. (1, 2, 3, 4)

• E-1B-H1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying factors that cause changes in supply and demand. (1, 2, 3, 4)

• E-1B-H2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market system. (1, 2, 4)

• E-1B-H3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy. (1, 2, 3, 4, 5)

• E-1B-H4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing the causes and consequences of worldwide economic interdependence. (1, 2, 3, 4)

• E-1B-H5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  evaluating the effects of domestic policies on international trade. (1, 2, 3, 4)

• E-1B-H6. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing Louisiana's role in the national and world economies. (1, 2, 3, 4, 5)

• E-1C-H1. Benchmark / Gle: The Economy as a Whole

  explaining the meanings of such economic indicators as GDP, per capita GDP, real GDP, CPI, and unemployment rate. (1, 3, 4)

• E-1C-H2. Benchmark / Gle: The Economy as a Whole

  explaining how interest rates, investments, and inflation/deflation impact the economy. (1, 3, 4)

• E-1C-H3. Benchmark / Gle: The Economy as a Whole

  analyzing the causes and consequences of unemployment, underemployment, and income distribution in a market economy. (1, 2, 3, 4)

• E-1C-H4. Benchmark / Gle: The Economy as a Whole

  explaining the basic concepts of United States fiscal policy, monetary policy, and regulations and describing their effects on the economy. (1, 3, 4)

• GLE-E-H-1. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Apply fundamental economic concepts to decisions about personal finance (E-1A-H1)

• GLE-E-H-2. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Define scarcity (E-1A-H1)

• GLE-E-H-3. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify factors that drive economic decisions (e.g., incentives, benefits, costs, trade-offs, consequences) (E-1A-H1)

• GLE-E-H-4. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze an economic choice at the personal, family, or societal level to determine its opportunity cost (E-1A-H1)

• GLE-E-H-5. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain how the scarcity of natural resources leads to economic interdependence (E-1A-H1)

• GLE-E-H-6. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify the four basic economic questions (E-1A-H1)

• GLE-E-H-7. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Define productivity and characterize the relationship between productivity and standard of living (E-1A-H2)

• GLE-E-H-8. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the role of marketing and channels of distribution in economic decisions (E-1A-H2)

• GLE-E-H-9. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify actions or conditions that increase productivity or output of the economy (E-1A-H2)

• GLE-E-H-10 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the skills, knowledge, talents, personal characteristics, and efforts likely to enhance prospects of success in finding a job in a particular field (E-1A-H3)

• GLE-E-H-11 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the types of jobs important to meeting the needs of Louisiana industries and an information-based society (E-1A-H3)

• GLE-E-H-12 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-H3)

• GLE-E-H-13 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare contemporary and historic economic systems (e.g., ownership and control of production and distribution, determination of wages) (E-1A-H4)

• GLE-E-H-14 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the advantages and disadvantages of given market structures (E-1A-H5)

• GLE-E-H-15 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain factors affecting levels of competition in a market (e.g., number of buyers and sellers, profit motive, collusion among buyers or sellers, presence of cartels) (E-1A-H5)

• GLE-E-H-16 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the effects of competition on producers and consumers (E-1A-H5)

• GLE-E-H-17 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the role of various economic institutions in economic systems (E-1A-H6)

• GLE-E-H-18 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the role of government as producer, employer, and consumer in economic systems (E-1A-H6)

• GLE-E-H-19 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the importance of labor-management relations and the effects of given labor and management practices on productivity or business profitability (E-1A-H6)

• GLE-E-H-20 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare and contrast characteristics of various forms of business ownership (E-1A-H6)

• GLE-E-H-21 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain ways in which businesses have changed to meet rising production costs or to compete more effectively in a global market (E-1A-H6)

• GLE-E-H-22 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the role of banks in economic systems (e.g., increasing the money supply by making loans) (E-1A-H7)

• GLE-E-H-23 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Describe the functions and purposes of the financial markets (E-1A-H7)

• GLE-E-H-24 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare and contrast credit, savings, and investment services available to the consumer from financial institutions (E-1A-H7)

• GLE-E-H-25 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Apply an economic concept to analyze or evaluate a given historical economic issue or situation (e.g., causes of the Great Depression, how the New Deal changed the role of the federal government) (E-1A-H8)

• GLE-E-H-26 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system (e.g., Eastern European countries, China, other developing economies) (E-1A-H8)

• GLE-E-H-27 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain, analyze, and apply principles of supply and demand, including concepts of price, equilibrium point, incentives, and profit (E-1B-H1)

• GLE-E-H-28 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors that cause changes in supply or demand for a product (e.g. complements, substitutes) (E-1B-H1)

• GLE-E-H-29 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of factors of production in the economy (E-1B-H2)

• GLE-E-H-30 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors affecting production/allocation of goods/services and characterize their effects (E-1B-H2)

• GLE-E-H-31 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify the difference between monetary and non-monetary incentives and how changes in incentives cause changes in behavior (E-1B-H2)

• GLE-E-H-32 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Analyze the circular flow of goods and services and money payments from a diagram (E-1B-H2)

• GLE-E-H-33 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify various forms of taxation (E-1B-H3)

• GLE-E-H-34 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the impact of given forms of taxation (E-1B-H3)

• GLE-E-H-35 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the effects of governmental action or intervention in a market economy (E-1B-H3)

• GLE-E-H-36 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets (E-1B-H3)

• GLE-E-H-37 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt (E-1B-H3)

• GLE-E-H-38 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the impact of policies related to the use of resources (e.g., water use regulations, policies on scarce natural resources) (E-1B-H3)

• GLE-E-H-39 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the causes of global economic interdependence (E-1B-H4)

• GLE-E-H-40 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the worldwide exchange of goods and services in terms of its effect in increasing global interdependence and global competition (E-1B-H4)

• GLE-E-H-41 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Examine fundamental concepts of currency valuation and foreign exchange and their role in a global economy (E-1B-H4)

• GLE-E-H-42 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain how the economy of one country can affect the economies of other countries or the balance of trade among nations (E-1B-H4)

• GLE-E-H-43 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of the International Monetary Fund in supporting world economies (E-1B-H4)

• GLE-E-H-44 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify and evaluate various types of trade barriers among nations (E-1B-H5)

• GLE-E-H-45 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Take and defend a position on a trade policy or issue (e.g., NAFTA, G8, European Union) (E-1B-H5)

• GLE-E-H-46 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the role and importance of Louisiana ports and products in the national and international economy (E-1B-H6)

• GLE-E-H-47 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the meaning or use of various economic indicators and their implications as measures of economic well-being (E-1C-H1)

• GLE-E-H-48 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Define productivity and characterize the relationship between productivity and standard of living (E-1C-H1)

• GLE-E-H-49 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Interpret various economic indicators used in a chart, table, or news article (E-1C-H1)

• GLE-E-H-50 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Draw conclusions about two different economies based on given economic indicators (E-1C-H1)

• GLE-E-H-51 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C-H2)

• GLE-E-H-52 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2)

• GLE-E-H-53 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Describe the effects of interest rates on businesses and consumers (E-1C-H2)

• GLE-E-H-54 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Predict the consequences of investment decisions made by individuals, businesses, and government (E-1C-H2)

• GLE-E-H-55 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Predict how interest rates will act as an incentive for savers and borrowers (E-1C-H2)

• GLE-E-H-56 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain various causes and consequences of unemployment in a market economy (E-1C-H3)

• GLE-E-H-57 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Analyze regional, national, or demographic differences in rates of unemployment (E-1C-H3)

• GLE-E-H-58 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Analyze the relationship between the business cycle and employment (E-1C-H3)

• GLE-E-H-59 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the meaning of underemployment and analyze its causes and consequences (E-1C-H3)

• GLE-E-H-60 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain factors contributing to unequal distribution of income in a market economy (E-1C-H3)

• GLE-E-H-61 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Interpret a chart or graph displaying various income distributions (e.g., in the United States vs. the Third World, various groups within a country) (E-1C-H3)

• GLE-E-H-62 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Distinguish monetary policy from fiscal policy (E-1C-H4)

• GLE-E-H-63 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of the Federal Reserve System as the central banking system of the United States (E-1C-H4)

• GLE-E-H-64 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of regulatory agencies in the U.S. economy (E-1C-H4)

• GLE-E-H-65 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of the Federal Deposit Insurance Corporation (FDIC) (E-1C-H4)

LA.H-H. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-H1. Benchmark / Gle: Historical Thinking Skills

  applying key concepts, such as chronology and conflict, to explain and analyze patterns of historical change and continuity. (1, 2, 3, 4)

• H-1A-H2. Benchmark / Gle: Historical Thinking Skills

  explaining and analyzing events, ideas, and issues within a historical context. (1, 2, 3, 4)

• H-1A-H3. Benchmark / Gle: Historical Thinking Skills

  interpreting and evaluating the historical evidence presented in primary and secondary sources. (1, 2, 3, 4)

• H-1A-H4. Benchmark / Gle: Historical Thinking Skills

  utilizing knowledge of facts and concepts drawn from history and methods of historical inquiry to analyze historical and contemporary issues. (1, 2, 3, 4, 5)

• H-1A-H5. Benchmark / Gle: Historical Thinking Skills

  conducting research in efforts to analyze historical questions and issues. (1, 2, 3, 4)

• H-1A-H6. Benchmark / Gle: Historical Thinking Skills

  analyzing cause-effect relationships. (1, 2, 3, 4)

• H-1B-H1. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): analyzing the significant changes that resulted from interactions among the peoples of Europe, Africa, and the Americas. (1, 2, 3, 4)

• H-1B-H2. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): summarizing the process by which the United States was colonized and later became an independent nation. (1, 4)

• H-1B-H3. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): analyzing the development of the American constitutional system. (1, 2, 3, 4)

• H-1B-H4. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): tracing territorial expansion and reform movements in the United States. (1, 3, 4)

• H-1B-H5. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877)analyzing the origins, major events, and effects of the Civil War and Reconstruction. (1, 2, 3, 4)

• H-1B-H6. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): analyzing the development of industrialization and examining its impact on American society. (1, 2, 3, 4)

• H-1B-H7. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): describing the immigration and internal migration patterns that have occurred in the history of the United States and examining the cultural and social changes that have resulted. (1, 2, 3, 4)

• H-1B-H8. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): evaluating the significance of the Progressive Movement. (1, 2, 3, 4)

• H-1B-H9. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): analyzing the rise of the labor and agrarian movements. (1, 2, 3, 4)

• H-1B-H10. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): explaining the changing role of the United States in world affairs through World War I. (1, 3, 4)

• H-1B-H11. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): analyzing the significant changes that evolved in the United States between World War I and the Great Depression. (1, 2, 3, 4)

• H-1B-H12. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): analyzing the causes, developments, and effects of the Great Depression and the New Deal. (1, 2, 3, 4)

• H-1B-H13. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): analyzing the origins, course, and results of World War II. (1, 2, 3, 4)

• H-1B-H14. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): examining and summarizing key developments and issues in foreign and domestic policies during the Cold War era. (1, 2, 3, 4)

• H-1B-H15. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): analyzing the economic, political, social, and cultural transformation of the United States since World War II. (1, 2, 3, 4, 5)

• H-1B-H16. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): explaining the major changes that have resulted as the United States has moved from an industrial to an information society. (1, 3, 4)

• H-1B-H17. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): analyzing developments and issues in contemporary American society. (1, 2, 3, 4, 5)

• H-1B-H18. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): discussing and demonstrating an understanding of recent developments in foreign and domestic policies. (1, 2, 3, 4, 5)

• H-1C-H1. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: analyzing the development of early human communities and civilizations. (1, 2, 3, 4)

• H-1C-H2. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): making generalizations about the cultural legacies of both the ancient river and the classical civilizations. (1, 3, 4)

• H-1C-H3. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empire (1000 B.C.-A.D. 300)analyzing the origins, central ideas, and worldwide impact of major religious and philosophical traditions. (1, 2, 3, 4)

• H-1C-H4. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): summarizing the developments and contributions of civilizations that flourished in Europe, Asia, Africa, and the Americas. (1, 3, 4)

• H-1C-H5. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the consequences of the economic and cultural interchange that increasingly developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)

• H-1C-H6. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): analyzing the impact of transoceanic linking of all major regions of the world. (1, 2, 3, 4)

• H-1C-H7. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): analyzing the political, cultural, and economic developments and trends that resulted in the transformation of major world regions. (1, 2, 3, 4)

• H-1C-H8. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): explaining how the emergence of territorial empires in Europe, Asia, and Africa unified large areas politically, economically, and culturally. (1, 3, 4)

• H-1C-H9. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): tracing the expansion of European power and economic influence in the world and examining the impact of this expansion on societies in Asia and the Americas. (1, 3, 4)

• H-1C-H10. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): analyzing the impact that political revolutions and new ideologies had on societies around the world. (1, 2, 3, 4)

• H-1C-H11. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): evaluating the economic, political, and social consequences of the agricultural and industrial revolutions on world societies. (1, 2, 3, 4)

• H-1C-H12. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): analyzing the patterns of worldwide change that emerged during the era of Western military and economic domination. (1, 2, 3, 4)

• H-1C-H13. Benchmark / Gle: World History

  Era 8: A Half-Century of Crisis and Achievement (1900-1945): analyzing the causes and international consequences of World War I, the rise and actions of totalitarian systems, World War II, and other early 20th century conflicts. (1, 2, 3, 4)

• H-1C-H14. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II. (1, 2, 3, 4)

• H-1C-H15. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends. (1, 2, 3, 4, 5)

• GLE-H-H-1. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1)

• GLE-H-H-2. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1)

• GLE-H-H-3. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)

• GLE-H-H-4. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1)

• GLE-H-H-5. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2)

• GLE-H-H-6. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)

• GLE-H-H-7. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2)

• GLE-H-H-8. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2)

• GLE-H-H-9. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)

• GLE-H-H-11 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)

• GLE-H-H-12 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)

• GLE-H-H-13 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)

• GLE-H-H-14 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)

• GLE-H-H-15 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)

• GLE-H-H-16 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)

• GLE-H-H-17 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)

• GLE-H-H-18 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6)

• GLE-H-H-19 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Examine the causes of industrialization and analyze its impact on production, business structures, the work force, and society in the United States (H-1B-H6)

• GLE-H-H-20 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the emergence of big business and analyze how it changed American society in the late nineteenth century (H-1B-H6)

• GLE-H-H-21 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the changing relationship between the federal government and private industry (H-1B-H6)

• GLE-H-H-22 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the phases, geographic origins, and motivations behind mass migration to and within the United States (H-1B-H7)

• GLE-H-H-23 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the causes of the late nineteenth-century urbanization of the United States, including immigration and migration from rural areas, and discuss its impact in such areas as housing, political structures, and public health (H-1B-H7)

• GLE-H-H-24 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the impact of legislation, federal Indian and land policies, technological developments, and economic policies on established social and migratory groups in the settlement of the western United States (e.g., Dawes Act, Chinese Exclusion Act) (H-1B-H7)

• GLE-H-H-25 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8)

• GLE-H-H-26 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate the Progressive movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and Drug Act, advances in land conservation) (H-1B-H8)

• GLE-H-H-27 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g., populism, share-croppers, rise of labor unions) (H-1B-H9)

• GLE-H-H-28 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Locate on a world map the territories acquired by the United States during its emergence as an imperial power in the world and explain how these territories were acquired (H-1B-H10)

• GLE-H-H-29 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs (H-1B-H10)

• GLE-H-H-30 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify causes of World War I (H-1B-H10)

• GLE-H-H-31 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the events that led to U.S. involvement in World War I (H-1B-H10)

• GLE-H-H-32 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and describe significant events and issues during World War I (H-1B-H10)

• GLE-H-H-33 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and explain the consequences of World War I, in terms of changes in U.S foreign and domestic policies during the 1920s (e.g., Treaty of Versailles, Wilson's Fourteen Points, League of Nations) (H-1B-H11)

• GLE-H-H-34 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the characteristics of the 1920s and describe the cultural changes that resulted (e.g., Harlem Renaissance, prohibition, women's suffrage) (H-1B-H11)

• GLE-H-H-35 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the international and domestic events, interests, and philosophies that prompted threats to civil liberties in the aftermath of World War I (H-1B-H11)

• GLE-H-H-36 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the causes of the Great Depression (e.g., over speculation, Stock Market Crash of 1929) and analyze its impact on American society (H-1B-H12)

• GLE-H-H-37 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the expanding role of government as a result of the Great Depression and the New Deal and analyze the effects of the New Deal legislation (H-1B-H12)

• GLE-H-H-38 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the conditions that led to the outbreak of World War II (H-1B-H13)

• GLE-H-H-39 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the events that led the United States into World War II (H-1B-H13)

• GLE-H-H-40 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the course of World War II, including major turning points and key strategic decisions (H-1B-H13)

• GLE-H-H-41 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the effects of World War II on the U.S. home front and Europe, including the Holocaust (H-1B-H13)

• GLE-H-H-42 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13)

• GLE-H-H-43 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14)

• GLE-H-H-44 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14)

• GLE-H-H-45 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14)

• GLE-H-H-46 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the reasons for the end of the Cold War and its impact on the world today (H-1B-H14)

• GLE-H-H-47 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the impact of post-World War II domestic policies on life in the United States (e.g., the Great Society) (H-1B-H15)

• GLE-H-H-48 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the primary leaders of the Civil Rights Movement and describe major issues and accomplishments (H-1B-H15)

• GLE-H-H-49 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the effects of Watergate on the United States and its political system (H-1B-H15)

• GLE-H-H-50 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and describe the social and cultural changes from the 1960s to the present (e.g., Women's Movement) (H-1B-H15)

• GLE-H-H-51 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate various means of achieving equality of political rights (e.g., civil disobedience vs. violent protest) (H-1B-H15)

• GLE-H-H-52 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate the effects of the mass media on American society (H-1B-H16)

• GLE-H-H-53 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the impact of technology on American society (H-1B-H16)

• GLE-H-H-54 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze contemporary issues in American society and suggest alternative solutions (H-1B-H17)

• GLE-H-H-55 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify recent U.S. Supreme Court decisions and describe how they impact political and social institutions (e.g., presidential election of 2000) (H-1B-H17)

• GLE-H-H-56 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the relationship of the United States and nations of the world in the post-Cold War era (e.g., Middle East conflicts, U.S. peace keeping) (H-1B-H18)

• GLE-H-H-57 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify recent trends in the U.S. economy and explain shifts in government policy designed to address them (e.g., NAFTA, global economy) (H-1B-H18)

• GLE-H-H-58 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and explain recent domestic issues and reform movements (e.g., terrorism, energy, environment, war on drugs, education) (H-1B-H18)

• GLE-H-H-59 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in world history (H-1A-H1)

• GLE-H-H-60 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in world history (H-1A-H1)

• GLE-H-H-61 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Contrast past and present events or ideas in world history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)

• GLE-H-H-62 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze change or continuity in areas of the world over time based on information in stimulus material (H-1A-H1)

• GLE-H-H-63 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in world history (H-1A-H2)

• GLE-H-H-64 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in world history (H-1A-H2)

• GLE-H-H-65 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in world history (H-1A-H2)

• GLE-H-H-66 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in world history (H-1A-H2)

• GLE-H-H-67 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)

• GLE-H-H-68 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)

• GLE-H-H-69 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)

• GLE-H-H-70 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)

• GLE-H-H-71 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)

• GLE-H-H-72 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)

• GLE-H-H-73 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)

• GLE-H-H-74 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)

• GLE-H-H-75 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to world history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)

• GLE-H-H-76 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary world events, using a variety of resources (H-1A-H6)

• GLE-H-H-77 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the origins, developments, and consequences of the transatlantic slave trade between Africa and the Americas and Europe (H-1C-H6)

• GLE-H-H-78 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to European voyages of exploration, conquest, and colonization (H-1C-H6)

• GLE-H-H-79 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify demographic, economic, and social trends in major world regions (H-1C-H7)

• GLE-H-H-80 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe key features of the Renaissance, Reformation, Scientific Revolution, and the Age of Enlightenment (H-1C-H7)

• GLE-H-H-81 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe major changes in world political boundaries between 1450 and 1770 and assess the extent and limitations of European political and military power in Africa, Asia, and the Americas as of the mid-eighteenth century (H-1C-H8)

• GLE-H-H-82 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the development of nation-states and major world powers (H-1C-H8)

• GLE-H-H-83 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the goals and consequences of European colonization in the Americas (H-1C-H9)

• GLE-H-H-84 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the European commercial penetration of Asia and the impact on trade (H-1C-H9)

• GLE-H-H-85 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify the influence of European economic power within Africa and its impact on other parts of the world (H-1C-H9)

• GLE-H-H-86 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the major ideas of philosophers and their effects on the world (H-1C-H10)

• GLE-H-H-87 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify causes and evaluate effects of major political revolutions since the seventeenth century (H-1C-H10)

• GLE-H-H-88 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe how the American Revolution differed from the French Revolution and the impact both had on world political developments (H-1C-H10)

• GLE-H-H-89 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the characteristics of the agricultural revolution that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of landholding (H-1C-H11)

• GLE-H-H-90 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the expansion of industrial economies and the resulting social transformations throughout the world (e.g., urbanization, change in daily work life) (H-1C-H11)

• GLE-H-H-91 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the motives, major events, and effects of Western European and American imperialism in Africa, Asia, and the Americas (H-1C-H12)

• GLE-H-H-92 Benchmark / Gle: Grade Level Expectation

  World History: World History: Using a map, identify the extent of European and American territorial expansion (H-1C-H12)

• GLE-H-H-93 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the origins, major events, and peace settlements of World War I from multiple international perspectives (H-1C-H13)

• GLE-H-H-94 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the causes and consequences of the Russian Revolution of 1917 (H-1C-H13)

• GLE-H-H-95 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain how art, literature, and intellectual thought reflect changes brought about by World War I (e.g., Freud, Einstein) (H-1C-H13)

• GLE-H-H-96 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the causes and consequences of global depression following World War I (H-1C-H13)

• GLE-H-H-97 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain (H-1C-H13)

• GLE-H-H-98 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the origins, major events, and peace settlements of World War II including decisions made at wartime conferences (H-1C-H13)

• GLE-H-H-99 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the consequences of World War II as a total war (e.g., occupation of defeated powers, Nuremberg trials, Japanese war trials, Cold War, NATO, Warsaw Pact) (H-1C-H13)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain major differences in the political ideologies and values of the Western democracies versus the Soviet bloc and how they led to development of the Cold War (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the causes and effects of major Cold War crises and military conflicts on the world (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze and compare the development of Communism in the Soviet Union and China (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the end of colonial rule in Asia, Africa, the Americas, and the Middle East (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the role of the United Nations in the contemporary world (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze the consequences of the breakup of the Soviet Union on the world (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe terrorist movements in terms of their proliferation and impact on politics and societies (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the progress and status of democratic movements and civil rights around the world (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the political, social, and economic significance of the growing interdependence in the global economy (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze information about current economic systems undergoing change (e.g., command economy to mixed economy, traditional economy to industrial economy, developing countries to developed countries) (H-1C-H15)

• GLE-H-H-11 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe and evaluate the significance and possible consequences of major technological innovations and trends (H-1C-H15)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-HS-1. Goal / Understandings / Subdomain:

  Government and Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-HS-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-HS-1.1. Standard:

      Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3

    • SS-HS-1.1. Standard:

      Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2

    • SS-HS-1.1. Standard:

      Students will evaluate how the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties).

  • SS-HS-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-HS-1.2. Standard:

      Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the 'common good' (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3

    • SS-HS-1.2. Standard:

      Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the 'common good.' DOK 3

  • SS-HS-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-HS-1.3. Standard:

      Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2

    • SS-HS-1.3. Standard:

      Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the 'common good' (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2

    • SS-HS-1.3. Standard:

      Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3

• SS-HS-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-HS-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-HS-2.1. Standard:

      Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

  • SS-HS-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-HS-2.2. Standard:

      Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

  • SS-HS-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-HS-2.3. Standard:

      Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

    • SS-HS-2.3. Standard:

      Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

• SS-HS-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-HS-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-HS-3.1. Standard:

      Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

    • SS-HS-3.1. Standard:

      Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects.

  • SS-HS-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-HS-3.2. Standard:

      Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

    • SS-HS-3.2. Standard:

      Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships.

    • SS-HS-3.2. Standard:

      Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2

  • SS-HS-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-HS-3.3. Standard: Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply - technology, cost of inputs, number of sellers

      demand - income, utility, price of similar products, consumers' preferences). DOK 2

    • SS-HS-3.3. Standard:

      Students will describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions).

    • SS-HS-3.3. Standard:

      Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers.

    • SS-HS-3.3. Standard:

      Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace.

  • SS-HS-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-HS-3.4. Standard:

      Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3

    • SS-HS-3.4. Standard:

      Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2

    • SS-HS-3.4. Standard:

      Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

• SS-HS-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-HS-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-HS-4.1. Standard:

      Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3

    • SS-HS-4.1. Standard:

      Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study and the media bring new geographic information.

    • SS-HS-4.1. Standard:

      Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

  • SS-HS-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-HS-4.2. Standard:

      Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

    • SS-HS-4.2. Standard:

      Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2

    • SS-HS-4.2. Standard:

      Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

    • SS-HS-4.2. Standard:

      Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

  • SS-HS-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-HS-4.3. Standard:

      Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

    • SS-HS-4.3. Standard:

      Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2

  • SS-HS-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-HS-4.4. Standard:

      Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.

    • SS-HS-4.4. Standard:

      Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

    • SS-HS-4.4. Standard:

      Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

• SS-HS-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-HS-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-HS-5.1. Standard:

      Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

    • SS-HS-5.1. Standard:

      Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3

  • SS-HS-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-HS-5.2. Standard:

      Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Reconstruction. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women's suffrage). DOK 3

    • SS-HS-5.2. Standard:

      Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3

    • SS-HS-5.2. Standard:

      Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3

    • SS-HS-5.2. Standard:

      Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts. DOK 3

  • SS-HS-5.3. Ae / Skills & Concepts / Organizer:

    The History of the World

    • SS-HS-5.3. Standard:

      Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation. DOK 2

    • SS-HS-5.3. Standard:

      Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2

    • SS-HS-5.3. Standard:

      Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3

    • SS-HS-5.3. Standard:

      Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). DOK 3

    • SS-HS-5.3. Standard:

      Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3

    • SS-HS-5.3. Standard:

      Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. DOK 2

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (A) The student explains how economic systems affect the allocation of scarce resources (e.g., monarchies, financing explorers, mercantilism, rise of capitalism).

  • 2.1.2. Indicator / Proficiency Level:

    (K) The student explains how economic choices made by societies have intended and unintended consequences. (e.g., mercantilism, 'planned economy' under Soviet Union, Adam Smith-Invisible hand/Laissez Faire).

  • 2.1.3. Indicator / Proficiency Level:

    (K) The student explains how people respond to incentives in order to allocate scarce resources (e.g., government subsidies/farm production, rationing coupons/WWII, emission regulations, profits/war production, women/WWII workforce).

  • 2.1.4. Indicator / Proficiency Level: (K) The student explains how economic choices made by individuals, businesses, or governments often have intended and unintended consequences (e.g., individual

    build a house in a flood plain; business: car, need for roads, railroads, ecosystems; government: isolationism at beginning of WWI, Prohibition Act, Space Race, building of atomic bomb).

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    (K) The student defines Gross Domestic Product (GDP) and indicates the components that make up our nation's GDP (e.g., consumption, investment, government, and net exports).

  • 2.2.2. Indicator / Proficiency Level:

    (K) The student explains the factors that have contributed to United States economic growth (e.g., increasing education and literacy, health care advances, technology developments).

  • 2.2.3. Indicator / Proficiency Level:

    (K) The student explains the principles of demand and supply (e.g., laws, equilibrium, change in quantity vs. change in demand and supply).

  • 2.2.4. Indicator / Proficiency Level: (K) The student explains the factors that could change supply of or demand for a product (e.g., societal values

    prohibition of alcohol; scarcity of resources: war; technology: assembly line production).

  • 2.2.5. Indicator / Proficiency Level:

    (A) The student analyzes how changes in prices affect consumer behavior and sometimes result in government actions (e.g., WWII-rationing, fuel, metals, nylon; Arab oil embargo of 1974; droughts (Ag products), changes in consumer preferences - fads, health information).

  • 2.2.6. Indicator / Proficiency Level:

    (K) The student describes what happens to the product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800's and early 1900's, AT&T, Microsoft, Trusts of 1920's & 1930's).

  • 2.2.7. Indicator / Proficiency Level:

    (A) The student analyzes the role of central banks and the Federal Reserve System in the economy of the United States (e.g., interest rates, monetary policy, government bonds).

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (A) The student compares the benefits and costs of different allocation methods (e.g., first come, first serve; prices, contests, lottery, majority rule).

  • 2.3.2. Indicator / Proficiency Level:

    (A) The student compares characteristics of traditional command, market, and mixed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom).

  • 2.3.3. Indicator / Proficiency Level:

    (A) The student uses comparative advantage to explain the benefits of trade among nations (e.g., nations can benefit from free trade while reducing or eliminating production of a good in which it is technologically superior at producing; to benefit from specialization and free trade, one nation should specialize and trade the good in which it is 'most best' at producing, while the other nation should specialize and trade the good in which it is 'least best' at producing; benefits include more product selection, lower prices, higher wages in both nations).

  • 2.3.4. Indicator / Proficiency Level:

    (A) The student outlines the cost and benefits of free trade or restricted trade policies in world history (e.g., restrictions of trade under mercantilism, regional trade agreements, Smoot-Hawley Tariff Act of 1930, General Agreement on Tariffs & Trade (GATT), World Trade Organization (WTO)).

  • 2.3.5. Indicator / Proficiency Level:

    (K) The student explains how a change in exchange rates affects the flow of trade between nations and a nation's domestic economy (e.g., using historical examples such as development of the Euro, devaluation of the United States dollar in the early 1970s, & currency boards in the transitional economies of Eastern Europe).

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    (A) The student explains why certain goods and services are provided by the government (e.g., infrastructure, schools, waste management, national defense, parks, environmental protection).

  • 2.4.2. Indicator / Proficiency Level:

    (A) The student explains the advantages and disadvantages of the use of fiscal policy by the Federal Government to influence the United States economy (e.g., change in taxes & spending to expand or contract the economy, such as Franklin D. Roosevelt's New Deal, George W. Bush's tax cuts, Gerald Ford's WIN program).

  • 2.4.3. Indicator / Proficiency Level:

    (K) The student distinguishes between government debt and government budget deficit.

  • 2.4.4. Indicator / Proficiency Level:

    (A) The student evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (K) The student describes how various jobs and employment are impacted by changes in the economy.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student illustrates how the demand for labor is influenced by productivity of labor and explains the factors that influence labor productivity (e.g., education, experience, health, nutrition, technology).

  • 2.5.3. Indicator / Proficiency Level:

    (A) The student explains how the demand for and supply of labor are influenced by productivity, education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of the modern factory system, the increased use of machinery throughout the Industrial Revolution, assembly lines).

  • 2.5.4. Indicator / Proficiency Level:

    (A) The student develops a personal budget that identifies sources of income and expenditures (e.g., wages, rent payments, savings, taxes, insurance).

  • 2.5.5. Indicator / Proficiency Level:

    (K) The student determines the costs and benefits of using credit.

  • 2.5.6. Indicator / Proficiency Level:

    (A) The student analyzes the costs and benefits of investment alternatives (e.g., stock market, bonds, real estate).

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (K) The student locates major political and physical features of Earth from memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., Beijing, English Channel, India, Iraq, Moscow, Sahara Desert, South Africa, Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River).

  • 3.1.2. Indicator / Proficiency Level:

    (A) The student interprets maps and other graphic representations to analyze United States and world issues (e.g., urban vs. urban areas, development vs. conservation, land use in the world vs. local community, nuclear waste disposal, relocation of refugees).

  • 3.1.3. Indicator / Proficiency Level:

    (A) The student analyzes ways in which mental maps influence past, present, and future decisions about location, settlement, and public policy (e.g., building sites, planned communities, settlement sites).

  • 3.1.4. Indicator / Proficiency Level:

    (A) The student produces maps and other geographic representations, using data from a variety of sources to answer questions and solve problems (e.g., census data, interviews, geographic information system (GIS) and other databases, questionnaires).

• 3.2. Benchmark: Places and Regions

  The student analyzes the human and physical features that give places and regions their distinctive character.

  • 3.2.1. Indicator / Proficiency Level:

    (A) The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

  • 3.2.2. Indicator / Proficiency Level:

    (A) The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes in cultural characteristics, political factors).

  • 3.2.3. Indicator / Proficiency Level:

    (K) The student recognizes how regional identity both unifies and delineates groups of people (e.g., being from the Midwest both connects a person to others from that region and defines them to others as Midwesterners with particular characteristics and values).

  • 3.2.4. Indicator / Proficiency Level:

    (A) The student uses regions to analyze past and present issues to answer questions (e.g., conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).

  • 3.2.5. Indicator / Proficiency Level:

    (A) The student analyzes the ways in which people's perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    (A) The student analyzes the patterns of physical processes and their effect on humans (e.g., weather patterns, earthquakes, drought, desertification).

  • 3.3.2. Indicator / Proficiency Level:

    (A) The student analyzes the distribution of ecosystems by examining relationships between soil, climate, plant, and animal life.

  • 3.3.3. Indicator / Proficiency Level:

    (K) The student describes the ways in which Earth's physical processes are dynamic and interactive (e.g., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes).

  • 3.3.4. Indicator / Proficiency Level:

    (A) The student analyzes an ecosystem to understand and solve problems regarding environmental issues (e.g., carrying capacity, biological magnification, reduction of species diversity, acid rain, ozone depletion, contamination).

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level:

    (A) The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

  • 3.4.2. Indicator / Proficiency Level:

    (A) The student analyzes how communication and transportation facilitate cultural interchange (e.g., nationalism, ethnic pride, cross-cultural adaptation, popularity of ethnic foods).

  • 3.4.3. Indicator / Proficiency Level:

    (A) The student evaluates market areas to determine reasons for success or failure (e.g., advantages of location, trade partnerships, land value, wars, labor supply and cost, resource availability, transportation access, government structure, political cooperation).

  • 3.4.4. Indicator / Proficiency Level:

    (A) The student analyzes the purpose and characteristics of settlements (e.g., village vs. town vs. city, cities in development vs. developed countries, rise of megalopolis edge cities and metropolitan corridors, regional characteristics of cities, impact of transportation technology, increasing number of ethnic enclaves).

  • 3.4.5. Indicator / Proficiency Level: (K) The student gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural

    Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization).

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (A) The student examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste).

  • 3.5.2. Indicator / Proficiency Level:

    (A) The student examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction).

  • 3.5.3. Indicator / Proficiency Level:

    (A) The student discusses the pros and cons of specific policies and programs for resource use and management (e.g., EPA, building restrictions, mandated recycling, grazing).

KS.4. Standard: History (Kansas embedded with United States History Course)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 -1930).

  • 4.1.1. Indicator / Proficiency Level:

    (A) The student analyzes the ways the People's Party Platform of 1892 addressed the social and economic issues facing Kansas and the nation.

  • 4.1.2. Indicator / Proficiency Level:

    (A) The student analyzes the text of William Allen White's essay 'What's the Matter with Kansas' to understand his opposition to Populism.

  • 4.1.3. Indicator / Proficiency Level:

    (A) The student explains the significance of the Girard newspaper Appeal to Reason to the Socialist movement in the United States.

  • 4.1.4. Indicator / Proficiency Level:

    (K) The student discusses the child labor laws enacted by the Kansas legislature during the Progressive period (e.g., 1905, 1909, 1917).

  • 4.1.5. Indicator / Proficiency Level:

    (K) The student understands the role of the Court of Industrial Relations in solving labor disputes in the 1920s.

  • 4.1.6. Indicator / Proficiency Level:

    (K) The student explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins).

  • 4.1.7. Indicator / Proficiency Level:

    (K) The student explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages).

• 4.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

  • 4.2.1. Indicator / Proficiency Level:

    (A) The student uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters).

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student researches how the WPA altered the Kansas landscape. (e.g., public art, bridges, parks, swimming pools, libraries).

  • 4.2.3. Indicator / Proficiency Level:

    (A) The student analyzes Alf Landon's 1936 speech accepting the Republican nomination for President in terms of the debate over the role of government in the United States recovery.

  • 4.2.4. Indicator / Proficiency Level:

    (K) The student understands the role of Kansas aviation companies in World War II.

  • 4.2.5. Indicator / Proficiency Level:

    (K) The student understands how conscientious objectors in Kansas participated in alternative service to the country during World War II.

• 4.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

  • 4.3.1. Indicator / Proficiency Level:

    (A) The student analyzes Brown vs. Board of Education of Topeka as it relates to Kansas segregation laws and why it takes the lead in the Supreme Court case.

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student explains how Kansans have responded to increasing urbanization and industrialization.

  • 4.3.3. Indicator / Proficiency Level:

    (A) The student traces the history of women in political life in Kansas from Susanna Salter to Nancy Landon Kassebaum to understand issues and accomplishments.

  • 4.3.4. Indicator / Proficiency Level:

    (A) The student debates the ways state government has tried to balance the needs of farmers, industries, environmentalists, and consumers in regards to water protection and regulation.

• 4.4. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student researches a contemporary issue in Kansas and constructs a well developed argument in support or opposition of position.

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student examines the history of racial and ethnic relations in Kansas and applies this knowledge to current events.

• 4.5. Benchmark:

  The student engages in historical thinking skills.

  • 4.5.1. Indicator / Proficiency Level:

    (A) The student analyzes a theme in Kansas history to explain patterns of continuity and change over time.

  • 4.5.2. Indicator / Proficiency Level:

    (A) The student develops historical questions on a specific topic in Kansas history and analyzes the evidence in primary source documents to speculate on the answers.

  • 4.5.3. Indicator / Proficiency Level:

    (A) The student investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning.

  • 4.5.4. Indicator / Proficiency Level:

    (A) The student compares competing historical narratives in Kansas history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

KS.5. Standard: History (United States)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 5.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 - 1930).

  • 5.1.1. Indicator / Proficiency Level:

    (A) The student examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19th century (e.g., Social Darwinism, Gospel of Wealth, 'Robber Barons' or 'Captains of Industry', Sherman Antitrust Act, muckrakers).

  • 5.1.2. Indicator / Proficiency Level:

    (A) The student explains the rise of the American labor movement (e.g., Samuel Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes).

  • 5.1.3. Indicator / Proficiency Level:

    (A) The student analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform).

  • 5.1.4. Indicator / Proficiency Level:

    (A) The student examines the emergence of the United States in international affairs at the turn of the 20thh century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy).

  • 5.1.5. Indicator / Proficiency Level:

    (K) The student explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson).

  • 5.1.6. Indicator / Proficiency Level:

    (A) The student analyzes the reasons for and impact of the United States' entrance into World War I.

  • 5.1.7. Indicator / Proficiency Level:

    (A) The student analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage Act, Red Scare, influenza, Creel Committee).

  • 5.1.8. Indicator / Proficiency Level:

    (K) The student retraces the progress of the women's suffrage movement from the state to the national arena (e.g., Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, states granting voting rights in the 19th Amendment).

  • 5.1.9. Indicator / Proficiency Level:

    (A) The student analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920's (e.g., leisure time, technology, communication, travel, assembly line, credit buying).

  • 5.1.10. Indicator / Proficiency Level:

    (A) The student evaluates various social conflicts in the early 1920's (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman's role).

  • 5.1.11. Indicator / Proficiency Level:

    (A) The student analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee).

  • 5.1.12. Indicator / Proficiency Level:

    (A) The student interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture).

• 5.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

  • 5.2.1. Indicator / Proficiency Level:

    (A) The student analyzes the causes and impact of the Great Depression (e.g., overproduction, consumer debt, banking regulation, unequal distribution of wealth).

  • 5.2.2. Indicator / Proficiency Level: (A) The student analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government

    CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides).

  • 5.2.3. Indicator / Proficiency Level:

    (A) The student analyzes the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin).

  • 5.2.4. Indicator / Proficiency Level:

    (A) The student analyzes the human cost of the Dust Bowl through art and literature (e.g., Dorothea Lange, Woody Guthrie, John Steinbeck).

  • 5.2.5. Indicator / Proficiency Level:

    (A) The student analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor).

  • 5.2.6. Indicator / Proficiency Level:

    (K) The student discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors).

  • 5.2.7. Indicator / Proficiency Level:

    (K) The student examines the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees).

  • 5.2.8. Indicator / Proficiency Level:

    (A) The student examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman's decision to use the atomic bombs, opposition to nuclear weapons).

• 5.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

  • 5.3.1. Indicator / Proficiency Level:

    (K) The student explains why the United States emerged as a superpower as the result of World War II.

  • 5.3.2. Indicator / Proficiency Level:

    (A) The student analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao's victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).

  • 5.3.3. Indicator / Proficiency Level:

    (A) The student evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).

  • 5.3.4. Indicator / Proficiency Level:

    (A) The student evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp).

  • 5.3.5. Indicator / Proficiency Level:

    (A) The student analyzes domestic life in the United States during the Cold War era (e.g., McCarthyism, federal aid to education, interstate highway system, space as the New Frontier, Johnson's Great Society).

  • 5.3.6. Indicator / Proficiency Level:

    (A) The student analyzes the cause and effect of the counterculture in the United States (e.g., Sputnik, reaction to the Military Industrial Complex, assassinations of Kennedy and King, draft, Vietnam War, Watergate Scandal).

  • 5.3.7. Indicator / Proficiency Level:

    (K) The student examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown vs. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).

  • 5.3.8. Indicator / Proficiency Level:

    (K) The student discusses events that contributed to the end of the Cold War (e.g., Detente, Nixon's visit to China, SALT talks, expansion of the military-arms race, relationship between Ronald Reagan and Mikhail Gorbachev).

  • 5.3.9. Indicator / Proficiency Level:

    (A) The student evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism - Rachel Carson, EPA; consumer protection - Ralph Nader; changes in the American labor movement - Cesar Chavez).

• 5.4. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

  • 5.4.1. Indicator / Proficiency Level:

    (K) The student examines the relationship of the United States to the rest of the world in the post Cold War era (e.g., domestic and international terrorism, United States as the single superpower, United States involvement in the Middle East conflict, spread and resistance to United States popular culture).

  • 5.4.2. Indicator / Proficiency Level:

    (A) The student describes the impact of developments in technology, global communication, and transportation.

  • 5.4.3. Indicator / Proficiency Level:

    (A) The student researches major contemporary social issues.

  • 5.4.4. Indicator / Proficiency Level:

    (A) The student describes how changes in the national and global economy have influenced the work place.

  • 5.4.5. Indicator / Proficiency Level:

    (A) The student examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic).

• 5.5. Benchmark:

  The student engages in historical thinking skills.

  • 5.5.1. Indicator / Proficiency Level:

    (A) The student analyzes a theme in United States history to explain patterns of continuity and change over time.

  • 5.5.2. Indicator / Proficiency Level:

    (A) The student develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.

  • 5.5.3. Indicator / Proficiency Level:

    (A) The student uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).

  • 5.5.4. Indicator / Proficiency Level:

    (A) The student compares competing historical narratives in United States history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

KS.6. Standard: History (World)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 6.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750).

  • 6.1.1. Indicator / Proficiency Level: (A) The student analyzes the changes in European thought and culture resulting from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art

    Michelangelo, Da Vinci; architecture: St. Peters Dome).

  • 6.1.2. Indicator / Proficiency Level:

    (A) The student investigates the changes in European thought and culture resulting from the Reformation (e.g., establishment of Protestant faiths, Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of religion).

  • 6.1.3. Indicator / Proficiency Level:

    (K) The student examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, mercantilism, Columbian Exchange, impact on indigenous people in North and South America, trans-Atlantic slave trade).

  • 6.1.4. Indicator / Proficiency Level: (A) The student compares and contrasts the rise of constitutionalism in Britain with political structures in France. (e.g., changes resulting from the English Civil War and Glorious Revolution

    English Bill of Rights, establishment of Parliament, French Absolutism).

  • 6.1.5. Indicator / Proficiency Level:

    (K) The student explores the growth of Russian Absolutism (e.g., Ivan the Terrible, Peter the Great, Catherine the Great).

  • 6.1.6. Indicator / Proficiency Level:

    (K) The student explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of Shi'ism in Persia, the establishment of Islamic rule in India).

  • 6.1.7. Indicator / Proficiency Level:

    (K) The student describes why East Asia withdrew into isolationalism during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions).

• 6.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Age of Revolutions (1650-1920).

  • 6.2.1. Indicator / Proficiency Level:

    (K) The student explains essential concepts from the Scientific Revolution (e.g., the Heliocentric Theory; Natural Law; scientific method).

  • 6.2.2. Indicator / Proficiency Level:

    (K) The student explains essential concepts from the Enlightenment that represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons).

  • 6.2.3. Indicator / Proficiency Level:

    (A) The student analyzes outcomes of the American and French Revolutions (e.g., the establishment of republican government grounded in Enlightenment thought, the deterioration of the French Republic into the reign of terror; the spread of revolutionary ideas and nationalism with the growth of Napoleonic France).

  • 6.2.4. Indicator / Proficiency Level:

    (A) The student explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of the middle class).

  • 6.2.5. Indicator / Proficiency Level:

    (A) The student compares and contrasts German unification with the Meiji Restoration (e.g., nationalism, militarism, modernization, industrialization).

  • 6.2.6. Indicator / Proficiency Level: (K) The student describes the motives and impact of imperialism (e.g., motives

    economic-natural resources and expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference; humanitarian- missionaries and the ideology of Social Darwinism, political- naval bases and expansion of political control; restriction of human rights in King Leopold's Congo; development of infrastructure; roads, schools, hospitals, railroads; assimilation and loss of indigenous culture).

  • 6.2.7. Indicator / Proficiency Level:

    (A) The student analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of tsarist regime, economic instability; beginnings of totalitarianism).

  • 6.2.8. Indicator / Proficiency Level:

    (A) The student examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion; Zulu Wars).

  • 6.2.9. Indicator / Proficiency Level:

    (K) The student describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.g., romanticism; impressionism, impact of Asian culture on western culture).

• 6.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).

  • 6.3.1. Indicator / Proficiency Level: (A) The student analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries

    Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause).

  • 6.3.2. Indicator / Proficiency Level:

    (K) The student describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk's modernization of Turkey).

  • 6.3.3. Indicator / Proficiency Level:

    (A) The student examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure).

  • 6.3.4. Indicator / Proficiency Level:

    (A) The student analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials).

  • 6.3.5. Indicator / Proficiency Level:

    (A) The student analyzes the independence movement in India (e.g., Gandhi, non-violence, Salt March, boycotts, creation of Pakistan).

  • 6.3.6. Indicator / Proficiency Level:

    (K) The student describes major intellectual, social, and artistic developments (e.g., surrealism, mural art of Mexico, Bauhaus, emergence of film and radio, rise of psychology, antibiotics, cubism).

• 6.4. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the World Since 1945.

  • 6.4.1. Indicator / Proficiency Level:

    (A) The student analyzes the Cold War as the competition between two competing ideologies or world views and its impact on various regions of the world. (e.g., roots in WWII, Mao's China; the Cold War in Europe; NATO, Warsaw Pact, and the competition for non-aligned nations; collapse of Communism in Europe).

  • 6.4.2. Indicator / Proficiency Level:

    (A) The student examines issues of social justice and human rights as expressed in the United Nations Universal Declaration of Human Rights.

  • 6.4.3. Indicator / Proficiency Level: (K) The student describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism

    Suez Crisis, petroleum based interdependence).

  • 6.4.4. Indicator / Proficiency Level:

    (A) The student analyzes the impact of international organizations on global interaction (e.g., the United Nations; Organization of American States, NATO, non-governmental organizations such as the International Red Cross, European Union).

  • 6.4.5. Indicator / Proficiency Level:

    (A) The student examines the trade-offs made by societies between economic growth and environmental protection in a world of limited resources. (e.g., the Green Revolution, population pressure, water, pollution, natural resource degradation).

  • 6.4.6. Indicator / Proficiency Level:

    (K) The student describes major intellectual, social and artistic developments (e.g., decoding DNA, space technology, consumerism, post-modernism, responses to globalization, feminism, fundamentalism, telecommunications).

• 6.5. Benchmark:

  The student engages in historical thinking skills.

  • 6.5.1. Indicator / Proficiency Level:

    (A) The student analyzes a theme in world history to explain patterns of continuity and change over time.

  • 6.5.2. Indicator / Proficiency Level:

    (A) The student develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers.

  • 6.5.3. Indicator / Proficiency Level:

    (A) The student uses primary and secondary sources about an event in world history to develop a credible interpretation of the event, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-based conclusion).

  • 6.5.4. Indicator / Proficiency Level:

    (A) The student compares competing historical narratives in world history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

IL.15. State Goal / Strand: Economics

Understand economic systems, with an emphasis on the United States.

• 15.A. State Goal / Learning Standard:

  Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

  • 15.A.5a. Learning Standard / Performance Descriptor:

    Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy.

  • 15.A.5b. Learning Standard / Performance Descriptor:

    Analyze the impact of economic growth.

  • 15.A.5c. Learning Standard / Performance Descriptor:

    Analyze the impact of various determinants on the levels of GDP (e.g., quantity/quality of natural/capital resources, size/skills of the labor force).

  • 15.A.5d. Learning Standard / Performance Descriptor:

    Explain the comparative value of the Consumer Price Index (e.g., goods and services in one year with earlier or later periods).

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.5a. Learning Standard / Performance Descriptor:

    Analyze the impact of changes in non-price determinants (e.g., changes in consumer income, changes in tastes and preferences) on consumer demand.

  • 15.B.5b. Learning Standard / Performance Descriptor:

    Analyze how inflation and interest rates affect consumer purchasing power.

  • 15.B.5c. Learning Standard / Performance Descriptor:

    Analyze elasticity as it applies to supply and demand and consumer decisions.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.5a. Learning Standard / Performance Descriptor:

    Explain how competition is maintained in the United States economy and how the level of competition varies in differing market structures (e.g., monopoly, oligopoly, monopolistic and perfect competition).

  • 15.C.5b. Learning Standard / Performance Descriptor:

    Explain how changes in non-price determinants of supply (e.g., number of producers) affect producer decisions.

  • 15.C.5c. Learning Standard / Performance Descriptor:

    Explain how government intervention with market prices can cause shortages or surpluses of a good or service (e.g., minimum wage policies, rent freezes, farm subsidies).

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.5a. Learning Standard / Performance Descriptor:

    Explain how transaction costs affect decisions to produce or consume.

  • 15.D.5b. Learning Standard / Performance Descriptor:

    Analyze why trade barriers and exchange rates affect the flow of goods and services among nations.

  • 15.D.5c. Learning Standard / Performance Descriptor:

    Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing.

• 15.E. State Goal / Learning Standard:

  Understand the impact of government policies and decisions on production and consumption in the economy.

  • 15.E.5a. Learning Standard / Performance Descriptor:

    Explain how and why government redistributes income in the economy.

  • 15.E.5b. Learning Standard / Performance Descriptor:

    Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output and consumption.

  • 15.E.5c. Learning Standard / Performance Descriptor:

    Describe key schools of thought (e.g., classical, Keynesian, monetarist, supply-side) and explain their impact on government policies.

IL.16. State Goal / Strand: History

Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.5a. Learning Standard / Performance Descriptor:

    Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).

  • 16.A.5b. Learning Standard / Performance Descriptor:

    Explain the tentative nature of historical interpretations.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties' positions on government intervention in the economy).

  • 16.B.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze how United States political history has been influenced by the nation's economic, social and environmental history.

  • 16.B.5c. Learning Standard / Performance Descriptor: World History

    Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I and II.

  • 16.B.5d. Learning Standard / Performance Descriptor: World History

    Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism.

  • 16.B.5e. Learning Standard / Performance Descriptor: World History

    Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze how and why the role of the United States in the world economy has changed since World War II.

  • 16.C.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history.

  • 16.C.5c. Learning Standard / Performance Descriptor: World History

    Explain how industrial capitalism became the dominant economic model in the world.

  • 16.C.5d. Learning Standard / Performance Descriptor: World History

    Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems.

  • 16.C.5e. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.

  • 16.D.5b. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities.

  • 16.E.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history.

  • 16.E.5c. Learning Standard / Performance Descriptor: World History

    Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.

  • 16.E.5d. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social history.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

  • 17.A.5. Learning Standard / Performance Descriptor:

    Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns).

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

  • 17.B.5. Learning Standard / Performance Descriptor:

    Analyze international issues and problems using ecosystems and physical geography concepts.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.5a. Learning Standard / Performance Descriptor:

    Compare resource management methods and policies in different regions of the world.

  • 17.C.5b. Learning Standard / Performance Descriptor:

    Describe the impact of human migrations and increased urbanization on ecosystems.

  • 17.C.5c. Learning Standard / Performance Descriptor:

    Describe geographic factors that affect cooperation and conflict among societies.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.5. Learning Standard / Performance Descriptor:

    Analyze the historical development of a current issue involving the interaction of people and geographic factors (e.g., mass transportation, changes in agricultural subsidies, flood control).

IL.18. State Goal / Strand: Social Systems

Understand social systems, with an emphasis on the United States.

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.5. Learning Standard / Performance Descriptor:

    Compare ways in which social systems are affected by political, environmental, economic and technological changes.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

  • 18.B.5. Learning Standard / Performance Descriptor:

    Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.5. Learning Standard / Performance Descriptor:

    Analyze how social scientists' interpretations of societies, cultures and institutions change over time.

GA.SSEF. Strand/topic: Economics

Fundamental Economic Concepts

• SSEF1. Standard:

  The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

  • SSEF1.a. Element:

    Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

  • SSEF1.b. Element:

    Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

  • SSEF1.c. Element:

    List a variety of strategies for allocating scarce resources.

  • SSEF1.d. Element:

    Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

• SSEF2. Standard:

  The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

  • SSEF2.a. Element:

    Illustrate by means of a production possibilities curve the trade offs between two options.

  • SSEF2.b. Element:

    Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

• SSEF3. Standard:

  The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

  • SSEF3.a. Element:

    Give examples of how individuals and businesses specialize.

  • SSEF3.b. Element:

    Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

• SSEF4. Standard:

  The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  • SSEF4.a. Element:

    Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

  • SSEF4.b. Element:

    Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

• SSEF5. Standard:

  The student will describe the roles of government in a market economy.

  • SSEF5.a. Element:

    Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

  • SSEF5.b. Element:

    Give examples of government regulation and deregulation and their effects on consumers and producers.

• SSEF6. Standard:

  The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

  • SSEF6.a. Element:

    Define productivity as the relationship of inputs to outputs.

  • SSEF6.b. Element:

    Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

  • SSEF6.c. Element:

    Give examples of how investment in education can lead to a higher standard of living.

GA.SSEM. Strand/topic: Economics

Microeconomic Concepts

• SSEMI1. Standard:

  The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

  • SSEMI1.a. Element:

    Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

  • SSEMI1.b. Element:

    Explain the role of money and how it facilitates exchange.

• SSEMI2. Standard:

  The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

  • SSEMI2.a. Element:

    Define the Law of Supply and the Law of Demand.

  • SSEMI2.b. Element:

    Describe the role of buyers and sellers in determining market clearing price.

  • SSEMI2.c. Element:

    Illustrate on a graph how supply and demand determine equilibrium price and quantity.

  • SSEMI2.d. Element:

    Explain how prices serve as incentives in a market economy.

• SSEMI3. Standard:

  The student will explain how markets, prices, and competition influence economic behavior.

  • SSEMI3.a. Element:

    Identify and illustrate on a graph factors that cause changes in market supply and demand.

  • SSEMI3.b. Element:

    Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

  • SSEMI3.c. Element:

    Define price elasticity of demand and supply.

• SSEMI4. Standard:

  The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

  • SSEMI4.a. Element:

    Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

  • SSEMI4.b. Element:

    Explain the role of profit as an incentive for entrepreneurs.

  • SSEMI4.c. Element:

    Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

GA.SSEMA. Strand/topic: Economics

Macroeconomic Concepts

• SSEMA1. Standard:

  The student will illustrate the means by which economic activity is measured.

  • SSEMA1.a. Element:

    Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

  • SSEMA1.b. Element:

    Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

  • SSEMA1.c. Element:

    Explain how economic growth, inflation, and unemployment are calculated.

  • SSEMA1.d. Element:

    Identify structural, cyclical, and frictional unemployment.

  • SSEMA1.e. Element:

    Define the stages of the business cycle, as well as recession and depression.

  • SSEMA1.f. Element:

    Describe the difference between the national debt and government deficits.

• SSEMA2. Standard:

  The student will explain the role and functions of the Federal Reserve System.

  • SSEMA2.a. Element:

    Describe the organization of the Federal Reserve System.

  • SSEMA2.b. Element:

    Define monetary policy.

  • SSEMA2.c. Element:

    Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

• SSEMA3. Standard:

  The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

  • SSEMA3.a. Element:

    Define fiscal policy.

  • SSEMA3.b. Element:

    Explain the government's taxing and spending decisions.

GA.SSEIN. Strand/topic: Economics

International Economics

• SSEIN1. Standard:

  The student will explain why individuals, businesses, and governments trade goods and services.

  • SSEIN1.a. Element:

    Define and distinguish between absolute advantage and comparative advantage.

  • SSEIN1.b. Element:

    Explain that most trade takes place because of comparative advantage in the production of a good or service.

  • SSEIN1.c. Element:

    Explain the difference between balance of trade and balance of payments.

• SSEIN2. Standard:

  The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

  • SSEIN2.a. Element:

    Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

  • SSEIN2.b. Element:

    Identify costs and benefits of trade barriers over time.

  • SSEIN2.c. Element:

    List specific examples of trade barriers.

  • SSEIN2.d. Element:

    List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

  • SSEIN2.e. Element:

    Evaluate arguments for and against free trade.

• SSEIN3. Standard:

  The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

  • SSEIN3.a. Element:

    Define exchange rate as the price of one nation's currency in terms of another nation's currency.

  • SSEIN3.b. Element:

    Locate information on exchange rates.

  • SSEIN3.c. Element:

    Interpret exchange rate tables.

  • SSEIN3.d. Element:

    Explain why, when exchange rates change, some groups benefit and others lose.

GA.SSEPF. Strand/topic: Economics

Personal Finance Economics

• SSEPF1. Standard:

  The student will apply rational decision making to personal spending and saving choices.

  • SSEPF1.a. Element:

    Explain that people respond to positive and negative incentives in predictable ways.

  • SSEPF1.b. Element:

    Use a rational decision making model to select one option over another.

  • SSEPF1.c. Element:

    Create a savings or financial investment plan for a future goal.

• SSEPF2. Standard:

  The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

  • SSEPF2.a. Element:

    Compare services offered by different financial institutions.

  • SSEPF2.b. Element:

    Explain reasons for the spread between interest charged and interest earned.

  • SSEPF2.c. Element:

    Give examples of the direct relationship between risk and return.

  • SSEPF2.d. Element:

    Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

• SSEPF3. Standard:

  The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

  • SSEPF3.a. Element:

    Give examples of who benefits and who loses from inflation.

  • SSEPF3.b. Element:

    Define progressive, regressive, and proportional taxes.

  • SSEPF3.c. Element:

    Explain how an increase in sales tax affects different income groups.

• SSEPF4. Standard:

  The student will evaluate the costs and benefits of using credit.

  • SSEPF4.a. Element:

    List factors that affect credit worthiness.

  • SSEPF4.b. Element:

    Compare interest rates on loans and credit cards from different institutions.

  • SSEPF4.c. Element:

    Explain the difference between simple and compound interest rates.

• SSEPF5. Standard:

  The student will describe how insurance and other risk-management strategies protect against financial loss.

  • SSEPF5.a. Element:

    List various types of insurance such as automobile, health, life, disability, and property.

  • SSEPF5.b. Element:

    Explain the costs and benefits associated with different types of insurance.

• SSEPF6. Standard:

  The student will describe how the earnings of workers are determined in the marketplace.

  • SSEPF6.a. Element:

    Identify skills that are required to be successful in the workplace.

  • SSEPF6.b. Element:

    Explain the significance of investment in education, training, and skill development.

GA.SSUSH. Strand/topic: United States History

• SSUSH1. Standard:

  The student will describe European settlement in North America during the 17th century.

  • SSUSH1.a. Element:

    Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

  • SSUSH1.b. Element:

    Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

  • SSUSH1.c. Element:

    Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

  • SSUSH1.d. Element:

    Explain the reasons for French settlement of Quebec.

• SSUSH2. Standard:

  The student will trace the ways that the economy and society of British North America developed.

  • SSUSH2.a. Element:

    Explain the development of mercantilism and the trans-Atlantic trade.

  • SSUSH2.b. Element:

    Describe the Middle Passage, growth of the African population, and African- American culture.

  • SSUSH2.c. Element:

    Identify Benjamin Franklin as a symbol of social mobility and individualism.

  • SSUSH2.d. Element:

    Explain the significance of the Great Awakening.

• SSUSH3. Standard:

  The student will explain the primary causes of the American Revolution.

  • SSUSH3.a. Element:

    Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

  • SSUSH3.b. Element:

    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.

  • SSUSH3.c. Element:

    Explain the importance of Thomas Paine's Common Sense to the movement for independence.

• SSUSH4. Standard:

  The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

  • SSUSH4.a. Element:

    Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

  • SSUSH4.b. Element:

    Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

  • SSUSH4.c. Element:

    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.

  • SSUSH4.d. Element:

    Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

• SSUSH5. Standard:

  The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

  • SSUSH5.a. Element:

    Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

  • SSUSH5.b. Element:

    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.

  • SSUSH5.c. Element:

    Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

  • SSUSH5.d. Element:

    Analyze how the Bill of Rights serves as a protector of individual and states' rights.

  • SSUSH5.e. Element:

    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. Standard:

  The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

  • SSUSH6.a. Element:

    Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

  • SSUSH6.b. Element:

    Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

  • SSUSH6.c. Element:

    Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

  • SSUSH6.d. Element:

    Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

  • SSUSH6.e. Element:

    Describe the reasons for and importance of the Monroe Doctrine.

• SSUSH7. Standard:

  The student 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.

  • SSUSH7.a. Element:

    Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

  • SSUSH7.b. Element:

    Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

  • SSUSH7.c. Element:

    Describe reform movements, specifically temperance, abolitionism, and public school.

  • SSUSH7.d. Element:

    Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

  • SSUSH7.e. Element:

    Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

• SSUSH8. Standard:

  The student will explain the relationship between growing north-south divisions and westward expansion.

  • SSUSH8.a. Element:

    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 Douglas, and the Grimke sisters).

  • SSUSH8.b. Element:

    Explain the Missouri Compromise and the issue of slavery in western states and territories.

  • SSUSH8.c. Element:

    Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

  • SSUSH8.d. Element:

    Describe the war with Mexico and the Wilmot Proviso.

  • SSUSH8.e. Element:

    Explain the Compromise of 1850.

• SSUSH9. Standard:

  The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

  • SSUSH9.a. Element:

    Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

  • SSUSH9.b. Element:

    Describe President Lincoln's 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.

  • SSUSH9.c. Element:

    Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

  • SSUSH9.d. Element:

    Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

  • SSUSH9.e. Element:

    Describe the significance of the Emancipation Proclamation.

  • SSUSH9.f. Element:

    Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

• SSUSH10. Standard:

  The student will identify legal, political, and social dimensions of Reconstruction.

  • SSUSH10.a. Element:

    Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

  • SSUSH10.b. Element:

    Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

  • SSUSH10.c. Element:

    Describe the significance of the 13th, 14th, and 15th amendments.

  • SSUSH10.d. Element:

    Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

  • SSUSH10.e. Element:

    Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

• SSUSH11. Standard:

  The student will describe the growth of big business and technological innovations after Reconstruction.

  • SSUSH11.a. Element:

    Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

  • SSUSH11.b. Element:

    Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

  • SSUSH11.c. Element:

    Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

  • SSUSH11.d. Element:

    Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

• SSUSH12. Standard:

  The student will analyze important consequences of American industrial growth.

  • SSUSH12.a. Element:

    Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

  • SSUSH12.b. Element:

    Identify the American Federation of Labor and Samuel Gompers.

  • SSUSH12.c. Element:

    Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

  • SSUSH12.d. Element:

    Describe the 1894 Pullman strike as an example of industrial unrest.

• SSUSH13. Standard:

  The student will identify major efforts to reform American society and politics in the Progressive Era.

  • SSUSH13.a. Element:

    Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

  • SSUSH13.b. Element:

    Identify Jane Addams and Hull House and describe the role of women in reform movements.

  • SSUSH13.c. Element:

    Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

  • SSUSH13.d. Element:

    Explain Ida Tarbell's role as a muckraker.

  • SSUSH13.e. Element:

    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.

• SSUSH14. Standard:

  The student will explain America's evolving relationship with the world at the turn of the twentieth century.

  • SSUSH14.a. Element:

    Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

  • SSUSH14.b. Element:

    Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

  • SSUSH14.c. Element:

    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. Standard:

  The student will analyze the origins and impact of U.S. involvement in World War I.

  • SSUSH15.a. Element:

    Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

  • SSUSH15.b. Element:

    Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

  • SSUSH15.c. Element:

    Explain Wilson's Fourteen Points and the proposed League of Nations.

  • SSUSH15.d. Element:

    Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

• SSUSH16. Standard:

  The student will identify key developments in the aftermath of WW I.

  • SSUSH16.a. Element:

    Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

  • SSUSH16.b. Element:

    Identify Henry Ford, mass production, and the automobile.

  • SSUSH16.c. Element:

    Describe the impact of radio and the movies.

  • SSUSH16.d. Element:

    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. Standard:

  The student will analyze the causes and consequences of the Great Depression.

  • SSUSH17.a. Element:

    Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

  • SSUSH17.b. Element:

    Explain the impact of the drought in the creation of the Dust Bowl.

  • SSUSH17.c. Element:

    Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

• SSUSH18. Standard:

  The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

  • SSUSH18.a. Element:

    Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

  • SSUSH18.b. Element:

    Explain the Wagner Act and the rise of industrial unionism.

  • SSUSH18.c. Element:

    Explain the passage of the Social Security Act as a part of the second New Deal.

  • SSUSH18.d. Element:

    Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

  • SSUSH18.e. Element:

    Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

• SSUSH19. Standard:

  The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

  • SSUSH19.a. Element:

    Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

  • SSUSH19.b. Element:

    Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

  • SSUSH19.c. Element:

    Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

  • SSUSH19.d. Element:

    Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

  • SSUSH19.e. Element:

    Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

• SSUSH20. Standard:

  The student will analyze the domestic and international impact of the Cold War on the United States.

  • SSUSH20.a. Element:

    Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

  • SSUSH20.b. Element:

    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.

  • SSUSH20.c. Element:

    Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

  • SSUSH20.d. Element:

    Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

• SSUSH21. Standard:

  The student will explain economic growth and its impact on the United States, 1945-1970.

  • SSUSH21.a. Element:

    Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

  • SSUSH21.b. Element:

    Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

  • SSUSH21.c. Element:

    Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

  • SSUSH21.d. Element:

    Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

• SSUSH22. Standard:

  The student will identify dimensions of the Civil Rights Movement, 1945-1970.

  • SSUSH22.a. Element:

    Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

  • SSUSH22.b. Element:

    Identify Jackie Robinson and the integration of baseball.

  • SSUSH22.c. Element:

    Explain Brown v. Board of Education and efforts to resist the decision.

  • SSUSH22.d. Element:

    Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

  • SSUSH22.e. Element:

    Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

• SSUSH23. Standard:

  The student will describe and assess the impact of political developments between 1945 and 1970.

  • SSUSH23.a. Element:

    Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

  • SSUSH23.b. Element:

    Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

  • SSUSH23.c. Element:

    Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

  • SSUSH23.d. Element:

    Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

• SSUSH24. Standard:

  The student will analyze the impact of social change movements and organizations of the 1960s.

  • SSUSH24.a. Element:

    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.

  • SSUSH24.b. Element:

    Describe the National Organization of Women and the origins and goals of the modern women's movement.

  • SSUSH24.c. Element:

    Analyze the anti-Vietnam War movement.

  • SSUSH24.d. Element:

    Analyze Cesar Chavez and the United Farm Workers' movement.

  • SSUSH24.e. Element:

    Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

  • SSUSH24.f. Element:

    Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

• SSUSH25. Standard:

  The student will describe changes in national politics since 1968.

  • SSUSH25.a. Element:

    Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

  • SSUSH25.b. Element:

    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.

  • SSUSH25.c. Element:

    Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

  • SSUSH25.d. Element:

    Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

  • SSUSH25.e. Element:

    Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

  • SSUSH25.f. Element:

    Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

  • SSUSH25.g. Element:

    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.