| (A) analyze causes and effects of events and social
issues such as immigration, Social Darwinism, the Scopes Trial, eugenics,
race relations, nativism, the Red Scare, Prohibition, and the changing
role of women; and
(B) analyze the impact of significant individuals such
as Henry Ford, Marcus Garvey, and Charles A. Lindbergh.
(7) History. The student understands the domestic and
international impact of U.S. participation in World War II. The student
is expected to:
(A) identify reasons for U.S. involvement in World
War II, including the aggression of Italian, German, and Japanese
dictatorships, especially the attack on Pearl Harbor;
(B) evaluate the domestic and international leadership
of Franklin D. Roosevelt and Harry Truman during World War II, including
the U.S. relationship with its allies;
(C) analyze major issues of World War II, including
the Holocaust, the internment of Japanese Americans as a result of
Executive Order 9066, and the development of atomic weapons;
(D) analyze major military events of World War II,
including fighting the war on multiple fronts, the Bataan Death March,
the U.S. military advancement through the Pacific Islands, the Battle
of Midway, the invasion of Normandy, and the liberation of concentration
camps;
(E) describe the military contributions of leaders
during World War II, including Dwight Eisenhower, Douglas MacArthur,
and Chester W. Nimitz;
(F) explain issues affecting the home front, including
volunteerism, the purchase of war bonds, and Victory Gardens and opportunities
and obstacles for women and ethnic minorities; and
(G) explain how American patriotism inspired high levels
of military enlistment and the bravery and contributions of the Tuskegee
Airmen, the Flying Tigers, and the Navajo Code Talkers.
(8) History. The student understands the impact of
significant national and international decisions and conflicts in
the Cold War on the United States. The student is expected to:
(A) describe U.S. responses to Soviet aggression after
World War II, including the Truman Doctrine, the Marshall Plan, the
Berlin Airlift, the North Atlantic Treaty Organization, and John F.
Kennedy's role in the Cuban Missile Crisis;
(B) describe how Cold War tensions were intensified
by the House Un-American Activities Committee (HUAC), McCarthyism,
the arms race, and the space race;
(C) explain reasons and outcomes for U.S. involvement
in the Korean War and its relationship to the containment policy;
(D) explain reasons and outcomes for U.S. involvement
in foreign countries and their relationship to the Domino Theory,
including the Vietnam War;
(E) analyze the major events of the Vietnam War, including
the escalation of forces, the Tet Offensive, Vietnamization, and the
fall of Saigon; and
(F) describe the responses to the Vietnam War such
as the draft, the 26th Amendment, the role of the media, the credibility
gap, the silent majority, and the anti-war movement.
(9) History. The student understands the impact of
the American civil rights movement. The student is expected to:
(A) trace the historical development of the civil rights
movement from the late 1800s through the 21st century, including the
13th, 14th, 15th, and 19th amendments;
(B) explain how Jim Crow laws and the Ku Klux Klan
created obstacles to civil rights for minorities such as the suppression
of voting;
(C) describe the roles of political organizations that
promoted African American, Chicano, American Indian, and women's civil
rights;
(D) identify the roles of significant leaders who supported
various rights movements, including Martin Luther King Jr., Cesar
Chavez, Dolores Huerta, Rosa Parks, and Betty Friedan;
(E) compare and contrast the approach taken by the
Black Panthers with the nonviolent approach of Martin Luther King
Jr.;
(F) discuss the impact of the writings of Martin Luther
King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham
Jail" on the civil rights movement;
(G) describe presidential actions and congressional
votes to address minority rights in the United States, including desegregation
of the armed forces, the Civil Rights Act of 1964, and the Voting
Rights Act of 1965;
(H) explain how George Wallace, Orval Faubus, and the
Congressional bloc of southern Democrats sought to maintain the status
quo;
(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:
Cont'd... |
