| (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
(B) describe how American values are different and
unique from those of other nations.
(22) Citizenship. The student understands the promises
of the Declaration of Independence and the protections of the U.S.
Constitution and the Bill of Rights. The student is expected to:
(A) identify and analyze methods of expanding the right
to participate in the democratic process, including lobbying, non-violent
protesting, litigation, and amendments to the U.S. Constitution;
(B) evaluate various means of achieving equality of
political rights, including the 19th, 24th, and 26th amendments and
congressional acts such as the American Indian Citizenship Act of
1924;
(C) explain how participation in the democratic process
reflects our national identity, patriotism, and civic responsibility;
and
(D) summarize the criteria and explain the process
for becoming a naturalized citizen of the United States.
(23) Citizenship. The student understands the importance
of effective leadership in a constitutional republic. The student
is expected to:
(A) evaluate the contributions of significant political
and social leaders in the United States such as Andrew Carnegie, Thurgood
Marshall, Billy Graham, Sandra Day O'Connor, and Hillary Clinton;
and
(B) explain the importance of Congressional Medal of
Honor recipients such as Army First Lieutenant Vernon J. Baker, Army
Corporal Alvin York, and Army Master Sergeant Raul "Roy" Perez Benavidez.
(24) Culture. The student understands the relationship
between the arts and the times during which they were created. The
student is expected to:
(A) describe how the characteristics of and issues
in U.S. history have been reflected in various genres of art, music,
film, and literature;
(B) describe the impacts of cultural movements in art,
music, and literature such as Tin Pan Alley, the Harlem Renaissance,
the Beat Generation, rock and roll, the Chicano Mural Movement, and
country and western music on American society; and
(C) identify and analyze the global diffusion of American
culture through various media.
(25) Culture. The student understands how people from
various groups contribute to our national identity. The student is
expected to:
(A) explain actions taken by people to expand economic
opportunities and political rights for racial, ethnic, gender, and
religious groups in American society;
(B) describe the Americanization movement to assimilate
immigrants and American Indians into American culture;
(C) explain how the contributions of people of various
racial, ethnic, gender, and religious groups shape American culture;
and
(D) identify the contributions of women such as Rosa
Parks, Eleanor Roosevelt, and Sonia Sotomayor to American society.
(26) Science, technology, and society. The student
understands the impact of science, technology, and the free enterprise
system on the economic development of the United States. The student
is expected to:
(A) explain the effects of scientific discoveries and
technological innovations such as electric power, telephone and satellite
communications, petroleum-based products, steel production, and computers
on the economic development of the United States;
(B) explain how specific needs result in scientific
discoveries and technological innovations in agriculture, the military,
and medicine; and
(C) describe the effect of technological innovations
in the workplace such as assembly line manufacturing and robotics.
(27) Science, technology, and society. The student
understands the influence of scientific discoveries, technological
innovations, and the free enterprise system on the standard of living
in the United States. The student is expected to:
(A) analyze how scientific discoveries, technological
innovations, space exploration, and the application of these by the
free enterprise system improve the standard of living in the United
States, including changes in transportation and communication; and
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