| (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
(B) describe how the free enterprise system drives
technological innovation and its application in the marketplace such
as cell phones, inexpensive personal computers, and global positioning
products.
(28) Social studies skills. The student understands
how historians use historiography to interpret the past and applies
critical-thinking skills to organize and use information acquired
from a variety of valid sources, including technology. The student
is expected to:
(A) analyze primary and secondary sources such as maps,
graphs, speeches, political cartoons, and artifacts to acquire information
to answer historical questions;
(B) analyze information by applying absolute and relative
chronology through sequencing, categorizing, identifying cause-and-effect
relationships, comparing and contrasting, finding the main idea, summarizing,
making generalizations, making predictions, drawing inferences, and
drawing conclusions;
(C) apply the process of historical inquiry to research,
interpret, and use multiple types of sources of evidence;
(D) evaluate the validity of a source based on corroboration
with other sources and information about the author, including points
of view, frames of reference, and historical context; and
(E) identify bias and support with historical evidence
a point of view on a social studies issue or event.
(29) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) create written, oral, and visual presentations
of social studies information using effective communication skills,
including proper citations and avoiding plagiarism; and
(B) use social studies terminology correctly.
(30) Social studies skills. The student uses geographic
tools to collect, analyze, and interpret data. The student is expected
to:
(A) create a visual representation of historical information
such as thematic maps, graphs, and charts; and
(B) pose and answer questions about geographic distributions
and patterns shown on maps, graphs, charts, and available databases.
(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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