| (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
(C) analyze how technological innovations brought about
economic growth such as the development of the factory system and
the construction of the Transcontinental Railroad.
(28) Science, technology, and society. The student
understands the impact of scientific discoveries and technological
innovations on daily life in the United States. The student is expected
to:
(A) compare the effects of scientific discoveries and
technological innovations that have influenced daily life in different
periods in U.S. history; and
(B) identify examples of how industrialization changed
life in the United States.
(29) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) differentiate between, locate, and use valid primary
and secondary sources such as media and news services, biographies,
interviews, and artifacts to acquire information about the United
States;
(B) analyze information by applying absolute and relative
chronology through sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and
conclusions;
(C) organize and interpret information from outlines,
reports, databases, and visuals, including graphs, charts, timelines,
and maps;
(D) identify bias and points of view created by the
historical context surrounding an event;
(E) support a point of view on a social studies issue
or event;
(F) evaluate the validity of a source based on corroboration
with other sources and information about the author;
(G) create a visual representation of historical information
such as thematic maps, graphs, and charts representing various aspects
of the United States; and
(H) pose and answer questions about geographic distributions
and patterns shown on maps, graphs, and charts.
(30) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use effective written communication skills, including
proper citations and avoiding plagiarism; and
(C) create written, oral, and visual presentations
of social studies information.
(31) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement
a solution, and evaluate the effectiveness of the solution.
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