• Standard: The state of Alabama does not have PreKindergarten standards for this subject.

AL.12 Standard: United States Government

Twelfth grade students will develop the civic knowledge necessary for becoming active participants as citizens of this nation. Achievement of this goal prepares students to engage as informed citizens through voting, serving on a jury, holding political office, and deliberating public policy.

12.1

• 12.1.1 Students will:

  Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, and the Great Awakening. (History, Civics and Government)

• 12.1.2 Students will practice:

  • Comparing characteristics of limited and unlimited governments throughout the world, including constitutional, authoritarian, and totalitarian governments

  • Grade Level Example:

    constitutional—United States
    authoritarian—Iran
    totalitarian—North Korea

12.2

• 12.1. Students will:

  Summarize the significance of the First and Second Continental Congresses, the Declaration of Independence, Shays’ Rebellion, and the Articles of Confederation of 1781 on the writing and ratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791. (History, Civics and Government)

12.3

• 12.3.1 Students will:

  Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances. (History, Civics and Government)

• 12.3.2 Students will practice:

  • Explaining main ideas of the debate over ratification that included the Federalist papers
  • Analyzing the Bill of Rights for its application to historical and current issues
  • Outlining the formal process of amending the Constitution of the United States

12.4

• 12.4.1 Students will:

  Explain how the federal system of the United States divides powers between national and state governments. (Economics, History, Civics and Government)

• 12.4.2 Students will practice:

  • Summarizing obligations that the Constitution of the United States places on a nation for the benefit of the states, including admitting new states and cooperative federalism
  • Evaluating the role of the national government in interstate relations

12.5

• 12.5.1 Students will:

  Compare specific functions, organizations, and purposes of local and state governments, including implementing fiscal and monetary policies, ensuring personal security, and regulating transportation. (Economics, History, Civics and Government)

• 12.5.2 Students will practice:

  • Analyzing the Constitution of Alabama of 1901 to
    determine its impact on local funding and campaign funding
  • Describing the influence of special interest groups on state governmen

12.6

• 12.6.1 Students will:

  Analyze the expansion of suffrage for its effect on the political system of the United States, including suffrage for non-property owners, women, African Americans, and persons eighteen years of age. (History, Civics and Government)

• 12.6.2 Students will practice:

  • Describing implications of participation of large numbers of minorities and women in parties and campaigns
  • Analyzing the black codes, Jim Crow laws, and the Selma-to-Montgomery March for their impact on the passage of the Voting Rights Act of 1965

12.7

• 12.7.1 Students will:

  Describe the process of local, state, and national elections, including the organization, role, and constituency of political parties. (Economics, Geography, History, Civics and Government)

• 12.7.2 Students will practice:

  • Explaining campaign funding and spending
  • Evaluating the impact of reapportionment, redistricting, and voter turnout on elections

12.8

• 12.8.1. Students will:

  Describe functions and the development of special interest groups and campaign contributions by political action committees and their impact on state and national elections. (Economics, History, Civics and Government)

• 12.8.2 Students will practice:

  • Analyzing rulings by the United States Supreme Court, including Buckley versus Valeo, regarding campaign financing to determine the effect on the election process

12.9

• 12.9.1. Students will:

  Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media. (Economics, Geography, History, Civics and Government)

• 12.9.2 Students will practice:

  • Describing regional differences in public opinion in the United States
  • Analyzing television and electronic media for their impact on the election process and campaign spending from the John F. Kennedy-Richard M. Nixon debate to the election of Barack Obama as President of the United States
  • Explaining the effect of attack advertisements on voter selection of candidates

12.10

• 12.10.1. Students will:

  Evaluate roles political parties play in the functioning of the political system of the United States. (History, Civics and Government)

• 12.10.2 Students will practice:

  • Describing the role of third-party candidates in political elections in the United States
  • Explaining major characteristics of contemporary political parties in the United States, including the role of conventions, party leadership, formal and informal memberships, and regional strongholds
  • Describing the influence of political parties on individuals and elected officials, including the development of party machines, rise of independent voters, and disillusionment with party systems

12.11

• 12.11.1. Students will:

  Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government. (History, Civics and Government)

• 12.11.2 Students will practice:

  • Comparing rules of operations and hierarchies of Congress, including roles of the Speaker of the House, the Senate pro tem, majority and minority leaders, and party whips
  • Identifying the significance of Congressional committee structure and types of committees
  • Tracing the legislative process, including types of votes and committee action, from a bill’s presentation to presidential action

12.12

• 12.12.1 Students will:

  Evaluate constitutional provisions of the executive branch of the government of the United States, including checks by the executive branch on other branches of government and powers, duties as head of state and head of government, the electoral process, and the Twenty-fifth Amendment. (History, Civics and Government)

• 12.12.2 Students will practice:

  • Critiquing informal powers of the President of the United States, including press conferences, State of the Union addresses, total media access, head of party, and symbolic powers of the Oval Office
  • Identifying the influence of White House staff on the President of the United States
  • Ranking powers held by the President’s Cabinet, including roles of Cabinet secretaries, appropriations by Congress, appointment and confirmation, and operation of organization
  • Comparing diverse backgrounds, socioeconomic status, and levels of education of United States’ presidents

12.13

• 12.13.1 Students will:

  Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court. (History, Civics and Government)

• 12.13.2 Students will practice:

  • Explaining the structure and jurisdiction of court systems of the United States, including lower courts and appellate courts
  • Identifying the impact of landmark United States Supreme Court cases on constitutional interpretation

  • Grade Level Example:

    Marbury versus Madison, Miranda versus Arizona, Tinker versus Des Moines, Gideon versus Wainwright, Reno versus American Civil Liberties Union, United States versus Nixon, McCulloch versus Maryland, Wallace versus Jaffree, Wyatt versus Stickney, and Powell versus Alabama

  • Describing the shifting political balance of the court system, including the appointment process, the ideology of justices, influences on court decisions regarding executive and legislative opinion, public opinion, and the desire for impartiality
  • Contrasting strict and loose constructionist views of the Constitution of the United States

12.14

• 12.14.1 Students will:

  Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process. (History, Civics and Government)

• 12.14.2 Students will practice:

  • Explaining how the balance between individual versus majority rule and state versus national authority is essential to the functioning of the American democratic society

  • Grade Level Example:

    majority rule and minority rights, liberty and equality, state and national authority in a federal system, civil disobedience and rule of law, freedom of the press, the right to a fair trial, relationship of religion and government

12.15

• 12.15.1. Students will:

  Explain the role and consequences of domestic and foreign policy decisions, including scientific and technological advancements and humanitarian, cultural, economic, and political changes. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    isolationism versus internationalism, policy of containment, policy of détente, multilateralism, war on terrorism

• 12.14.2 Students will practice:

  • Evaluating financial, political, and social costs of national security

AL.11 Standard: United States History II—Industrial Revolution to the Present

This course builds upon the foundation of knowledge and skills gained in the Grade 9 and 10 United States history curriculum by providing a study of the modern history of the United States that expands students’ understanding of the principles of American society.

11.1

• 11.1.1. Students will:

  Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. (Economics, Geography, History, Civics and Government)

• 11.1.2 Students will practice:

  • Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
  • Identifying the changing role of the American farmer, including the establishment of the Grange movement and the Populist Party and agrarian rebellion over currency issues
  • Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
  • Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Immigration Act regarding immigration quota
  • Interpreting the impact of change from workshop to factory on workers’ lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison

11.2

• 11.2.1 Students will:

  Evaluate social and political origins, accomplishments, and limitations of Progressivism. (Economics, History, Civics and Government)

• 11.2.2 Students will practice:

  • Explaining the impact of the Populist Movement on the role of the federal government in American society
  • Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell
  • Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act
  • Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era
  • Assessing the significance of the public education movement initiated by Horace Mann
  • Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation

11.3

• 11.3.1 Students will:

  Explain the United States’ changing role in the early twentieth century as a world power. (Economics, Geography, History, Civics and Government)

• 11.3.2 Students will practice:

  • Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba
  • Identifying the role of the Rough Riders on the iconic status of
    President Theodore Roosevelt
  • Describing consequences of the Spanish-American War, including the
    Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean
  • Analyzing the involvement of the United States in the Hawaiian Islands
    for economic and imperialistic interests
  • Appraising Alabama’s contributions to the United States between
    Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan
  • Evaluating the role of the Open Door policy and the Roosevelt Corollary
    on America’s expanding economic and geographic interests
  • Comparing the executive leadership represented by William Howard Taft’s Dollar Diplomacy, Theodore Roosevelt’s Big Stick Diplomacy, and Woodrow Wilson’s Moral Diplomacy

11.4

• 11.4.1 Students will:

  Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. (Economics, Geography, History, Civics and Government)

• 11.4.2 Students will practice:

  • Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
  • Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson’s Fourteen Points, and the League of Nations
  • Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, which provided opportunities for the rise of fascist states in Germany, Italy, and Spain
  • Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

11.5

• 11.5.1 Students will:

  Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, the Harlem Renaissance, the Great Migration, W. C. Handy, the Jazz Age, and Zelda Fitzgerald. (Economics, History, Civics and Government)

• 11.5.2 Students will practice:

  • Analyzing radio, movies, newspapers, and popular magazines for their impact on the creation of mass culture
  • Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
  • Determining the relationship between technological innovations and the creation of increased leisure time

11.6

• 11.6.1 Students will:

  Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. (Economics, History, Civics and Government)

• 11.6.2 Students will practice:

  • Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
  • Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
  • Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston
  • Analyzing the Great Depression for its impact on the American family

11.7

• 11.7.1 Students will:

  Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act.(Economics, Geography, History, Civics and Government)

• 11.7.2 Students will practice:

  • Analyzing conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression

11.8

• 11.8.1. Students will:

  Summarize events leading to World War II, including the militarization of the Rhineland, Germany’s seizure of Austria and Czechoslovakia, Japan’s invasion of China, and the Rape of Nanjing. (Economics, Geography, History, Civics and Government)

• 11.8.2 Students will practice:

  • Analyzing the impact of fascism, Nazism, and communism on growing conflicts in Europe
  • Explaining the isolationist debate as it evolved from the 1920s to the bombing of Pearl Harbor and the subsequent change in United States’ foreign policy
  • Identifying roles of significant World War II leaders

  • Grade Level Example:

    Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, George S. Patton, Sir Winston Churchill, Bernard Montgomery, Joseph Stalin, Benito Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler

  • Evaluating the impact of the Munich Pact and the failed British policy of appeasement resulting in the invasion of Poland

11.9

• 11.9.1. Students will:

  Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and Yalta and Potsdam Conferences. (Economics, Geography, History, Civics and Government)

• 11.9.2 Students will practice:

  • Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion
  • Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings
  • Explaining reasons for and results of dropping atomic bombs on Japan
  • Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide Convention

11.10

• 11.10.1. Students will:

  Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African American community, racial and ethnic tensions, the G. I. Bill of Rights of 1944, and desegregation of the military. (Economics, Geography, History, Civics and Government)

• 11.10.2 Students will practice:

  • Describing Alabama’s participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases

11.11

• 11.11.1. Students will:

  Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO). (Economics, Geography, History, Civics and Government)

• 11.11.2 Students will practice:

  • Describing Cold War policies and issues, the domino theory, McCarthyism, and their consequences, including the institution of loyalty oaths under Harry S. Truman, the Alger Hiss case, the House Un-American Activities Committee, and the execution of Julius and Ethel Rosenberg
  • Locating areas of conflict during the Cold War from 1945 to 1960, including East and West Germany, Hungary, Poland, Cuba, Korea, and China

11.12

• 11.12.1 Students will:

  Describe major initiatives of the John F. Kennedy and Lyndon B. Johnson Administrations. (Economics, History, Civics and Government)

• 11.12.2 Students will practice:

  • Describing Alabama’s role in the space program under the New Frontier
  • Describing major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis

11.13

• 11.13.1 Students will:

  Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon. (Geography, History, Civics and Government)

• 11.13.2 Students will practice:

  • Locating on a map or globe the divisions of Vietnam, the Ho Chi Minh Trail, and major battle sites
  • Describing the creation of North and South Vietnam

10.14

• 10.14.1 Students will:

  Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Economics, Geography, History, Civics and Government)

• 10.14.2 Students will practice:

  • Tracing the federal government’s involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965
  • Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr., James Meredith, Medgar Evers, Thurgood Marshall, the Southern Christian Leadership Conference (SCLC), the Student Nonviolent Coordinating Committee (SNCC), the Congress of Racial Equality (CORE), the National Association for the Advancement of Colored People (NAACP), and the civil rights foot soldiers
  • Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children’s March, and key local persons and events
  • Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement
  • Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston

11.15

• 11.15. Students will:

  Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. (Geography, History, Civics and Government)

11.16

• 11.16. Students will:

  Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    Nixon’s policy of détente; Cambodia; Watergate scandal; pardon of Nixon; Iranian hostage situation; Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf War; impeachment trial of William ―Bill‖ Clinton; terrorist attack of September 11, 2001; Operation Iraqi Freedom; war in Afghanistan; election of the first African-American president, Barack Obama

AL.10 Standard: United States History I—Beginnings to the Industrial Revolution

The study of the early history of the United States in Grade 10 forms the foundation for understanding the development and principles of modern American society. Beginning with the earliest explorations of American continents, this course offers a chronological study of major events, issues, movements, individuals, and diverse groups of people in the United States from a national and an Alabama perspective.

10.1

• 10.1.1. Students will:

  Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans. (Economics, Geography, History, Civics and Government)

• 10.1.2 Students will practice:

  • Describing the influence of the Crusades, Renaissance, and Reformation on European exploration
  • Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities
  • Analyzing the course of the Columbian Exchange for its impact on the global economy
  • Explaining triangular trade and the development of slavery in the colonies

10.2

• 10.2.1 Students will:

  Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. (Economics, Geography, History, Civics and Government)

• 10.2.2 Students will practice:

  • Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
  • Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
  • Describing the impact of the Great Awakening on colonial society

10.3

• 10.3.1 Students will:

  Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. (Economics, Geography, History, Civics and Government)

• 10.3.2 Students will practice:

  • Explaining the role of key revolutionary leaders, including George Washington, John Adams, Thomas Jefferson, Patrick Henry, Samuel Adams, Paul Revere, Crispus Attucks, and the Marquis de Lafayette
  • Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown
  • Summarizing major ideas of the Declaration of Independence, including theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau
  • Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians
  • Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians

10.4

• 10.4.1 Students will:

  Describe the political system of the United States based on the Constitution of the United States. (Economics, History, Civics and Government)

• 10.4.2 Students will practice:

  • Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
  • Describing inadequacies of the Articles of Confederation
  • Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
  • Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton’s economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington’s Farewell Address, and the election of 1800

10.5

• 10.5.1 Students will:

  Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia. (History, Civics and Government)

• 10.5.2 Students will practice:

  • Explaining concepts of loose and strict interpretations of the Constitution of the United States

10.6

• 10.6. Students will:

  Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. (History, Civics and Government)

10.7

• 10.7. Students will:

  Describe causes, courses, and consequences of United States’ expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Land Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. (Economics, Geography, History, Civics and Government)

10.8

• 10.8. Students will:

  Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation. (Economics, Geography, History, Civics and Government)

10.9

• 10.9. Students will:

  Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay’s American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast. (Economics, History, Civics and Government)

9.10

• 10.10.1 Students will:

  Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. (History, Civics and Government)

• 10.10.2 Students will practice:

  • Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal

10.11

• 10.11.1. Students will:

  Evaluate the impact of American social and political reform on the emergence of a distinct culture. (History, Civics and Government)

• 10.11.2 Students will practice:

  • Explaining the impact of the Second Great Awakening on the emergence of a national identity
  • Explaining the emergence of uniquely American writers

  • Grade Level Example:

    James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

  • Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War

10.12

• 10.12.1 Students will:

  Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. (Geography, History, Civics and Government)

• 10.12.2 Students will practice:

  • Describing the rise of religious movements in opposition to slavery, including objections of the Quakers
  • Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
  • Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin, on the abolitionist movement

10.13

• 10.13.1 Students will:

  Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. (Economics, Geography, History, Civics and Government)

• 10.13.2 Students will practice:

  • Describing Alabama’s role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, and the Indian War, and reliance on cotton
  • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
  • Describing tariff debates and the nullification crisis between 1800 and 1861
  • Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States

10.14

• 10.14.1 Students will:

  Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman’s March to the Sea. (Economics, Geography, History, Civics and Government)

• 10.14.2 Students will practice:

  • Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan, "Stonewall" Jackson, and William Tecumseh Sherman
  • Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
  • Explaining reasons for border states’ remaining in the Union during the Civil War
  • Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
  • Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
  • Tracing Alabama’s involvement in the Civil War

10.15

• 10.15.1 Students will:

  Compare congressional and presidential reconstruction plans, including African-American political participation. (Economics, Geography, History, Civics and Government)

• 10.15.2 Students will practice:

  • Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen’s Bureau
  • Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan
  • Describing the Compromise of 1877
  • Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments
  • Explaining causes for the impeachment of President Andrew Johnson
  • Explaining the impact of Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction
  • Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-
    term effect on politics and economics in Alabama

AL.9 Standard: World History—1500 to the Present

At the ninth-grade level, students continue the study of world history from 1500 to the present. Through historical inquiry, students gain an understanding and appreciation of history as a story of people much like themselves and become increasingly able to understand global interdependence and connections among world societies.

9.1

• 9.1. Students will:

  Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.(History)

9.2

• 9.2.1 Students will:

  Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange. (Economics, Geography, History, Civics and Government)

• 9.2.2 Students will practice:

  • Describing the impact of the Commercial Revolution on European society
  • Identifying major ocean currents, wind patterns, landforms, and climates affecting European exploration

  • Grade Level Example:

    marking ocean currents and wind patterns on a map

9.3

• 9.3. Students will:

  Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion. (History)

9.4

• 9.4.1 Students will:

  Explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age, including trade and travel, natural resources, and movement and isolation of peoples and ideas. (Economics, Geography, History)

• 9.4.2 Students will practice:

  • Depicting the general location of, size of, and distance between regions in the early Global Age

  • Grade Level Example:

    drawing sketch maps

9.5

• 9.5.1 Students will:

  Describe the rise of absolutism and constitutionalism and their impact on European nations. (Civics and Government)

• 9.5.2 Students will practice:

  • Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings
  • Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great
  • Identifying major provisions of the Petition of Rights and the English Bill of Rights

9.6

• 9.6. Students will:

  Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment. (History)

  • Grade Level Example:

    Scientific Revolution—astronomical theories of Copernicus and Galileo, Newton’s law of gravity
    Age of Enlightenment—philosophies of Montesquieu, Voltaire, and Rousseau

9.7

• 9.7.1 Students will:

  Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism. (Geography, History, Civics and Government)

• 9.7.2 Students will practice:

  • Identifying causes of the French Revolution
  • Describing the influence of the American Revolution upon the French Revolution
  • Identifying objectives of different groups participating in the French Revolution
  • Describing the role of Napoleon as an empire builder

9.8

• 9.8. Students will:

  Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico. (Geography, History, Civics and Government)

  • Grade Level Example:

    Identifying the location of countries in Latin America

9.9

• 9.9.1 Students will:

  Describe the impact of technological inventions, conditions of labor, and the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economics, society, and politics of Europe. (Economics, History, Civics and Government)

• 9.9.2 Students will practice:

  • Identifying important inventors in Europe during the Industrial Revolution
  • Comparing the Industrial Revolution in England with later revolutions in Europe

9.10

• 9.10.1 Students will:

  Describe the influence of urbanization during the nineteenth century on the Western World. (Geography, History, Civics and Government)

  • Grade Level Example:

    interaction with the environment, provisions for public health, increased opportunities for upward mobility, changes in social stratification, development of Romanticism and Realism, development of Impressionism and Cubism

• 9.10.2 Students will practice:

  • Describing the search for political democracy and social justice in the Western World

  • Grade Level Example:

    European Revolution of 1848, slavery and emancipation in the United States, emancipation of serfs in Russia, universal manhood suffrage, women’s suffrage

9.11

• 9.11.1. Students will:

  Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan’s power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States imperialism. (Economics, History, Civics and Government)

• 9.11.2 Students will practice:

  • Describing resistance to European imperialism in Africa, Japan, and China

9.12

• 9.12.1 Students will:

  Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system. (Geography, History, Civics and Government)

• 9.12.2 Students will practice:

  • Describing the rise of Communism in Russia during World War I

  • Grade Level Example:

    return of Vladimir Lenin, rise of Bolsheviks

  • Describing military technology used during World War I
  • Identifying problems created by the Treaty of Versailles of 1919

  • Grade Level Example:

    Germany’s reparations and war guilt, international controversy over the League of Nations

  • Identifying alliances during World War I and boundary changes after World War I

9.13

• 9.13.1 Students will:

  Explain challenges of the post-World War I period. (Economics, History, Civics and Government)

  • Grade Level Example:

    1920s cultural disillusionment, colonial rebellion and turmoil in Ireland and India, attempts to achieve political stability in Europe

• 9.13.2 Students will practice:

  • Identifying causes of the Great Depression
  • Characterizing the global impact of the Great Depression

9.14

• 9.14.1 Students will:

  Describe causes and consequences of World War II. (Geography, History, Civics and Government)

  • Grade Level Example:

    causes—unanswered aggression, Axis goal of world conquest
    consequences—changes in political boundaries; Allied goals; lasting issues such as the Holocaust, Atomic Age, and Nuremberg Trials

• 9.14.2 Students will practice:

  • Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
  • Identifying turning points of World War II in the European and Pacific Theaters
  • Depicting geographic locations of world events between 1939 and 1945
  • Identifying on a map changes in national borders as a result of World War II

9.15

• 9.15.1 Students will:

  Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires. (History, Civics and Government)

  • Grade Level Example:

    reconstruction of Japan; nationalism in India, Pakistan, Indonesia, and Africa; Chinese Communist Revolution; creation of Jewish state of Israel; Cuban Revolution; Central American conflicts

• 9.15.2 Students will practice:

  • Explaining origins of the Cold War

  • Grade Level Example:

    Yalta and Potsdam Conferences, ―Iron Curtain,‖ Truman Doctrine, Marshall Plan, United Nations, North Atlantic Treaty Organization (NATO), Warsaw Pact

  • Tracing the progression of the Cold War

  • Grade Level Example:

    nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War

9.16

• 9.16.1 Students will:

  Describe the role of nationalism, militarism, and civil war in today’s world, including the use of terrorism and modern weapons at the close of the twentieth and the beginning of the twenty-first centuries.(Economics, Geography, History, Civics and Government)

• 9.16.2 Students will practice:

  • Describing the collapse of the Soviet Empire and Russia’s struggle for democracy, free markets, and economic recovery and the roles of Mikhail Gorbachev, Ronald Reagan, and Boris Yeltsin

  • Grade Level Example:

    economic failures, demands for national and human rights, resistance from Eastern Europe, reunification of Germany

  • Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
  • Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
  • Depicting geographic locations of major world events from 1945 to the present

9.17

• 9.17.1 Students will:

  Describe emerging democracies from the late twentieth century to the present. (Economics, History, Civics and Government)

• 9.17.2 Students will practice:

  • Discussing problems and opportunities involving science, technology, and the environment in the late twentieth century

  • Grade Level Example:

    genetic engineering, space exploration

  • Identifying problems involving civil liberties and human rights from 1945 to the present and ways they have been addressed
  • Relating economic changes to social changes in countries adopting democratic forms of government

AL.8 Standard: World History—Early Man to 1500

The study of world history in Grade 8 addresses the time period from prehistoric man to the 1500s.

8.1

• 8.1.1 Students will:

  Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people. (Geography, History)

  • Grade Level Example:

    cave paintings, Ice Man, Lucy, fossils, pottery

• 8.1.2 Students will practice:

  • Identifying the founding of Rome as the basis of the calendar established by Julius Caesar, which was used in early Western civilization for over a thousand years
  • Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.
  • Using vocabulary terms other than B.C. and A.D. to describe time

  • Grade Level Example:

    B.C.E., C.E.

  • Identifying terms used to describe characteristics of early societies and family structures

  • Grade Level Example:

    monogamous, polygamous, nomadic

8.2

• 8.2.1 Students will:

  Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings. (Economy, Geography, History, Civics and Government)

• 8.2.2 Students will practice:

  • Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River valleys

  • Grade Level Example:

    natural environment, urban development, social hierarchy, written language, ethical and religious belief system, government and military institutions, economic systems

  • Identifying on a map locations of cultural hearths of early civilizations

  • Grade Level Example:

    Mesopotamia, Nile Valley

8.3

• 8.3.1 Students will:

  Compare the development of early world religions, philosophies, and their key tenets. (History)

  • Grade Level Example:

    Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

• 8.3.2 Students will practice:

  • Identifying cultural contributions of early world religions and philosophies

  • Grade Level Example:

    Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians

8.4

• 8.3.1 Students will:

  Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science. (History, Civics and Government)

8.5

• 8.5.1 Students will:

  Describe the role of Alexander the Great in the Hellenistic world. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    serving as political and military leader, encouraging cultural interaction, allowing religious diversity

• 8.5.2 Students will practice:

  • Defining boundaries of Alexander the Great’s empire and its economic impact
  • Identifying reasons for the separation of Alexander the Great’s empire into successor kingdoms
  • Evaluating major contributions of Hellenistic art, philosophy, science, and political thought

8.6

• 8.6.1 Students will:

  Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    expansion—illustrating the spread of Roman influence with charts, graphs, timelines, or maps
    transformation—noting reforms of Augustus, listing effects of Pax Romana

• 8.6.2 Students will practice:

  • Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

8.7

• 8.7.1 Students will:

  Describe the widespread impact of the Roman Empire. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    spread of Roman law and political theory, citizenship and slavery, architecture and engineering, religions, sculpture and paintings, literature, and the Latin language

• 8.7.2 Students will practice:

  • Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine
  • Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall

8.8

• 8.8.1 Students will:

  Describe the development of a classical civilization in India and China. (Geography, History)

  • Grade Level Example:

    India—religions, arts and literature, philosophies, empires, caste system
    China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

• 8.8.2 Students will practice:

  • Identifying the effect of the monsoons on India
  • Identifying landforms and climate regions of China

  • Grade Level Example:

    marking landforms and climate regions of China on a map

8.9

• 8.9. Students will:

  Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian, and the effect of the Byzantine Empire upon art, religion, architecture, and law. (History, Civics and Government)

  • Grade Level Example:

    Identifying factors leading to the establishment of the Eastern Orthodox Church

8.10

• 8.10. Students will:

  Trace the development of the early Russian state and the expansion of its trade systems. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    rise of Kiev and Muscovy, conversion to Orthodox Christianity, movement of peoples of Central Asia, Mongol conquest, rise of czars

8.11

• 8.11. Students will:

  Describe early Islamic civilizations, including the development of religious, social, and political systems. (Geography, History, Civics and Government)

  • Grade Level Example:

    Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe

8.12

• 8.12. Students will:

  Describe China’s influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. (Economics, History, Civics and Government)

  • Grade Level Example:

    culture—describing the influence on art, architecture, language, and religion
    politics—describing changes in civil service economics—introducing patterns of trade

8.13

• 8.13.1. Students will:

  Compare the African civilizations of Ghana, Mali, and Songhai to include their geography, religions, slave trade, economic systems, empires, and cultures. (Economics, Geography, History, Civics and Government)

• 8.13.2 Students will practice:

  • Tracing the spread of language, religion, and customs from one African civilization to another
  • Illustrating the impact of trade among Ghana, Mali, and Songhai

  • Grade Level Example:

    using map symbols, interpreting distribution maps, creating a timeline

8.14

• 8.14.1. Students will:

  Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayans, Aztecs, Incas, and North American tribes. (Economics, Civics and Government)

  • Grade Level Example:

    pyramids, wars among pre-Columbian people, religious rituals, irrigation, Iroquois Confederacy

• 8.14.2 Students will practice:

  • Locating on a map sites of pre-Columbian cultures

  • Grade Level Example:

    Mayan, Inca, Inuit, Creek, Cherokee

8.15

• 8.15.1. Students will:

  Describe military and governmental events that shaped Europe in the early Middle Ages (600-1000). (Economics, History, Civics and Government)

  • Grade Level Example:

    invasions, military leaders

• 8.15.2 Students will practice:

  • Describing the role of the early medieval church
  • Describing the impact of new agricultural methods on manorialism and feudalism

8.16

• 8.16.1. Students will:

  Describe major cultural changes in Western Europe in the High Middle Ages (1000-1350). (Economics, Civics and Government)

  • Grade Level Example:

    the Church, scholasticism, Crusades

• 8.16.2 Students will practice:

  • Describing changing roles of church and governmental leadership
  • Comparing political developments in France, England, and the Holy Roman Empire, including the signing of the Magna Carta
  • Describing the growth of trade and towns resulting in the rise of the middle class

8.17

• 8.17.1. Students will:

  Explain how events and conditions fostered political and economic changes in the late Middle Ages and led to the origins of the Renaissance. (Economics, Civics and Government)

  • Grade Level Example:

    Crusades, Hundred Years’ War, Black Death, rise of middle class, commercial prosperity

• 8.17.2 Students will practice:

  • Identifying changes in the arts, architecture, literature, and science in the late Middle Ages

AL.7 Standard: Geography

In this one-semester geography course, students increase their knowledge about the physical and human nature of the world and about relationships between people and their environments. Interwoven throughout the course are the three interrelated components of geography. These components include Earth as a physical object, a physical environment, and a place in which humans live; geographic skills; and spatial and ecological perspectives.

7.1

• 7.1.1 Students will:

  Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. (Economics, Geography, Civics and Government)

• 7.1.2 Students will practice:

  • Explaining the use of map essentials, including type, projections, scale, legend, distance, direction, grid, and symbols

  • Grade Level Example:

    type—reference, thematic, planimetric, topographic, globes and map projections, aerial photographs, satellite images
    direction—lines of latitude and longitude, cardinal and intermediate directions
    distance—fractional, graphic, and verbal scales

  • Identifying geospatial technologies to acquire, process, and report information from a spatial perspective

  • Grade Level Example:

    Google Earth, Global Positioning System (GPS), geographic information system (GIS), satellite remote sensing, aerial photography

  • Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns
  • Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions
  • Categorizing the geographic organization of people, places, and environments using spatial models

  • Grade Level Example:

    urban land-use patterns, distribution and linkages of cities, migration patterns, population density patterns, spread of culture traits, spread of contagious diseases through a population

7.2

• 7.2.1 Students will:

  Determine how regions are used to describe the organization of Earth’s surface. (Economics, Geography)

• 7.2.2 Students will practice:

  • Identifying physical and human features used as criteria for mapping formal, functional, and perceptual regions

  • Grade Level Example:

    physical features—landforms, climates, water bodies, resources
    human features—language, religion, culture, economy, government

  • Interpreting processes and reasons for regional change, including land use, urban growth, population, natural disasters, and trade
  • Analyzing interactions among regions to show transnational relationships, including the flow of commodities and Internet connectivity

  • Grade Level Example:

    winter produce to Alabama from Chile and California, poultry from Alabama to other countries

  • Comparing how culture and experience influence individual perceptions of places and regions

  • Grade Level Example:

    cultural influences—language, religion, ethnicity, iconography, symbology, stereotypes

  • Explaining globalization and its impact on people in all regions of the world

  • Grade Level Example:

    quality and sustainability of life, international cooperation

7.3

• 7.3.1 Students will:

  Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. (Geography)

• 7.3.2 Students will practice:

  • Comparing Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfall, and tornadoes
  • Explaining processes that shape the physical environment, including long-range effects of extreme weather phenomena

  • Grade Level Example:

    processes—plate tectonics, glaciers, ocean and atmospheric circulation, El Niño long-range
    effects—erosion on agriculture, typhoons on coastal ecosystems

  • Describing characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth’s surface
  • Comparing how ecosystems vary from place to place and over time

  • Grade Level Example:

    place to place—difference in soil, climate, and topography
    over time—alteration or destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forest and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts

  • Comparing geographic issues in different regions that result from human and natural processes

  • Grade Level Example:

    human—increase or decrease in population, land-use change in tropical forests
    natural processes—hurricanes, tsunamis, tornadoes, floods

7.4

• 7.4.1 Students will:

  Evaluate spatial patterns and the demographic structure of population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    population structure—age and sex distribution using population pyramids
    special patterns—major population clusters

• 7.4.2 Students will practice:

• Predicting reasons and consequences of migration, including push and pull factors

• Grade Level Example:

  push factors —politics, war, famine
  pull factors—potential jobs, family

7.5

• 7.5. Students will:

  Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam. (Economics, Geography, History)

7.6

• 7.6.1 Students will:

  Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    primary—forestry, agriculture, mining
    secondary—manufacturing furniture, grinding coffee beans, assembling automobiles
    tertiary—selling furniture, selling coffee latte, selling automobiles

• 7.6.2 Students will practice:

• Comparing one location over another for production of goods and services

• Grade Level Example:

  fast food restaurants in highly accessible locations, medical offices near hospitals, legal offices near courthouses, industries near major transportation routes

• Analyzing the impact of economic interdependence and globalization on places and their populations

• Grade Level Example:

  seed corn produced in Iowa and planted in South America; silicon chips manufactured in California and installed in a computer made in China that is purchased in Australia

• Explaining why countries enter into global trade agreements, including the North American Free Trade Agreement (NAFTA), the Dominican Republic-Central America Free Trade Agreement (DR-CAFTA), the European Union (EU), the Mercado Común del Sur (MERCOSUR), and the Association of Southeast Asian Nations (ASEAN)

7.7

• 7.7.1 Students will:

  Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    types—linear, clustered, grid
    sizes—large urban, small urban, and rural areas

• 7.7.2 Students will practice:

  • Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources

  • Grade Level Example:

    Timbuktu near caravan routes; Pittsburg, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor

  • Describing settlement patterns in association with the location of resources

  • Grade Level Example:

    fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

  • Describing ways in which urban areas interact and influence surrounding regions

  • Grade Level Example:

    daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

7.8

• 7.8.1 Students will:

  Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people. (Economics, Geography, History, Civics and Government)

• 7.8.2 Students will practice:

  • Identifying political boundaries based on physical and human systems

  • Grade Level Example:

    physical systems—rivers as boundaries between counties
    human systems—streets as boundaries between local government units

  • Identifying effects of cooperation among countries in controlling territories

  • Grade Level Example:

    Great Lakes environmental management by United States and Canada, United Nations (UN) Heritage sites and host countries, Antarctic Treaty on scientific research

  • Describing the eruption of territorial conflicts over borders, resources, land use, and ethnic and nationalistic identity

  • Grade Level Example:

    India and Pakistan conflict over Jammu and Kashmir, the West Bank, the Sudan, Somalia piracy, ocean fishing and mineral rights, local land-use disputes

7.9

• 7.9. Students will:

  Explain how human actions modify the physical environment within and between places, including how human induced changes affect the environment. (Economics, Geography, History)

  • Grade Level Example:

    within places—construction of dams and downstream water availability for human consumption, agriculture, and aquatic ecosystems
    between places—urban heat islands and global climate change, desertification and land degradation, pollution and ozone depletion

7.10

• 7.10.1 Students will:

  Explain how human systems develop in response to physical environmental conditions. (Economics, Geography, Civics and Government)

  • Grade Level Example:

    farming practices in different regions, including slash-and-burn agriculture, terrace farming, and center-pivot irrigation

• 7.10.2 Students will practice:

  • Identifying types, locations, and characteristics of natural hazards, including earthquakes, hurricanes, tornadoes, and mudslides
  • Differentiating ways people prepare for and respond to natural hazards, including building storm shelters, conducting fire and tornado drills, and establishing building codes for construction

7.11

• 7.11.1 Students will:

  Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location. (Economics, Geography, History)

• 7.11.2 Students will practice:

  • Evaluating various cultural viewpoints regarding the use or value of natural resources

  • Grade Level Example:

    salt and gold as valued commodities, petroleum product use and the invention of the internal combustion engine

  • Identifying issues regarding depletion of nonrenewable resources and the sustainability of renewable resources

  • Grade Level Example:

    ocean shelf and Arctic exploration for petroleum, hybrid engines in cars, wind-powered generators, solar collection panels

7.12

• 7.12. Students will:

  Explain geographic contexts that influenced historical events. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    physical features—fall line, Cumberland Gap, Westward Expansion in the United States, weather conditions at Valley Forge and the outcome of the American Revolution, role of ocean currents and winds during exploration by Christopher Columbus
    environmental issues—boundary disputes, ownership of ocean resources, revitalization of downtown areas

AL.7 Standard: Civics

Seventh grade students should be able to assume more responsibilities in their family, school, and community roles. To address this concern, students are given opportunities to apply civic knowledge to problem-based learning situations in the community and to other activities that foster increased personal responsibility.

7.1

• 7.1. Students will:

  Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States. (History, Civics and Government)

7.2

• 7.2. Students will:

  Explain essential characteristics of the political system of the United States, including the organization and functions of political parties and the process of selecting political leaders. (History, Civics and Government)

• Grade Level Example:

  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and Voltaire on the political system of the United States

7.3

• 7.3.1 Students will:

  Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy. (History, Civics and Government)

7.4

• 7.4. Students will:

  Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Economics, History, Civics and Government)

  • Grade Level Example:

    Describing how local and state governments are funded

7.5

• 7.5.1 Students will:

  Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government. (Economics, Geography, History)

• 7.5.2 Students will practice:

  • Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama’s local and state government and of the national government
  • Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States
  • Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments

7.6

• 7.6.1 Students will:

  Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. (History, Civics and Government)

• 7.6.2 Students will practice:

  • Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
  • Explaining what is meant by the term rule of law
  • Justifying consequences of committing a civil or criminal offense
  • Contrasting juvenile and adult laws at local, state, and federal levels

7.7

• 7.7.1 Students will:

  Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them. (Economics, Geography, History)

• 7.7.2 Students will practice:

  • Using economic concepts to explain historical and current developments and issues in global, national, or local contexts

  • Grade Level Example:

    increase in oil prices resulting from supply and demand

  • Analyzing agriculture, tourism, and urban growth in
    Alabama for their impact on economic development

7.8

• 7.8.1 Students will:

  Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. (Economics, History, Civics and Government)

• 7.8.2 Students will practice:

  • Describing effects of government policies on the free market
  • Identifying laws protecting rights of consumers and avenues of recourse when those rights are violated
  • Comparing economic systems, including market, command, and traditional

7.9

• 7.9. Students will:

  Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping. (Economics, Civics and Government)

7.10

• 7.10.1 Students will:

  Describe individual and civic responsibilities of citizens of the United States. (History, Civics and Government)

  • Grade Level Example:

    individual—respect for rights of others, self- discipline, negotiation, compromise, fiscal responsibility
    civic—respect for law, patriotism, participation in political process, fiscal responsibility

• 7.10.2 Students will practice:

  • Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
  • Explaining how United States’ citizenship is acquired by immigrants
  • Explaining character traits that are beneficial to individuals and society

  • Grade Level Example:

    honesty, courage, compassion, civility, loyalty

7.11

• 7.11.1 Students will:

  Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries. (Economics, History, Civics and Government)

  • Grade Level Example:

    social—family values, peer pressure, education opportunities, women in the workplace
    economic—career opportunities, disposable income, change in consumption of goods and services

• 7.11.2 Students will practice:

  • Determining benefits of Alabama’s role in world trade
  • Tracing the political and social impact of the modern Civil Rights Movement from 1954 to the present, including Alabama’s role

7.12

• 7.12.1. Students will:

  Defend how the United States can be improved by individual and collective participation in civic and community activities. (Economics, History, Civics and Government)

• 7.12.2 Students will practice:

  • Identifying options for civic and community action

  • Grade Level Example:

    investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

  • Determining ways to participate in the political process

  • Grade Level Example:

    voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

7.13

• 7.13. Students will:

  Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis. (Civics and Government)

AL.6 Standard: United States Studies—Industrial Revolution to the Present

Sixth-grade content standards focus on the history of the United States from the Industrial Revolution to the present. Historical events studied by sixth graders include the rise of the United States as an industrial nation, World War I, the Great Depression, World War II, and the Cold War Era.

6.1

• 6.1. Students will:

  Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I. (Economics, Geography, History, Civics and Government)

6.2

• 6.2.1 Students will:

  Describe reform movements and changing social conditions during the Progressive Era in the United States. (Economics, Geography, History, Civics and Government)

• 6.2.1 Students will practice:

  • Relating countries of origin and experiences of new immigrants to life in the United States

  • Grade Level Example:

    Mobile, Boston, New York, New Orleans, Savannah

  • Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers’ compensation laws
  • Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
  • Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia
    Tutwiler
  • Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
  • Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States

6.3

• 6.3.1 Students will:

  Identify causes and consequences of World War I and reasons for United States’ entry into the war. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

• 6.3.2 Students will practice:

• Describing military and civilian roles in the United States during World War I
• Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
• Analyzing technological advances of the World War I era for their impact on modern warfare

• Grade Level Example:

  machine gun, tank, submarine, airplane, poisonous gas, gas mask

• Locating on a map major countries involved in World War I and boundary changes after the war
• Explaining the intensification of isolationism in the United States after World War I

• Grade Level Example:

  reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

• Recognizing the strategic placement of military
  bases in Alabama

6.4

• 6.4.1 Students will:

  Identify cultural and economic developments in the United States from 1900 through the 1930s. (Economics, History, Civics and Government)

• 6.4.2 Students will practice:

  • Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age

  • Grade Level Example:

    Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston

  • Identifying contributions of turn-of-the-century inventors

  • Grade Level Example:

    George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright

  • Describing the emergence of the modern woman during the early 1900s

  • Grade Level Example:

    Amelia Earhart, Zelda Fitzgerald, Helen Keller, suffragettes, suffragists, Susan B. Anthony, flappers, Margaret Washington

  • Identifying notable persons of the early 1900s

  • Grade Level Example:

    Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes

  • Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations

  • Grade Level Example:

    higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

6.5

• 6.5.1 Students will:

  Explain causes and effects of the Great Depression on the people of the United States. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    economic failure, loss of farms, rising unemployment, building of Hoovervilles

• 6.5.2 Students will practice:

• Identifying patterns of migration during the Great Depression
• Locating on a map the area of the United States known as the Dust Bowl
• Describing the importance of the election of Franklin D. Roosevelt as President of the United States, including the New Deal alphabet agencies
• Locating on a map river systems utilized by the Tennessee Valley Authority (TVA)

6.6

• 6.6.1 Students will:

  Identify causes and consequences of World War II and reasons for entry of the United States into the war. (Geography, History, Civics and Government)

• 6.6.2 Students will practice:

  • Locating on a map Allied countries and Axis Powers
  • Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
  • Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō
  • Describing the development of and the decision to use the atomic bomb
  • Describing human costs associated with World War II

  • Grade Level Example:

    the Holocaust, civilian and military casualties

  • Explaining the importance of the surrender of the Axis Powers ending World War II

6.7

• 6.7.1 Students will:

  Identify causes and consequences of World War II and reasons for entry of the United States into the war. (Economics, History, Civics and Government)

  • Grade Level Example:

    rationing

• 6.7.2 Students will practice:

• Recognizing the retooling of factories from consumer to military production
• Identifying new roles of women and African Americans in the workforce
• Describing increased demand on Birmingham steel
  industry and Port of Mobile facilities
• Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and
  occupants of internment camps

6.8

• 6.8.1 Students will:

  Describe how the United States’ role in the Cold War influenced domestic and international events. (Economics, Geography, History, Civics and Government)

• 6.8.2 Students will practice:

  • Describing the origin and meaning of the Iron Curtain and communism
  • Recognizing how the Cold War conflict manifested itself through sports

  • Grade Level Example:

    Olympic Games, international chess tournaments, Ping-Pong diplomacy

  • Identifying strategic diplomatic initiatives that intensified the Cold War, including the policies of Harry S. Truman, Dwight D. Eisenhower, and John F. Kennedy

  • Grade Level Example:

    trade embargoes, Marshall Plan, arms race, Berlin blockade and airlift, Berlin Wall, mutually assured destruction, North Atlantic Treaty Organization (NATO), Warsaw Pact, Cuban missile crisis, Bay of Pigs invasion

  • Identifying how Cold War tensions resulted in armed conflict

  • Grade Level Example:

    Korean Conflict, Vietnam War, proxy wars

  • Describing the impact of the Cold War on technological innovations

  • Grade Level Example:

    Sputnik; space race; weapons of mass destruction; accessibility of microwave ovens, calculators, and computers

  • Recognizing Alabama’s role in the Cold War

  • Grade Level Example:

    rocket production at Redstone Arsenal, helicopter training at Fort Rucker

  • Assessing effects of the end of the Cold War Era

  • Grade Level Example:

    policies of Mikhail Gorbachev; collapse of the Soviet Union; Ronald W. Reagan’s foreign policies, including the Strategic Defense Initiative (SDI or Star Wars)

6.9

• 6.9.1 Students will:

  Critique major social and cultural changes in the United States since World War II. (Economics, History, Civics and Government)

• 6.9.2 Students will practice:

  • Identifying key persons and events of the modern Civil Rights Movement

  • Grade Level Example:

    persons—Martin Luther King Jr., Rosa Parks, Fred Shuttlesworth, John Lewis
    events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations

  • Describing the changing role of women in United States’ society and how it affected the family unit

  • Grade Level Example:

    women in the workplace, latchkey children

  • Recognizing the impact of music genres and artists on United States’ culture since World War II

  • Grade Level Example:

    genres—protest songs; Motown, rock and roll, rap, folk, and country music
    artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams

  • Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States’ culture since World War II

6.10

• 6.10.1 Students will:

  Analyze changing economic priorities and cycles of economic expansion and contraction for their impact on society since World War II.(Economics, History, Civics and Government)

  • Grade Level Example:

    shift from manufacturing to service economy, higher standard of living, globalization, outsourcing, insourcing, ―boom and bust, economic bubbles

• 6.10.2 Students will practice:

• Identifying policies and programs that had an economic impact on society since World War II

• Grade Level Example:

  G. I. Bill of Rights of 1944, Medicare and Medicaid, Head Start programs, space exploration, Children’s Health Insurance Program (CHIP), environmental protection issues

• Analyzing consequences of immigration for their impact on national and Alabama economies since World War II

6.11

• 6.11. Students will:

  Identify technological advancements on society in the United States since World War II. (Economics, History)

  • Grade Level Example:

    1950s—fashion doll, audio cassette
    1960s—action figure, artificial heart, Internet, calculator
    1970s—word processor, video game, cellular telephone
    1980s—personal computer, Doppler radar, digital cellular telephone
    1990s—World Wide Web, digital video diskette (DVD)
    2000s—digital music player, social networking technology, personal Global Positioning System (GPS) device

6.12

• 6.12.1 Students will:

  Evaluate significant political issues and policies of presidential administrations since World War II. (Economics, Geography, History, Civics and Government)

• 6.12.2 Students will practice:

  • Identifying domestic policies that shaped the United States since World War II

  • Grade Level Example:

    desegregation of the military, Interstate Highway System, federal funding for education, Great Society, affirmative action, Americans with Disabilities Act, welfare reform, Patriot Act, No Child Left Behind Act

  • Recognizing domestic issues that shaped the United States since World War II

  • Grade Level Example:

    desegregation of the military, Interstate Highway System, federal funding for education, Great Society, affirmative action, Americans with Disabilities Act, welfare reform, Patriot Act, No Child Left Behind Act

  • Identifying issues of foreign affairs that shaped the United States since World War II

  • Grade Level Example:

    Vietnam Conflict, Richard Nixon’s China initiative, Jimmy Carter’s human rights initiative, emergence of China and India as economic powers

AL.5. Standard: United States Studies—Beginnings to the Industrial Revolution

Fifth-grade content standards focus on the United States from the prehistoric period to the Industrial Revolution.

5.1

• 5.1.1 Students will:

  Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges (Geography, History).

• 5.1.2 Students will practice:

  • Locating on a map states and capitals east of the Mississippi River
  • Identifying natural harbors in North America

  • Grade Level Example:

    Mobile, Boston, New York, New Orleans, Savannah

5.2

• 5.2.1 Students will:

  Identify causes and effects of early migration and settlement of North America.(Geography, History).

5.3

• 5.3.1 Students will:

  Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems (Economics, Geography, History, Civics and Government).

• 5.3.2 Students will practice:

  Locating on a map American Indian nations according to geographic region

5.4

• 5.4.1 Students will:

  Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians (Economics, Geography, History, Civics and Government).

• 5.4.2 Students will practice:

  • Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World

  • Grade Level Example:

    patrons—King Ferdinand and Queen Isabella
    explorers—Christopher Columbus
    early settlements—St. Augustine, Quebec, Jamestown

  • Tracing the development and impact of the Columbian Exchange

5.5

• 5.5.1 Students will:

  Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies (Economics, Geography, History, Civics and Government).

• 5.5.2 Students will practice:

  • Recognizing how colonial development was influenced by the desire for religious freedom

  • Grade Level Example:

    development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

  • Identifying influential leaders in colonial society
  • Describing emerging colonial government

  • Grade Level Example:

    Mayflower Compact, representative government, town meetings, rule of law

5.6

• 5.6.1. Students will:

  Describe colonial economic life and labor systems in the Americas. (Economics, Geography, History).

• 5.5.2 Students will practice:

  Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route

5.7

• 5.7. Students will:

  Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party (Economics, History, Civics and Government).

5.8

• 5.8.1 Students will:

  Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown (Economics, Geography, History, Civics and Government).

• 5.8.2 Students will practice:

  • Describing principles contained in the Declaration of Independence
  • Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
  • Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
  • Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
  • Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
  • Recognizing reasons for colonial victory in the American Revolution
  • Explaining the effect of the Treaty of Paris of 1783 on the development of the United States

5.9

• 5.9.1 Students will:

  Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States (History, Civics and Government).

• 5.9.2 Students will practice:

  • Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
  • Identifying factions in favor of and opposed to ratification of the Constitution of the United States

  • Grade Level Example:

    Federalist and Anti-Federalist factions

  • Identifying main principles in the Bill of Rights
  • Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic

5.10

• 5.10.1 Students will:

  Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849 (Economics, Geography, History, Civics and Government).

• 5.10.2 Students will practice:

  • Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion
  • Explaining the purpose of the Monroe Doctrine
  • Identifying Alabama’s role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears
  • Identifying the impact of technological developments on United States’ expansion

  • Grade Level Example:

    Steamboat, steam locomotive, telegraph, barbed wire

5.11

• 5.11.1 Students will:

  Identify causes of the Civil War, including states’ rights and the issue of slavery (Economics, Geography, History, Civics and Government).

• 5.11.2 Students will practice:

  • Describing the importance of the Missouri Compromise, Nat Turner’s insurrection, the Compromise of 1850, the Dred Scott decision, John Brown’s rebellion, and the election of 1860
  • Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan ―Stonewall‖ Jackson, William Tecumseh Sherman, and Joseph Wheeler
  • Describing social, economic, and political conditions that affected citizens during the Civil War
  • Identifying Alabama’s role in the Civil Warn

  • Grade Level Example:

    Montgomery as the first capital of the Confederacy, Winston County’s opposition to Alabama’s secession

  • Locating on a map sites important to the Civil War

  • Grade Level Example:

    Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states

  • Explaining events that led to the conclusion of the Civil War

5.12

• 5.12.1 Students will:

  Summarize successes and failures of the Reconstruction Era (Economics, History, Civics and Government).

• 5.12.2 Students will practice:

  • Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
  • Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States

  • Grade Level Example:

    Horace Mann and education reform, Freedmen’s Bureau, establishment of segregated schools, African-American churches

  • Explaining the black codes and Jim Crow laws
  • Describing post-Civil War land distribution, including tenant farming and sharecropping

5.13

• 5.13.1 Students will:

  Describe social and economic influences on United States’ expansion prior to World War I.(Economics, Geography, History).

• 5.13.2 Students will practice:

  • Explaining how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny
  • Locating on a map states, capitals, and important geographic features west of the Mississippi River
  • Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics
  • Analyzing the impact of closing the frontier to American Indians’ way of life
  • Explaining how the Spanish-American War led to the emergence of the United States as a world power