| (B) describe the positive and negative consequences
of human modification of the physical environment of the United States.
(12) Economics. The student understands why various
sections of the United States developed different patterns of economic
activity through 1877. The student is expected to:
(A) identify economic differences among different regions
of the United States;
(B) explain reasons for the development of the plantation
system, the transatlantic slave trade, and the spread of slavery;
and
(C) analyze the causes and effects of economic differences
among different regions of the United States at selected times.
(13) Economics. The student understands how various
economic forces resulted in the Industrial Revolution in the 19th
century. The student is expected to:
(A) analyze the economic effects of the War of 1812;
and
(B) identify the economic factors that brought about
rapid industrialization and urbanization.
(14) Economics. The student understands the origins
and development of the free enterprise system in the United States.
The student is expected to:
(A) explain why a free enterprise system of economics
developed in the new nation, including minimal government regulation,
taxation, and property rights; and
(B) describe the characteristics and the benefits of
the U.S. free enterprise system through 1877.
(15) Government. The student understands the American
beliefs and principles reflected in the Declaration of Independence,
the U.S. Constitution, and other important historic documents. The
student is expected to:
(A) identify the influence of ideas from historic documents,
including the Magna Carta, the English Bill of Rights, the Mayflower
Compact, and the Federalist Papers, on the U.S. system of government;
(B) summarize the strengths and weaknesses of the Articles
of Confederation;
(C) identify colonial grievances listed in the Declaration
of Independence and explain how those grievances were addressed in
the U.S. Constitution and the Bill of Rights;
(D) analyze how the U.S. Constitution reflects the
principles of limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual
rights; and
(E) explain the role of significant individuals such
as Thomas Hooker, Charles de Montesquieu, and John Locke in the development
of self-government in colonial America.
(16) Government. The student understands the purpose
of changing the U.S. Constitution and the impact of amendments on
American society. The student is expected to:
(A) summarize the purposes for amending the U.S. Constitution;
and
(B) describe the impact of the 13th, 14th, and 15th
amendments.
(17) Government. The student understands the dynamic
nature of the powers of the national government and state governments
in a federal system. The student is expected to:
(A) analyze the arguments of the Federalists and Anti-Federalists,
including those of Alexander Hamilton, Patrick Henry, James Madison,
and George Mason; and
(B) explain constitutional issues arising over the
issue of states' rights, including the Nullification Crisis and the
Civil War.
(18) Government. The student understands the impact
of landmark Supreme Court cases. The student is expected to:
(A) identify the origin of judicial review;
(B) summarize the issues, decisions, and significance
of landmark Supreme Court cases, including Marbury v. Madison, McCulloch
v. Maryland, and Gibbons v. Ogden; and
(C) evaluate the impact of the landmark Supreme Court
decision Dred Scott v. Sandford on life in the United States.
(19) Citizenship. The student understands the rights
and responsibilities of citizens of the United States. The student
is expected to:
(A) define and give examples of unalienable rights;
(B) summarize rights guaranteed in the Bill of Rights;
and
(C) identify examples of responsible citizenship, including
obeying rules and laws, staying informed on public issues, voting,
and serving on juries.
(20) Citizenship. The student understands the importance
of voluntary individual participation in the democratic process. The
student is expected to:
(A) evaluate the contributions of the Founding Fathers
as models of civic virtue; and
(B) analyze reasons for and the impact of selected
examples of civil disobedience in U.S. history such as the Boston
Tea Party and Henry David Thoreau's refusal to pay a tax.
(21) Citizenship. The student understands the importance
of the expression of different points of view in a constitutional
republic. The student is expected to:
(A) identify different points of view of political
parties and interest groups on important historical issues;
(B) describe the importance of free speech and press
in a constitutional republic; and
(C) summarize historical events in which compromise
resulted in a resolution such as the Missouri Compromise, Compromise
of 1850, and Kansas-Nebraska Act.
(22) Citizenship. The student understands the importance
of effective leadership in a constitutional republic. The student
is expected to:
(A) analyze the leadership qualities of elected and
appointed leaders of the United States such as George Washington,
John Marshall, and Abraham Lincoln; and
(B) describe the contributions of significant political,
social, and military leaders of the United States such as Frederick
Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
(23) Culture. The student understands the relationships
between and among people from various groups, including racial, ethnic,
and religious groups, during the 17th, 18th, and 19th centuries. The
student is expected to:
(A) identify racial, ethnic, and religious groups that
settled in the United States and explain their reasons for immigration;
(B) explain how urbanization contributed to conflicts
resulting from differences in religion, social class, and political
beliefs;
(C) identify ways conflicts between people from various
racial, ethnic, and religious groups were addressed;
(D) analyze the contributions of people of various
racial, ethnic, and religious groups to our national identity; and
(E) identify the political, social, and economic contributions
of women to American society.
(24) Culture. The student understands the major reform
movements of the 19th century. The student is expected to:
(A) describe and evaluate the historical development
of the abolitionist movement; and
(B) evaluate the impact of reform movements, including
educational reform, temperance, the women's rights movement, prison
reform, the labor reform movement, and care of the disabled.
(25) Culture. The student understands the impact of
religion on the American way of life. The student is expected to:
(A) trace the development of religious freedom in the
United States;
(B) describe religious influences on social movements,
including the impact of the first and second Great Awakenings; and
(C) analyze the impact of the First Amendment guarantees
of religious freedom on the American way of life.
(26) Culture. The student understands the relationship
between the arts and the times during which they were created. The
student is expected to:
(A) identify examples of American art, music, and literature
that reflect society in different eras such as the Hudson River School
artists, the "Battle Hymn of the Republic," and transcendental literature;
and
(B) analyze the relationship between the arts and continuity
and change in the American way of life.
(27) Science, technology, and society. The student
understands the impact of science and technology on the economic development
of the United States. The student is expected to:
(A) explain the effects of technological and scientific
innovations such as the steamboat, the cotton gin, the telegraph,
and interchangeable parts;
(B) analyze how technological innovations changed the
way goods were manufactured and distributed, nationally and internationally;
and
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