The following standards and benchmarks are to be integrated into the content as appropriate and taught throughout the year.
STANDARD 1.7: Interpret patriotic slogans and excerpts from notable quotations, speeches, and documents (e.g., “Give me liberty or give me death”, “Don’t Tread On Me”, “One if by land and two if by sea”, “The shot heard ‘round the world”, “E Pluribus Unum”, the Declaration of Independence, the Preamble to the Constitution, “Fifty-four forty or Fight”, and the Gettysburg Address).
STANDARD 2: The student will develop skills in discussion debate, and
persuasive writing by analyzing historical situations and events.
2.1. Read, write, and present a variety of products such as tables, charts,
graphs, maps, reports, letters, computer presentations, checklists, resumes,
brochures, pamphlets, and summaries
2.2. Write on, speak about, and dramatize different historical perspectives of
individuals and groups (e.g., settlers, slaves, indentured servants and
slaveholders; Patriots and Loyalists; Federalists and Anti-Federalists;
political parties; rural and urban dwellers; and peoples of different cultural,
economic, and ethnic backgrounds).
2.3. Write on, speak about, and dramatize different evaluations of the causes
and effects of major events (e.g., the American Revolution, The constitutional
Convention, the Industrial Revolution, westward expansion, the Civil War, and
Reconstruction).
Standard 1: The student will develop and practice process skills in social
studies.
1.1 Develop and apply cause and effect reasoning and chronological thinking to
past, present, and potential future situations. &
1.2 Identify, analyze, and interpret primary and secondary sources that reflect
events and life in United States history examining the development and emergence
of a unique American culture (e.g., art, music, and literature). &
1.3 Construct various timelines of United States highlighting landmark dates,
technological changes, major political, economic, and military events and major
historical figures. &
1.4 Locate on a United States map major physical features, bodies of water,
exploration and trade routes, and the states that entered the Union up to 1877.
&
1.5 Interpret economic and political issues as expressed in maps, tables,
diagrams, charts, political cartons, and economic graphs. &
1.6 Make distinctions among propaganda, fact, and opinion; evaluate cause and
effect relationships, and draw conclusions. &
Standard 3: The student will examine and explain the causes of the American
Revolution and the ideas and interests involved in forging the revolutionary
movement.
3.1 Explain the political and economic consequences of the French and Indian War
in both Europe and North America and the overhaul of English imperial policy
following the Treaty of Paris 1763 and the Proclamation of 1763.
3.2 Compare and contrast the arguments advanced by defenders and opponents of
the new imperial policy on the traditional rights of English people and the
legitimacy of asking the colonies to pay a share of the costs of the empire,
including Sugar, Stamp, and Declaratory Acts.
3.3 Reconstruct the chronology and recognize the significance of the critical
events leading to armed conflict between the colonies and England.
a. Colonial opposition to and protest against” taxation without representation”
(e.g., the Sons of Liberty and boycotts of British goods).
b. The Quartering Act and the Townshend Acts.
c. The Boston Massacre.
d. The Boston Tea Party and the “Intolerable Acts.”
e. The First Continental Congress.
3.4 Analyze political, ideological, religious and economic origins of the
American Revolution.
3.5 Examine the arguments between Patriots and Loyalists about independence and
draw conclusions about how the decision to declare independence was reached at
the Second Continental Congress.
Standard 4: The student will evaluate and describe the factors which affected
the course of the American Revolution and contributed to the American victory.
4.1 Analyze the ideological war between Great Britain and her North American
colonies as expressed in the Declaration of Independence.
a. Explain the major ideas expressed in the Declaration of Independence and
their intellectual origins.
b. Describe how key principles of the Declaration of Independence grew in
importance to become unifying ideas of democracy in the United States.
4.2 Explain the significance of the political, economic, geographic, and social
advantages and disadvantages of each side.
4.3 Compare and contrast different roles and perspectives of the war (e.g., men
and women white colonist of different social classes, free and enslaved African
Americans, and Native Americans).
4.4 Identify and chronologically detail significant developments, battles, and
events including Lexington and Concord, the Production of Common Sense,
Saratoga, the French Alliance, the Valley Forge encampment, Yorktown, and the
Treaty of Paris of 1783, and explain how the colonists won the war against
superior British resources.
4.5 Trace the formation of a national government of the United States by the
Second Continental Congress in the Articles of Confederation.
4.6 Recognize the significance of key individuals including King George III,
Lord North, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George
Washington, Lord Cornwallis, Thomas Jefferson, Patrick and Thomas Paine. &
Standard 5: The student will examine the significance of and describe the
institutions and practices of government created during the American Revolution
and how they were revised between 1787 and 1815 to create the United States
Constitution and the Bill of Rights.
5.1 Evaluate the provision of the Articles of Confederation, its provisions,
strengths and weaknesses and the various state constitutions.
5.2 Explain the dispute over the western lands and how it was resolved through
the Northwest ordinance and describe the economic issues arising of the
Revolution and Shay’s Rebellion.
5.3 Recognize and analyze the significance of the Constitutional Convention, its
major debates and compromises, key individuals (e.g., George Washington, James
Madison, and George Mason), the struggle for ratification of the Constitution as
embodied in the Federalist Papers and Anti-Federalists arguments and the
addition of the Bill of Rights to the Constitution.
5.4 Identify and explain the fundamental principles of the Constitution
including popular sovereignty, consent of the governed, separation of powers,
checks and balances, and federalism.
5.5 Interpret and give examples of the rights, responsibilities, liberties and
protections all individuals possess under the Constitution and the Bill of
Rights, including the freedom of religion, speech, press, assembly and petition,
and the rights to due process and trial by jury.
5.6 Examine the major domestic and foreign affairs issues facing the first three
presidents and Congress, the development of political parties and the
significance of the presidential election of 1800.
5.7 Describe Alexander Hamilton’s economic plan for the United States (e.g., the
national bank, redemption of bonds, and protective tariffs).
5.8 Appraise how Chief Justice John Marshall’s precedent setting decisions in
Marbury v. Madison and McCulloch v. Maryland interpreted the Constitution and
established a Supreme Court as an independent and equal branch of the federal
government.
5.9 Describe United States foreign relations and conflicts, territorial
disputes, the War of 1812, and the significance of the Monroe Doctrine, the
Louisiana Purchase, and the acquisition of Florida in the Adams-Onís Treaty.
Standard 6: The student will examine and describe the economy of the United
States from 1801 to 1877.
6.1 Describe the economic growth and chances in the United States in science,
technology, energy, manufacturing, entrepreneurship and transportation including
geographic factors in the location and development of the United States
industries and centers of urbanization (e.g., Industrial Revolution, the early
labor movement, and famous entrepreneurs of the time).
6.2 Evaluate the impact in the Northern states of the concentration of industry,
manufacturing and shipping; the development of the railroad system; and the
effects of immigration and the immigrant experience.
6.3 Evaluate the impact in the Southern states of the dependence on cotton, the
plantation system and rigid social classes, and the relative absence of
enterprises engaged in manufacturing and finance.
6.4 Assess the economic, political, and social aspects of slavery, the variety
of slave experiences, African American resistance to slavery, and the rise of
sharecropping and tenant farming.
Standard 7: The student will examine the significance of the Jacksonian era.
7.1 Trace the development of Jacksonian Democracy and explain why the election
of Andrew Jackson was considered a victory for the “common man.”
7.2 Analyze Jackson’s attack on the Second Bank of the United States and the
subsequent business cycle of inflation and depression in the 1830s.
7.3 Describe and explain the Nullification Crisis and the development of the
state’ rights debates.
7.4 Compare and contrast the policies toward Native Americans pursued by
presidential administration through Jacksonian era and evaluate the impact on
Native Americans of white expansion including the resistance and removal of the
Five Tribes (e.g., Choctaw, Chickasaw, Creek, Seminole, and Cherokee
Standard 8: The student will research and interpret evidence of how Americans
endeavored to reform society and create a distinct culture from 1801to 1877.
8.1 Analyze changing ideas about race and assess pro-slavery and anti-slavery
ideologies in the North and South &
8.2 Explain the fundamental beliefs of abolitionism and the operation of the
Underground Railroad. &
8.3 Assess the importance of the Second Great Awakening and the ideas and
beliefs of its principal leaders. &
8.4 Identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida,
New York) and describe the reasons for their formation. &
8.5 Identify and explain the significance of the activities of early reform
leaders of different racial, economic and social groups in education, abolition,
temperance, and women’s suffrage. &
Standard 9: The student will evaluate and explain the westward expansion of
the United States from 1801 to 1877.
9.1 Examine and discuss Manifest Destiny as a motivation and justification
westward expansion, the lure of the West and the reality of life on the
frontier.
9.2 Delineate and locate territorial acquisitions (e.g., Texas Annexation,
Mexican Cession, and Gadson Purchase), explorations, events, and settlement of
the American West using a variety of resources.
9.3 Describe the causes and effects of the Louisiana Purchase and the
explorations of Lewis and Clark.
9.4 Analyze the causes of Texas independence and the Mexican-American War, and
evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo.
9.5 Assess the factors that led to increased immigration (e.g., the Irish potato
famine, railroad construction, and employment opportunities) and how ethnic and
cultural conflict was intensified.
9.6 Compare and contrast the causes and character of the rapid settlement of
Oregon and California in the late 1840s and 1850s.
9.7 Examine the religious origins and persecutions of the Mormons; explain the
motives for their trek westward, and evaluate their contributions to the
settlement of the West.
*9.8 Describe the importance of trade on the frontiers and assess the impact of
westward expansion on Native American peoples, including their displacement and
removal and the Indian Wars of 1850s-1870s.
Standard 10: The student will examine and describe how the North and South
differed and how politics and ideologies led to the Civil War.
10.1 Identify and explain the economic, social, and cultural sectional
differences between the North and the South.
10.2 Examine how the invention of the cotton gin, the demand for cotton in
northern and European textile factories, and the opening of new lands in the
South and West led to the increased demand for slaves.
10.3 Evaluate the importance of slavery as a principal cause of the conflict.
Standard 11: The student will describe the course and character of the Civil
War and Reconstruction eras and their effects on the American people, 1861-1877.
11.1 Compare the economic resources of the Union and the Confederacy at the
beginning of the Civil War and assess the tactical advantages of each side.
11.2 Identify the turning points of the war (e.g., major battles and the
Emancipation Proclamation) and evaluate how political, economic, military, and
diplomatic leadership affected the outcome of the conflict.
11.3 Compare and contrast the motives for fighting and the daily life
experiences of Confederate soldiers with those of Union soldiers, both white and
African American.
11.4 Compare homefront and battlefront roles of women in the Union and the
Confederacy.
11.5 Examine the various plans for Reconstruction, the programs to transform
social relations in the South, and the successes and failures of Reconstruction
in the South, North, and West (e.g., the role of carpetbaggers and scalawags,
the passage of Black Codes, the accomplishments of the Freedmen’s Bureau, and
the rise of the Ku Klux Klan).
11.6 Explain the provisions of the 13th, 14th, and 15th Amendments and the
political forces supporting the opposing each.
11.7 Analyze the escalating conflict between the president and Congress, and
explain the reasons for the consequences of Andrew Johnson’s impeachment and
trial.