Elizabeth Schaefer on a New Approach to President Lincoln

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Photo, Wash_DC_20090206_005, mutantMandias, Flickr
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Summer is often a time for professional development. Have you had a chance to learn new content and strategies and visit new places? Or revisit familiar content and places? Here's some of what our teacher-writer Elizabeth Schaefer took away from a summer professional development experience in Washington, DC.

A New Angle on Lincoln and the Civil War

As you plan out your next Civil War unit, consider approaching it from a new angle, a different place. The place, Lincoln's Cottage, is tucked up on the edge of northwest Washington, DC, alongside the Soldiers' Home and is now part of the Armed Forces Retirement Home complex. It was Abraham Lincoln's summer retreat and where he spent a large portion of his presidency. Lincoln's Cottage was closed to the public until 2008 but has opened its doors to tell a fresh story about the humanity of one of the country's greatest presidents.

Lincoln's Cottage in the Classroom

The story of Lincoln's cottage is a human story—one that students can understand. It was a place of personal refuge, grief, and contemplation. Lincoln lived there for a large portion of his presidency and very likely drafted the Emancipation Proclamation in the cottage. Using the cottage as something tangible, here are three themes that you could study in your class:

Lincoln and His Family:
Lincoln's Cottage is an ideal channel to ease students' imaginations into the Civil War unit. The Lincoln family left the White House and moved all of their belongings to the cottage after the death of 11-year-old Willie Lincoln. Paint the picture for your students—a grieving mother, a 9-year-old son who just lost his brother and best friend, and a father who is leading the nation through a civil war. A range of primary sources documenting each of these individuals exists and can be used to personalize the experience and create a human president that is less out of reach. On the cottage tour, visitors are asked to consider the significance of the cottage to a grieving family and the importance of reflection to everyone. The family continued to spend half the year there for the remainder of Lincoln's presidency.

War History:
During the Civil War, although Lincoln's Cottage was a comfortable distance from the heat and bustle of the city, the house was surrounded by reminders of war. Soldiers lived and camped in the surrounding areas and interacted with the family regularly.

This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

On the tour, there are fun accounts of Lincoln's encounters with soldiers and Tad Lincoln's friendships with them that students will greatly enjoy. There is also a soldiers' graveyard on the grounds. It did not exist when the family arrived, but by the time Lincoln was assassinated it was rapidly filling up with deceased young men. The cottage offers another avenue to consider the lives and deaths of the soldiers during the war.

Another way to look at the Civil War is through the position of this "retreat." A church bell tower within feet of the cottage was used to communicate with the forts surrounding Washington, DC, to warn of oncoming attacks. I suggest having your students find the cottage and the White House in relation to these Civil War forts. You can find maps and primary source materials at http://www.nps.gov/cwdw. This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

Historic Changes:
Another theme to consider is how America has changed over time. This will have special impact if your students are in the Washington, DC, area, but the big ideas likely translate to any city. The Lincolns fled to the cottage largely because Mary Todd blamed the horrible conditions of DC for the death of her son. There was a canal flowing directly in front of the White House, and the conditions were unsanitary—hot, bug-ridden, and dirty. Willie is believed to have died from typhoid fever. Not only does this paint a clearer picture of what the cities, hospitals, and battlegrounds were like during the war, it also makes an excellent introduction to the Progressive era and its urban reform campaigns.

What do we not understand about each other? What can we never fully understand from our position in time?

The cottage provides a canvas to humanize the president, but it also provides an opportunity for historic perspective-taking. These figures were living in the 1800s and had things in common with us—grief, fear, the need for quiet time—but what do we not understand about each other? What can we never fully understand from our position in time? Lincoln is assassinated at Ford's Theatre with no real security there to stop Booth's shot. Before that, for six months out of the year, he commuted the three miles between the cottage and the White House on horseback, often alone. This is an excellent opportunity to discuss why this could not happen today. What has changed about technology and what lessons have we learned? How would our understanding of the world be different if a president had never been assassinated? Are there things in the world that we take for granted until something bad happens and everything changes (i.e. security regulations)?

Visiting Lincoln's Cottage

The cottage is a unique historic site because, as explained on the tour, the National Trust "chose to furnish the cottage with Lincoln's ideas rather than his things." Sure enough, as you walk through the space, the rooms are basically empty and, with the help of technology, the rooms are used as platforms for discussion. Within the education center, students can participate in a roleplaying activity to discuss Lincoln's cabinet and their role in emancipation. The site offers free buses for DCPS and DC charter schools. Directions and further information can be found at www.lincolncottage.org.

Acknowledgements

I was introduced to this site by the Civil War Washington Teaching Fellows, led by a collaboration of small historic sites within Washington, DC, including Lincoln's Cottage, Ford's Theatre, Frederick Douglass House, and Tudor Place. They provided a wealth of information and resources about the Civil War and each added something to this post.

Callie Hawkins represented Lincoln's Cottage and through her understanding of its importance to President Lincoln, breathed life into the site and demonstrated its endless educational possibility.

Bibliography

Bayne, Julia Taft. Tad Lincoln's Father. University of Nebraska, 2001. A memoir on the Lincolns' family life.

Pinsker, Matthew. Lincoln's Sanctuary: Abraham Lincoln and the Soldiers' Home. New York: Oxford UP, 2003. This book captures the story of Lincoln's Cottage in detail.

For more information

Field trips may be out of the reach of many teachers, but historic sites can still offer rich teachable resources. Maybe you or your students can learn about opportunities to help preserve and pass on history in your area, or you might design an individualized field trip for students to pursue in their own time, at their own pace.

Reminding students that people in the past differed from us in as many ways as they resembled us can be difficult. A research brief on reading Abraham Lincoln shows how students (and teachers) use modern-day frameworks of thought to approach historical sources. How can you challenge students' assumptions about how people in the past thought, felt, reasoned, and expressed themselves?

Presidents in the Library

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Photo, US Flag, Kennedy Library, Boston, Feb. 16, 2009, Tony the Misfit, Flickr
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Happy (almost) Presidents Day! Have your ever thought about all of the papers a presidency must create? Emails, memoranda, schedules, notes, speeches, letters, drafts, on and on and on, an entire term (or terms) set down in a sea of potential primary sources. But how can educators access this wealth of materials?

In many cases, all you have to do is go online. Before the 20th century, presidents had ownership of their papers, and many were lost to time or split up in private collections. However, in 1939, President Franklin D. Roosevelt decided that his papers should become the property of the American people following his presidency. He donated both his papers and part of his Hyde Park estate to the government, and the first presidential library was born.

In 1955, the Presidential Libraries Act set rules for gifting the government with property and other resources to be used to establish the libraries, and in 1978, the Presidential Records Act made it official—presidential papers were government property.

Today, 13 presidential libraries house the papers of the last 13 presidents. The National Archives and Records Administration, which oversees the libraries, describes them as combination archive-museums, “bringing together in one place the documents and artifacts of a President and his administration and presenting them to the public for study and discussion without regard for political considerations or affiliation.”

Presidential Libraries Online

Each of the libraries maintains its own website. Though the resources available on each vary greatly, almost all provide biographical information on the president and first lady, student and educator sections, and a selection of digitized photographs and documents. Some have extensive searchable databases full of documents, photos, and other primary sources! Here's a list of the libraries:

  • Herbert Hoover Presidential Library, West Branch, IA — features 13 simple online exhibits and Hoover Online! Digital Archives, a collection of suggested units and lesson plans for secondary students with primary sources.
  • Franklin D. Roosevelt Library, Hyde Park, NY — the first presidential library, completed in 1940. Offers five curriculum guides, an online exhibit on the art of the New Deal, and the Pare Lorentz Center, which encourages using multimedia to teach about FDR.
  • Harry S. Truman Presidential Library, Independence, MO — offers a searchable lesson plan database and digitized photographs, audio clips, and political cartoons, as well as documents divided up by topic (topics include such teachable subjects as the decision to drop the atom bomb and Japanese Americans during World War II).
  • Dwight D. Eisenhower Presidential Library, Abilene, KS — features a selection of online documents, grouped by topics (topics include Brown vs. Board of Education, Hawaiian statehood, McCarthyism, and others), and transcripts of oral history interviews.
  • John F. Kennedy Presidential Library, Boston, MA — provides six online exhibits (including exhibits on the space program, the Cuban Missile Crisis, and desegregating the University of Mississippi), a photo gallery, major speeches, and a searchable digital archive. It also houses the Ernest Hemingway Collection.
  • Lyndon B. Johnson Presidential Library, Austin, TX — features a photo archive, the presidential daily diary, selected speeches, and the subsite LBJ for Kids!
  • Richard Nixon Presidential Library, Yorba Linda, CA — includes digitized documents, samples of the Nixon tapes, a photo gallery, video oral histories, four lesson plans, and online exhibits on Watergate, gifts to the head of state, and Nixon's meeting with Elvis.
  • Gerald R. Ford Presidential Library, Ann Arbor, MI — features 10 simple online exhibits, as well as digitized documents and photos.
  • Jimmy Carter Presidential Library, Atlanta, GA — offers selected documents and photographs, including the diary of Robert C. Ode, hostage in the Iran Hostage Crisis.
  • Ronald Reagan Presidential Library, Simi Valley, CA — includes an image archive arranged by topic, and the public papers of Reagan, arranged by month and year.
  • George H. W. Bush Presidential Library, College Station, TX — includes 12 lesson plans, a photo archive, and searchable public papers of his presidency.
  • William J. Clinton Presidential Library, Little Rock, AR — has both virtual exhibits and a digital library in development.
  • George W. Bush Presidential Library — the newest of the public libraries, it does not yet have a permanent building. Many papers from the Bush administration are not yet available to the public (papers become public five years after the end of a presidency, which can be extended up to 12 years).

Remember that many of the presidential libraries offer museum tours and activities for school groups! If your school is close to one, consider a field trip or participating in the professional development opportunities the library may offer.

Beyond the Libraries

Looking for resources on a pre-Hoover president? Several libraries exist outside of the official presidential library system, including the Abraham Lincoln Presidential Library and Museum, Rutherford B. Hayes Presidential Center, William McKinley Presidential Library and Museum, Woodrow Wilson Presidential Library and Museum, and the Calvin Coolidge Presidential Library and Museum. Try the Library of Congress's American Memory collections, as well, for papers that belonged to Abraham Lincoln, Thomas Jefferson, and James Madison.

West Virginia: 9th-Grade Standards

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The ninth grade social studies course engages students in the study of the development and evolution of the historic, economic, geographic, political, and social structure of the cultural regions of the world from the dawn of civilization to 1900. Special attention is given to the formation and evolution of societies into complex political and economic systems. Students are engaged in critical thinking and problem-solving skills, using maps, spreadsheets, charts, graphs, text and other data from a variety of credible sources. Students synthesize the information to predict events and anticipate outcomes as history evolves through the ages. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.09.01 / Students will:

  • characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
  • model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols).
  • develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).
  • develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
  • recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).

  • SS.PD.09.1 / Performance Descriptors

    • Novice:
      • name the roles of citizens and recognize civic involvement.
      • name conflicts between nations.
      • participate in a volunteer project.

    • Partial Mastery:
      • identify the roles of citizens and explain civic involvement.
      • describe conflicts between nations.
      • choose to participate in a volunteer project.

    • Mastery:
      • describe the changing roles of citizens and assess levels of civic involvement.
      • analyze conflicts between nations and propose resolutions.
      • explain why you chose to participate in a volunteer project.

    • Above Mastery:
      • compare the changing roles of citizens and assess the impact of the changes on civic involvement.
      • evaluate conflicts between nations and debate resolutions.
      • assume leadership roles in a volunteer project.

    • Distinguished:
      • debate the influences that have changed the roles of citizens.
      • research conflicts between nations and develop creative resolutions for peace.
      • create a volunteer project that will meet the needs of the community or school.

  • Objectives / Students will:

    • SS.O.09.01.01: describe the evolution of the roles and responsibilities of individuals and groups leading to the formation of nation states.
    • SS.O.09.01.02: assess the nature of civic responsibility in various cultures including the level of involvement of the different stratifications of society.
    • SS.O.09.01.03: analyze the causes of conflict and propose resolutions.
    • SS.O.09.01.04: participate in a project of volunteer service and explain why you chose that particular project or service.

Social Studies Standard 2: Civics

SS.S.09.02 / Students will:

  • examine and analyze the purposes and basic principles of the United States government (Purposes of Government).
  • outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).
  • examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
  • analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).

  • SS.PD.09.2 / Performance Descriptors

    • Novice:
      • identify the purposes of government and representative democracy.
      • name examples of constitutional governments and some influences that contributed to its development.
      • give an example of the influence of nations on one another.

    • Partial Mastery:
      • explain the purposes of government and representative democracy.
      • recognize contributions to the development of constitutional governments and identify its various forms.
      • recognize the influence of nations on one another.

    • Mastery:
      • evaluate the purposes of government and explain the events that led to representative democracy.
      • evaluate the contributions to the development of constitutional democracy and compare its variations.
      • analyze the influence of nations on one another.

    • Above Mastery:
      • defend the purposes of government and summarize the events that led to representative democracy.
      • research the differences among constitutional governments and compare the influences that have shaped them.
      • debate the influences of nations on one another.

    • Distinguished:
      • research a variety of governments and debate their purposes.
      • research the differences among constitutional government and evaluate and debate the influences that have shaped them.
      • debate the reactions of nations to their influences on one another.

  • Objectives / Students will:

    • SS.O.09.02.01: evaluate diverse ideas about the purposes of government.
    • SS.O.09.02.02: identify and analyze the contributions of the classical civilizations to the development of the United States Constitution. Identify classical civilizations and significant political philosophers and evaluate their contributions to the development of the United States Constitutional Democracy.
    • SS.O.09.02.03: explain world historical events that affected the development of representative democracy in the United States and other countries.
    • SS.O.09.02.04: analyze how the United States has influenced other nations and how other nations have influenced the American political process and society.
    • SS.O.09.02.05: compare, contrast and evaluate alternative ways of organizing constitutional governments.

Social Studies Standard 3: Economics

SS.S.09.03 / Students will:

  • analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).
  • research, critique and evaluate the roles of private and public institutions in the economy (Institutions).
  • compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).
  • illustrate how the factors of production impact the United States economic system (Factors of Production).
  • analyze the elements of competition and how they impact the economy (Competition).
  • examine and evaluate the interdependence of global economies (Global Economies).

  • SS.PD.09.3 / Performance Descriptors

    • Novice:
      • identify what caused economic change and list the types of economic systems.
      • list the components of fiscal policy.
      • list the effects of the changes of global economic interdependence prior to 1900.

    • Partial Mastery:
      • explain effects in economic change and describe the development of economic systems and trade patterns.
      • recognize fiscal policies in several world societies.
      • explain the development of global economic interdependence prior to 1900.

    • Mastery:
      • identify cause/effect relationships in economic change and evaluate the development of economic systems and trade patterns.
      • compare and contrast fiscal policies in several world societies.
      • evaluate the effects of the evolution of global economic interdependence prior to 1900.

    • Above Mastery:
      • evaluate cause/effect relationships in economic change and relate to the development of economic systems and trade patterns.
      • debate the effects of the fiscal policies in several world societies.
      • evaluate the influences and effects of the evolution of global economic interdependence prior to 1900.

    • Distinguished:
      • judge cause/effect relationships in economic change and trace and explain the connections between specific changes.
      • create a new fiscal policy for the country of your choice and anticipate the outcome.
      • research and summarize the consequences of the evolution of global economic interdependence prior to 1900 and debate outcomes.

  • Objectives / Students will:

    • SS.O.09.03.01: examine and illustrate the trade patterns of regions of the world across time and explain their significance to the evolution of global economics.
    • SS.O.09.03.02: evaluate the role of exchange/trade systems in the development of economic systems in societies worldwide.
    • SS.O.09.03.03: compare and contrast fiscal policies of several world societies.
    • SS.O.09.03.04: identify the causal relationship of economic changes and their effects on the job market (e.g., supply and demand, technology, industrialization).
    • SS.O.09.03.05: examine and evaluate global economic interdependence and competition and explain their influence on national and international policies.

Social Studies Standard 4: Geography

SS.S.09.04 / Students will:

  • interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
  • examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
  • analyze the physical processes that shape the earthís surface and create, sustain and modify the cultural and natural environment (Physical Systems).
  • analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
  • analyze the interaction of society with the environment (Environment and Society).
  • point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).

  • SS.PD.09.4 / Performance Descriptors

    • Novice:
      • locate geographic features and identify information using geographic tools.
      • recognize the connection between world resources and economic development
      • name cultural settlement patterns and list physical geography systems.

    • Partial Mastery:
      • locate geographic features and recognize information using geographic tools.
      • give examples of the connection between world resources and economic development.
      • identify cultural settlement patterns with physical geography systems.

    • Mastery:
      • locate geographic features and interpret information using geographic tools.
      • explain the connection between world resources and economic development.
      • connect cultural settlement patterns with physical geography systems, draw conclusions about your findings and make recommendations.

    • Above Mastery:
      • evaluate geographic tools and determine the best choice of tools to locate and interpret information.
      • debate the positive and negative impact of the connection between world resources and economic development.
      • evaluate the importance of physical geography systems in the development of cultural settlement patterns, summarize findings and explore alternative outcomes.

    • Distinguished:
      • create geographic tools to locate and interpret geographic information.
      • hypothesize a change in the connection between world resources and economic development.
      • create an ideal physical geography system, devise the ideal cultural settlement pattern that could result, and defend your outcomes.

  • Objectives / Students will:

    • SS.O.09.04.01: interpret information using maps, graphs, charts and timelines.
    • SS.O.09.04.02: locate geographic features of the continents (e.g., plateaus, high points, low points, bodies of water major river valleys).
    • SS.O.09.04.03: explain how the location of world resources influenced economic development and the global economy.
    • SS.O.09.04.04: evaluate the effect of geographic features, including climate, upon the environment.
    • SS.O.09.04.05: examine the development of major political boundaries of the world and relate these to the theme of geo-politics.
    • SS.O.09.04.06: connect the cultural settlement patterns resulting from migration in each period of study to the world language patterns as they evolved and are evident today and then assess the role of physical geography in the development of these patterns.
    • SS.O.09.04.07: explain geographic reasons for the development of major world cities and trends in urban population growth.
    • SS.O.09.04.08: research major world rivers systems and climate regions (e.g., desert, rain forest/tropical, Mediterranean, etc.), correlate the migration/settlement patterns, industry, culture, government, and economic systems with these environments draw conclusions, and recommend a favorable settlement area based on findings.

Social Studies Standard 5: History

SS.S.09.05 / Students will:

  • organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application. (Chronology).
  • use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
  • examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities).
  • use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
  • examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).

  • SS.PD.09.5 / Performance Descriptors

    • Novice:
      • identify significant groups, individuals, places, documents, and events from ancient times until 1900.
      • identify different cultural, economic, and political systems.
      • identify and give examples of causes and effects of major regional, national, and international conflicts/ cooperation.
      • read and discuss a variety of forms of historical literature and graphics associated with the periods of study.

    • Partial Mastery:
      • explain the contributions of significant groups, individuals, places, documents, and events from ancient times until 1900.
      • differentiate between different cultural, economic, and political systems.
      • trace the development of major regional, national, and international conflicts and give examples of cooperation.
      • read and explain a variety of historical literature and graphics associated with the periods of study.

    • Mastery:
      • analyze the contributions of significant groups, individuals, places, documents, and events from ancient times until 1900.
      • compare and contrast social, economic, and political trends and systems.
      • critique the causes and effects of major regional, national and international conflicts/ cooperation.
      • read and interpret a variety of historical literature and graphics associated with the periods of study.

    • Above Mastery:
      • critique the contributions of significant groups, individuals, places, documents, and events and evaluate their impact on other world events.
      • summarize key elements of cultural, economic, and political systems and justify/ debate different societiesí use of these systems.
      • measure and draw conclusions about the effects of regional, national, and international conflicts/ cooperation.
      • summarize and make connections between the variety of literature and graphics associated with the periods of study.

    • Distinguished:
      • compare and contrast various documents related to significant groups, individuals, places, documents, and events to validate historical impact.
      • conduct research to measure the success of cultural, economic, and political systems and determine their impact on other systems.
      • debate the impact of major regional, national, and international conflict/ cooperation.
      • summarize, write about and create new literature and graphics that connect the thoughts and ideas associated with the periods of study.

  • Objectives / Students will:

    • SS.O.09.05.01: examine the measure the contributions of art and literature throughout different historical periods.
    • SS.O.09.05.02: trace the evolution of the changing status of women and children throughout the world in all historical periods addressed.
    • SS.O.09.05.03: read and in interpret historical charts, tables, graphs, narratives, primary source documents, political cartoons and timelines and summarize their information.
    • SS.O.09.05.04: explain the effects of significant political developments and trends in the world before 1900.
    • SS.O.09.05.05: explain the interaction of early humans with their environment and evaluate their decisions (e.g., hunting, migration, shelter, food, clothing).
    • SS.O.09.05.06: compare and contrast the causes and effects of the rise and decline of ancient civilizations (e.g., the river civilizations, classic Greek and Roman).
    • SS.O.09.05.07: explain the basic tenets of major world religions and philosophies, their places of origin and the status of those religions today.
    • SS.O.09.05.08: describe the location, movement, unique contributions and characteristics of Arab/Islamic society.
    • SS.O.09.05.09: explain feudalism and its effects on the development of societies around the world (e.g., Europe, China, Japan).
    • SS.O.09.05.10: identify and evaluate the political and economic roles and the cultural contributions of religious institutions in medieval society.
    • SS.O.09.05.11: compare and contrast the acceptance of diversity in hierarchical societies.
    • SS.O.09.05.12: analyze and assess the concept of nation building (e.g., city states, Rome, rise of European nation states).
    • SS.O.09.05.13: recognize the worth of the individual in society and relate to the growth of the concept of the Renaissance man.
    • SS.O.09.05.14: describe how European needs/wants for foreign products contributed to the Age of Exploration.
    • SS.O.09.05.15: evaluate the effects of the Enlightenment in European society.
    • SS.O.09.05.16: analyze the cause of the Crusades and the effects on regions involved.
    • SS.O.09.05.17: analyze the historical developments of the Protestant Reformation including the effects of theology, politics and economics.
    • SS.O.09.05.18: describe the Agricultural and Industrial revolutions and decide their impact on the evolution of society.
    • SS.O.09.05.19: analyze the causes and effects of political revolutions and determine their impact on the formation of governments and on the citizens of a society (e.g., French, Italian, German, Latin American).
    • SS.O.09.05.20: compare and contrast the American and French revolutions and their aftermaths.
    • SS.O.09.05.21: explain reasons for and consequences of the breakdown of order among nation states.
    • SS.O.09.05.22: examine the legal documents and systems which influenced western civilization and rank them in order of importance.
    • SS.O.09.05.23: compare and contrast absolute and constitutional monarchies and identify representative leaders of each.
    • SS.O.09.05.24: assess the impact of colonization on both the mother countries and the colonies.

Social Studies Standard 6: Reading

SS.S.09.06 / Students will:

  • use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
  • recognize main ideas and supporting details to locate basic facts (e.g. names, dates, events).
  • distinguish relationships among people, ideas, and events.
  • recognize cause-effect relationships in content passages.
  • outline sequences of events.
  • summarize events and ideas. Infer main idea or purpose of content.
  • draw generalizations and conclusions about people, ideas and events.
  • write and edit organized texts of various genres to insure that information is clearly understood.

(Refer to policy 2520.1 for specific grade level reading and writing objectives.)

Texas: 9th-Grade Standards

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(Note: By the completion of high school, Texas students are expected to master the following standards.)

§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

  1. In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.
  2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
  3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
  6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. History:
    The student understands the principles included in the Celebrate Freedom Week program. The student is expected to:
    • a. analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence;
    • b. analyze and evaluate the application of these founding principles to historical events in U.S. history; and
    • c. explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.
  2. History:
    The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
    • a. identify the major characteristics that define an historical era;
    • b. identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
    • c. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
    • d. explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
  3. History:
    The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
    • a. analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;
    • b. analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;
    • c. analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and
    • d. describe the optimism of the many immigrants who sought a better life in America.
  4. History:
    The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
    • a. explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;
    • b. evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico;
    • c. identify the causes of World War I and reasons for U.S. entry;
    • d. understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing;
    • e. analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front;
    • f. analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles; and
    • g. analyze significant events such as the Battle of Argonne Forest.
  5. History:
    The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
    • a. evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;
    • b. evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and
    • c. evaluate the impact of third parties, including the Populist and Progressive parties.
  6. History:
    The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:
    • a. analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and
    • b. analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.
  7. History:
    The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:
    • a. identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor;
    • b. evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort;
    • c. analyze the function of the U.S. Office of War Information;
    • d. analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons;
    • e. analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps;
    • f. evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton; and
    • g. explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities.
  8. History:
    The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:
    • a. describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis;
    • b. describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers;
    • c. explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy;
    • d. explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War;
    • e. analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and
    • f. describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement.
  9. History:
    The student understands the impact of the American civil rights movement. The student is expected to:
    • a. trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments;
    • b. describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements;
    • c. identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan;
    • d. compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.;
    • e. discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement;
    • f. describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;
    • g. describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo;
    • h. evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and
    • i. describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.
  10. History:
    The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:
    • a. describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;
    • b. describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength;
    • c. compare the impact of energy on the American way of life over time;
    • d. describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis;
    • e. describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and
    • f. describe significant societal issues of this time period.
  11. History:
    The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:
    • a. describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;
    • b. identify significant social and political advocacy organizations, leaders, and issues across the political spectrum;
    • c. evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties;
    • d. analyze the impact of third parties on presidential elections;
    • e. discuss the historical significance of the 2008 presidential election; and
    • f. discuss the solvency of long-term entitlement programs such as Social Security and Medicare.
  12. Geography:
    The student understands the impact of geographic factors on major events. The student is expected to:
    • a. analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and
    • b. identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
  13. Geography:
    The student understands the causes and effects of migration and immigration on American society. The student is expected to:
    • a. analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and
    • b. analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.
  14. Geography:
    The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
    • a. identify the effects of population growth and distribution on the physical environment;
    • b. identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act; and
    • c. understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights.
  15. Economics:
    The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
    • a. describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;
    • b. describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act;
    • c. explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;
    • d. describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States; and
    • e. describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money.
  16. Economics:
    The student understands significant economic developments between World War I and World War II. The student is expected to:
    • a. analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;
    • b. identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System;
    • c. analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others;
    • d. compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression; and
    • e. describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.
  17. Economics:
    The student understands the economic effects of World War II and the Cold War. The student is expected to:
    • a. describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment;
    • b. identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business;
    • c. describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s;
    • d. identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and
    • e. describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
  18. Economics:
    The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to:
    • a. discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream; and
    • b. identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy.
  19. Government:
    The student understands changes over time in the role of government. The student is expected to:
    • a. evaluate the impact of New Deal legislation on the historical roles of state and federal government;
    • b. explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11;
    • c. describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders;
    • d. discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and
    • e. evaluate the pros and cons of U.S. participation in international organizations and treaties.
  20. Government:
    The student understands the changing relationships among the three branches of the federal government. The student is expected to:
    • a. describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and
    • b. evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000.
  21. Government:
    The student understands the impact of constitutional issues on American society. The student is expected to:
    • a. analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester;
    • b. discuss historical reasons why the constitution has been amended; and
    • c. evaluate constitutional change in terms of strict construction versus judicial interpretation.
  22. Citizenship:
    The student understands the concept of American exceptionalism. The student is expected to:
    • a. discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire;
    • b. describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations; and
    • c. describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths.
  23. Citizenship:
    The student understands efforts to expand the democratic process. The student is expected to:
    • a. identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution;
    • b. evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924; and
    • c. explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union."
  24. Citizenship:
    The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    • a. describe qualities of effective leadership; and
    • b. evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.
  25. Culture:
    The student understands the relationship between the arts and the times during which they were created. The student is expected to:
    • a. describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;
    • b. describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society;
    • c. identify the impact of popular American culture on the rest of the world over time; and
    • d. analyze the global diffusion of American culture through the entertainment industry via various media.
  26. Culture:
    The student understands how people from various groups contribute to our national identity. The student is expected to:
    • a. explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society;
    • b. discuss the Americanization movement to assimilate immigrants and American Indians into American culture;
    • c. explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture;
    • d. identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society;
    • e. discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust"; and
    • f. discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez.
  27. Science, technology, and society:
    The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
    • a. explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States;
    • b. explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines; and
    • c. understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
  28. Science, technology, and society:
    The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:
    • a. analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States;
    • b. explain how space technology and exploration improve the quality of life; and
    • c. understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products.
  29. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
    • c. understand how historians interpret the past (historiography) and how their interpretations of history may change over time;
    • d. use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
    • e. evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;
    • f. identify bias in written, oral, and visual material;
    • g. identify and support with historical evidence a point of view on a social studies issue or event; and
    • h. use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
  30. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. create written, oral, and visual presentations of social studies information;
    • b. use correct social studies terminology to explain historical concepts; and
    • c. use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
  31. Social studies skills:
    The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
    • a. create thematic maps, graphs, and charts representing various aspects of the United States; and
    • b. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
  32. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

  1. World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
  2. The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries.
  3. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites.
  4. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies.
  5. A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  6. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  7. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation, as referenced in the Texas Education Code (TEC), §28.002(h).
  8. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  9. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  10. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. History:
    The student understands traditional historical points of reference in world history. The student is expected to:
    • a. identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations;
    • b. identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;
    • c. identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;
    • d. identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation;
    • e. identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and
    • f. identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
  2. History:
    The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:
    • a. summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations;
    • b. identify the characteristics of civilization; and
    • c. explain how major river valley civilizations influenced the development of the classical civilizations.
  3. History:
    The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:
    • a. describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity;
    • b. explain the impact of the fall of Rome on Western Europe; and
    • c. compare the factors that led to the collapse of Rome and Han China.
  4. History:
    The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to:
    • a. explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire;
    • b. explain the characteristics of Roman Catholicism and Eastern Orthodoxy;
    • c. describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism;
    • d. explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;
    • e. describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;
    • f. describe the interactions between Muslim and Hindu societies in South Asia;
    • g. explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe;
    • h. summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia;
    • i. explain the development of the slave trade;
    • j. analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and
    • k. summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.
  5. History:
    The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:
    • a. explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and
    • b. explain the political, intellectual, artistic, economic, and religious impact of the Reformation.
  6. History:
    The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:
    • a. compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and
    • b. explain how the Inca and Aztec empires were impacted by European exploration/colonization.
  7. History:
    The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to:
    • a. analyze the causes of European expansion from 1450 to 1750;
    • b. explain the impact of the Columbian Exchange on the Americas and Europe;
    • c. explain the impact of the Atlantic slave trade on West Africa and the Americas;
    • d. explain the impact of the Ottoman Empire on Eastern Europe and global trade;
    • e. explain Ming China's impact on global trade; and
    • f. explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.
  8. History:
    The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:
    • a. explain how 17th and 18th century European scientific advancements led to the Industrial Revolution;
    • b. explain how the Industrial Revolution led to political, economic, and social changes in Europe;
    • c. identify the major political, economic, and social motivations that influenced European imperialism;
    • d. explain the major characteristics and impact of European imperialism; and
    • e. explain the effects of free enterprise in the Industrial Revolution.
  9. History:
    The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:
    • a. compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;
    • b. explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America;
    • c. trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; and
    • d. identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
  10. History:
    The student understands the causes and impact of World War I. The student is expected to:
    • a. identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;
    • b. identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates;
    • c. explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and
    • d. identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.
  11. History:
    The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to:
    • a. summarize the international, political, and economic causes of the global depression; and
    • b. explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression.
  12. History:
    The student understands the causes and impact of World War II. The student is expected to:
    • a. describe the emergence and characteristics of totalitarianism;
    • b. explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and
    • c. explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
  13. History:
    The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to:
    • a. summarize how the outcome of World War II contributed to the development of the Cold War;
    • b. summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism;
    • c. identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;
    • d. explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;
    • e. summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and
    • f. explain how Arab rejection of the State of Israel has led to ongoing conflict.
  14. History:
    The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to:
    • a. summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and
    • b. explain the U.S. response to terrorism from September 11, 2001, to the present.
  15. Geography:
    The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:
    • a. create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and
    • b. analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.
  16. Geography:
    The student understands the impact of geographic factors on major historic events and processes. The student is expected to:
    • a. locate places and regions of historical significance directly related to major eras and turning points in world history;
    • b. analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and
    • c. interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
  17. Economics:
    The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to:
    • a. identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution;
    • b. summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution; and
    • c. summarize the economic and social impact of 20th century globalization.
  18. Economics:
    The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:
    • a. identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;
    • b. identify the historical origins and characteristics of communism, including the influences of Karl Marx;
    • c. identify the historical origins and characteristics of socialism;
    • d. identify the historical origins and characteristics of fascism;
    • e. explain why communist command economies collapsed in competition with free market economies at the end of the 20th century; and
    • f. formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities.
  19. Government:
    The student understands the characteristics of major political systems throughout history. The student is expected to:
    • a. identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and
    • b. identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
  20. Government:
    The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:
    • a. explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment;
    • b. identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;
    • c. explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and
    • d. explain the significance of the League of Nations and the United Nations.
  21. Citizenship:
    The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:
    • a. describe how people have participated in supporting or changing their governments;
    • b. describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and
    • c. identify examples of key persons who were successful in shifting political thought, including William Wilberforce.
  22. Citizenship:
    The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:
    • a. summarize the development of the rule of law from ancient to modern times;
    • b. identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome;
    • c. identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;
    • d. identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;
    • e. identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and
    • f. assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.
  23. Culture:
    The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
    • a. describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and
    • b. identify examples of religious influence on various events referenced in the major eras of world history.
  24. Culture:
    The student understands the roles of women, children, and families in different historical cultures. The student is expected to:
    • a. describe the changing roles of women, children, and families during major eras of world history; and
    • b. describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.
  25. Culture:
    The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
    • a. summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;
    • b. summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome;
    • c. explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and
    • d. explain how Islam influences law and government in the Muslim world.
  26. Culture: The student understands the relationship between the arts and the times during which they were created. The student is expected to:
    • a. identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;
    • b. analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and
    • c. identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
  27. Science, technology, and society:
    The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to:
    • a. identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;
    • b. summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;
    • c. explain the impact of the printing press on the Renaissance and the Reformation in Europe;
    • d. describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and
    • e. identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.
  28. Science, technology, and society:
    The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:
    • a. explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution;
    • b. explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;
    • c. explain the effects of major new military technologies on World War I, World War II, and the Cold War;
    • d. explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; and
    • e. identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.
  29. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;
    • b. explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events;
    • c. explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;
    • d. evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
    • e. identify bias in written, oral, and visual material;
    • f. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
    • g. construct a thesis on a social studies issue or event supported by evidence; and
    • h. use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
  30. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. interpret and create written, oral, and visual presentations of social studies information; and
    • d. transfer information from one medium to another.
  31. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.43. World Geography Studies (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

  1. In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and present with emphasis on contemporary issues. A significant portion of the course centers around the physical processes that shape patterns in the physical environment; the characteristics of major landforms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of the world population; relationships among people, places, and environments; and the concept of region. Students analyze how location affects economic activities in different economic systems. Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment. Students use problem-solving and decision-making skills to ask and answer geographic questions.
  2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as contemporary and historic maps of various types, satellite-produced images, photographs, graphs, map sketches, and diagrams is encouraged.
  3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
  6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. History:
    The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:
    • a. analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; and
    • b. trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.
  2. History:
    The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:
    • a. describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and
    • b. explain how changes in societies have led to diverse uses of physical features.
  3. Geography:
    The student understands how physical processes shape patterns in the physical environment. The student is expected to:
    • a. explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;
    • b. describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and
    • c. examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere.
  4. Geography:
    The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:
    • a. explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;
    • b. describe different landforms and the physical processes that cause their development; and
    • c. explain the influence of climate on the distribution of biomes in different regions.
  5. Geography:
    The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
    • a. analyze how the character of a place is related to its political, economic, social, and cultural elements; and
    • b. interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.
  6. Geography:
    The student understands the types, patterns, and processes of settlement. The student is expected to:
    • a. locate and describe human and physical features that influence the size and distribution of settlements; and
    • b. explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.
  7. Geography:
    The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:
    • a. construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;
    • b. explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration;
    • c. describe trends in world population growth and distribution; and
    • d. examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture.
  8. Geography:
    The student understands how people, places, and environments are connected and interdependent. The student is expected to:
    • a. compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;
    • b. describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and
    • c. evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources.
  9. Geography:
    The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
    • a. identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and
    • b. describe different types of regions, including formal, functional, and perceptual regions.
  10. Economics:
    The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:
    • a. describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems;
    • b. classify where specific countries fall along the economic spectrum between free enterprise and communism;
    • c. compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and
    • d. compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones.
  11. Economics:
    The student understands how geography influences economic activities. The student is expected to:
    • a. understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);
    • b. identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and
    • c. assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.
  12. Economics:
    The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:
    • a. analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and
    • b. evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.
  13. Government:
    The student understands the spatial characteristics of a variety of global political units. The student is expected to:
    • a. interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and
    • b. compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.
  14. Government:
    The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
    • a. analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;
    • b. compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and
    • c. analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU).
  15. Citizenship:
    The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:
    • a. identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; and
    • b. explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.
  16. Culture:
    The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
    • a. describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;
    • b. describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies;
    • c. explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently; and
    • d. compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes.
  17. Culture:
    The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:
    • a. describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;
    • b. describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;
    • c. compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations; and
    • d. evaluate the experiences and contributions of diverse groups to multicultural societies.
  18. Culture:
    The student understands the ways in which cultures change and maintain continuity. The student is expected to:
    • a. analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;
    • b. assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism;
    • c. identify examples of cultures that maintain traditional ways, including traditional economies; and
    • d. evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports.
  19. Science, technology, and society:
    The student understands the impact of technology and human modifications on the physical environment. The student is expected to:
    • a. evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment;
    • b. analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and
    • c. examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.
  20. Science, technology, and society:
    The student understands how current technology affects human interaction. The student is expected to:
    • a. describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and
    • b. examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.
  21. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;
    • b. locate places of contemporary geopolitical significance on a map; and
    • c. create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
  22. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;
    • b. generate summaries, generalizations, and thesis statements supported by evidence;
    • c. use geographic terminology correctly;
    • d. use standard grammar, spelling, sentence structure, and punctuation; and
    • e. create original work using proper citations and understanding and avoiding plagiarism.
  23. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;
    • b. use case studies and GIS to identify contemporary challenges and to answer real-world questions; and
    • c. use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

  1. In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue.
  2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution, selected Federalist Papers, landmark cases of the U.S. Supreme Court (such as those studied in Grade 8 and U.S. History Since 1877), biographies, autobiographies, memoirs, speeches, letters, and periodicals that feature analyses of political issues and events is encouraged.
  3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
  6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. History:
    The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The student is expected to:
    • a. explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government;
    • b. identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals;
    • c. identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu;
    • d. identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;
    • e. examine debates and compromises that impacted the creation of the founding documents; and
    • f. identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.
  2. History:
    The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:
    • a. give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and
    • b. analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.
  3. Geography:
    The student understands how geography can influence U.S. political divisions and policies. The student is expected to:
    • a. understand how population shifts affect voting patterns;
    • b. examine political boundaries to make inferences regarding the distribution of political power; and
    • c. explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.
  4. Geography:
    The student understands why certain places or regions are important to the United States. The student is expected to:
    • a. identify the significance to the United States of the location and key natural resources of selected global places or regions; and
    • b. analyze how U.S. foreign policy affects selected places and regions.
  5. Economics:
    The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:
    • a. explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels;
    • b. identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy;
    • c. compare the role of government in the U.S. free enterprise system and other economic systems; and
    • d. understand how government taxation and regulation can serve as restrictions to private enterprise.
  6. Economics:
    The student understands the relationship between U.S. government policies and the economy. The student is expected to:
    • a. examine how the U.S. government uses economic resources in foreign policy; and
    • b. understand the roles of the executive and legislative branches in setting international trade and fiscal policies.
  7. Government:
    The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. The student is expected to:
    • a. explain the importance of a written constitution;
    • b. evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;
    • c. analyze how the Federalist Papers such as Number 10, Number 39, and Number 51 explain the principles of the American constitutional system of government;
    • d. evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;
    • e. describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government;
    • f. identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today; and
    • g. examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare and contrast this to the phrase, "separation of church and state."
  8. Government:
    The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to:
    • a. analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;
    • b. analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments;
    • c. analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review;
    • d. identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC);
    • e. explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government;
    • f. analyze selected issues raised by judicial activism and judicial restraint;
    • g. explain the major responsibilities of the federal government for domestic and foreign policy such as national defense; and
    • h. compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.
  9. Government:
    The student understands the concept of federalism. The student is expected to:
    • a. explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system;
    • b. categorize government powers as national, state, or shared;
    • c. analyze historical and contemporary conflicts over the respective roles of national and state governments; and
    • d. understand the limits on the national and state governments in the U.S. federal system of government.
  10. Government:
    The student understands the processes for filling public offices in the U.S. system of government. The student is expected to:
    • a. compare different methods of filling public offices, including elected and appointed offices at the local, state, and national levels;
    • b. explain the process of electing the president of the United States and analyze the Electoral College; and
    • c. analyze the impact of the passage of the 17th Amendment.
  11. Government:
    The student understands the role of political parties in the U.S. system of government. The student is expected to:
    • a. analyze the functions of political parties and their role in the electoral process at local, state, and national levels;
    • b. explain the two-party system and evaluate the role of third parties in the United States; and
    • c. identify opportunities for citizens to participate in political party activities at local, state, and national levels.
  12. Government:
    The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:
    • a. compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics;
    • b. analyze advantages and disadvantages of federal, confederate, and unitary systems of government; and
    • c. analyze advantages and disadvantages of presidential and parliamentary systems of government.
  13. Citizenship:
    The student understands rights guaranteed by the U.S. Constitution. The student is expected to:
    • a. understand the roles of limited government and the rule of law in the protection of individual rights;
    • b. identify and define the unalienable rights;
    • c. identify the freedoms and rights guaranteed by each amendment in the Bill of Rights;
    • d. analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;
    • e. explain the importance of due process rights to the protection of individual rights and in limiting the powers of government; and
    • f. recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism.
  14. Citizenship:
    The student understands the difference between personal and civic responsibilities. The student is expected to:
    • a. explain the difference between personal and civic responsibilities;
    • b. evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good;
    • c. understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and
    • d. understand the voter registration process and the criteria for voting in elections.
  15. Citizenship:
    The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:
    • a. analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;
    • b. analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and
    • c. understand the factors that influence an individual's political attitudes and actions.
  16. Citizenship:
    The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
    • a. examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and
    • b. analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.
  17. Culture:
    The student understands the relationship between government policies and the culture of the United States. The student is expected to:
    • a. evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and
    • b. explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.
  18. Science, technology, and society:
    The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to:
    • a. understand how U.S. constitutional protections such as patents have fostered competition and entrepreneurship; and
    • b. identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.
  19. Science, technology, and society:
    The student understands the impact of advances in science and technology on government and society. The student is expected to:
    • a. understand the potential impact on society of recent scientific discoveries and technological innovations; and
    • b. evaluate the impact of the Internet and other electronic information on the political process.
  20. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
    • b. create a product on a contemporary government issue or topic using critical methods of inquiry;
    • c. analyze and defend a point of view on a current political issue;
    • d. analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference;
    • e. evaluate government data using charts, tables, graphs, and maps; and
    • f. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
  21. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
  22. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.45. Psychology (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

  1. In Psychology, an elective course, students study the science of behavior and mental processes. Students examine the full scope of the science of psychology such as the historical framework, methodologies, human development, motivation, emotion, sensation, perception, personality development, cognition, learning, intelligence, biological foundations, mental health, and social psychology.
  2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. History:
    The student understands the development of the field of psychology. The student is expected to:
    • a. identify characteristics that differentiate the field of psychology from other related social sciences;
    • b. trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic; and
    • c. explore subfields and career opportunities available in the science of psychology.
  2. Science of psychology:
    The student differentiates the processes of theory development and validation. The student is expected to:
    • a. define and differentiate the concepts of theory and principle;
    • b. identify and describe the basic methods of social scientific reasoning;
    • c. apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data; and
    • d. define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation).
  3. Science of psychology:
    The student understands the relationship between biology and behavior. The student is expected to:
    • a. describe the anatomy of the central and peripheral nervous systems and the endocrine system; and
    • b. explain the effects of the endocrine and nervous systems on development and behavior.
  4. Science of psychology:
    The student understands how sensations and perceptions influence cognition and behavior. The student is expected to:
    • a. explain the capabilities and limitations of sensory systems and individual perceptions; and
    • b. understand the interaction of the individual and the environment in determining sensation and perception.
  5. Individual development:
    The student understands that development is a life-long process. The student is expected to:
    • a. critique the various perspectives presented in the nature versus nurture debate;
    • b. trace the influence of physical development on the individual;
    • c. discuss the role of the caregiver on individual development;
    • d. explain factors involved in cognitive development according to Jean Piaget;
    • e. describe Erik Erikson's stages of psychosocial development;
    • f. evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality; and
    • g. evaluate the presented theories of human development and specify the strengths and weaknesses of each.
  6. Individual development:
    The student understands behavioral and social learning theories. The student is expected to:
    • a. demonstrate an understanding of the principles of operant and classical conditioning and of social learning; and
    • b. describe the processes of learning using typical classroom situations.
  7. Individual identity:
    The student understands the principles of motivation and emotion. The student is expected to:
    • a. compare predominant theories of motivation and emotion; and
    • b. explore the interaction of biological and cultural factors in emotion and motivation.
  8. Individual identity: The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligence.
  9. Individual identity:
    The student understands the basic principles of tests and measurements. The student is expected to:
    • a. describe statistical concepts used in testing; and
    • b. differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests.
  10. Individual identity:
    The student understands the development and assessment of personality. The student is expected to:
    • a. define personality;
    • b. compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural; and
    • c. describe personality assessment tools.
  11. Individual experience:
    The student understands basic elements of cognition. The student is expected to:
    • a. define and identify the basic elements of thought;
    • b. identify strategies and obstacles associated with problem solving and decision making;
    • c. explore the structural features of language;
    • d. discuss theories of language acquisition and development;
    • e. evaluate the limitations and capabilities of the information processing model; and
    • f. understand the states and levels of consciousness.
  12. Individual experience:
    The student understands the multifaceted aspects of mental health. The student is expected to:
    • a. explain stress and the individual's physiological, behavioral, and psychological responses to stressors;
    • b. evaluate cognitive and behavioral strategies for dealing with stress;
    • c. analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal;
    • d. recognize the biological, social, and cognitive origins of abnormal behavior;
    • e. discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and
    • f. evaluate the effectiveness of past and present methods of therapy.
  13. The individual in society:
    The student will understand the influence of society and culture on behavior and cognition. The student is expected to:
    • a. describe how attributions affect explanations of behavior;
    • b. explore the nature and effects of bias and discrimination;
    • c. describe circumstances in which conformity and obedience are likely to occur;
    • d. describe the effects of the presence of others on individual behavior;
    • e. discuss the nature of altruism;
    • f. discuss the factors influencing attraction; and
    • g. identify sources of attitude formation and assess methods used to influence attitudes.
  14. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. create a product on a contemporary psychology-related issue or topic using critical methods of inquiry;
    • b. draw and evaluate conclusions from qualitative information;
    • c. apply evaluation rules to quantitative information; and
    • d. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
  15. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use psychology-related terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
  16. Social studies skills: The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and
    • c. participate in conflict resolution using persuasion, compromise, debate, and negotiation.
  17. Social studies skills:
    The student develops long-term and short-term goal-setting skills for individual and community problem solving. The student is expected to:
    • a. illustrate the relationship and sequence between intermediate goals and terminal goals; and
    • b. monitor and evaluate self-directed inquiry or projects for timelines, accuracy, and goal attainment.
  18. Science and technology:
    The student understands the relationship of changes in technology to personal growth and development. The student is expected to:
    • a. analyze examples of attitudes, beliefs, and behaviors related to changes in available technology; and
    • b. evaluate the impact of changes in technology on personal growth and development.

§113.46. Sociology (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

  1. Sociology, an elective course, is an introductory study in social behavior and organization of human society. This course will describe the development of the field as a social science by identifying methods and strategies of research leading to an understanding of how the individual relates to society and the ever changing world. Students will also learn the importance and role of culture, social structure, socialization, and social change in today's society.
  2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  3. Students identify the role of the free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  4. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  5. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  6. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. Foundations of sociology:
    The student understands the theoretical perspectives of the historical interpretations of human social development. The student is expected to:
    • a. describe the development of the field of sociology;
    • b. identify leading sociologists in the field of social science, including Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, and Karl Marx, and interpret their contributions to the foundation of sociology; and
    • c. identify sociologists such as W. E. B. DuBois, Booker T. Washington, Robert E. Park, Harriet Martineau, Jane Addams, Robert Nisbet, and Julian Samora and interpret their contributions to the field.
  2. Foundations of sociology:
    The student understands how society evolves and cause and effect of social and institutional change. The student is expected to:
    • a. differentiate types of societies such as hunting and gathering, agrarian, pastoral, industrial, and post-industrial;
    • b. identify and describe the types of societies that exist in the world today;
    • c. examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and
    • d. analyze information about cultural life in the United States and other countries over time.
  3. Culture and social structure:
    The student examines world cultures. The student is expected to:
    • a. identify the elements of culture to include language, symbols, norms, and values;
    • b. explain how the elements of culture form a whole culture; and
    • c. give examples of subcultures and describe what makes them unique.
  4. Culture and social structure:
    The student understands types of groups and their functions. The student is expected to:
    • a. describe models of primary, secondary, formal, informal, and reference groups and e-communities; and
    • b. analyze groups in terms of membership roles, status, values, mores, role conflicts, and methods of resolution.
  5. Culture and social structure:
    The student differentiates and recognizes examples of subculture and counterculture. The student is expected to:
    • a. compare cultural norms such as ethnicity, national origin, age, socioeconomic status, and gender among various U.S. subculture groups;
    • b. describe stereotypes of various U.S. subcultures;
    • c. analyze social problems in selected U.S. subcultures; and
    • d. examine counterculture movements and analyze their impact on society as a whole.
  6. Individual and society:
    The student understands the process of socialization. The student is expected to:
    • a. define socialization and describe how the process of socialization is culturally determined;
    • b. differentiate the agents of socialization and evaluate their functions and roles; and
    • c. trace socialization as a lifelong process.
  7. Individual and society:
    The student understands the concept of adolescence and its characteristics. The student is expected to:
    • a. explain how education, exclusion from the labor force, and the juvenile justice system led to the development of adolescence as a distinct stage of the life cycle;
    • b. identify and interpret the five characteristics of adolescence: biological growth and development, an undefined status, increased decision making, increased pressures, and the search for self;
    • c. identify issues and concerns facing contemporary adolescents such as dating, dating violence, sexuality, teen parenting, drug use, suicide, and eating disorders; and
    • d. identify and discuss the skills adolescents need to make responsible life choices.
  8. Individual and society:
    The student understands the life stage of adulthood and its characteristics. The student is expected to:
    • a. identify the stages of adult development and compare the differences between male and female development;
    • b. analyze the traditional roles of work and how the composition of the labor force has changed in the United States; and
    • c. analyze the characteristics of late adulthood and changes on the individual and society such as retirement, physical and mental functioning, dependency on others, and death.
  9. Individual and society:
    The student will explain the nature and social function of deviance. The student is expected to:
    • a. compare theories of deviance such as the functionalist, conflict, and interactionist perspectives;
    • b. interpret differences in crime and arrest rates by social categories such as ethnicity, gender, socioeconomic status, and age, including cross-reference with the National Crime Victimization Survey; and
    • c. analyze the criminal justice system in the United States in relation to deviant behavior.
  10. Social inequality:
    The student understands the nature of social stratification in society. The student is expected to:
    • a. analyze the characteristics and components of caste and class systems and social mobility and how motivation affects each;
    • b. define poverty and its components and analyze poverty's impact on the individual and society;
    • c. contrast theories of social stratification; and
    • d. recognize and examine global stratification and inequality.
  11. Social inequality:
    The student understands the impact of race and ethnicity on society. The student is expected to:
    • a. define race and ethnicity and differentiate among the distinguishing characteristics of minority groups;
    • b. contrast the terms discrimination, prejudice, and bias;
    • c. discuss the ramifications of stereotyping;
    • d. analyze the varying treatment patterns of minority groups such as African American, Asian American, Hispanic American, and American Indian; and
    • e. explain instances of institutional racism in American society.
  12. Social inequality:
    The student understands changing societal views on gender, age, and health. The student is expected to:
    • a. analyze how gender roles affect the opportunities available to men and women in society;
    • b. analyze the effects of an aging society;
    • c. compare the nature of health care in a global society; and
    • d. evaluate the nature of health care in different segments of American society.
  13. Social institutions:
    The student identifies the basic social institution of the family and explains its influences on society. The student is expected to:
    • a. define the functions and rituals of the family and how the family has changed over time;
    • b. define family systems and patterns;
    • c. analyze the trends in American society regarding family life and the needs that the institution of family satisfies; and
    • d. analyze ways in which family life can be disrupted.
  14. Social institutions:
    The student identifies the basic social institutions of economics and politics and explains their influence on society. The student is expected to:
    • a. define and differentiate between the economic models of free enterprise and socialism and how they impact society;
    • b. define and differentiate among different types of government and discuss the legitimacy of those in power and the impact of each on its citizens; and
    • c. trace the changes in ideas about citizenship and participation of different groups through time.
  15. Social institutions:
    The student identifies the basic social institutions of education and religion and explains their influence on society. The student is expected to:
    • a. explain functionalist, conflict, and interactionist theories of education;
    • b. argue and defend some current issues in American education;
    • c. examine religion from the sociological point of view;
    • d. analyze the functions of society and the basic societal needs that religion serves; and
    • e. compare and contrast distinctive features of religion in the United States with religion in other societies.
  16. Social institutions:
    The student understands the basic social institutions of science and the mass media and their influence on society. The student is expected to:
    • a. identify factors that have contributed to the institutionalization of science, explain the norms of scientific research, and explain how these norms differ from the realities of scientific research;
    • b. trace major developments in the history of mass media and identify the types of mass media in the United States;
    • c. explain the differences between the functionalist and conflict perspectives of mass media; and
    • d. examine contemporary mass media issues.
  17. Changing world:
    The student understands how population and urbanization contribute to a changing social world. The student is expected to:
    • a. describe the study of demography, the basic demographic concepts, and changes in settlement patterns on society; and
    • b. explain and critique various theories of population growth and its impact on society.
  18. Changing world:
    The student understands how collective behavior, social movements, and modernization contribute to a changing social world. The student is expected to:
    • a. compare and contrast various types of collective behavior and social movements and how they affect society;
    • b. discuss theories that have been developed to explain collective behavior and social movements; and
    • c. illustrate three social processes that contribute to social change and discuss and evaluate how technology, population, natural environment, revolution, and war cause cultures to change.
  19. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. create a product on a contemporary sociological issue or topic using critical methods of inquiry;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; and
    • c. use appropriate mathematical skills to interpret sociological information.
  20. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use sociology-related terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
  21. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and
    • c. participate in conflict resolution using persuasion, compromise, debate, and negotiation.

§113.47. Special Topics in Social Studies (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course. Students may take this course with different course content for a maximum of two credits.

Introduction

  1. In Special Topics in Social Studies, an elective course, students are provided the opportunity to develop a greater understanding of the historic, political, economic, geographic, multicultural, and social forces that have shaped their lives and the world in which they live. Students will use social science knowledge and skills to engage in rational and logical analysis of complex problems using a variety of approaches, while recognizing and appreciating diverse human perspectives.
  2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. apply social studies methodologies encompassing a variety of research and analytical tools to explore questions or issues thoroughly and fairly to include multiple perspectives;
    • b. evaluate effects of major political, economic, and social conditions on a selected social studies topic;
    • c. appraise a geographic perspective that considers physical and cultural processes as they affect the selected topic;
    • d. examine the role of diverse communities in the context of the selected topic;
    • e. analyze ethical issues raised by the selected topic in historic, cultural, and social contexts;
    • f. depending on the topic, use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • g. depending on the topic, use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
  2. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. locate, analyze, organize, synthesize, evaluate, and apply information about the selected topic, identifying, describing, and evaluating multiple points of view;
    • b. differentiate between valid primary and secondary sources and use them appropriately to conduct research and construct arguments;
    • c. read narrative texts critically and identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
    • d. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
    • e. collect visual images (photographs, paintings, political cartoons, and other media) to enhance understanding and appreciation of multiple perspectives in a social studies topic;
    • f. identify bias in written, oral, and visual material;
    • g. evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
    • h. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
  3. Social studies skills: The student creates written, oral, and visual presentations of social studies information. The student is expected to:
    • a. apply the conventions of usage and mechanics of written English;
    • b. use social studies terminology correctly;
    • c. use appropriate oral communication techniques;
    • d. construct a thesis that is supported by evidence;
    • e. recognize and evaluate counter arguments;
    • f. use visual images (photographs, paintings, and other media) to facilitate understanding and appreciation of multiple perspectives in a social studies topic;
    • g. develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials; and
    • h. use computer software to create written, graphic, or visual products from collected data.

§113.48. Social Studies Research Methods (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course. Students may take this course with different course content for a maximum of two credits.

Introduction

  1. In Social Studies Research Methods, an elective course, students conduct advanced research on a selected topic in social studies using qualitative and/or quantitative methods of inquiry. Students present their research results and conclusions in written and visual or oral format. The course is designed to be conducted in either classroom or independent settings.
  2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
    • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
    • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
  5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

  1. Social studies skills:
    The student understands the need for an organizing framework to identify an area of interest and collect information. The student is expected to:
    • a. select a social studies issue, topic, or area of interest;
    • b. write a rationale and preliminary ideas for research methods;
    • c. develop a literature review; and
    • d. develop a thesis.
  2. Social studies skills:
    The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions. The student is expected to:
    • a. understand the basic requirements and philosophical foundations for qualitative and quantitative methods of inquiry, including inductive and deductive reasoning, to determine the most effective research approach from a variety of alternatives;
    • b. select and design a research project, including an examination of the theory and methods applicable to the research topic;
    • c. collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research;
    • d. use current technology such as library topic catalogues, networks, online information systems, academic journals, primary sources on the Internet, email interviews, and video interviews to collect information about the selected topic;
    • e. use information from sources that take into account multiple perspectives;
    • f. differentiate between primary and secondary sources and use each appropriately to conduct research and construct arguments;
    • g. develop and use criteria for the evaluation of qualitative and/or quantitative information;
    • h. describe the results of the research process;
    • i. generate logical conclusions from research results;
    • j. justify a conclusion with supporting evidence;
    • k. make predictions as to future actions and/or outcomes based on conclusions of research; and
    • l. develop a bibliography in a format appropriate to the social sciences such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
  3. Social studies skills:
    If doing qualitative research, the student employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality. The student is expected to:
    • a. interpret the historiography of the research topic;
    • b. apply key social science concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
    • c. investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures;
    • d. relate important events, recurring dilemmas, and persistent issues to topic; and
    • e. employ empathy, skepticism, and critical judgment to analysis of topic.
  4. Social studies skills:
    If doing quantitative research, The student is expected to:
    • a. apply the scientific method in a research project;
    • b. create a matrix applying research methodologies that employ survey research, ethnography, primary documents, and statistical analysis to given subject areas;
    • c. determine the most efficient research approach;
    • d. utilize basic statistical approaches and tools in the analysis of aggregate information;
    • e. define and compute statistical information using various statistical approaches such as means testing and correlation, measures of central tendency and distribution, the development of categorical systems, and logical analysis;
    • f. analyze information using a spreadsheet or statistical analysis information software;
    • g. apply the fundamental principles and requirements of validity and reliability as used in the social sciences;
    • h. interpret patterns of behavior reflecting attitudes and values that contribute or pose obstacles to cross-cultural understanding; and
    • i. utilize applicable ethical standards in collecting, storing, and using human experimental or survey data.
  5. Social studies skills:
    The student creates a written and oral presentation of research and conclusions. The student is expected to:
    • a. apply the conventions of usage and mechanics of written English;
    • b. present a thesis and conclusion;
    • c. use appropriate social science terminology;
    • d. justify a conclusion with supporting evidence and address counter arguments as appropriate;
    • e. construct visuals such as statistical compilations, charts, graphs, tables, timelines, and maps to convey appropriate data;
    • f. create a presentation on a selected topic using word-processing, graphics, and multimedia software;
    • g. incorporate and present visual images (photographs, paintings, and other media) to enhance presentation; and
    • h. develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
  6. Social studies skills:
    The student understands the principles and requirements of the scientific method. The student is expected to:
    • a. select a social studies issue, topic, or area of interest;
    • b. select and design a research project, including an examination of the theory and methods applicable to the research topic;
    • c. describe the results of the research process; and
    • d. justify a conclusion with supporting evidence and make predictions as to future actions and/or outcomes based on the conclusions of research.

South Carolina's Ninth Grade Standards

Article Body

  • SC.USHC-1. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States.

    • USHC-1.1. Knowledge And Skills / Essential Question:

      Summarize the distinct characteristics of each colonial region in the settlement and development of British North America, including religious, social, political, and economic differences.

    • USHC-1.2. Knowledge And Skills / Essential Question:

      Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the rule of law as written in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War.

    • USHC-1.3. Knowledge And Skills / Essential Question:

      Analyze the impact of the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic.

    • USHC-1.4. Knowledge And Skills / Essential Question:

      Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached at the Philadelphia Convention and the ratification of the Constitution.

    • USHC-1.5. Knowledge And Skills / Essential Question:

      Explain how the fundamental principle of limited government is protected by the Constitution and the Bill of Rights, including democracy, republicanism, federalism, the separation of powers, the system of checks and balances, and individual rights.

    • USHC-1.6. Knowledge And Skills / Essential Question:

      Analyze the development of the two-party system during the presidency of George Washington, including controversies over domestic and foreign policies and the regional interests of the Democratic-Republicans and the Federalists.

    • USHC-1.7. Knowledge And Skills / Essential Question:

      Summarize the expansion of the power of the national government as a result of Supreme Court decisions under Chief Justice John Marshall, such as the establishment of judicial review in Marbury v. Madison and the impact of political party affiliation on the Court.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
      2. Examine the relationship of the present to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      3. Trace and describe continuity and change across cultures.
      4. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-1)
      5. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      6. Create a thesis supported by research to convince an audience of its validity.
      (USHC-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-2. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century.

    • USHC-2.1. Knowledge And Skills / Essential Question:

      Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states’ rights and federal power during the era of Jacksonian democracy as the result of major land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession.

    • USHC-2.2. Knowledge And Skills / Essential Question:

      Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States’ relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War..

    • USHC-2.3. Knowledge And Skills / Essential Question:

      Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies.

    • USHC-2.4. Knowledge And Skills / Essential Question:

      Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Assess the relative importance of multiple causes on outcomes.
      2. Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.(USHC-2)
      3. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
      4. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-2)
      5. Create a thesis supported by research to convince an audience of its validity.
      (USHC-2)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-3. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of how regional and ideological differences led to the Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America.

    • USHC-3.1. Knowledge And Skills / Essential Question:

      Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states’ rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America.

    • USHC-3.2. Knowledge And Skills / Essential Question:

      Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, and political factors in the defeat of the Confederacy; and the ultimate defeat of the idea of secession.

    • USHC-3.3. Knowledge And Skills / Essential Question:

      Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans.

    • USHC-3.4. Knowledge And Skills / Essential Question:

      Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post-Reconstruction era.

    • USHC-3.5. Knowledge And Skills / Essential Question:

      Evaluate the varied responses of African Americans to the restrictions imposed on them in the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-3)
      4. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
      5. Explain contemporary patterns of human behavior, culture, and political and economic systems.
      6. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      7. Create a thesis supported by research to convince an audience of its validity.
      (USHC-3)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-4. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries.

    • USHC-4.1. Knowledge And Skills / Essential Question:

      Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples.

    • USHC-4.2. Knowledge And Skills / Essential Question:

      Analyze the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets.

    • USHC-4.3. Knowledge And Skills / Essential Question:

      Evaluate the role of capitalism and its impact on democracy, including the ascent of new industries, the increasing availability of consumer goods and the rising standard of living, the role of entrepreneurs, the rise of business through monopoly and the influence of business ideologies.

    • USHC-4.4. Knowledge And Skills / Essential Question:

      Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor unions, and the Populist movement and the ways that these groups and the government responded to the economic problems caused by industry and business.

    • USHC-4.5. Knowledge And Skills / Essential Question:

      Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, the role of political machines, and the migration of African Americans to the North, Midwest, and West.

    • USHC-4.6. Knowledge And Skills / Essential Question:

      Compare the accomplishments and limitations of the women’s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and presidents Theodore Roosevelt and Woodrow Wilson.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze how a scarcity of productive resources affects economic choice.
      4. Analyze the role of government in promoting entrepreneurial activity.
      5. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-4)
      6. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      7. Create a thesis supported by research to convince an audience of its validity.
      (USHC-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-5. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of domestic and foreign developments that contributed to the emergence of the United States as a world power in the twentieth century.

    • USHC-5.1. Knowledge And Skills / Essential Question:

      Analyze the development of American expansionism, including the change from isolationism to intervention and the rationales for imperialism based on Social Darwinism, expanding capitalism, and domestic tensions.

    • USHC-5.2. Knowledge And Skills / Essential Question:

      Explain the influence of the Spanish-American War on the emergence of the United States as a world power, including the role of yellow journalism in the American declaration of war against Spain, United States interests and expansion in the South Pacific, and the debate between pro- and anti-imperialists over annexation of the Philippines.

    • USHC-5.3. Knowledge And Skills / Essential Question:

      Summarize United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow Wilson’s “moral diplomacy” and changing worldwide perceptions of the United States.

    • USHC-5.4. Knowledge And Skills / Essential Question:

      Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow Wilson’s leadership in the Treaty of Versailles and the creation of the League of Nations.

    • USHC-5.5. Knowledge And Skills / Essential Question:

      Analyze the United States rejection of internationalism, including postwar disillusionment, the Senate’s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United States in international affairs in the 1920s.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-5)
      4. Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.(USHC-5)
      5. Explain how an interdependent, specialized, and voluntary worldwide trade network affects standards of living and economic growth.
      6. Create a thesis supported by research to convince an audience of its validity.
      (USHC-5)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-6. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response to the economic crisis in the 1930s.

    • USHC-6.1. Knowledge And Skills / Essential Question:

      Explain the impact of the changes in the 1920s on the economy, society, and culture, including the expansion of mass production techniques, the invention of new home appliances, the introduction of the installment plan, the role of transportation in changing urban life, the effect of radio and movies in creating a national mass culture, and the cultural changes exemplified by the Harlem Renaissance.

    • USHC-6.2. Knowledge And Skills / Essential Question:

      Explain the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the “Red Scare”, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial.

    • USHC-6.3. Knowledge And Skills / Essential Question:

      Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people.

    • USHC-6.4. Knowledge And Skills / Essential Question:

      Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of the Great Depression, including the effectiveness of New Deal programs in relieving suffering and achieving economic recovery, in protecting the rights of women and minorities, and in making significant reforms to protect the economy such as Social Security and labor laws.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze how a scarcity of productive resources affects economic choices.
      4. Analyze the role of fiscal and regulatory policies in a mixed economy.
      5. Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
      6. CExplain contemporary patterns of human behavior, culture, and political and economic systems.
      7. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-6)
      (USHC-6)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-7. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of the impact of World War II on the United States and the nation’s subsequent role in the world.

    • USHC-7.1. Knowledge And Skills / Essential Question:

      Analyze the decision of the United States to enter World War II, including the nation’s movement from a policy of isolationism to international involvement and the Japanese attack on Pearl Harbor.

    • USHC-7.2. Knowledge And Skills / Essential Question:

      Evaluate the impact of war mobilization on the home front, including consumer sacrifices, the role of women and minorities in the workforce, and limits on individual rights that resulted in the internment of Japanese Americans.

    • USHC-7.3. Knowledge And Skills / Essential Question:

      Explain how controversies among the Big Three Allied leaders over war strategies led to post-war conflict between the United States and the USSR, including delays in the opening of the second front in Europe, the participation of the Soviet Union in the war in the Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki.

    • USHC-7.4. Knowledge And Skills / Essential Question:

      Summarize the economic, humanitarian, and diplomatic effects of World War II, including the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel.

    • USHC-7.5. Knowledge And Skills / Essential Question:

      Analyze the impact of the Cold War on national security and individual freedom, including the containment policy and the role of military alliances, the effects of the “Red Scare” and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the Berlin Wall, the Cuban missile crisis, and the nuclear arms race.

    • USHC-7.6. Knowledge And Skills / Essential Question:

      Analyze the causes and consequences of social and cultural changes in postwar America, including educational programs, the consumer culture and expanding suburbanization, the advances in medical and agricultural technology that led to changes in the standard of living and demographic patterns, and the roles of women in American society.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-7)
      (USHC-7)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USHC-8. Standard / Course—United States History and the Constitution

    (Usually taught at the eleventh grade) The student will demonstrate an understanding of social, economic and political issues in contemporary America.

    • USHC-8.1. Knowledge And Skills / Essential Question:

      Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality.

    • USHC-8.2. Knowledge And Skills / Essential Question:

      Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics.

    • USHC-8.3. Knowledge And Skills / Essential Question:

      Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition to the war, the role of the media, the policies of the Nixon administration, and the growing credibility gap that culminated in the Watergate scandal.

    • USHC-8.4. Knowledge And Skills / Essential Question:

      Analyze the causes and consequences of the resurgence of the conservative movement, including social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and abortion, the economic and social policies of the Reagan administration, and the role of the media.

    • USHC-8.5. Knowledge And Skills / Essential Question:

      Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and 2008.

    • USHC-8.6. Knowledge And Skills / Essential Question:

      Summarize America’s role in the changing world, including the dissolution of the Soviet Union, the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global terrorism.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-8)
      3. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      4. Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
      (USHC-8)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.ECON-1. Standard / Course—Economics

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how scarcity and choice impact the decisions of families, businesses, communities, and nations.

    • ECON-1.1. Knowledge And Skills / Essential Question:

      Explain that the practice of economic decision making is an evaluation process that measures additional benefits versus additional costs.

    • ECON-1.2. Knowledge And Skills / Essential Question:

      Explain why the productive resources of land, labor, and capital are limited.

    • ECON-1.3. Knowledge And Skills / Essential Question:

      Apply the concept that people respond to positive and negative incentives to past and current economic decisions.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Analyze how a scarcity of productive resources affects economic choices.
      2. Explain the opportunity cost involved in the allocation of scarce productive resources.
      3. Compare the locations of places, the conditions at places, and the connections between places.
      4. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.

  • SC.ECON-2. Standard / Course—Economics

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how markets facilitate exchange and how market regulation costs both consumers and producers.

    • ECON-2.1. Knowledge And Skills / Essential Question:

      Illustrate how markets are created when voluntary exchanges occur between buyers and sellers.

    • ECON-2.2. Knowledge And Skills / Essential Question:

      Explain how efficient markets allocate goods, services, and the factors of production in a market-based economy.Explain why the productive resources of land, labor, and capital are limited.

    • ECON-2.3. Knowledge And Skills / Essential Question:

      Illustrate how competition among sellers lowers costs and prices.

    • ECON-2.4. Knowledge And Skills / Essential Question:

      Illustrate how an economically efficient market allocates goods and services to the buyers who are willing to pay for them.

    • ECON-2.5. Knowledge And Skills / Essential Question:

      Explain how business cycles, market conditions, government policies, and inequalities affect the living standards of individuals and other economic entities.

    • ECON-2.6. Knowledge And Skills / Essential Question:

      Explain how market power enables some market structures to affect their situations to varying degrees and to use this market power to increase prices and reduce output.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Examine the costs and the benefits of economic choices made by a particular society and explain how those choices affect overall economic well-being.
      2. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.

  • SC.ECON-3. Standard / Course—Economics

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how government policies, business cycles, inflation, deflation, savings rates, and employment affect all economic entities.

    • ECON-3.1. Knowledge And Skills / Essential Question:

      Explain that institutions in a market economy help individuals and groups accomplish their goals.

    • ECON-3.2. Knowledge And Skills / Essential Question:

      Illustrate how money and the consequent banking system facilitate trade, historically and currently.

    • ECON-3.3. Knowledge And Skills / Essential Question:

      Explain how real interest rates adjust savings with borrowing, thus affecting the allocation of scarce resources between present and future users.

    • ECON-3.4. Knowledge And Skills / Essential Question:

      Use a circular flow diagram to explain how changes in economic activity affect households and businesses.

    • ECON-3.5. Knowledge And Skills / Essential Question:

      Explain how the federal government regulates the American economy in order to provide economic security, full employment, and economic equity.

    • ECON-3.6. Knowledge And Skills / Essential Question:

      Explain how economic indicators are used to evaluate changes in economic activity.

    • ECON-3.7. Knowledge And Skills / Essential Question:

      Illustrate the relationships among business cycles and unemployment, growth, price levels, wage rates, and investment.

    • ECON-3.8. Knowledge And Skills / Essential Question:

      Explain how the Federal Reserve regulates the amount of cash that banks can acquire and retain and therefore helps to provide a foundation for economic stability.

    • ECON-3.9. Knowledge And Skills / Essential Question:

      Exemplify how government, in a market economy, provides for services that private markets fail to provide and thus the costs of government policies often exceed benefits.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
      2. Analyze the role of the government in promoting entrepreneurial activity.
      3. Assess the relative importance of multiple causes on outcomes.

  • SC.ECON-4. Standard / Course—Economics

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how trade among nations affects markets, employment, economic growth, and other activity in the domestic economy.

    • ECON-4.1. Knowledge And Skills / Essential Question:

      Summarize how differing factor endowments—such as geography, the development of technology, and the abundance of labor—affect the goods and services in which a nation specializes.

    • ECON-4.2. Knowledge And Skills / Essential Question:

      Explain how the United States specializes in the production of those goods and services in which it has a comparative advantage.

    • ECON-4.3. Knowledge And Skills / Essential Question:

      Explain how the rise of a global marketplace contributes to the well-being of all societies but the benefits derived from globalization are unequal.

    • ECON-4.4. Knowledge And Skills / Essential Question:

      Explain how a global marketplace influences domestic labor markets, wage rates, unemployment levels, and disparities in earning potentials.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Explain how political, social, and economic institutions are similar or different across time and/or throughout the world.
      2. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
      3. Explain how an interdependent, specialized, and voluntary worldwide trade network affects a nation’s standard of living and economic growth.

  • SC.ECON-5. Standard / Course—Economics

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how personal financial decisions affect an individual’s present and future economic status.

    • ECON-5.1. Knowledge And Skills / Essential Question:

      Explain how individuals make personal economic decisions and how current spending and acquisition of debt can impact future income.

    • ECON-5.2. Knowledge And Skills / Essential Question:

      Explain that income for most people is determined by the market value of the productive resources they sell.

    • ECON-5.3. Knowledge And Skills / Essential Question:

      Explain how wage rates for most workers depend upon the market value of what the workers produce for the marketplace.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Explain the use of a budget in making personal economic decisions and planning for the future.
      2. Illustrate the fact that some choices provide greater benefits than others.
      3. Explain how investment in human capital such as health, education, and training leads to economic growth.

  • SC.USG-1. Standard / Course—United States Government

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of foundational political theory, concepts, and application.

    • USG-1.1. Knowledge And Skills / Essential Question:

      Analyze political theories related to the existence, necessity, and purpose of government, including natural rights, balance of the public and private interests, and physical and economic security.

    • USG-1.2. Knowledge And Skills / Essential Question:

      Analyze components of government and the governing process, including politics, power, authority, sovereignty, legitimacy, public institutions, efficacy, and civic life.

    • USG-1.3. Knowledge And Skills / Essential Question:

      Evaluate the role and relationship of the citizen to government in democratic, republican, authoritarian, and totalitarian systems.

    • USG-1.4. Knowledge And Skills / Essential Question:

      Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions.

    • USG-1.5. Knowledge And Skills / Essential Question:

      Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process.

    • USG-1.6. Knowledge And Skills / Essential Question:

      Evaluate the organization of government in confederal, federal, and unitary systems, including the distribution of power and the advantages and disadvantages of each system.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
      2. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USG-1)
      3. Model informed participatory citizenship.
      4. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      (USG-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  • SC.USG-2. Standard / Course—United States Government

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of foundational American political principles and the historical events and philosophical ideas that shaped the development and application of these principles.

    • USG-2.1. Knowledge And Skills / Essential Question:

      Summarize core principles of United States government, including limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government.

    • USG-2.2. Knowledge And Skills / Essential Question:

      Analyze developmental influences on the core political principles of American government, including Greek democracy, Roman republicanism, the Judeo-Christian heritage, and the European philosophers John Locke, Charles de Montesquieu, and William Blackstone.

    • USG-2.3. Knowledge And Skills / Essential Question:

      Analyze the British heritage that fostered development of the core political principles of American government, including the Magna Carta, the Petition of Right (1628), the Glorious Revolution, the English Bill of Rights, and the Mayflower Compact.

    • USG-2.4. Knowledge And Skills / Essential Question:

      Evaluate significant American founding documents in relation to core political principles, including the Declaration of Independence, the Articles of Confederation, state constitutions, the United States Constitution, The Federalist papers, and the Bill of Rights.

    • USG-2.5. Knowledge And Skills / Essential Question:

      Evaluate significant American historical documents in relation to the application of core principles (e.g., the Virginia and Kentucky Resolutions, the Ordinance of Nullification, the Seneca Falls Declaration, the Emancipation Proclamation, Martin Luther King Jr.’s “Letter from a Birmingham Jail”), the eleventh through the twenty-seventh amendments to the Constitution, and critical Supreme Court cases.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Model informed participatory citizenship.
      2. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      3. Analyze and evaluate evidence, arguments, claims, and beliefs.
      4. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.

  • SC.USG-3. Standard / Course—United States Government

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of the basic organization and function of United States government on national, state, and local levels and the role of federalism in addressing the distribution of power.

    • USG-3.1. Knowledge And Skills / Essential Question:

      Evaluate the Constitution as the written framework of the United States government, including expression of the core principles of limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government.

    • USG-3.2. Knowledge And Skills / Essential Question:

      Evaluate the formal and informal structure, role, responsibilities, and authority of the legislative, executive, and judicial branches of the national government as the embodiments of constitutional principles.

    • USG-3.3. Knowledge And Skills / Essential Question:

      Analyze federalism and its application in the United States, including the concepts of enumerated, concurrent, and reserved powers; the meaning of the ninth and tenth amendments; the principle of states’ rights; the promotion of limited government; the protection of individual rights; and the potential for conflict among the levels of government.

    • USG-3.4. Knowledge And Skills / Essential Question:

      Analyze the organization and responsibilities of local and state governments in the United States federal system, including the role of state constitutions, the limitations on state governments, the typical organization of state governments, the relationship between state and local governments, and the major responsibilities of state governments.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Explain how political, social, and economic institutions are similar or different across time and/or throughout the world.
      2. Analyze and evaluate evidence, arguments, claims, and beliefs.
      3. Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
      4. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.

  • SC.USG-4. Standard / Course—United States Government

    (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of civil rights and civil liberties, the role of American citizens in the American political system, and distinctive expressions of American political culture.

    • USG-4.1. Knowledge And Skills / Essential Question:

      Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government.

    • USG-4.2. Knowledge And Skills / Essential Question:

      Analyze the process of political socialization and its relation to political participation.

    • USG-4.3. Knowledge And Skills / Essential Question:

      Evaluate the role and function of common avenues utilized by citizens in political participation, including political parties, voting, polls, interest groups, and community service.

    • USG-4.4. Knowledge And Skills / Essential Question:

      Analyze the process through which citizens monitor and influence public policy, including political parties, interest groups, the media, lobbying, donations, issue advocacy, and candidate support.

    • USG-4.5. Knowledge And Skills / Essential Question:

      Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment.

    • USG-4.6. Knowledge And Skills / Essential Question:

      Explain how fundamental values, principles, and rights often conflict within the American political system; why these conflicts arise; and how these conflicts are and can be addressed.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Understand responsible citizenship in relation to the state, national, and international communities.
      2. Explain his or her relationship to others in the global community.
      3. Explain contemporary patterns of human behavior, culture, and political and economic systems.
      4. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.

    • Utah: 9th-Grade Standards

    Article Body

    (Note: For grades 7–12, Utah provides standards by course, instead of by grade level. Courses to be covered in grades 7–12 are Utah Studies, U.S. History I, U.S. History II, Geography for Life, World Civilizations, and U.S. Government and Citizenship.

    Utah public schools have also adopted the Common Core Standards for Reading for Literacy in History/Social Studies and Writing for Literacy in History/Social Studies for grades 6–12.)

    • UT.1. Standard: Utah Studies

      Students will understand the interaction between Utah's geography and its inhabitants.

      • 1.1. Objective:

        Investigate the relationship between physical geography and Utah's settlement, land use, and economy.

        • 1.1.a. Indicator:

          Read and interpret a variety of maps.

        • 1.1.b. Indicator:

          Identify the physical features and regions of Utah.

        • 1.1.c. Indicator:

          Compare and contrast the relationship between physical features and regions to settlement, land use, and the economy.

      • 1.2. Objective:

        Examine the interrelationship between Utah's climate, location, landforms, and life.

        • 1.2.a. Indicator:

          Describe how latitude, elevation, and distance from the ocean influence Utah's climate.

        • 1.2.b. Indicator:

          Explain how mountains, valleys, and bodies of water affect climate.

        • 1.2.c. Indicator:

          Assess how climate influences life in Utah.

        • 1.2.d. Indicator:

          Explain how natural forces shape the living environment and landscape.

        • 1.2.e. Indicator:

          Investigate how natural forces shape the local environments.

        • 1.2.f. Indicator:

          Predict how natural forces affect environments; e.g., earthquakes, volcanic action, mudslides, flooding, erosion.

      • 1.3. Objective:

        Assess how natural resources sustain and enhance people's lives.

        • 1.3.a. Indicator:

          Recognize the impact of water, minerals, wildlife, and forests on people.

        • 1.3.b. Indicator:

          Distinguish between renewable and non-renewable resources.

        • 1.3.c. Indicator:

          Analyze how natural resources improve the quality of life.

        • 1.3.d. Indicator:

          Assess the importance of protecting and preserving natural resources.

      • 1.4. Objective:

        Examine how people affect the geography of Utah.

        • 1.4.a. Indicator:

          Identify Utah's counties and cities.

        • 1.4.b. Indicator:

          Assess how people change the landscape.

        • 1.4.c. Indicator:

          Examine how altered landscapes affect people.

    • UT.2. Standard: Utah Studies

      Students will understand the contributions of Native American Indians, explorers, and Utah's pioneers.

      • 2.1. Objective:

        Examine the contributions of Native American Indians to the culture of Utah.

        • 2.1.a. Indicator:

          Identify prehistoric and historic Native American Indian groups.

        • 2.1.b. Indicator:

          Examine the interrelationship between each culture and its environment.

        • 2.1.c. Indicator:

          Investigate spiritual, artistic, architectural, and oral traditions of Utah's Native American Indians; e.g., languages, storytelling, pottery, basketry, weaving, beadwork, and dwellings.

        • 2.1.d. Indicator:

          Identify how Native American Indian heritage influences Utah today.

      • 2.2. Objective:

        Investigate the importance of explorers to Utah's settlement.

        • 2.2.a. Indicator:

          Explain the contributions of the Spanish, mountain men, government, and scientific explorers.

        • 2.2.b. Indicator:

          Identify other explorers who contributed to our understanding of Utah.

      • 2.3. Objective:

        Describe the significance of pioneers in Utah history.

        • 2.3.a. Indicator:

          Explain the reasons for the Mormon migration to Utah.

        • 2.3.b. Indicator:

          Explore the pattern of Mormon settlement throughout the West.

        • 2.3.c. Indicator:

          Recognize how the Mormon pioneers' heritage influences Utah today.

        • 2.3.d. Indicator:

          Investigate the contributions of Utah's 'new pioneers', i.e., ethnic/multicultural/religious/scientific/technological groups.

    • UT.3. Standard: Utah Studies

      Students will understand the relationship between government and the people of Utah.

      • 3.1. Objective:

        Examine Utah's struggle for statehood.

        • 3.1.a. Indicator:

          Compare and contrast territorial and state government organization.

        • 3.1.b. Indicator:

          Explain the benefits of statehood over territorial government.

        • 3.1.c. Indicator:

          Examine the unique relationship between the sovereign Native American Indian nations, the United States government and the Utah State government.

        • 3.1.d. Indicator:

          Investigate how government services affect the residents of the state.

      • 3.2. Objective:

        Examine the structure and function of city, county, and state governments.

        • 3.2.a. Indicator:

          Explain the role of the legislative, executive, and judicial branches in state government.

        • 3.2.b. Indicator:

          Assess the similarities and differences among the levels of local government.

        • 3.2.c. Indicator:

          Identify local officials and their responsibilities.

        • 3.2.d. Indicator:

          Research services that are provided by each level of government; i.e., city, county, township.

      • 3.3. Objective:

        Assess the rights and responsibilities of citizenship.

        • 3.3.a. Indicator:

          Compare and contrast the United States and Utah Constitutions.

        • 3.3.b. Indicator:

          Explain the rights and responsibilities of good citizens.

        • 3.3.c. Indicator:

          Investigate how individuals can be involved in the political process.

    • UT.4. Standard: Utah Studies

      Students will understand the diverse ways people make a living in Utah.

      • 4.1. Objective:

        Explore the components of Utah's economy.

        • 4.1.a. Indicator:

          Identify the multiple components of Utah's economy; e.g., government, agriculture, mining, tourism, high tech industry.

        • 4.1.b. Indicator:

          Investigate Utah's global trade interdependence.

        • 4.1.c. Indicator:

          Research important segments of the local economy.

        • 4.1.d. Indicator:

          Assess factors that attract people and businesses to locate in Utah.

      • 4.2. Objective:

        Investigate the past and present role of agriculture in Utah.

        • 4.2.a. Indicator:

          Identify the importance of farming and ranching to Utah's economy.

        • 4.2.b. Indicator:

          Explain the impact of the Great Depression on farmers and agriculture.

        • 4.2.c. Indicator:

          Investigate how agriculture has diversified and improved over time.

        • 4.2.d. Indicator:

          Examine the cultural legacy of agriculture in Utah.

      • 4.3. Objective:

        Examine aspects that have broadened Utah's economy.

        • 4.3.a. Indicator:

          Investigate the role of mining in Utah.

        • 4.3.b. Indicator:

          Examine the railroad's impact on Utah.

        • 4.3.c. Indicator:

          Explain the impact of military installations.

        • 4.3.d. Indicator:

          Assess the development of heavy and high tech industries.

      • 4.4. Objective:

        Investigate the current status of Utah's economy.

        • 4.4.a. Indicator:

          Examine the role of recreation and tourism in Utah.

        • 4.4.b. Indicator:

          Outline the role of labor unions.

        • 4.4.c. Indicator:

          Explain the effects of private, state, and federal land ownership on land use; i.e., parks, forests, trust lands, etc.

    • UT.5. Standard: Utah Studies

      Students will understand the diverse nature of Utah's peoples and cultures.

      • 5.1. Objective:

        Assess the cultural diversity of Utah.

        • 5.1.a. Indicator:

          Recognize the unique lifestyles of various cultural or ethnic groups in the local community.

        • 5.1.b. Indicator:

          Explain the role of immigration in changing Utah society.

        • 5.1.c. Indicator:

          Research the ways people maintain and preserve cultural identity; e.g., language, custom, holidays, tradition.

        • 5.1.d. Indicator:

          Explain the issues immigrants encounter in adapting to life in Utah.

      • 5.2. Objective:

        Investigate the contributions of Utah's religious and ethnic groups, including Native American Indians.

        • 5.2.a. Indicator:

          Identify Utah's religious and ethnic groups.

        • 5.2.b. Indicator:

          Explain the reasons Utah's religious and ethnic groups settled in Utah.

        • 5.2.c. Indicator:

          Explain the benefits each ethnic and religious group adds to Utah's society.

        • 5.2.d. Indicator:

          Investigate how Utah's religious and ethnic groups adapt and interact.

      • 5.3. Objective:

        Assess the diverse cultural and recreational opportunities available in Utah.

        • 5.3.a. Indicator:

          Examine Utah arts opportunities in the areas of dance, music, theater, and visual arts.

        • 5.3.b. Indicator:

          Investigate recreational opportunities in Utah.

    • UT.6. Standard: Utah Studies

      Students will understand the impact of major contemporary events that concern the land and people of Utah.

      • 6.1. Objective:

        Identify and investigate major contemporary events that affect individuals, institutions, and society.

        • 6.1.a. Indicator:

          Examine different points of view on important events; e.g., points of view on land, politics.

        • 6.1.b. Indicator:

          Identify the impact each point of view may have on the state.

        • 6.1.c. Indicator:

          Investigate the avenues available for individual or community involvement.

    • UT.1. Standard: U.S. History I

      Students will interpret the role of geography in shaping United States history.

      • 1.1. Objective:

        Determine how geography affected the development of the United States.

        • 1.1.a. Indicator:

          Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region.

        • 1.1.b. Indicator:

          Apply the five themes of geography as they relate to the development of the United States.

      • 1.2. Objective:

        Utilize geographic skills as they relate to the study of the United States.

        • 1.2.a. Indicator:

          Locate the major physical features, including the plains, major rivers, bodies of water, mountain ranges, and continents.

        • 1.2.b. Indicator:

          Locate the major political features, including countries, regions, and states.

        • 1.2.c. Indicator:

          Apply map and globe skills to the study of United States history; e.g., direction, legend, scale, grid coordinates.

    • UT.2. Standard: U.S. History I

      Students will investigate the relationship between events of different time periods.

      • 2.1. Objective:

        Develop an awareness of current events.

        • 2.1.a. Indicator:

          Use print and broadcast media to acquire an awareness of current events.

        • 2.1.b. Indicator:

          Recognize the difference between fact and opinion, and discern bias in the media.

      • 2.2. Objective:

        Analyze how contemporary concerns and events affect and are affected by history.

        • 2.2.a. Indicator:

          Apply knowledge of historical events to recent major events.

        • 2.2.b. Indicator:

          Utilize contemporary news to discuss past events.

    • UT.3. Standard: U.S. History I

      Students will understand the changes caused by European exploration in the Americas.

      • 3.1. Objective:

        Explore life among the various American Indian nations prior to European exploration of the New World.

        • 3.1.a. Indicator:

          Identify the major regional American Indian nations of North America.

        • 3.1.b. Indicator:

          Examine the cultures of American Indian nations; e.g., languages, beliefs, traditions, and lifestyles.

      • 3.2. Objective:

        Analyze the reasons for European exploration.

        • 3.2.a. Indicator:

          Explain the economic reasons behind exploration; e.g., trade routes, discoveries of fine goods in the East, search for raw materials.

        • 3.2.b. Indicator:

          Examine the political reasons behind exploration; e.g., empire building, European rivalries.

        • 3.2.c. Indicator:

          Investigate the social reasons behind exploration; e.g., spreading ideas and beliefs, seeking religious freedoms.

        • 3.2.d. Indicator:

          Identify key individuals who contributed to European exploration; e.g. Columbus, Cartier, Cabot, Hudson.

      • 3.3. Objective:

        Assess the impact of European exploration on African slaves and American Indian nations.

        • 3.3.a. Indicator:

          Examine the reasons for slavery in the New World; e.g., cotton, sugar, tobacco.

        • 3.3.b. Indicator:

          Trace the beginnings of the slave trade in the Americas.

        • 3.3.c. Indicator:

          Investigate the transportation of African slaves to the Americas; i.e., triangular trade routes, the middle passage.

        • 3.3.d. Indicator:

          Explore the impact of the Europeans and the resulting destruction of American Indian cultures; e.g., the Spanish Conquistadors, disease brought by Europeans, European settlement.

    • UT.4. Standard: U.S. History I

      Students will analyze European colonization and settlement of North America.

      • 4.1. Objective:

        Explain where and why European countries colonized North America, e.g., the Netherlands, England, France, Spain.

        • 4.1.a. Indicator:

          Identify motives for exploration; e.g., religion, expansion, trade, wealth.

        • 4.1.b. Indicator:

          Locate the geographical regions of European settlement.

        • 4.1.c. Indicator:

          Investigate the contributions and influences of the major European powers.

      • 4.2. Objective:

        Assess the reasons for settlement of the English colonies.

        • 4.2.a. Indicator:

          Compare the reasons for settlement in the New England, Middle, and Southern colonies.

        • 4.2.b. Indicator:

          Explain the contributions of key individuals in the settling of the English colonies; e.g., John Smith, Lord Baltimore, William Bradford.

        • 4.2.c. Indicator:

          Identify key groups involved in the settlement of the English colonies; e.g., Virginia Company, Pilgrims, Puritans, Quakers.

        • 4.2.d. Indicator:

          Determine the reasons for conflict between the European powers in North America.

        • 4.2.e. Indicator:

          Examine the causes and outcomes of the French and Indian War.

      • 4.3. Objective:

        Examine the economic, political, and social patterns in the development of the 13 English colonies.

        • 4.3.a. Indicator: Contrast the economies of the three major Colonial regions

          New England, Middle, and Southern.

        • 4.3.b. Indicator:

          Assess the impact of geography on the economies of the three major regions.

        • 4.3.c. Indicator:

          Explain the development of self-government in the colonies.

        • 4.3.d. Indicator:

          Investigate the lifestyles and cultures of the New England, Middle, and Southern colonies; e.g., education, slavery, religion.

    • UT.5. Standard: U.S. History I

      Students will understand the significance of the American Revolution in the development of the United States.

      • 5.1. Objective:

        Analyze what ideas and events led to the Revolutionary movement.

        • 5.1.a. Indicator:

          Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain.

        • 5.1.b. Indicator:

          Analyze the origin of the ideas behind the revolutionary movement and the movement toward independence; e.g., social contract, natural rights, English traditions.

        • 5.1.c. Indicator:

          Explain the major ideas expressed in the Declaration of Independence.

      • 5.2. Objective:

        Assess the factors affecting the course of the war and contributing to American victory.

        • 5.2.a. Indicator:

          Examine how the Revolutionary War affected the colonists.

        • 5.2.b. Indicator:

          Explain the events that brought European aid to the American cause.

        • 5.2.c. Indicator:

          Examine the advantages and disadvantages of the Continental Army against British resources.

      • 5.3. Objective:

        Evaluate the contributions of key people and groups to the Revolution.

        • 5.3.a. Indicator:

          Identify the contributions of colonial leaders; e.g., George Washington, Thomas Paine, Alexander Hamilton, Sam Adams, John Adams.

        • 5.3.b. Indicator:

          Analyze the role various political groups played in the Revolutionary movement; e.g., Sons and Daughters of Liberty, Committees of Correspondence, 1st and 2nd Continental Congress.

        • 5.3.c. Indicator:

          Examine the contributions of various social groups to the Revolutionary movement; e.g., women, free and enslaved blacks, American Indians.

      • 5.4. Objective:

        Examine the effects of the Revolution on the United States.

        • 5.4.a. Indicator:

          Analyze the terms of the Treaty of Paris of 1783.

        • 5.4.b. Indicator:

          Determine the weaknesses of the Articles of Confederation.

        • 5.4.c. Indicator:

          Investigate the problems that faced the emerging nation; e.g., debt, lack of unified central government, international relations.

        • 5.4.d. Indicator:

          Explain the effect the Revolution had on people; e.g., Native American Indians, slaves, European immigrants.

    • UT.6. Standard: U.S. History I

      Students will understand the structure and function of the United States government established by the Constitution.

      • 6.1. Objective:

        Assess the foundations and principles that led to the development of the Constitution.

        • 6.1.a. Indicator:

          Analyze the factors involved in convening the Constitutional Convention.

        • 6.1.b. Indicator:

          Investigate the ideas and documents that became the foundation for the United States Constitution; e.g., Magna Carta, Iroquois Confederation, European philosophers.

      • 6.2. Objective:

        Analyze the compromises that led to the ratification of the Constitution.

        • 6.2.a. Indicator:

          Compare the Federalists and Anti-Federalist ratification debates.

        • 6.2.b. Indicator:

          Examine the Constitution ratification compromises; i.e., 3/5 Compromise, Great Compromise, Bill of Rights.

      • 6.3. Objective:

        Examine the basic structure of the Constitution.

        • 6.3.a. Indicator:

          Identify the major elements of the United States Constitution.

        • 6.3.b. Indicator:

          Explain the purpose of the Constitution as outlined in the preamble.

        • 6.3.c. Indicator:

          Explore the role and functions of the three branches of government.

        • 6.3.d. Indicator:

          Examine the Constitutional principles of separation of powers and checks and balances.

        • 6.3.e. Indicator:

          Determine the role of the Constitution as a living document.

      • 6.4. Objective:

        Analyze the rights, liberties, and responsibilities of citizens.

        • 6.4.a. Indicator:

          Identify the responsibilities of citizenship to secure liberties; e.g., vote, perform jury duty, obey laws.

        • 6.4.b. Indicator:

          Examine the Bill of Rights and its specific guarantees.

    • UT.7. Standard: U.S. History I

      Students will explore the territorial growth of the United States before the Civil War.

      • 7.1. Objective:

        Describe the ideas and events that motivated the expansion of the United States.

        • 7.1.a. Indicator:

          Explain Manifest Destiny and its role in American expansion; e.g., land acquisition, economy, immigration.

        • 7.1.b. Indicator:

          Examine the background and consequences of the Louisiana Purchase.

        • 7.1.c. Indicator:

          Investigate the role of explorers in the expansion of the United States; e.g., Lewis and Clark, Pike, Fremont.

        • 7.1.d. Indicator:

          Examine the groups of people that came West; e.g., mountain men, Mormon pioneers, California 49ers, Asian and Irish immigrants.

      • 7.2. Objective:

        Examine the conflicts during the American expansion.

        • 7.2.a. Indicator:

          Investigate the causes and results of the War of 1812.

        • 7.2..b. Indicator:

          Analyze government policies toward and treaties with American Indian nations; e.g., relocation, removal, assimilation, and sovereignty.

        • 7.2.c. Indicator:

          Investigate the impact of the Mexican War on the land and people of the American Southwest; e.g., Mexican Cession, Texas, Gadsden Purchase.

      • 7.3. Objective:

        Analyze how new inventions and transportation methods stimulated western expansion.

        • 7.3a. Indicator:

          Research the impact of inventions on expansion; e.g., farming, industry, communication.

        • 7.3.b. Indicator:

          Examine developments in transportation; e.g., expansion of roads and trails, steamboats, and railroads.

      • 7.4. Objective:

        Assess the impact of the Industrial Revolution on the United States.

        • 7.4.a. Indicator:

          Examine the development of the factory system.

        • 7.4.b. Indicator:

          Analyze the role of factories on the growth of northern cities.

        • 7.4.c. Indicator:

          Determine how the Industrial Revolution affected the North, South, and West differently.

        • 7.4.d. Indicator:

          Investigate the changes in working conditions caused by the Industrial Revolution.

    • UT.8. Standard: U.S. History I

      Students will examine the expansion of the political system and social rights before the Civil War.

      • 8.1. Objective:

        Investigate the development of the American political party system.

        • 8.1.a. Indicator:

          Examine the differences between the Federalists and the Democratic-Republicans.

        • 8.1.b. Indicator:

          Trace the development of new political parties throughout the 18th and 19th centuries; e.g., Whigs, Jacksonian Democrats, Republicans.

        • 8.1.c. Indicator:

          Determine the role of third parties as an agent of reform.

        • 8.1.d. Indicator:

          Investigate the role of political parties in the electoral process.

      • 8.2. Objective:

        Analyze the evolution of democracy and the extension of democratic principles.

        • 8.2.a. Indicator:

          Examine how the Supreme Court strengthened the national government.

        • 8.2.b. Indicator:

          Analyze how states' rights issues led to growing sectionalism.

        • 8.2.c. Indicator:

          Investigate the relationship between national and state governments in expanding democracy.

        • 8.2.d. Indicator:

          Appraise how the political process changed to involve more people.

      • 8.3. Objective:

        Analyze the impact of social reforms on Americans during the 19th century.

        • 8.3.a. Indicator:

          Examine the abolitionist movement; e.g., Sojourner Truth, William Lloyd Garrison, Frederick Douglas, the Grimke sisters.

        • 8.3.b. Indicator:

          Investigate the impact of reform in education, religion, prisons and the treatment of the mentally ill during this period.

        • 8.3.c. Indicator:

          Examine the extension of women's political and legal rights.

    • UT.9. Standard: U.S. History I

      Students will understand the significance of the Civil War Era to the United States.

      • 9.1. Objective:

        Analyze differences and events that led to the Civil War.

        • 9.1.a. Indicator:

          Describe the cultural differences between the North and the South.

        • 9.1.b. Indicator:

          Examine the sectional economic differences of the United States; e.g., slavery, industry, agriculture, geography.

        • 9.1.c. Indicator:

          Analyze how states' rights led to conflict between the North and the South.

        • 9.1.d. Indicator:

          Trace the failure of compromise to ease sectional differences; e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act.

        • 9.1.e. Indicator:

          Investigate how the abolitionist movement increased sectional tensions between the Northern and Southern states; e.g., John Brown's raid, Dred Scott decision, Uncle Tom's Cabin, and Fugitive Slave Law.

        • 9.1.f. Indicator:

          Assess how the election of 1860 led to secession.

      • 9.2. Objective:

        Determine the factors that affected the course of the war and contributed to Union victory.

        • 9.2.a. Indicator:

          Compare the advantages and disadvantages of the Union and the Confederacy.

        • 9.2.b. Indicator:

          Analyze the impact of the Emancipation Proclamation on the United States and the Confederacy.

        • 9.2.c. Indicator:

          Identify the contributions of key individuals in the Civil War; e.g., Lincoln, Davis, Lee, Grant.

        • 9.2.d. Indicator:

          Investigate how the Civil War affected all people in the United States land area.

      • 9.3. Objective:

        Evaluate the Reconstruction period and how it affected the United States following the Civil War.

        • 9.3.a. Indicator:

          Explain the purpose of Reconstruction.

        • 9.3.b. Indicator:

          Analyze the social impact of Reconstruction; e.g., abolition of slavery, integration of races, fall of Southern society, education.

        • 9.3.c. Indicator:

          Determine the economic changes in the country caused by Reconstruction.

        • 9.3.d. Indicator:

          Explain the political changes brought about by the Reconstruction Era; e.g., 13th, 14th, and 15th Amendments, voting regulations, military districts.

    • UT.10. Standard: U.S. History I

      Students will understand the development of the American West following the Civil War.

      • 10.1. Objective:

        Analyze the factors that brought people west.

        • 10.1.a. Indicator:

          Examine why peoples came to the West; e.g., farmers, ranchers, miners, American Indian nations, immigrants, adventurers.

        • 10.1.b. Indicator:

          Investigate the impact of mining and ranching on the land and people.

        • 10.1.c. Indicator:

          Assess the impact of the railroad on western development.

      • 10.2. Objective:

        Analyze the settlement of the American West.

        • 10.2.a. Indicator:

          Examine the changes of the landscape due to settlement patterns.

        • 10.2.b. Indicator:

          Investigate the development of cities in the West.

        • 10.2.c. Indicator:

          Assess the impact western settlement patterns had on the Native American Indians.

      • 10.3. Objective:

        Investigate the conflict among various groups involved in the settlement of the West.

        • 10.3.a. Indicator:

          Determine the reasons and groups involved in conflict during the settlement of the West; e.g., ranchers, miners, farmers, American Indian nations, immigrants.

        • 10.3.b. Indicator:

          Examine the consequences of conflict in the settlement of the West.

    • UT.1. Standard: U.S. History II

      Students will expand their knowledge of pre-Reconstruction America.

      • 1.1. Objective:

        Examine the American colonial experience.

        • 1.1.a. Indicator:

          Identify reasons for the establishment of colonies in America.

        • 1.1.b. Indicator:

          Examine the rise of American culture in the New England, Middle, and Southern colonies.

      • 1.2. Objective:

        Investigate the development of the United States government, its institutions, and its politics.

        • 1.2.a. Indicator:

          Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause.

        • 1.2.b. Indicator:

          Analyze the Constitution's creation and impact on the new United States.

        • 1.2.c. Indicator:

          Trace the development of American government and politics from the Federalist period through Jacksonian democracy.

      • 1.3. Objective:

        Analyze the growth and division of the United States from 1820 through 1877.

        • 1.3.a. Indicator:

          Trace the United States' expansion and growth from the Atlantic to the Pacific.

        • 1.3.b. Indicator:

          Recognize the sectional differences that developed during the antebellum period.

        • 1.3.c. Indicator:

          Evaluate the causes, course, and consequences of the Civil War.

        • 1.3.d. Indicator:

          Analyze the successes and failures of the Reconstruction period following the Civil War.

        • 1.3.e. Indicator:

          Examine the United States' policies relating to American Indians.

    • UT.2. Standard: U.S. History II

      Students will understand how the growth of industry changed the United States.

      • 2.1. Objective:

        Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries.

        • 2.1.a. Indicator:

          Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures.

        • 2.1.b. Indicator:

          Explain the expansion of transportation and communication in the United States following the Civil War.

        • 2.1.c. Indicator:

          Determine the impact of industrialization on the American economy and society.

        • 2.1.d. Indicator:

          Examine how the market revolution affected retail distribution of goods in the cities and in rural areas.

      • 2.2. Objective:

        Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States.

        • 2.2.a. Indicator:

          Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford.

        • 2.2.b. Indicator:

          Evaluate the growth and influences of monopolies and trusts on capitalism.

      • 2.3. Objective:

        Assess how the growth of industry affected the movement of people into and within the United States.

        • 2.3.a. Indicator:

          Determine the demographic changes in population from the 1890's to the present.

        • 2.3.b. Indicator:

          Investigate the influences that affected various immigrant groups entering the United States.

        • 2.3.c. Indicator:

          Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation.

      • 2.4. Objective:

        Investigate the challenges presented to urban inhabitants.

        • 2.4.a. Indicator:

          Identify how American cities spawned American architecture.

        • 2.4.b. Indicator:

          Examine living conditions in tenements.

        • 2.4.c. Indicator:

          Compare the attitudes of Social Darwinism with those of Social Gospel believers.

    • UT.3. Standard: U.S. History II

      Students will recognize how social reform occurred at the turn of the century.

      • 3.1. Objective:

        Investigate reform movements and their prominent leaders.

        • 3.1.a. Indicator:

          Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party.

        • 3.1.b. Indicator:

          Analyze the growth and influence of political machines; i.e., muckrakers, Progressives.

        • 3.1.c. Indicator:

          Investigate the emerging civil rights movements for women and Afro-Americans.

      • 3.2. Objective:

        Assess the growth and development of labor unions and their key leaders.

        • 3.2.a. Indicator:

          Trace the development of national labor unions.

        • 3.2.b. Indicator:

          Determine the impact of collective bargaining.

        • 3.2.c. Indicator:

          Analyze the development of socialism in the United States.

    • UT.4. Standard: U.S. History II

      Students will understand how war affected the early 20th century.

      • 4.1. Objective:

        Investigate how the United States became involved in imperialism and the Spanish-American War.

        • 4.1.a. Indicator:

          Determine the economic, social, and military affects of United States imperialism.

        • 4.1.b. Indicator:

          Examine the cause, course, and consequences of the Spanish-American War.

        • 4.1.c. Indicator:

          Assess how America's imperialism altered relationships with the Far East and Latin America.

      • 4.2. Objective:

        Examine how World War I affected the military and the home front of the United States.

        • 4.2.a. Indicator:

          Identify major causes of World War I and the United States' involvement and influence in the war; i.e., Wilson's fourteen points, the Versailles Treaty.

        • 4.2.b. Indicator:

          Determine the reasons the United States Senate refused to join the League of Nations.

        • 4.2.c. Indicator:

          Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties.

    • UT.5. Standard: U.S. History II

      Students will understand how Americans reacted to rapid social change during the 1920's.

      • 5.1. Objective:

        Analyze how the United States coped with rapid economic and technological advances.

        • 5.1.a. Indicator:

          Investigate how mass media affected American society.

        • 5.1.b. Indicator:

          Assess how new inventions and consumerism influenced daily life.

        • 5.1.c. Indicator:

          Explain how the automobile affected the business and landscape of America.

      • 5.2. Objective:

        Examine the experiences of black Americans and women in the early 20th century.

        • 5.2.a. Indicator:

          Account for the sudden growth of black consciousness.

        • 5.2.b. Indicator:

          Describe the changes in women's attitudes and roles in society.

    • UT.6. Standard: U.S. History II

      Students will understand how the Great Depression and the New Deal affected the United States.

      • 6.1. Objective:

        Investigate the impact of the Great Depression on the United States.

        • 6.1.a. Indicator:

          Analyze the major causes of the Great Depression.

        • 6.1.b. Indicator:

          Examine the social effects of the Great Depression.

      • 6.2. Objective:

        Analyze the long-term effects of the New Deal on the United States.

        • 6.2.a. Indicator:

          Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics.

        • 6.2.b. Indicator:

          Investigate the shift of power from state to federal government.

    • UT.7. Standard: U.S. History II

      Students will understand the causes, course, and consequences of the United States' role in World War II.

      • 7.1. Objective:

        Determine how America shifted from isolationism to intervention.

        • 7.1.a. Indicator:

          Analyze the factors that led to militarism and fascist aggression in the world.

        • 7.1.b. Indicator:

          Determine how the attack on Pearl Harbor forced the United States out of isolationism.

        • 7.1.c. Indicator:

          Examine how the alliance systems led the United States into World War II.

        • 7.1.d. Indicator:

          Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.

      • 7.2. Objective:

        Examine the impact World War II had on the American home front.

        • 7.2.a. Indicator:

          Identify the impact of World War II on minority groups in America.

        • 7.2.b. Indicator:

          Examine the role women played in the wartime workforce.

        • 7.2.c. Indicator:

          Trace American mobilization for war.

      • 7.3. Objective:

        Evaluate how the rules and weapons of war changed during World War II.

        • 7.3.a. Indicator:

          Assess how the war expanded beyond military targets to civilian centers.

        • 7.3.b. Indicator:

          Evaluate how technology changed the weapons used in World War II and introduced the atomic age.

      • 7.4. Objective:

        Investigate the Post-War Baby Boom's influence on America.

        • 7.4.a. Indicator:

          Assess the influence of the G.I. Bill on the American lifestyle.

        • 7.4.b. Indicator:

          Trace the development of consumerism and the economy on the Baby Boom generation.

        • 7.4.c. Indicator:

          Trace the development of television and its impact on American culture.

        • 7.4.d. Indicator:

          Investigate the cultural and social impact of the Baby Boom generation on the American people.

    • UT.8. Standard: U.S. History II

      Students will understand the United States' domestic and international position in the Cold War era.

      • 8.1. Objective:

        Investigate how the postwar goals and action of the United States and the Soviet Union was manifested throughout the world.

        • 8.1.a. Indicator:

          Analyze the organization and operation of the United Nations.

        • 8.1.b. Indicator:

          Evaluate the effectiveness of American post-war foreign policy in Europe and the Soviet Union's reaction.

        • 8.1.c. Indicator:

          Examine the world's reaction to nuclear weapons.

      • 8.2. Objective:

        Analyze the Cold War ideology of the United States' involvement in Asia.

        • 8.2.a. Indicator:

          Explain America's reaction to the fall of China to Communism under Mao Zedong.

        • 8.2.b. Indicator:

          Trace American and United Nations involvement in the Korean Police Action.

        • 8.2.c. Indicator:

          Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh.

        • 8.2.d. Indicator:

          Investigate how the Vietnam War changed the nature of warfare.

      • 8.3. Objective:

        Summarize the political, social, and economic reactions to the Cold War in the United States.

        • 8.3.a. Indicator:

          Examine the successes and failures of the various political administrations; i.e., Kennedy, Lyndon B. Johnson, Nixon.

        • 8.3.b. Indicator:

          Analyze the Great Society programs aimed at ending poverty.

        • 8.3.c. Indicator:

          Examine the impact of McCarthyism and Watergate on citizens' attitude toward government.

        • 8.3.d. Indicator:

          Trace the development of space exploration.

      • 8.4. Objective:

        Investigate the end of the Cold War and examine America's role in the changing world.

        • 8.4.a. Indicator:

          Compare differing American reactions to overseas military involvement.

        • 8.4.b. Indicator:

          Trace the events that resulted in the breakup of the USSR.

        • 8.4.c. Indicator:

          Examine the superpower status of the United States in the world.

    • UT.9. Standard: U.S. History II

      The students will understand the emergence and development of the human rights and culture in the modern era.

      • 9.1. Objective:

        Analyze how the civil rights movement affected United States society.

        • 9.1.a. Indicator:

          Identify the causes and consequences of civil rights legislation and court decisions.

        • 9.1.b. Indicator:

          Investigate the fight for political, economic, and social equality of women.

        • 9.1.c. Indicator:

          Analyze how the black civil rights movement utilized both social and political actions to achieve its goals.

        • 9.1.d. Indicator:

          Investigate the gains in civil rights made by the American Indian nations, Mexican Americans, and other ethnic groups in the last half of the twentieth century.

      • 9.2. Objective:

        Analyze the impact of the counter culture since the 1960's.

        • 9.2.a. Indicator:

          Trace the development of the counter culture from the anti-Vietnam movement.

        • 9.2.b. Indicator:

          Assess the development of mass media as the voice of the counter culture.

        • 9.2.c. Indicator:

          Examine the impact of drugs on the counter culture and the United States.

    • UT.10. Standard: U.S. History II

      The students will understand the economic and political changes of contemporary America.

      • 10.1. Objective:

        Analyze the economy of the contemporary United States.

        • 10.1.a. Indicator:

          Examine the effects of economics on modern society.

        • 10.1.b. Indicator:

          Trace the development of computers and the Internet and their impact on American business and globalization.

      • 10.2. Objective:

        Determine how politics was changed by the end of the Cold War.

        • 10.2.a. Indicator:

          Examine the 'Reagan Revolution,' its goals, success, and failures.

        • 10.2.b. Indicator:

          Determine the impact of environmentalism on the United States.

        • 10.2.c. Indicator:

          Analyze the impact of international terrorism on the United States.

    • UT.1. Standard: Geography for Life

      Students will understand the world in spatial terms.

      • 1.1. Objective:

        Use maps and other geographic tools to acquire information from a spatial perspective.

        • 1.1.a. Indicator:

          Explain the differences between major types of map projections.

        • 1.1.b. Indicator:

          Examine characteristics of maps and globes such as latitude, longitude, great circle routes, cardinal directions, compass rose, legend, scale, relief, grid system, and time zones.

        • 1.1.c. Indicator:

          Explain selected map concepts, including rotation, revolution, axis, seasons, solstice, equinox, and the earth/sun relationship of weather patterns.

        • 1.1.d. Indicator:

          Collect and interpret geographic data using maps, charts, population pyramids, cartograms, remote sensing, and Geographic Information Systems (GIS).

      • 1.2. Objective:

        Explore the concept of mental maps to organize information about people, places, and environments.

        • 1.2.a. Indicator:

          Define mental mapping.

        • 1.2.b. Indicator:

          Appraise mental maps, from simple to complex.

      • 1.3. Objective:

        Analyze the spatial organization of people, places, and environments on the earth's surface.

        • 1.3.a. Indicator:

          Describe the importance and role of location in geographic studies.

        • 1.3.b. Indicator:

          Apply the geographic mode of inquiry (What? Where? How? And So What?) to world regions.

        • 1.3.c. Indicator:

          Evaluate the locational importance of human and natural resources using maps, satellite images, and databases.

        • 1.3.d. Indicator:

          Define absolute and relative location recognizing political and physical boundaries.

    • UT.2. Standard: Geography for Life

      Students will understand the human and physical characteristics of places and regions.

      • 2.1. Objective:

        Interpret place by its human and physical characteristics.

        • 2.1.a. Indicator:

          Examine human characteristics, including language, religion, population, political and economic systems, and quality of life.

        • 2.1.b. Indicator:

          Investigate physical characteristics such as landforms, climates, water cycle, vegetation, and animal life.

        • 2.1.c. Indicator:

          Recognize that places change over time.

      • 2.2. Objective:

        Assess how people create regions to interpret the earth's surface.

        • 2.2.a. Indicator:

          Recognize how peoples create regions to understand a large, complex, and changing world.

        • 2.2.b. Indicator:

          Characterize the similarities and differences within and between regions.

      • 2.3. Objective:

        Evaluate how culture and experience influence the way people live in places and regions.

        • 2.3.a. Indicator:

          List and define components of culture; e.g., race, gender roles, education, religion.

        • 2.3.b. Indicator:

          Explain the effects of cultural diffusion from country to country.

    • UT.3. Standard: Geography for Life

      Students will understand how physical processes shape the earth's surface.

      • 3.1. Objective:

        Examine the physical processes that shape the earth's surface.

        • 3.1.a. Indicator:

          Examine the role of plate tectonics in shaping the earth's surface.

        • 3.1.b. Indicator:

          Assess the external forces of weathering and erosion.

        • 3.1.c. Indicator:

          Explain the factors that combine to shape climatic and vegetation patterns on earth.

      • 3.2. Objective:

        Assess the characteristics and location of ecosystems.

        • 3.2.a. Indicator:

          Identify the characteristics of ecosystems.

        • 3.2.b. Indicator:

          Use geographic tools to identify the location and distribution of global ecosystems.

        • 3.2.c. Indicator:

          Compare regions of the earth with similar physical features, such as semi-arid regions in Utah with other semiarid regions of the world.

    • UT.4. Standard: Geography for Life

      Students will understand how human activities shape the earth's surface.

      • 4.1. Objective:

        Analyze the characteristics, distribution, and migration of human populations on the earth's surface.

        • 4.1.a. Indicator:

          Describe how physical environments provide geographic advantage or disadvantage.

        • 4.1.b. Indicator:

          Examine the importance of water to settlement patterns.

        • 4.1.c. Indicator:

          Explain why people who modify their physical environment in one place cause change in other places.

        • 4.1.d. Indicator:

          Investigate how people adapt to their environment.

      • 4.2. Objective:

        Analyze economic interdependence among regions and countries.

        • 4.2.a. Indicator:

          Examine economic networks, from local to global.

        • 4.2.b. Indicator:

          Assess how nations and cultures are linked through transportation, communication, language, currency, goods, and services.

      • 4.3. Objective:

        Investigate various forms of governance and how they affect peoples and landscapes.

        • 4.3.a. Indicator:

          Compare and contrast political systems within world regions.

        • 4.3.b. Indicator:

          Determine the role of government in contemporary and historical world issues.

    • UT.5. Standard: Geography for Life

      Students will understand the interaction of physical and human systems.

      • 5.1. Objective:

        Explore how humans change the environment and how the environment changes humans.

        • 5.1.a. Indicator:

          Evaluate the role of technology in modifying the physical environment.

        • 5.1.b. Indicator:

          Explain how historical events affect physical and human systems.

        • 5.1.c. Indicator:

          Discuss regional issues; e.g., desertification, deforestation, pollution.

        • 5.1.d. Indicator:

          Predict the potential effect of human modification on the physical environment.

      • 5.2. Objective:

        Assess the importance of natural and human resources.

        • 5.2.a. Indicator:

          Describe the roles of natural and human resources in daily life.

        • 5.2.b. Indicator:

          Identify worldwide distribution and use of human and natural resources.

        • 5.2.c. Indicator:

          Compare and contrast the use of renewable and nonrenewable resources.

        • 5.2.d. Indicator:

          Evaluate the role of energy resources as they are consumed, conserved, and recycled.

    • UT.6. Standard: Geography for Life

      Students will use geographic knowledge to connect to today's world.

      • 6.1. Objective:

        Apply geographic concepts to interpret the past.

        • 6.1.a. Indicator:

          Apply an understanding of cultures as an integrated whole including traditions, behavior patterns, and technologies.

        • 6.1.b. Indicator:

          Explain why and how individuals, groups, and institutions respond to continuity and change.

        • 6.1.c. Indicator:

          Relate economic development to the distribution of resources.

        • 6.1.d. Indicator:

          Recognize that both human choices and natural events have consequences.

      • 6.2. Objective:

        Apply geographic concepts to interpret the present and plan for the future.

        • 6.2.a. Indicator:

          Examine how the unequal distribution of resources effects economic development.

        • 6.2.b. Indicator:

          Investigate career opportunities available through the application of geography skills and concepts.

        • 6.2.c. Indicator:

          Participate in community activities respecting the environment and personal property.

    • UT.1. Standard: World Civilizations

      Students will gain an understanding of early civilizations and their contributions to the foundations of human culture.

      • 1.1. Objective:

        Speculate about the factors that led to civilized society.

        • 1.1.a. Indicator:

          Investigate hunters and gatherers.

        • 1.1.b. Indicator:

          Explore man's domestication of plants and animals.

        • 1.1.c. Indicator:

          Examine the role of irrigation in early agriculture.

      • 1.2. Objective:

        Assess the impact of geography on the locations of early civilizations.

        • 1.2.a. Indicator:

          Examine why early civilizations developed in river environments.

        • 1.2.b. Indicator:

          Evaluate the diffusion of civilizations.

      • 1.3. Objective:

        Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow River.

        • 1.3.a. Indicator:

          Analyze the social, political, and economic structure of ancient civilizations.

        • 1.3.b. Indicator:

          Investigate the technological advancements and writing systems that developed in early river valley cultures.

        • 1.3.c. Indicator:

          Identify the factors that led to the rise of cities.

    • UT.2. Standard: World Civilizations

      Students will comprehend the contributions of classical civilizations.

      • 2.1. Objective:

        Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India.

        • 2.1.a. Indicator:

          Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam.

        • 2.1.b. Indicator:

          Examine the diffusion of Buddhism, Judaism, Christianity, and Islam.

        • 2.1.c. Indicator:

          Compare and contrast the major philosophies of the Greeks and Chinese.

      • 2.2. Objective:

        Analyze the development of classical political systems.

        • 2.2.a. Indicator:

          Contrast the evolution of Athenian democracy and Spartan rule.

        • 2.2.b. Indicator:

          Examine the consequences of Persian and Macedonian expansion.

        • 2.2.c. Indicator:

          Contrast Zhou feudalism, the Greek city-state, and the caste system of India.

        • 2.2.d. Indicator:

          Compare the development of the Roman and Han empires.

      • 2.3. Objective:

        Investigate the importance of the expansion of trade.

        • 2.3.a. Indicator:

          Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese.

        • 2.3.b. Indicator:

          Examine the technological improvements in transportation over time.

        • 2.3.c. Indicator:

          Assess the importance of the Mediterranean and East Asian trade routes.

      • 2.4. Objective:

        Evaluate the significance of classical sculpture, architecture, and performing arts.

        • 2.4.a. Indicator:

          Examine the importance and influence of Greco-Roman art and architecture.

        • 2.4.b. Indicator:

          Assess the development of Indian and Chinese architecture and art.

        • 2.4.c. Indicator:

          Investigate the importance and influence of the performing arts on classical civilizations.

      • 2.5. Objective:

        Analyze the social organization of classical cultures.

        • 2.5.a. Indicator:

          Describe the role of slavery in Greece and Rome.

        • 2.5.b. Indicator:

          Compare the role of the family in Imperial Rome and Confucian China.

        • 2.5.c. Indicator:

          Explain the caste system of India.

        • 2.5.d. Indicator:

          Compare the treatment of women in China, Athens, Sparta, India, and Rome.

    • UT.3. Standard: World Civilizations

      Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of Discovery.

      • 3.1. Objective:

        Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe.

        • 3.1.a. Indicator:

          Describe the impact the Silk Road had on trade across Europe and Asia.

        • 3.1.b. Indicator:

          Discuss the importance of cross-Saharan migrations.

        • 3.1.c. Indicator:

          Examine the consequences of the Crusades.

        • 3.1.d. Indicator:

          Analyze the impact of Mongol invasion on Europe and Asia.

        • 3.1.e. Indicator:

          Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.

      • 3.2. Objective:

        Assess the influence of advancing technologies on the development of societies.

        • 3.2.a. Indicator:

          Identify the significant technological developments in Tang China.

        • 3.2.b. Indicator:

          Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing.

        • 3.2.c. Indicator:

          Explain the consequences of the cannon and the longbow on European warfare and society.

        • 3.2.d. Indicator:

          Analyze the impact of movable type printing on Europe.

      • 3.3. Objective:

        Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern European trading empires.

        • 3.3.a. Indicator:

          Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.

        • 3.3.b. Indicator:

          Examine the political and military conflict between the Spanish, Portugese, and the peoples of the New World.

        • 3.3.c. Indicator:

          Assess the impact of the exchange of ideas and goods on the New and Old Worlds.

        • 3.3.d. Indicator:

          Investigate French, Dutch, and English merchants' impact on European overseas expansion.

      • 3.4. Objective:

        Investigate the rise and development of the modern European political system.

        • 3.4.a. Indicator:

          Describe the political and economic importance of the growth of towns in northern Europe.

        • 3.4.b. Indicator:

          Explain the political and economic consequences of the rise of national monarchies.

        • 3.4.c. Indicator:

          Examine the influence of mercantilism and commercial capitalism on France, England, and the Netherlands.

    • UT.4. Standard: World Civilizations

      Students will understand the influence of revolution and social change in the transition from early modern to contemporary societies.

      • 4.1. Objective:

        Assess the importance of intellectual and cultural change on early modern society.

        • 4.1.a. Indicator:

          Compare the 'rebirth' of European culture during the Renaissance with the flowering Chinese culture of the Ming dynasty; i.e., literature, art, architecture, the humanities.

        • 4.1.b. Indicator:

          Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and Neo-Confucianism.

        • 4.1.c. Indicator:

          Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment.

        • 4.1.d. Indicator:

          Examine the roles and conditions of men, women, and children in European monarchies.

      • 4.2. Objective:

        Investigate the role of revolution in the establishment of governmental systems.

        • 4.2.a. Indicator:

          Explain the political, economic, and social philosophies that lead to revolution.

        • 4.2.b. Indicator:

          Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese.

      • 4.3. Objective:

        Analyze the economic transformation of production and distribution of goods in Europe.

        • 4.3.a. Indicator:

          Compare and contrast capitalism and socialism.

        • 4.3.b. Indicator:

          Explain the significance of the agricultural revolution.

        • 4.3.c. Indicator:

          Investigate the impact of the first and second Industrial Revolutions.

      • 4.4. Objective:

        Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.

        • 4.4.a. Indicator:

          Examine the impact of Western imperialism on Africa.

        • 4.4.b. Indicator:

          Compare the reactions of China, India, and Japan to foreign domination.

    • UT.5. Standard: World Civilizations

      Students will understand the interaction of peoples in the global integration of the 20th century.

      • 5.1. Objective:

        Analyze the political and economic global issues in the first half of the 20th century.

        • 5.1.a. Indicator:

          Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National Socialism.

        • 5.1.b. Indicator:

          Examine the connections among WWI, the Great Depression, and WWII.

        • 5.1.c. Indicator:

          Assess the consequences of global war on the world.

      • 5.2. Objective:

        Investigate the impact of the Cold War on integration.

        • 5.2.a. Indicator:

          Explain the key elements of the Cold War.

        • 5.2.b. Indicator:

          Examine the independence movements in the African and Asian colonial world.

        • 5.2.c. Indicator:

          Determine the causes and effects of the collapse of the Soviet sphere.

      • 5.3. Objective:

        Investigate the creation of international organizations and global integration.

        • 5.3.a. Indicator:

          Assess the impact of economic and political organizations on global relations; e.g., World Trade Organization, United Nations, Olympics.

        • 5.3.b. Indicator:

          Examine the impact of advancements in worldwide communication/transportation; e.g., satellite communications, information technology/Internet, mass transportation.

        • 5.3.c. Indicator:

          Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United Nations Geneva Convention.

      • 5.4. Objective:

        Evaluate the impact of terrorism on the world's political, economic, and social systems.

        • 5.4.a. Indicator:

          Assess the base of terrorist networks and activities.

        • 5.4.b. Indicator:

          Examine the impact of terrorism on the lives of people.

        • 5.4.c. Indicator:

          Analyze the responses of political and economic institutions to terrorism.

    • UT.1. Standard: U.S. Government and Citizenship

      Students will understand the significance and impact of the Constitution on everyday life.

      • 1.1. Objective:

        Investigate the ideas and events that significantly influenced the creation of the United States Constitution.

        • 1.1.a. Indicator:

          Identify and summarize the philosophies that contributed to the Constitution; e.g., Machiavelli, Locke, Jefferson, Madison, Hamilton.

        • 1.1.b. Indicator:

          Identify and investigate the events that led to the creation of the Constitution.

        • 1.1.c. Indicator:

          Analyze how the idea of compromise affected the Constitution.

      • 1.2. Objective:

        Assess the essential ideas of United States constitutional government.

        • 1.2.a. Indicator:

          Examine the purposes and role of government.

        • 1.2.b. Indicator:

          Investigate the major ideas of the Declaration of Independence, the Constitution, and other writings; e.g., Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Iroquois Confederation.

        • 1.2.c. Indicator:

          Compare the Articles of Confederation to the United States Constitution.

      • 1.3. Objective:

        Determine the importance of popular sovereignty and limited government in a democratic society.

        • 1.3.a. Indicator:

          Explain how the separation of powers is maintained through checks and balances.

        • 1.3.b. Indicator:

          Describe how the federal system of government creates a division of power.

        • 1.3.c. Indicator:

          Determine how judicial review makes the Constitution a living document.

        • 1.3.d. Indicator:

          Examine how the rule of law affects everyday life.

        • 1.3.e. Indicator:

          Investigate the necessity for civic virtue.

      • 1.4. Objective:

        Investigate the organization and functions of the United States government.

        • 1.4.a. Indicator:

          Explain how legislative, executive, and judicial powers are distributed and shared among the three branches of national government.

        • 1.4.b. Indicator:

          Describe how the United States Congress makes laws.

        • 1.4.c. Indicator:

          Examine the ways in which the executive branch carries out laws.

        • 1.4.d. Indicator:

          Investigate how laws are interpreted by courts through an adversarial process; i.e., plaintiff, defendant.

    • UT.2. Standard: U.S. Government and Citizenship

      Students will understand the protections and privileges of individuals and groups in the United States.

      • 2.1. Objective:

        Assess the freedoms and rights guaranteed in the United States Constitution.

        • 2.1.a. Indicator:

          Determine the rights and liberties outlined in the Bill of Rights.

        • 2.1.b. Indicator:

          Examine how the Bill of Rights promotes civil rights and protects diversity.

        • 2.1.c. Indicator:

          Assess the significance of the First and Fourteenth Amendments.

      • 2.2. Objective:

        Analyze how civil rights and liberties have been changed through court decisions.

        • 2.2.a. Indicator:

          Examine how the Bill of Rights promotes a just legal system.

        • 2.2.b. Indicator:

          Summarize the differing interpretations of the strict versus loose constructionists.

        • 2.2.c. Indicator:

          Identify landmark cases and their impact on civil rights and individual liberties; e.g., Dred Scott, Plessey, Brown, Miranda, Gideon, Bakke.

    • UT.3. Standard: U.S. Government and Citizenship

      Students will understand the distribution of power in the national, state, and local government in the United States federal system.

      • 3.1. Objective:

        Determine the relationship between the national government and the states.

        • 3.1.a. Indicator:

          Identify and explain the concept of federalism.

        • 3.1.b. Indicator:

          Examine the debate between federal supremacy and states' rights.

        • 3.1.c. Indicator:

          Assess the unique relationship between the sovereign American Indian nations and the United States government.

      • 3.2. Objective:

        Analyze the role of local government in the United States federal system.

        • 3.2.a. Indicator:

          Describe the powers given to local governments.

        • 3.2.b. Indicator:

          Investigate the structure and function of local government.

        • 3.2.c. Indicator:

          Assess how federal monies influence local policy and decision making.

        • 3.2.d. Indicator:

          Explore current issues affecting local governments; e.g., spending, state v. local control, land use.

        • 3.2.e. Indicator:

          Examine how public education is a function of state and local government.

    • UT.4. Standard: U.S. Government and Citizenship

      Students will understand the responsibilities of citizens in the United States.

      • 4.1. Objective:

        Investigate the responsibilities and obligations of a citizen.

        • 4.1.a. Indicator:

          Assess the need to obey laws.

        • 4.1.b. Indicator:

          Examine the election and voting process.

        • 4.1.c. Indicator:

          Examine the United States tax system.

        • 4.1.d. Indicator:

          Recognize the need for selective service in maintaining a military.

        • 4.1.e. Indicator:

          Investigate the major political parties and their ideas.

      • 4.2. Objective:

        Investigate ways in which responsible citizens take part in civic life.

        • 4.2.a. Indicator:

          Evaluate the need for civic dialogue in maintaining a democratic society; e.g., public meetings, mass meetings.

        • 4.2.b. Indicator:

          Participate in activities that promote the public good; e.g., the voting process, jury duty, community service.

      • 4.3. Objective:

        Assess methods for respectfully dealing with differences.

        • 4.3.a. Indicator:

          Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation.

        • 4.3.b. Indicator:

          Develop an understanding of the role of civility in dealing with individual and group differences.

    • UT.5. Standard: U.S. Government and Citizenship

      Students will understand basic economic principles and how they influence everyday life.

      • 5.1. Objective:

        Explore major economic systems.

        • 5.1.a. Indicator:

          Explain how the scarcity and abundance of productive resources contribute to economic systems.

        • 5.1.b. Indicator:

          Develop an understanding of capitalism, communism, socialism, and mixed economic systems.

        • 5.1.c. Indicator:

          Examine the problems of newly developing economies in today's world.

      • 5.2. Objective:

        Determine how supply and demand affect the availability of goods and services.

        • 5.2.a. Indicator:

          Analyze the role that prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.

        • 5.2.b. Indicator:

          Determine how scarcity and choice influence governmental economic decision making.

        • 5.2.c. Indicator:

          Examine how the private and public sectors contribute to an economic system.

        • 5.2.d. Indicator:

          Analyze the role of specialization and exchange in the economic process.

    • UT.6. Standard: U.S. Government and Citizenship

      Students will understand the relationship between the United States and the international system.

      • 6.1. Objective:

        Examine major government structures and functions outside the United States.

        • 6.1.a. Indicator:

          Explain the purpose of government and analyze how government powers are acquired, used, and justified.

        • 6.1.b. Indicator:

          Compare different political systems with that of the United States; e.g., dictatorship, democracy, theocracy, monarchy, totalitarianism.

        • 6.1.c. Indicator:

          Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.

      • 6.2. Objective:

        Evaluate how United States foreign policy affects the world.

        • 6.2.a. Indicator:

          Explain the powers that the Constitution gives to the president and Congress in foreign affairs, and how these powers have been used.

        • 6.2.b. Indicator:

          Describe the process by which United States foreign policy is made; e.g., federal agencies, domestic interest groups, the public, the media.

        • 6.2.c. Indicator:

          Analyze the various ways that United States foreign policy is carried out; e.g., diplomatic, economic, military, humanitarian.

        • 6.2.d. Indicator:

          Explain how United States domestic politics affect United States foreign policy.

      • 6.3. Objective:

        Explore how the United States influences other nations, and how other nations influence the United States.

        • 6.3.a. Indicator:

          Describe the impact of the United States' concepts of democracy and individual rights on the world.

        • 6.3.b. Indicator:

          Explain how developments in other nations affect United States society and life.

        • 6.3.c. Indicator:

          Describe the role of the United States in international organizations.

    Colorado: 9th-Grade Standards

    Article Body

    CO.1. Standard: History

    Prepared Graduates:

    1. Develop an understanding of how people view, construct, and interpret history
    2. Analyze key historical periods and patterns of change over time within and across nations and cultures

    CO.1.1. Concepts and skills students master:

    • Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence

    Evidence Outcomes

    Students can:
    • a. Evaluate a historical source for point of view and historical context
    • b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses
    • c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence
    • d. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. How does the point of view of the historian impact how history is interpreted?
    2. What qualifies an event as historically significant rather than simply noteworthy?
    3. What if the history of a war was told by the losing side?
    4. Why are historical questions important?
    5. How do historical thinkers use primary and secondary sources to formulate historical arguments?
    6. How might historical inquiry be used to make decisions on contemporary issues?
    Relevance and Application:
    1. Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding such issues as discrimination of various groups – women, indigenous people – throughout history and religious conflicts - the Middle East Peace process, the troubles between the United Kingdom and Northern Ireland, conflicts in Africa and genocide.
    2. The historical method of inquiry is used to continue to interpret and refine history. For example, new information and discoveries regarding the origins of the Cold War and new insights into the relationship between Europeans and Africans during the early era of colonization change the interpretation of history.
    Nature of History:
    1. Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and authenticity
    2. Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and interpretations of historical events and figures

    CO.1.2. Concepts and skills students master:

    • The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time

    Evidence Outcomes

    Students can:
    • World history (both East and West including modern world history):
      • a. Evaluate continuity and change over the course of world history
      • b. Investigate causes and effects of significant events in world history
      • c. Analyze the complexity of events in world history
      • d. Examine and evaluate issues of unity and diversity in world history
    • United States history (Reconstruction to the present):
      • e. Analyze continuity and change in eras over the course of United States history
      • f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War
      • g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement
      • h. Examine and evaluate issues of unity and diversity from Reconstruction to present. Topics to include but not limited to the rise and fall of Jim Crow, role of patriotism, and the role of religion

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. What impact have individuals had on history?
    2. How has culture defined civilization?
    3. How does society decide what is important in history?
    4. What ideas have united people over time?
    5. How has diversity impacted the concepts of change over time?
    Relevance and Application:
    1. The complex relationships among change, diversity and unity have long-lasting impacts on the cultural, political, and ideological components in society. For example, there is a need to understand cultural traditions and history in order to interact in the international world of business.
    2. The complex interrelationship between the past and the present is evident when solving issues over time. For example, human interaction with the environment has been a critical issue throughout history and continues to be a factor in pollution, climate change, and resource management.
    3. Businesses and individuals use history to understand the feasibility of new ideas and markets.
    Nature of History:
    1. Historical thinkers analyze the significance of interactions among eras,ideas, individuals, and groups
    2. Historical thinkers organize events into chronological eras and periods
    3. Historical thinkers use chronology to organize time.
    4. Historical thinkers study cause and effect, patterns, themes, and interdependence of events.

    CO.2. Standard: Geography

    Prepared Graduates:

    1. Develop spatial understanding, perspectives, and personal connections to the world
    2. Examine places and regions and the connections among them

    CO.1.3. Concepts and skills students master:

    • The significance of ideas as powerful forces throughout history

    Evidence Outcomes

    Students can:
    • World history (both East and West; to include but not be limited to modern world history):
      • a. Discuss the historical development and impact of major world religions and philosophies. Topics to include but not limited to the Enlightenment and modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism
      • b. Investigate the historical development of and impact of major scientific and technological innovations. Topics to include but not limited to the Industrial Revolution
      • c. Evaluate the historical development and impact of political thought, theory and actions
      • d. Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government
      • e. Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-communism, environmentalism, liberalism, fundamentalism, and conservatism
      • f. Describe and analyze the historical development and impact of the arts and literature on the culture of the United States

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. What if the belief "all men are created equal" did not exist?
    2. Which ideas provide the greatest insight to understanding a culture or nation’s history?
    3. How has music, art, and literature reflected powerful ideas throughout history?
    4. How have philosophical and religious traditions affected the development of political institutions?
    5. How have scientific and technological developments affected societies?
    Relevance and Application:
    1. The world is interconnected through the exchange of ideas as evident in science, technology, and economies. Examples include the printing press, trade routes, spread of information through the Internet, scientists working collaboratively but living in different countries, and instant reporting on the Internet.
    2. Philosophies, religions, and other powerful ideas have developed over time and across the world. Examples include the spread of religions around the globe, minority rights over time, exploration of space and the oceans, and the Universal Declaration of Human Rights)
    3. Literature, art (drama, music, dance) reflect and express powerful ideas over time, such as equal rights, civil disobedience, religious thought and expression, government issues)
    Nature of History:
    1. Historical thinkers study and analyze the impacts that arise from the interaction of political, philosophical, technological, artistic, and scientific thought.

    CO.2.1. Concepts and skills students master:

    • Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions

    Evidence Outcomes

    Students can:
    • a. Gather data, make inferences and draw conclusions from maps and other visual representations
    • b. Create and interpret various graphs, tables, charts, and thematic maps
    • c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps
    • d. Locate physical and human features and evaluate their implications for society

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. What is the significance of spatial orientation, place, and location?
    2. How can maps be used for political purposes?
    3. How can current world events change maps?
    4. How do the division and control of the physical, social, political, and cultural spaces on Earth
      cause cooperation or conflict?
    5. What would the world map look like if physical geography was the defining variable for country boundaries?
    Relevance and Application:
    1. Geographic tools, such as satellite imagery, GIS, GPS, are used to place world events and study human activities over time and provide deeper understanding of the world. For example, satellite imagery is used to track the disappearance of the Aral Sea, find the location of lost cities and measure the melting of ice caps.
    2. Thelocationofresources,physicalboundaries,andnaturalhazardsaffecthumaninteraction such as conflicts over water rights, and location of resources in relation to trade routes and consumers.
    3. Technology is used to gather and graph geographic information to inform decisions. For example, weather and climate patterns affect the farming industry, and population and migration patterns affect city planners and Realtors
    4. Technology is used to collect and communicate geographic data such as the distribution of resources and its influence on population density.
    Nature of Geography:
    1. Spatial thinkers use geographic tools to discover and investigate geographic patterns.

    CO.2.2. Concepts and skills students master:

    • Conflict and cooperation occur over space and resources

    Evidence Outcomes

    Students can:
    • a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict
    • b. Compare how differing geographic perspectives apply to a historic issue
    • c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. How will the location of resources lead to cooperation or conflict in the future?
    2. How has conflict over space and resources influenced human migration?
    3. How have differing perspectives regarding resource and land use lead to cooperative policies or conflict?
    4. How would human settlement patterns be different if people did not trade resources with others?
    Relevance and Application:
    1. Nations are working cooperatively or are engaged in conflict over the division and control of land, water, and other resources.
    2. Individuals and groups make choices regarding the use of space and resources in society. For example, various nations and groups fought over the resources of the United States and businesses and individuals have raced for land and resources throughout history including the Gold Rush and the Western land rush.
    Nature of Geography:
    1. Spatial thinkers study how factors influence the allocation and use of space and resources.
    2. Spatial thinkers study how different perspectives affect cooperation and conflict over space and resources.

    CO.3. Standard: Economics

    Prepared Graduates:

    1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
    2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)

    CO.3.1. Concepts and skills students master:

    • Economic freedom, including free trade, is important for economic growth

    Evidence Outcomes

    Students can:
    • a. Give examples of international differences in resources, productivity, and prices that provide a basis for international trade
    • b. Describe the factors that lead to a nation having a comparative and absolute advantage in trade
    • c. Explain effects of domestic policies on international trade
    • d. Identify examples to illustrate that consumers ultimately determine what is produced in a market economy
    • e. Explain why nations often restrict trade by using quotas, tariffs, and non-tariff barriers

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. How do societies benefit from trade and exchange?
    2. Why is it important for nations to control trade and exchange?
    3. What are the benefits and challenges of trade at the international, national, state, local, and individual levels?
    4. How does where and how you purchase products affect the social, economic, and environmental conditions?
    Relevance and Application:
    1. The understanding of trade and collaboration within the market economy is important to business and individual economic success.
    2. Analysis of the positive and negative impacts of trade agreements is critical to a nation’s economy. For example, the Santa Fe Trail and the opening of trade with Japan in American history.
    3. Identification of the role of information as a good or service and its influence on production, trade, income, and technological advances aids businesses to operate efficiently.
    4. Innovation and invention create absolute or comparative advantage in trade
    Nature of Economics:
    1. Economic thinkers explore the patterns and development of the interconnected nature of trade.
    2. Economic thinkers analyze the components of economic growth.

    CO.3.2. Concepts and skills students master:

    • Manage personal credit and debt (PFL)

    Evidence Outcomes

    Students can:
    • a. Identify and differentiate between purposes and reasons for debt
    • b. Analyze benefits and costs of credit and debt
    • c. Compare sources of credit
    • d. Describe the components of a credit history

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. Why is understanding credit and debt important?
    2. How do you manage debt?
    3. Why is it important to know about different types of credit?
    4. How do you view debt and credit?
    5. When is debt useful?
    Relevance and Application:
    1. Technology aids in the research of purchases to find the lowest available cost, compare sources of credit, and track debt.
    2. Analysis of the cost of borrowing helps to determine how to manage debt for such items as higher education and automobile purchases.
    3. Technology is used to research credit history, credit scores, and the variables that impact a credit history to protect personal financial security.
    Nature of Economics:
    1. Financially responsible individuals manage debt.
    2. Financially responsible individuals understand the responsibilities associated with the use of credit.

    CO.4. Standard: Civics

    Prepared Graduates:

    1. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
    2. Analyze and practice rights, roles, and responsibilities of citizens

    CO.4.1. Concepts and skills students master:

    • Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies

    Evidence Outcomes

    Students can:
    • a. Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
    • b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy
    • c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices
    • d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government
    • e. Critique various media sources for accuracy and perspective

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. What is the meaning of civic participation in a democratic republic?
    2. How do citizens act as a •check• on government?
    3. What strategies can citizens use most effectively to influence public policy?
    4. How do people resolve differences while remaining respectful of multiple perspectives?
    5. Why should you participate in government?
    Relevance and Application:
    1. Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example, citizens study the issues before voting.
    2. Participation in a local or national issue involves research, planning, and implementing appropriate and ethical civic engagement. For example, citizens speak at a school board meeting or run for office.
    3. Technology is a tool for researching civic issues, advocating for ideas, and expressing views to elected officials.
    Nature of Civics:
    1. Responsible community members research civic issues and act appropriately using a variety of sources from multiple perspectives and communicating views in a respectful, ethical manner.

    CO.4.2. Concepts and skills students master:

    • Purposes of and limitations on the foundations, structures and functions of government

    Evidence Outcomes

    Students can:
    • a. Describe the origins, purposes and limitations of government and include the contribution of key philosophers and documents
    • b. Identify the structure, function, and roles of members of government and their relationship to democratic values
    • c. Analyze and explain the importance of the principles of democracy and the inherent competition among values. Values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities
    • d. Analyze the role of the founding documents and the evolution of their interpretation through governmental action and court cases. Documents to include but not limited to the United States Constitution and the Bill of Rights
    • e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government
    • f. Analyze how court decisions, legislative debates, and various and diverse groups have helped to preserve, develop, and interpret the rights and ideals of the American system of government
    • g. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good
    • i. Evaluate the effectiveness of our justice system in protecting life, liberty, and property

    21st-century Skills and Readiness Competencies

    Inquiry Questions:
    1. What are the most important democratic ideals and practices?
    2. What would society look like if several landmark court cases had been decided differently?
    3. How does government best protect individual rights and the rights of minorities, yet have the majority rule?
    4. What would United States government look like with no checks and balances or another mix of those limitations?
    Relevance and Application:
    1. Skills and strategies are used to participate in public life and exercise rights, roles, and responsibilities. For example, eligible individuals vote, individuals pay taxes to support government services, and citizens act as advocates for ideas.
    2. Political issues are covered by the media, and individuals evaluate multiple media accounts using technology.
    Nature of Civics:
    1. Responsible community members understand the concept of •rule of law• and its role in policies and practices of the government.
    2. Responsible community members know the political theories that contributed to the foundation and development of the structures of government and their meaning today.

    New Jersey: 9th-Grade Standards

    Article Body

    (Note: By the completion of twelfth grade, New Jersey students are expected to master the following standards.)

    Social Studies Standard 6.1—U.S. History: America in the World

    All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

    • Era: Colonization and Settlement (1585-1763)

      North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.
        • 6.1.12.A.1.b: Analyze how gender, property ownership, religion, and legal status affected political rights.

      • B: Geography, People, and the Environment

        • 6.1.12.B.1.a: Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.1.a: Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
        • 6.1.12.C.1.b: Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.1.a: Explain the consequences to Native American groups of the loss of their land and people.

    • Era: Revolution and the New Nation (1754-1820s)

      The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britainís centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, statesí rights, and federal power shaped the development of the political institutions and practices of the new Republic.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.2.a: Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence.
        • 6.1.12.A.2.b: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.
        • 6.1.12.A.2.c: Compare and contrast state constitutions, including New Jerseyís 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government.
        • 6.1.12.A.2.d: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance.
        • 6.1.12.A.2.e: Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.
        • 6.1.12.A.2.f: Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of todayís political parties.

      • B: Geography, People, and the Environment

        • 6.1.12.B.2.a: Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
        • 6.1.12.B.2.b: Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.2.a: Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering.
        • 6.1.12.C.2.b: Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.2.a: Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution.
        • 6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time.
        • 6.1.12.D.2.c: Relate events in Europe to the development of American trade and American foreign and domestic policies.
        • 6.1.12.D.2.d: Analyze arguments for new womenís roles and rights, and explain why 18th-century society limited womenís aspirations.
        • 6.1.12.D.2.e: Determine the impact of African American leaders and institutions in shaping free Black communities in the North.

    • Era: Expansion and Reform (1801-1861)

      Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.3.a: Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.
        • 6.1.12.A.3.b: Determine the extent to which Americaís foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest.
        • 6.1.12.A.3.c: Assess the role of geopolitics in the development of American foreign relations during this period.
        • 6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era.
        • 6.1.12.A.3.e: Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.
        • 6.1.12.A.3.f: Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, womenís rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.
        • 6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the development of democratic institutions and practices.
        • 6.1.12.A.3.h: Analyze the various rationales provided as a justification for slavery.
        • 6.1.12.A.3.i: Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.

      • B: Geography, People, and the Environment

        • 6.1.12.B.3.a: Assess the impact of Western settlement on the expansion of United States political boundaries.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.3.a: Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.
        • 6.1.12.C.3.b: Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.3.a: Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives.
        • 6.1.12.D.3.b: Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.
        • 6.1.12.D.3.c: Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).
        • 6.1.12.D.3.d: Analyze the role education played in improving economic opportunities and in the development of responsible citizens.
        • 6.1.12.D.3.e: Determine the impact of religious and social movements on the development of American culture, literature, and art.

    • Era: Civil War and Reconstruction (1850-1877)

      The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.4.a: Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.
        • 6.1.12.A.4.b: Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.
        • 6.1.12.A.4.c: Evaluate how political and military leadership affected the outcome of the Civil War.
        • 6.1.12.A.4.d: Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.

      • B: Geography, People, and the Environment

        • 6.1.12.B.4.a: Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.
        • 6.1.12.B.4.b: Analyze the impact of population shifts and migration patterns during the Reconstruction period.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.4.a: Assess the role that economics played in enabling the North and South to wage war.
        • 6.1.12.C.4.b: Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
        • 6.1.12.C.4.c: Explain why the Civil War was more costly to America than previous conflicts were.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.4.a: Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.
        • 6.1.12.D.4.b: Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for peopleís lives and work.
        • 6.1.12.D.4.c: Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.
        • 6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.
        • 6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

    • Era: The Development of the Industrial United States (1870-1900)

      Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.5.a: Relate industrial growth to the need for social and governmental reforms.
        • 6.1.12.A.5.b: Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.
        • 6.1.12.A.5.c: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.

      • B: Geography, People, and the Environment

        • 6.1.12.B.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.
        • 6.1.12.B.5.b: Assess the impact of rapid urbanization on the environment and on the quality of life in cities.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.5.a: Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals.
        • 6.1.12.C.5.b: Compare and contrast economic development of the North, South, and West in the post-Civil War period.
        • 6.1.12.C.5.c: Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.5.a: Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.
        • 6.1.12.D.5.b: Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.
        • 6.1.12.D.5.c: Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations.
        • 6.1.12.D.5.d: Relate varying immigrantsí experiences to gender, race, ethnicity, or occupation.

    • Era: The Emergence of Modern America (1890-1930)—Progressive Reforms

      Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.6.a: Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.
        • 6.1.12.A.6.b: Evaluate the ways in which women organized to promote government policies (i.e., abolition, womenís suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.
        • 6.1.12.A.6.c: Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

      • B: Geography, People, and the Environment

        • 6.1.12.B.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
        • 6.1.12.B.6.b: Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.6.a: Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.
        • 6.1.12.C.6.b: Determine how supply and demand influenced price and output during the Industrial Revolution.
        • 6.1.12.C.6.c: Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.6.a: Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
        • 6.1.12.D.6.b: Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.
        • 6.1.12.D.6.c: Analyze the successes and failures of efforts to expand womenís rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.

    • Era: The Emergence of Modern America (1890-1930)—World War I

      United States involvement in World War I affected politics, the economy, and geopolitical relations following the war.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.7.a: Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.
        • 6.1.12.A.7.b: Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.
        • 6.1.12.A.7.c: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.

      • B: Geography, People, and the Environment

        • 6.1.12.B.7.a: Explain how global competition by nations for land and resources led to increased militarism.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.7.a: Determine how technological advancements affected the nature of World War I on land, on water, and in the air.
        • 6.1.12.C.7.b: Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.7.a: Evaluate the effectiveness of Woodrow Wilsonís leadership during and immediately after World War I.
        • 6.1.12.D.7.b: Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I.
        • 6.1.12.D.7.c: Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I.

    • Era: The Emergence of Modern America (1890-1930)—Roaring Twenties

      The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.8.a: Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.
        • 6.1.12.A.8.b: Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.
        • 6.1.12.A.8.c: Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations.

      • B: Geography, People, and the Environment

        • 6.1.12.B.8.a: Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.8.a: Analyze the push-pull factors that led to the Great Migration.
        • 6.1.12.C.8.b: Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.8.a: Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence.
        • 6.1.12.D.8.b: Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

    • Era: The Great Depression and World War II (1929-1945)—The Great Depression

      The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

      • B: Geography, People, and the Environment

        • 6.1.12.B.9.a: Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.9.a: Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the countryís economic health.
        • 6.1.12.C.9.b: Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.
        • 6.1.12.C.9.c: Explain the interdependence of various parts of a market economy.
        • 6.1.12.C.9.d: Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.9.a: Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.
        • 6.1.12.D.9.b: Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.

    • Era: The Great Depression and World War II (1929-1945)—New Deal

      Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.10.a: Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal.
        • 6.1.12.A.10.b: Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.
        • 6.1.12.A.10.c: Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society.

      • B: Geography, People, and the Environment

        • 6.1.12.B.10.a: Assess the effectiveness of New Deal programs designed to protect the environment.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.10.a: Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.
        • 6.1.12.C.10.b: Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.10.a: Analyze how other nations responded to the Great Depression.
        • 6.1.12.D.10.b: Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.
        • 6.1.12.D.10.c: Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
        • 6.1.12.D.10.d: Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.

    • Era: The Great Depression and World War II (1929-1945)—World War II

      The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.
        • 6.1.12.A.11.b: Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.
        • 6.1.12.A.11.c: Determine if American policies regarding Japanese internment and actions against other minority groups were a denial of civil rights.
        • 6.1.12.A.11.d: Analyze the decision to use the atomic bomb and the consequences of doing so.
        • 6.1.12.A.11.e: Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.

      • B: Geography, People, and the Environment

        • 6.1.12.B.11.a: Explain the role that geography played in the development of military strategies and weaponry in World War II.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.11.a: Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the post-war shift back to domestic production.
        • 6.1.12.C.11.b: Relate new wartime inventions to scientific and technological advancements in the civilian world.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.11.a: Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.
        • 6.1.12.D.11.b: Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.
        • 6.1.12.D.11.c: Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.
        • 6.1.12.D.11.d: Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
        • 6.1.12.D.11.e: Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

    • Era: Postwar United States (1945 to early 1970s)—Cold War

      Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.12.a: Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.
        • 6.1.12.A.12.b: Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
        • 6.1.12.A.12.c: Explain how the Arab-Israeli conflict influenced American foreign policy.

      • B: Geography, People, and the Environment

        • 6.1.12.B.12.a: Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.12.a: Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
        • 6.1.12.C.12.b: Assess the impact of agricultural innovation on the world economy.
        • 6.1.12.C.12.c: Analyze how scientific advancements impacted the national and global economies and daily life.
        • 6.1.12.C.12.d: Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.12.a: Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.
        • 6.1.12.D.12.b: Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
        • 6.1.12.D.12.c: Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.
        • 6.1.12.D.12.d: Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.
        • 6.1.12.D.12.e: Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.

    • Era: Postwar United States (1945 to early 1970s)—Civil Rights and Social Change

      The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.13.a: Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jerseyís Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.
        • 6.1.12.A.13.b: Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
        • 6.1.12.A.13.c: Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.

      • B: Geography, People, and the Environment

        • 6.1.12.B.13.a: Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
        • 6.1.12.B.13.b: Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.13.a: Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.
        • 6.1.12.C.13.b: Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
        • 6.1.12.C.13.c: Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.
        • 6.1.12.C.13.d: Relate American economic expansion after World War II to increased consumer demand.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.13.a: Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
        • 6.1.12.D.13.b: Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.
        • 6.1.12.D.13.c: Analyze the successes and failures of womenís rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.
        • 6.1.12.D.13.d: Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
        • 6.1.12.D.13.e: Explain why the Peace Corps was created and how its role has evolved over time.
        • 6.1.12.D.13.f: Relate the changing role of women in the labor force to changes in family structure.

    • Era: Contemporary United States (1970-Today)—Domestic Policies

      Differing views on governmentís role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.
        • 6.1.12.A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.
        • 6.1.12.A.14.c: Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.
        • 6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
        • 6.1.12.A.14.e: Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.
        • 6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.
        • 6.1.12.A.14.g: Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).
        • 6.1.12.A.14.h: Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.

      • B: Geography, People, and the Environment

        • 6.1.12.B.14.a: Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.
        • 6.1.12.B.14.b: Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
        • 6.1.12.B.14.c: Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.
        • 6.1.12.B.14.d: Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.14.a: Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.
        • 6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.
        • 6.1.12.C.14.c: Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.
        • 6.1.12.C.14.d: Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.14.a: Determine the relationship between United States domestic and foreign policies.
        • 6.1.12.D.14.b: Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence.
        • 6.1.12.D.14.c: Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
        • 6.1.12.D.14.d: Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.
        • 6.1.12.D.14.e: Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.
        • 6.1.12.D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.

    • Era: Contemporary United States (1970-Today)—International Policies

      The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.15.a: Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.
        • 6.1.12.A.15.b: Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.
        • 6.1.12.A.15.c: Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
        • 6.1.12.A.15.d: Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.
        • 6.1.12.A.15.e: Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.
        • 6.1.12.A.15.f: Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

      • B: Geography, People, and the Environment

        • 6.1.12.B.15.a: Evaluate the effectiveness of the United States governmentís efforts to provide humanitarian assistance during international natural disasters and times of crises.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.15.a: Relate the role of Americaís dependence on foreign oil to its economy and foreign policy.
        • 6.1.12.C.15.b: Assess economic priorities related to international and domestic needs, as reflected in the national budget.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.15.a: Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.
        • 6.1.12.D.15.b: Compare the perspectives of other nations and the United States regarding United States foreign policy.
        • 6.1.12.D.15.c: Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.
        • 6.1.12.D.15.d: Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

    • Era: Contemporary United States (1970-Today)—Interconnected Global Society

      Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

      • A: Civics, Government, and Human Rights

        • 6.1.12.A.16.a: Determine the impact of media and technology on world politics during this time period.
        • 6.1.12.A.16.b: Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.
        • 6.1.12.A.16.c: Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.

      • B: Geography, People, and the Environment

        • 6.1.12.B.16.a: Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.

      • C: Economics, Innovation, and Technology

        • 6.1.12.C.16.a: Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
        • 6.1.12.C.16.b: Predict the impact of technology on the global workforce and on entrepreneurship.
        • 6.1.12.C.16.c: Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.

      • D: History, Culture, and Perspectives

        • 6.1.12.D.16.a: Analyze the impact of American culture on other world cultures from multiple perspectives.
        • 6.1.12.D.16.b: Explain how and why technology is transforming access to education and educational practices worldwide.
        • 6.1.12.D.16.c: Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.

    Social Studies Standard 6.2—World History/Global Studies

    All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

    • Era: The Emergence of the First Global Age (1350-1770)—Global Interactions and Colonialism

      The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.1.a: Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.

      • B: Geography, People, and the Environment

        • 6.2.12.B.1.a: Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.
        • 6.2.12.B.1.b: Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.1.a: Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.
        • 6.2.12.C.1.b: Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New Worldís economy and society.
        • 6.2.12.C.1.c: Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
        • 6.2.12.C.1.d: Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.
        • 6.2.12.C.1.e: Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europeís interactions with Islam and Asia provided the necessary tools for European exploration and conquest.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.1.a: Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans.
        • 6.2.12.D.1.b: Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.
        • 6.2.12.D.1.c: Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
        • 6.2.12.D.1.d: Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.
        • 6.2.12.D.1.e: Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.
        • 6.2.12.D.1.f: Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.

    • Era: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)

      Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.2.a: Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time.
        • 6.2.12.A.2.b: Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society.
        • 6.2.12.A.2.c: Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

      • B: Geography, People, and the Environment

        • 6.2.12.B.2.a: Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
        • 6.2.12.B.2.b: Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.2.a: Relate the development of more modern banking and financial systems to European economic influence in the world.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.2.a: Determine the factors that led to the Renaissance and the impact on the arts.
        • 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics.
        • 6.2.12.D.2.c: Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.
        • 6.2.12.D.2.d: Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.
        • 6.2.12.D.2.e: Assess the impact of the printing press and other technologies developed on the dissemination of ideas.

    • Era: Age of Revolutions (1750-1914)—Political and Industrial Revolutions, Imperialism, Reform, and Global Impact

      Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting impact.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
        • 6.2.12.A.3.b: Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.
        • 6.2.12.A.3.c: Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.
        • 6.2.12.A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.
        • 6.2.12.A.3.e: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.
        • 6.2.12.A.3.f: Compare and contrast the struggles for womenís suffrage and workersí rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.
        • 6.2.12.A.3.g: Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.

      • B: Geography, People, and the Environment

        • 6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.
        • 6.2.12.B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
        • 6.2.12.B.3.c: Relate the role of geography to the spread of independence movements in Latin America.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.3.a: Analyze interrelationships among the "agricultural revolution," population growth, industrialization, specialization of labor, and patterns of land-holding.
        • 6.2.12.C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.
        • 6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.
        • 6.2.12.C.3.d: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.
        • 6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.
        • 6.2.12.C.3.f: Determine the extent to which Latin American political independence also brought about economic independence in the region.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.3.a: Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.
        • 6.2.12.D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.
        • 6.2.12.D.3.c: Compare and contrast Chinaís and Japanís views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.
        • 6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.
        • 6.2.12.D.3.e: Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

    • Era: A Half-Century of Crisis and Achievement (1900-1945)—The Era of the Great Wars

      Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I. The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were "total wars" in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries. World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world. Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.4.a: Explain the rise of fascism and spread of communism in Europe and Asia.
        • 6.2.12.A.4.b: Compare the rise of nationalism in China, Turkey, and India.
        • 6.2.12.A.4.c: Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.
        • 6.2.12.A.4.d: Assess government responses to incidents of ethnic cleansing and genocide.

      • B: Geography, People, and the Environment

        • 6.2.12.B.4.a: Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.
        • 6.2.12.B.4.b: Determine how geography impacted military strategies and major turning points during World War II.
        • 6.2.12.B.4.c: Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East.
        • 6.2.12.B.4.d: Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.4.a: Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.
        • 6.2.12.C.4.b: Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property).
        • 6.2.12.C.4.c: Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars.
        • 6.2.12.C.4.d: Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.4.a: Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.
        • 6.2.12.D.4.b: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.
        • 6.2.12.D.4.c: Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.
        • 6.2.12.D.4.d: Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.
        • 6.2.12.D.4.e: Compare how Allied countries responded to the expansionist actions of Germany and Italy.
        • 6.2.12.D.4.f: Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars.
        • 6.2.12.D.4.g: Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of ìtotal warî.
        • 6.2.12.D.4.h: Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.
        • 6.2.12.D.4.i: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.
        • 6.2.12.D.4.j: Analyze how the social, economic, and political roles of women were transformed during this time period.
        • 6.2.12.D.4.k: Analyze how the arts represent the changing values and ideals of society.
        • 6.2.12.D.4.l: Assess the cultural impact of World War I, the Great Depression, and World War II.

    • Era: The 20th Century Since 1945 (1945-Today)—Challenges for the Modern World

      Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.5.a: Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.
        • 6.2.12.A.5.b: Analyze the structure and goals of the United Nations and evaluate the organizationís ability to solve or mediate international conflicts.
        • 6.2.12.A.5.c: Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence.
        • 6.2.12.A.5.d: Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events.
        • 6.2.12.A.5.e: Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

      • B: Geography, People, and the Environment

        • 6.2.12.B.5.a: Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
        • 6.2.12.B.5.b: Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.
        • 6.2.12.B.5.c: Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.
        • 6.2.12.B.5.d: Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.
        • 6.2.12.B.5.e: Assess the role of boundary disputes and limited natural resources as sources of conflict.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.5.a: Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.
        • 6.2.12.C.5.b: Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.
        • 6.2.12.C.5.c: Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.
        • 6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.
        • 6.2.12.C.5.e: Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.
        • 6.2.12.C.5.f: Assess the impact of the European Union on member nations and other nations.
        • 6.2.12.C.5.g: Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
        • 6.2.12.D.5.b: Assess the impact of Gandhiís methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.
        • 6.2.12.D.5.c: Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.
        • 6.2.12.D.5.d: Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate womenís progress toward social equality, economic equality, and political equality in various countries.

    • Era: Contemporary Issues

      Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

      • A: Civics, Government, and Human Rights

        • 6.2.12.A.6.a: Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.
        • 6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.
        • 6.2.12.A.6.c: Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.
        • 6.2.12.A.6.d: Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

      • B: Geography, People, and the Environment

        • 6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

      • C: Economics, Innovation, and Technology

        • 6.2.12.C.6.a: Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.
        • 6.2.12.C.6.b: Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.
        • 6.2.12.C.6.c: Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.
        • 6.2.12.C.6.d: Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.

      • D: History, Culture, and Perspectives

        • 6.2.12.D.6.a: Assess the role of increased personal and business electronic communications in creating a ìglobalî culture, and evaluate the impact on traditional cultures and values.

    Social Studies Standard 6.3—Active Citizenship in the 21st Century

    All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

    • Active citizens in the 21st century:

      1. Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
      2. Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
      3. Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
      4. Critically analyze information, make ethical judgments, and responsibly address controversial issues.
      5. Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
      6. Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.
      7. Take actions that result in a more just and equitable society.

      • A: Civics, Government, and Human Rights

        • 6.3.12.A.1: Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.
        • 6.3.12.A.2: Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

      • B: Geography, People, and the Environment

        • 6.3.12.B.1: Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.

      • C: Economics, Innovation, and Technology

        • 6.3.12.C.1: Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.

      • D: History, Culture, and Perspectives

        • 6.3.12.D.1: Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.

    Social Studies Skills

    Essential Question:

    What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

    • Construct timelines of the events occurring during major eras.
    • Explain how major events are related to one another in time.
    • Select and use various geographic representations to compare information about people, places, regions, and environments.
    • Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
    • Compare and contrast differing interpretations of current and historical events.
    • Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
    • Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

    Connecticut: 9th-Grade Standards

    Article Body

    (Note: By the completion of twelfth grade, Connecticut students are expected to master the following standards.)

    Content Suggestion:

    • American History — This required course should emphasize 20th/21st century events with review of earlier events where necessary to provide appropriate background and context.
    • World History/International Studies—Whether using a chronological or thematic approach, this required course should include a significant amount of 20th/21st century material with review of earlier events where necessary to provide appropriate background and context.
    • Civics — The half-year required course should go beyond the organization and structure of government to emphasize applications to local, state and national issues.
    • Electives — Most districts offer economics, geography, psychology, and other social science courses.

    1.1 – Significant events and themes in United States history.

    Grade Level Expectations
    Students will be able to:

    • 1. Apply chronological thinking to examine relationships among events and explain causes and effects of events.
    • 2. Investigate the causes and effects of migration within the United States (e.g. westward movement, African American Diaspora, urbanization, suburbanization).
    • 3. Analyze the evolution of citizens’ rights (e.g. Palmer Raids, struggle for civil rights, women’s rights movements, Patriot Act).
    • 4. Evaluate the changing role of U.S. participation and influence in world affairs (e.g. trade, United Nations, NATO, globalization).
    • 5. Evaluate the changing nature of the U.S. economy (e.g. agrarian, manufacturing, service, rise of unions, “green movement”).
    • 6. Assess the influence of geography on the development of the United States (e.g. settlement patterns, natural disasters, resources, environmental issues).
    • 7. Compare and contrast various American Beliefs, values and political ideologies (e.g. political parties, nativism, Scopes trial, McCarthyism).
    • 8. Analyze the influence of nationalism on American society (e.g. wartime conservation programs, immigration policies, Japanese-American internment).
    • 9. Analyze the influence of sectionalism on American life (e.g. urban vs. rural, “solid south”, “red” states vs. “blue” states).
    • 10. Assess the significance of the evolving heterogeneity of American society (e.g. role of immigrants, contributions of minority groups).
    • 11. Analyze the impact of technology and scientific discovery on American society (e.g. vaccines, interstate highways, space race, telecommunications).
    • 12. Analyze how the arts, architecture, music and literature of the United States reflect its history and cultural heterogeneity (e.g. New Orleans Jazz, Harlem Renaissance, Frank Lloyd Wright, Maya Angelou, rock ‘n’ roll).
    • 13. Evaluate the role and impact that significant individuals have had on historical events (e.g. Susan B. Anthony, Eleanor Roosevelt, Martin Luther King Jr., Malcolm X, Ronald Reagan).
    Correlations

    Communication
    Collaboration
    Critical Thinking and Problem Solving
    Civic Literacy
    Creativity and Innovation
    Information Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7
    2. NCSS 2, “Time, Continuity, and Change”
    2. NCSS 3, “People, Places, and Environments”
    3. NCSS 6, “Power, Authority, and Governance”
    3. NCSS 10, “Civic Ideals and Practices”
    4. NCSS 9, “Global Connections”
    4. NCSS 3 “People, Places, and Environments”
    5. NCSS 7, “Production, Distribution, and Consumption”
    6. NCSS 3, “People, Places, and Environments”
    7. NCSS 10, “Civic Ideals and Practices”
    8. NCSS 1, “Culture”
    9. NCSS 2, “Time, Continuity, and Change”
    10. NCSS 1, “Culture”,
    10. NCSS 4, “Individual Development and Identity”
    11. NCSS 8, “Science, Technology, and Society”
    12. NCSS 1, “Culture” , 4
    13. NCSS 3, “People, Places, and Environments”
    13. NCSS 4, “Individual Development and Identity”
    13. NCSS 5, “Individuals, Groups, and Institutions”

    1.2 – Significant events in local and Connecticut history and their connections to United States history.

    Grade Level Expectations
    Students will be able to:

    • 14. Analyze how events and people in Connecticut reflect and have contributed to developments in United States history (e.g. Samuel Colt, John Brown, Ella Grasso’s election, Senator Lieberman switching political parties).
    • 15. Describe how major events in U.S. history affected Connecticut citizens (e.g. Great Depression, World War II, Civil Rights).
    Correlations

    Critical Thinking and Problem Solving
    Civic Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7
    14, 15. NCSS 2, “Time, Continuity, and Change”

    1.3 – Significant events and themes in world history/international studies.

    Grade Level Expectations
    Students will be able to:

    • 16. Describe and evaluate models of historical periodization used to categorize events.
    • 17. Apply chronological thinking to examinerelationships among events and explain causes and effects of events.
    • 18. Assess how a civilization/nation’s arts, architecture, music, and literature reflect its culture and history.
    • 19. Explain the significance of globalization (e.g. cross-border migrations economic trade, cultural exchange) on the world’s nations and societies (spread of colonial rule in Asia and Africa, nationalist revolt in the Middle East, revolutions in China, Latin America)
    • 20. Assess the causes and impacts of imperialism (e.g. colonial rule, revolution, dictatorships, Cold War, independence movements, etc.).
    • 21. Analyze conflict and cooperation in world affairs (e.g. World Wars I and II, United Nations, Israel- Palestine, Kosovo, Afghanistan, Cote d’Ivoire, Middle East, North Africa)
    • 22. Compare and contrast political systems across historical time periods (e.g. totalitarianism/authoritarian, monarchy/theocracy, representative/parliamentary democracy).
    • 23. Compare and contrast economic systems across historical time periods (e.g. traditional, market, command, and mixed).
    • 24. Compare and contrast the rise and fall of prominent civilizations (e.g. Greek, Roman, Mesopotamian, India, China, Muslim empires).
    • 25. Analyze the impact of technological and scientific change on world civilizations (e.g. printing press, gun powder, vaccine, and computers).
    • 26. Analyze nationalism’s impact on world events (e.g. Balkans and World War I, Latin American 19th century authoritarianism, revolution and dictatorship in the Middle East, westernization in Russia, China, and Southeast Asia).
    • 27. Analyze the cause and results of political/social revolution (e.g. October Revolution in Russia, Cuban Revolution, Industrial revolution, French revolution, 20th century revolutions in Turkey, China, India, Indonesia, Vietnam, Egypt and Iran).
    • 28. Evaluate the role and impact of the significant individuals on historical events (e.g. Karl Marx, Gandhi, Adolf Hitler, Mao Zedong, Nelson Mandela, Arafat, Che Guevara, Gorbachev, Osama bin Laden).
    • 29. Evaluate the impact of major belief systems on societies and nations (e.g. religions, philosophies, political theories)
    Correlations

    Critical Thinking and Problem Solving
    Global Awareness
    Financial Literacy
    Civic Literacy
    Communication
    Collaboration
    Information Literacy
    Media Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7
    17. NCSS 1, “Culture” 18. NCSS 9, “Global Connections”
    19. NCSS 6, “Power, Authority, and Governance”
    20. NCSS 2, “Time, Continuity, and Change” 21. NCSS 2, ”Time, Continuity, and Change”
    21. NCSS 3, “People, Places, and Environments”
    21. NCSS 6. “Power, Authority, and Governance”
    22. NCSS 2, “Time, Continuity, and Change”
    22. NCSS 7, “Production, Distribution, and Consumption”
    23. NCSS 2, “Time, Continuity, and Change” 24. NCSS 8, “Science, Technology, and Society”
    25. NCSS 2, ““Time, Continuity, and Change”
    26. NCSS 2, “Time, Continuity, and Change” 27. NCSS 2, “Time, Continuity, and Change”
    28. NCSS 2, “Time, Continuity, and Change”

    1.4 – Geographical space and place.

    Grade Level Expectations
    Students will be able to:

    • 30. Explain how technological developments have changed our perception and understanding of location and space in the modern world (telecommunications, internet, e-mail, transportation).
    • 31. Analyze how geographic location and physical features have influenced national histories.
    Correlations

    Critical Thinking and Problem Solving
    Financial Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7
    30. NCSS 8, “Science, Technology, and Society”
    31. NCSS 3, “People, Places, and Environments

    1.5 – Interaction of humans and the environment.

    Grade Level Expectations
    Students will be able to:

    • 32. Analyze how a specific environment has influenced historical developments in a region/nation of the world.
    • 33. Analyze globalization’s impact on peoples around the world.
    Correlations

    Critical Thinking and Problem Solving
    Global Awareness
    I&TL: 1,2,3,5,6
    32. NCSS 3, “People, Places, and Environments”
    33. NCSS 3 “People, Places, and Environments”
    33. NCSS 9, “Global Connections”

    1.6 – Patterns of human movement across time and place.

    Grade Level Expectations
    Students will be able to:

    • 34. Explain how environmental factors cause human movement (e.g.’ drought, disease, natural disasters).
    • 35. Analyze geographical influences on the United States’ development (e.g. settlement patterns, natural disasters, resources, land-use patterns).
    • 36. Analyze migration patterns within and among nations.
    • 37. Analyze human factors that cause migration (e.g. imperialism, discrimination, war, economic opportunity, genocide).
    • 38. Compare and contrast migration’s impact on the country of origin and country of settlement.
    Correlations

    Critical Thinking and Problem Solving
    Global Awareness
    Communication
    Collaboration
    Information Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7
    35, 36, 37, 38, 39. NCSS 3, “People, Places, and Environments”

    1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

    Grade Level Expectations
    Students will be able to:

    • 39. Compare and contrast how different national governments throughout the world attempt to meet their citizens’ needs.
    • 40. Analyze the relationship between national governments and international organizations.
    Correlations

    Critical Thinking and Problem Solving
    Civic Literacy
    Global Awareness
    Collaboration
    Information Literacy
    I&TL: 1, 2, 3, 5, 6
    39, 40. NCSS 6, “Power, Authority, and Governance”

    1.8 – The interactions between citizens and their government in the making and implementation of laws.

    Grade Level Expectations
    Students will be able to:

    • 41. Analyze laws that have been modified to meet society’s changing values and needs (e.g. civil rights laws, banking regulations, Prohibition).
    • 42. Evaluate how different factors (e.g. religion, economic class, social class, race) contribute to making and implementing laws in different government systems.
    • 43. Explain how the Constitution limits the powers of government and protects the accused.
    • 44. Analyze the role of technology, media and advertising in influencing voting and law making.
    • 45. Assess the role of lobbying and citizen petitioning in shaping legislation.
    Correlations

    Critical Thinking and Problem Solving
    Civic Literacy
    ITC Literacy
    Media Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7
    42, 43, 44, 45. NCSS 10, “Civic Ideals and Practices”
    44. NCSS 4, “Individual Development, and Identity”
    45. NCSS, 8 “Science, Technology, and Society”

    1.9 – The rights and responsibilities of citizens.

    Grade Level Expectations
    Students will be able to:

    • 46. Investigate how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations (e.g. human rights groups, Gandhi, Nelson Mandela, Mary McLeod Bethune, Martin Luther King, George McCarthy, Nazi Holocaust, Che Guevara).
    • 47. Analyze the tension between the need for national security and protection of individual rights (e.g. World War I Sedition Act, Patriot Act).
    • 48. Analyze historical and contemporary examples of the efforts to ensure human rights at the national and international levels (e.g. Amnesty International, Geneva Conventions, U.N. Declaration of Human Rights).
    Correlations

    Critical Thinking and Problem Solving
    Global Awareness
    Civic Literacy Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7
    47, 48, 49. NCSS 6, “Power, Authority, and Governance”
    47, 48, 49. NCSS 10, “Civic Ideals and Practices”

    1.10 – How limited resources influence economic decisions.

    Grade Level Expectations
    Students will be able to:

    • 49. Describe how a nation’s availability of resources has changed over time (e.g. war, expansion, trade).
    • 50. Analyze how the abundance or scarcity of resources affects the nation and the individual
    • 51. Analyze how a government‘s resources can be used to influence economic decisions.
    Correlations

    Critical Thinking and Problem Solving
    Financial Literacy
    Civic Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7
    50, 51, 52. NCSS 7, “Production, Distribution, and Consumption”

    1.11 – How different economic systems organize resources.

    Grade Level Expectations
    Students will be able to:

    • 52. Analyze how governments with different economic systems can influence production and distribution.
    • 53. Examine how government activity (e.g. tariffs, taxes, social reforms) can influence an individual’s economic decisions.
    • 54. Analyze how government policies (e.g. taxation, spending) can influence how people and businesses use resources.
    Correlations

    Critical Thinking and Problem Solving
    Financial Literacy
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    53, 54, 55. NCSS 7, “Production, Distribution, and Consumption”

    1.12 – The interdependence of local, national and global economies.

    Grade Level Expectations
    Students will be able to:

    • 55. Explain how trade surpluses and deficits develop.
    • 56. Compare and contrast free trade and fair trade.
    • 57. Analyze ways governments and international organizations can promote or inhibit economic development.
    • 58. Analyze factors that encourage a business to relocate to another region or country.
    Correlations

    Critical Thinking and Problem Solving
    Financial Literacy
    Civic Literacy
    Global awareness
    Communication
    Collaboration
    I&TL: 1, 2, 3, 4, 5, 6, 7
    57, 58, 59. NCSS 3 “People, Places, and Environments”
    56, 57, 58, 59. NCSS 7, “Production, Distribution, and Consumption”
    56, 57, 58, 59. NCSS 9, “Global Connections”

    1.13 – The characteristics of and interactions among culture, social systems and institutions.

    Grade Level Expectations
    Students will be able to:

    • 59. Demonstrate the importance of viewing a culture though a variety of perspectives.
    • 60. Analyze examples of the impact of cultural diversity in different nations (e.g. Iraq, the former Yugoslavia, Rwanda, South Africa).
    • 61. Analyze the impact of family, religion, gender, ethnicity and socioeconomic status on personal development.
    • 62. Analyze the impact of family, religion, gender, ethnicity and socioeconomic status on the development of culture.
    Correlations

    Critical Thinking and Problem Solving
    Global awareness
    Collaboration
    I&TL: 1, 2, 3, 5, 6
    60, 61, 62, 63. NCSS 1 “Culture”

    Standard 2: History/Social Studies Literacy

    Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

    2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 1. Gather relevant and accurate information from multiple authoritative print and digital sources, using advanced searches effectively.
    • 2. Cite specific textual evidence to support analysis of primary and secondary sources.
    • 3. Conduct short as well as more sustained research projects to answer a question, including self-generated questions, or to solve a problem.
    • 4. Draw information from informational texts to support analysis, reflection, and research.
    Correlations

    RH9-12- 1, 10
    WHST9-12- 7, 8, 9
    Information Literacy
    Media Literacy
    Critical Thinking and Problem Solving
    ICT Literacy
    I&TL: 1, 2, 3, 5, 6

    2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 5. Choose valid sources and provide evidence to answer a history/social studies question.
    • 6. Determine the central ideas of, and be able to, summarize information from primary and secondary sources.
    • 7. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
    • 8. Determine the meaning of words and phrases as they are used in a text, including how an author uses and refines the meaning of a key term over the course of a text.
    • 9. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole
    • 10. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
    • 11. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
    • 12. Interpret social/political messages of visuals (e.g. political cartoons, posters, photographs, art of a period)
    • 13. Detect bias in data presented in various forms
    • 14. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
    Correlations

    RH9-12- 2, 3, 4, 5, 6, 7, 8
    SL9-12- 3
    Critical Thinking and Problem Solving
    Communication
    Information Literacy
    Media Literacy
    I&TL: 1, 2, 3, 5, 6

    2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

    Grade Level Expectations
    Students will be able to:

    • 15. Create written work (e.g. electronic medium or persuasive pieces) that analyzes a historical event, place or person using various sources.
    • 16. Write informative/explanatory texts about events and topics
    • 17. Compose a thesis statement using primary and secondary sources.
    • 18. Write arguments using discipline-specific content.
    • 19. Write informative/explanatory texts including the narration of historical events.
    • 20. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a common form for citation
    Correlations

    RH9-12- 7, 9
    WHST9-12- 1, 2
    Creativity and Innovation
    Critical Thinking and Problem Solving
    Communication
    Information Literacy
    Media Literacy
    ICT Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7

    2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

    Grade Level Expectations
    Students will be able to:

    • 21. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
    • 22. Prepare formal oral arguments using relevant evidence from primary and secondary sources to defend a point of view.
    • 23. Ask relevant questions related to social studies/history to initiate, extend or debate a point of view.
    • 24. Present claims and findings, emphasizing salient points, in a focused and coherent manner with relevant evidence, sound reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
    Correlations

    SL9-12- 1, 2, 4, 6
    Creativity and Innovation
    Critical Thinking and Problem Solving
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7

    2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

    Grade Level Expectations
    Students will be able to:

    • 25. Create relevant visual social studies materials (e.g. maps. Political cartoons, charts, Web pages) to support an essay or oral report.
    • 26. Create multipurpose visuals (e.g. graphic maps, pictographs) to present information.
    • 27. Represent information in various formats, including strategic use of digital media to enhance understanding of findings, reasoning, and evidence and to add interest.
    Correlations

    SL9-12- 5
    Creativity and Innovation
    Communication
    Media Literacy
    ICT Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7

    Standard 3: Civic Engagement

    Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

    3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

    Grade Level Expectations
    Students will be able to:

    • 1. Use evidence to develop an interpretation of a historical event.
    • 2. Evaluate primary and secondary interpretations of a historical event.
    • 3. Use evidence to assess the role of tradition and customs on an individual or group’s choices/decisions.
    • 4. Predict how alternative actions by individuals or groups might have changed a historical outcome.
    • 5. In a group or team, research, analyze and present a current issue identifying all sides (of the issue).
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Flexibility and Adaptability
    I&TL: 1, 2, 3, 5, 6,

    3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

    Grade Level Expectations
    Students will be able to:

    • 6. Develop criteria for assessing the actions or policies of an individual or group in the past.
    • 7. Portray the attitudes reflected in a historical period using a variety of writing formats (eulogy, editorial, diary).
    • 8. Develop criteria to evaluate alternative viewpoints on a contemporary issue.
    • 9. Analyze how one’s historical memory can contribute to one’s view of a contemporary issue or event.
    • 10. Cite examples and analyze how people and/or personal accounts can influence historical memory.
    Correlations

    Creativity and Innovation
    Communication
    Critical Thinking and Problem Solving
    Collaboration
    Information Literacy
    Flexibility and Adaptability
    I&TL: 1, 2, 3, 4, 5, 6, 7

    3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

    Grade Level Expectations
    Students will be able to:

    • 11. Evaluate a proposed solution to a contemporary political, economic, geographic/environmental or social problem.
    • 12. Research a current issue and predict an outcome using relevant geographic, political, economic, cultural and historical evidence.
    • 13. Formulate a historical question and devise a research procedure that would lead to an answer.
    • 14. Devise a plan to resolve a local contemporary issue and develop a proposal for implementation.
    Correlations

    Critical Thinking and Problem Solving
    Collaboration
    Information Literacy
    Social and Cross- Cultural Skills
    Flexibility and Adaptability
    Productivity and Accountability
    Leadership and Responsibility
    I&TL: 1, 2, 3, 4, 5, 6, 7

    Vermont's Ninth Grade Standards

    Article Body

    (Note: By the completion of tenth grade, Vermont students are expected to master the following standards.)

    Vermont Academic Content Standards: History and Social Sciences

    • Inquiry

      • H&SS9-10:1—Social and Historical Questioning

        Students initiate an inquiry by:

        • Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance (e.g., How will recent changes in the global economy affect my community and me?).

      • H&SS9-10:2—Hypothesis/Research Statement

        Students develop a hypothesis, thesis, or research statement by:

        • Predicting results, proposing a choice about a possible action, or interpreting relationships between facts and/or concepts.

      • H&SS9-10:3—Research Plan

        Students design research by:

        • Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.
        • Identifying tools and procedures needed for collecting, managing, and analyzing information, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).
        • Determining the best ways to present their data (e.g., Power-Point, hypercard, report, graph, etc.).

      • H&SS9-10:4—Conducting Research

        Students conduct research by:

        • Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).
        • Locating relevant materials such as print, electronic, and human resources.
        • Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., citing multiple sources to verify evidence).
        • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.
        • Revising the research plan and locating additional materials and/or information, as needed.
        • Citing sources.

      • H&SS9-10:5

        Students develop reasonable explanations that support the research statement by:

        • Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations (e.g., creating a line graph from tabular data in order to convey economic trends).
        • Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis (e.g., “How good is my hypothesis based on the reliable information I’ve gathered?”).
        • Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.
        • Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.

      • H&SS9-10:6

        Students make connections to research by:

        • Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.
        • Using research results to support or refute the original research statement.
        • Proposing solutions to problems based on findings, and asking additional questions.
        • Identifying problems or flaws with the research process and suggesting improvements (e.g., evaluating the limitations of some sources).
        • Proposing further investigations.

      • H&SS9-10:7

        Students communicate their findings by:

        • Developing and giving oral, written, or visual presentations for various audiences.
        • Soliciting and responding to feedback.
        • Pointing out possibilities for continued or further research.

      • (Note: By the completion of twelfth grade, Vermont students are expected to master the following standards.)

    • History

      • H&SS9-12:8

        Students connect the past with the present by:

        • Explaining historical origins of key ideas and concepts (e.g., Enlightenment, Manifest Destiny, religious and governmental philosophies) and how they are reinterpreted over time.
        • Assessing how lifestyles and values have undergone dramatic changes in the U.S. and world (e.g., comparing life in China under the early imperial dynasties to present -day life, and assessing the degree of similarity and difference).
        • Hypothesizing how critical events could have had different outcomes.
        • Predicting possible outcomes of current world events, and supporting these predictions.

      • H&SS9-12:9

        Students show understanding of how humans interpret history by:

        • Locating appropriate primary and secondary sources in order to find evidence to support his or her hypothesis.
        • Reading and interpreting historic maps, and evaluating bias in these maps (e.g., size of African on European-made maps).
        • Evaluating the credibility of differing accounts of the same event(s), and recognizing any existing bias in their own writing about historical events (e.g., comparing accounts of an event in history textbook written in the early 1900s to the same account described in a more recent history text).
        • Recognizing media bias in the interpretation of world events, past and present (e.g., World War II propaganda).
        • Using technology to interpret history (e.g., using technology to access and interpret historical data ).

      • H&SS9-12:10

        Students show understanding of past, present, and future time by:

        • Creating a historical narrative.
        • Locating relevant data for constructing a time line, and constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.
        • Identifying how different cultures organize time according to key historical events (e.g., independence days, commemoration of past).
        • Interpreting data presented in time lines.
        • Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia.
        • Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).
        • Making predictions, decisions, or taking a public stand on a defensible position based on an understanding of the past and present.
        • Explaining why certain key events remain the historic consciousness and others do not (e.g., the role of Pilgrims in 1628).
        • Explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions (e.g., What factors led to various democratic revolutions? What have been the long-term effects of these revolutions?).
        • Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., Muhammad’s call to prophecy, the collapse of the Soviet Union).

    • Physical and Cultural Geography

      • H&SS9-12:11

        Students interpret geography and solve geographic problems by:

        • Identifying characteristics of states, countries, and continents; synthesizing and evaluating characteristics of various areas in relation to a particular variable (e.g., quality of life, economic opportunity, desirability).
        • Observing, comparing, and analyzing patterns of national, and global land use over time (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities; speculating as to which areas might be used in the future and the impact of that usage.
        • Locating the physical, political, and cultural regions the United States and the world; hypothesizing the effects of current trends on these regions (e.g., the dominance of English as an international language).
        • Predicting areas of the world that will increase in future importance and giving reasons to support this prediction.
        • Analyzing how technological and environmental changes impact settlement patterns over time (e.g., using tables and maps to show the distribution of refugees from areas affected by natural disasters).
        • Interpreting and analyzing a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., analyzing maps to determine how population density has changed and will change).
        • Identifying, utilizing, and evaluating appropriate maps for specific purposes (e.g., choosing resource allocation maps in order to investigate oil distribution).
        • Using a variety of grid systems to locate places on maps and globes (e.g., UTM or Public Land Survey Systems).
        • Analyzing and synthesizing similar and dissimilar spatial patterns using geographic resources (e.g., examining levels of AIDS infection in relation to population density and literacy).

      • H&SS9-12:12

        Students show understanding of human interaction with the environment over time by:

        • Describing and analyzing how human activity and technology currently impact the environment in the U.S. and world, and speculating the impact in the future if current trends continue.
        • Generating information related to the impact of human activities on the physical environment in the local, state, national, or global community in order to draw conclusions and recommend actions (e.g., using charts and graphs to analyze the effects of overfishing along the coast of North America or the Philippine archipelago).
        • Analyzing different viewpoints regarding resource use in the U.S. and world; expressing and supporting one’s personal viewpoint (e.g., after debating the causes and/or existence of global warming, expressing one’s opinion).
        • Analyzing multiple factors in the interaction of humans and the environment (e.g., analyzing mediating factors that influence the relationship between population distribution and environmental change).
        • Using information to analyze and evaluate the impact of current voluntary and involuntary migration patterns in the U.S. and world (ex: census data).

      • H&SS9-12:13

        Students analyze how and why cultures continue and change over time by:

        • Analyzing and evaluating the impact of expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., analyzing the influence of black slave culture on subsequent generations of African Americans).
        • Analyzing the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples; hypothesizing about the impact of the globalization of culture.
        • Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/ values, government, and art across four ancient cultures in relation to location); analyzing the means by which various cultural groups try to retain their cultural identity.
        • Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future (e.g., how might the spread of Islam change American culture in the future?).

    • Civics, Government and Society

      • H&SS9-12:14

        Students act as citizens by:

        • Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).
        • Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).
        • Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).
        • Analyzing impacts of people’s actions as members of a global community (e.g., the Kyoto Agreement).
        • Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).
        • Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.
        • Explaining and defending one’s own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).
        • Explaining, critically evaluating, and defending views that are not one’s own.
        • Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).
        • Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi’s beliefs and actions).
        • Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).
        • Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).

      • H&SS9-12:15

        Students show understanding of various forms of government by:

        • Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).
        • Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).
        • Describing how government decisions impact citizens locally, nationally, and internationally.
        • Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).
        • Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).
        • Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).

      • H&SS9-12:16

        Students examine how different societies address issues of human interdependence by:

        • Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).
        • Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).
        • Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).
        • After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).
        • Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).
        • Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).
        • Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).
        • Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).
        • Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).
        • Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).

      • H&SS9-12:17

        Students examine how access to various institutions affects justice, reward, and power by:

        • Analyzing and evaluating why groups of people or individuals have accessed or were denied justice. (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).
        • Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).

    • Economics

      • H&SS9-12:18

        Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:

        • Explaining patterns and networks of economic interdependence that exist nationally and globally (e.g., currency, stock market, world trade).
        • Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services and comparing and contrasting the findings (e.g., compare the use of the labor supply in different countries).
        • Drawing conclusions about how choices within various economic systems affect the environment in the state, nation, and/or world (e.g., mixed, command, and market economies).

      • H&SS9-12:19

        Students show understanding of the interconnectedness between government and the economy by:

        • Identifying and comparing goods and services provided by local, state, national, and international governmental and/ or nongovernmental organizations (e.g., researching and debating socialized medicine vs. private healthcare; investigating the role of the International Monetary Fund).
        • Evaluating and debating the ideological underpinnings of government and economic programs (e.g., how much welfare should governments provide, and on what bases do various governments make these decisions?).
        • Explaining the global relationship between taxation and governmental goods and services (e.g., exploring the benefits and tradeoffs of foreign aid).
        • Recognizing that regional economic unions around the world create their own currency for use as money (e.g., the switch from multiple currencies to the Euro).
        • Recognizing that world events and the strength of currencies affects services and prices (e.g., September 11, 2001 and its effect on the stock market).

      • H&SS9-12:20

        Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

        • Using economic terms to analyze and interpret global economic issues and problems (e.g., Should there be debt relief for economically unstable countries?).
        • Examining the causes and long term effects of people’s needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., distribution and use of fresh water).
        • Developing strategies for earning and spending utilizing a system of accounting (e.g., creating a budget).
        • Analyzing the impact of media, time, and place on buying and saving (e.g., advertising, current events).
        • Demonstrating understanding of patterns and interdependence locally, nationally, and globally that are involved in the production of a product or service (e.g., supply and demand).
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