| (C) explain the origin and development of American
political parties;
(D) explain the causes, important events, and effects
of the War of 1812;
(E) identify the foreign policies of presidents Washington
through Monroe and explain the impact of Washington's Farewell Address
and the Monroe Doctrine;
(F) explain the impact of the election of Andrew Jackson,
including expanded suffrage; and
(G) analyze the reasons for the removal and resettlement
of Cherokee Indians during the Jacksonian era, including the Indian
Removal Act, Worcester v. Georgia, and the Trail of Tears.
(6) History. The student understands westward expansion
and its effects on the political, economic, and social development
of the nation. The student is expected to:
(A) explain how the Northwest Ordinance established
principles and procedures for orderly expansion of the United States;
(B) analyze the westward growth of the nation, including
the Louisiana Purchase and Manifest Destiny; and
(C) explain the causes and effects of the U.S.-Mexican
War and their impact on the United States.
(7) History. The student understands how political,
economic, and social factors led to the growth of sectionalism and
the Civil War. The student is expected to:
(A) analyze the impact of tariff policies on sections
of the United States before the Civil War;
(B) compare the effects of political, economic, and
social factors on slaves and free blacks;
(C) analyze the impact of slavery on different sections
of the United States; and
(D) identify the provisions and compare the effects
of congressional conflicts and compromises prior to the Civil War,
including the role of John Quincy Adams.
(8) History. The student understands individuals, issues,
and events of the Civil War. The student is expected to:
(A) explain the roles played by significant individuals
during the Civil War, including Jefferson Davis, Ulysses S. Grant,
Robert E. Lee, and Abraham Lincoln, and heroes such as congressional
Medal of Honor recipients William Carney and Philip Bazaar;
(B) explain the central role of the expansion of slavery
in causing sectionalism, disagreement over states' rights, and the
Civil War;
(C) explain significant events of the Civil War, including
the firing on Fort Sumter; the battles of Antietam, Gettysburg, and
Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox
Court House; and the assassination of Abraham Lincoln; and
(D) analyze Abraham Lincoln's ideas about liberty,
equality, union, and government as contained in his first and second
inaugural addresses and the Gettysburg Address and contrast them with
the ideas contained in Jefferson Davis's inaugural address.
(9) History. The student understands the effects of
Reconstruction on the political, economic, and social life of the
nation. The student is expected to:
(A) evaluate legislative reform programs of the Radical
Reconstruction Congress and reconstructed state governments;
(B) explain the impact of the election of African Americans
from the South such as Hiram Rhodes Revels; and
(C) explain the economic, political, and social problems
during Reconstruction and evaluate their impact on different groups.
(10) Geography. The student understands the location
and characteristics of places and regions of the United States, past
and present. The student is expected to:
(A) locate places and regions directly related to major
eras and turning points in the United States during the 17th, 18th,
and 19th centuries;
(B) compare places and regions of the United States
in terms of physical and human characteristics; and
(C) analyze the effects of physical and human geographic
factors such as weather, landforms, waterways, transportation, and
communication on major historical events in the United States.
(11) Geography. The student understands the physical
characteristics of North America and how humans adapted to and modified
the environment through the mid-19th century. The student is expected
to:
(A) analyze how physical characteristics of the environment
influenced population distribution, settlement patterns, and economic
activities in the United States; and
(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:
Cont'd... |
