| (C) identify the accomplishments and contributions
of individuals and groups such as Susan B. Anthony, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald
Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team
in the areas of civil rights, women's rights, military actions, and
politics.
(6) Geography. The student understands places and regions
in the United States. The student is expected to:
(A) describe political and economic regions in the
United States that result from patterns of human activity;
(B) describe regions in the United States based on
physical characteristics such as landform, climate, and vegetation;
(C) locate on a map important political features such
as the five largest cities by population in the United States and
the 50 states; and
(D) create a map of important physical features such
as the Appalachian Mountains, Great Lakes, Mississippi River, Great
Plains, and Rocky Mountains.
(7) Geography. The student understands the location
and patterns of settlement and the geographic factors that influence
where people live. The student is expected to:
(A) identify and describe the patterns of settlement
such as rural, urban, and suburban;
(B) explain the geographic factors that influence patterns
of settlement and the distribution of population in the United States;
and
(C) analyze the geographic factors that influence the
location of the five largest urban areas in the United States and
explain their distribution.
(8) Geography. The student understands how people adapt
to and modify their environment. The student is expected to:
(A) describe how and why people have adapted to and
modified their environment in the United States such as the use of
human resources to meet basic needs; and
(B) analyze the positive and negative consequences
of human modification of the environment in the United States.
(9) Economics. The student understands the basic economic
patterns of early societies in the United States. The student is expected
to:
(A) explain the economic patterns of early European
colonies; and
(B) identify major industries of colonial America such
as shipbuilding and growing of cash crops.
(10) Economics. The student understands the development,
characteristics, and benefits of the free enterprise system in the
United States. The student is expected to:
(A) identify the development of the free enterprise
system in colonial America and the United States;
(B) describe how the free enterprise system works in
the United States; and
(C) give examples of the benefits of the free enterprise
system in the United States.
(11) Economics. The student understands the impact
of supply and demand on consumers and producers in a free enterprise
system. The student is expected to:
(A) explain how supply and demand affects consumers
in the United States; and
(B) evaluate the effects of supply and demand on industry
and agriculture, including the plantation system, in the United States.
(12) Economics. The student understands patterns of
work and economic activities in the United States. The student is
expected to:
(A) compare how people in different regions of the
United States earn a living, past and present;
(B) identify and explain how geographic factors have
influenced the location of economic activities in the United States;
(C) analyze the effects of immigration and migration
on the economic development and growth of the United States; and
(D) describe the impact of mass production, specialization,
and division of labor on the economic growth of the United States.
(13) Government. The student understands the organization
of governments in colonial America. The student is expected to:
(A) compare the systems of government of early European
colonists, including representative government and monarchy; and
(B) identify examples of representative government
in the American colonies, including the Mayflower Compact and the
Virginia House of Burgesses.
(14) Government. The student understands important
ideas in the Declaration of Independence, the U.S. Constitution, and
the Bill of Rights. The student is expected to:
(A) explain the purposes, key elements, and the importance
of the Declaration of Independence;
(B) explain the purposes of the U.S. Constitution as
identified in the Preamble; and
(C) explain the reasons for the creation of the Bill
of Rights and its importance.
(15) Government. The student understands the framework
of government created by the U.S. Constitution of 1787. The student
is expected to:
(A) identify and explain the basic functions of the
three branches of government;
(B) identify the reasons for and describe the system
of checks and balances outlined in the U.S. Constitution; and
(C) distinguish between national and state governments
and compare their responsibilities in the U.S. federal system.
(16) Citizenship. The student understands important
symbols, customs, celebrations, and landmarks that represent American
beliefs and principles that contribute to our national identity. The
student is expected to:
(A) explain various patriotic symbols, including Uncle
Sam; national celebrations such as Labor Day; and political symbols
such as the donkey and elephant;
(B) sing or recite "The Star-Spangled Banner" and explain
its history;
(C) recite and explain the meaning of the Pledge of
Allegiance to the United States Flag; and
(D) explain the significance of important landmarks,
including the White House, the Statue of Liberty, and Mount Rushmore.
(17) Citizenship. The student understands the importance
of individual participation in the democratic process at the local,
state, and national levels. The student is expected to:
(A) explain why individuals have a duty to participate
in civic affairs at the local, state, and national levels; and
(B) explain how to contact elected and appointed leaders
in local, state, and national governments.
(18) Citizenship. The student understands the importance
of effective leadership in a constitutional republic. The student
is expected to:
(A) identify past and present leaders in the national
government, including the president and various members of Congress,
and their political parties; and
(B) identify leadership qualities of national leaders,
past and present.
(19) Citizenship. The student understands the fundamental
rights of American citizens guaranteed in the Bill of Rights. The
student is expected to describe the fundamental rights guaranteed
in the Bill of Rights, including freedom of religion, speech, and
press; the right to assemble and petition the government; the right
to keep and bear arms; the right to trial by jury; and the right to
an attorney.
(20) Culture. The student understands the relationship
between the arts and the times during which they were created. The
student is expected to:
(A) identify significant examples of art, music, and
literature from various periods in U.S. history such as the painting
American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
(B) explain how examples of art, music, and literature
reflect the times during which they were created.
(21) Culture. The student understands the contributions
of people of various racial, ethnic, and religious groups to the United
States culture. The student is expected to:
(A) describe customs and traditions of various racial,
ethnic, and religious groups in the United States; and
(B) summarize the contributions of people of various
racial, ethnic, and religious groups to our national identity.
(22) Science, technology, and society. The student
understands the impact of science and technology on society in the
United States. The student is expected to:
(A) identify the accomplishments of notable individuals
in the fields of science and technology such as Benjamin Franklin,
Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George
Washington Carver, the Wright Brothers, and Neil Armstrong;
(B) identify how scientific discoveries, technological
innovations, and the rapid growth of technology industries have advanced
the economic development of the United States, including the transcontinental
railroad and the space program; and
Cont'd... |
