| (I) evaluate changes in the United States that have
resulted from the civil rights movement, including increased participation
of minorities in the political process; and
(J) describe how Sweatt v. Painter and Brown v. Board
of Education played a role in protecting the rights of the minority
during the civil rights movement.
(10) History. The student understands the impact of
political, economic, and social factors in the U.S. from the 1970s
through 1990. The student is expected to:
(A) describe Richard M. Nixon's leadership in the normalization
of relations with China and the policy of détente;
(B) describe Ronald Reagan's leadership in domestic
and international policies, including Reagan's economic policies and
Peace Through Strength;
(C) describe U.S. involvement in the Middle East such
as support for Israel, the Camp David Accords, the Iran Hostage Crisis,
Marines in Lebanon, and the Iran-Contra Affair;
(D) describe the causes and key organizations of the
conservative resurgence of the 1980s such as the Heritage Foundation
and the Moral Majority; and
(E) describe significant societal issues of this time
period such as the War on Drugs and the AIDS epidemic.
(11) History. The student understands the emerging
political, economic, and social issues of the United States from the
1990s into the 21st century. The student is expected to:
(A) describe U.S. involvement in world affairs, including
the end of the Cold War, the Persian Gulf War, the events surrounding
September 11, 2001, and the global War on Terror;
(B) identify significant social and political issues
such as health care, immigration, and education from different viewpoints
across the political spectrum;
(C) analyze the impact of third parties on the 1992
and 2000 presidential elections; and
(D) identify the impact of international events, multinational
corporations, government policies, and individuals on the 21st century
economy.
(12) Geography. The student understands the impact
of geographic factors on major events. The student is expected to
analyze the impact of physical and human geographic factors on the
Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee
failure in New Orleans after Hurricane Katrina.
(13) Geography. The student understands the causes
and effects of migration and immigration on American society. The
student is expected to:
(A) analyze the causes and effects of changing demographic
patterns resulting from migration within the United States, including
western expansion, rural to urban, the Great Migration, and the Rust
Belt to the Sun Belt; and
(B) analyze the causes and effects of changing demographic
patterns resulting from immigration to the United States.
(14) Geography. The student understands the relationship
between population growth and the physical environment. The student
is expected to:
(A) identify the effects of population growth and distribution
on the physical environment; and
(B) identify the roles of governmental entities and
private citizens in managing the environment such as the establishment
of the National Park System, the Environmental Protection Agency (EPA),
and the Endangered Species Act.
(15) Economics. The student understands domestic and
foreign issues related to U.S. economic growth from the 1870s to 1920.
The student is expected to:
(A) describe how the economic impact of the Transcontinental
Railroad and the Homestead Act contributed to the close of the frontier
in the late 19th century;
(B) describe the changing relationship between the
federal government and private business, including the growth of free
enterprise, costs and benefits of laissez-faire, Sherman Antitrust
Act, Interstate Commerce Act, and Pure Food and Drug Act;
(C) explain how foreign policies affected economic
issues such as the Chinese Exclusion Act of 1882, the Open Door Policy,
Dollar Diplomacy, and immigration quotas; and
(D) describe the economic effects of international
military conflicts, including the Spanish-American War and World War
I, on the United States.
(16) Economics. The student understands significant
economic developments between World War I and World War II. The student
is expected to:
(A) analyze causes of economic growth and prosperity
in the 1920s, including Warren Harding's Return to Normalcy, reduced
taxes, and increased production efficiencies;
(B) identify the causes of the Great Depression, including
the impact of tariffs on world trade, stock market speculation, bank
failures, and the monetary policy of the Federal Reserve System;
(C) analyze the effects of the Great Depression on
the U.S. economy and society such as widespread unemployment and deportation
and repatriation of people of Mexican heritage;
(D) compare the New Deal policies and its opponents'
approaches to resolving the economic effects of the Great Depression;
and
(E) describe how various New Deal agencies and programs,
including the Federal Deposit Insurance Corporation, the Securities
and Exchange Commission, and the Social Security Administration, continue
to affect the lives of U.S. citizens.
(17) Economics. The student understands the economic
effects of government policies from World War II through the present.
The student is expected to:
(A) describe the economic effects of World War II on
the home front such as mobilization, the end of the Great Depression,
rationing, and increased opportunity for women and minority employment;
(B) identify the causes of prosperity in the 1950s,
including the Baby Boom and the impact of the GI Bill (Servicemen's
Readjustment Act of 1944), and the effects of prosperity in the 1950s
such as increased consumption and the growth of agriculture and business;
(C) describe the economic impact of defense spending
on the business cycle and education priorities from 1945 to the 1990s;
(D) identify the actions and outcomes of government
policies intended to create economic opportunities for citizens such
as the Great Society, affirmative action, and Title IX; and
(E) describe the dynamic relationship between U.S.
international trade policies and the U.S. free enterprise system such
as the Organization of Petroleum Exporting Countries (OPEC) oil embargo,
the General Agreement on Tariffs and Trade (GATT), and the North American
Free Trade Agreement (NAFTA).
(18) Government. The student understands changes over
time in the role of government. The student is expected to:
(A) evaluate the impact of New Deal legislation on
the historical roles of state and federal government;
(B) explain constitutional issues raised by federal
government policy changes during times of significant events, including
World War I, the Great Depression, World War II, the 1960s, and September
11, 2001;
(C) describe the effects of political scandals, including
Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views
of U.S. citizens concerning trust in the federal government and its
leaders; and
(D) describe the role of contemporary government legislation
in the private and public sectors such as the Community Reinvestment
Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and
Reinvestment Act of 2009.
(19) Government. The student understands the changing
relationships among the three branches of the federal government.
The student is expected to:
(A) describe the impact of events such as the Gulf
of Tonkin Resolution and the War Powers Act on the relationship between
the legislative and executive branches of government; and
(B) evaluate the impact of relationships among the
legislative, executive, and judicial branches of government, including
Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme
Court justices and the presidential election of 2000.
(20) Government. The student understands the impact
of constitutional issues on American society. The student is expected
to:
(A) analyze the effects of landmark U.S. Supreme Court
decisions, including Plessy v. Ferguson, Brown v. Board of Education,
Hernandez v. Texas, Tinker v. Des Moines, and Wisconsin v. Yoder;
and
(B) explain why landmark constitutional amendments
have been proposed and ratified from 1877 to the present.
(21) Citizenship. The student understands the concept
of American exceptionalism as identified by Alexis de Tocqueville.
The student is expected to:
(A) discuss values crucial to America's success as
a constitutional republic, including liberty, egalitarianism, individualism,
populism, and laissez-faire; and
Cont'd... |
