We believe that Christian people should make a positive contribution
within a local community and global society. In our Social Studies
program, students will examine historical and current events, as well
as global, environmental and social justice issues. Based on the
developmental levels, needs and concerns of the students, our Social
Studies program utilizes a broad range of teaching strategies, learning
activities and resources. Our Social Studies program will provide
opportunities for students to think critically, appreciate the
diversity of humanity, and function as a responsible individual within
our changing world. UNITED STATES HISTORY Standard 1: Understands the characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450 Benchmark 1. Understands the migration and settlement patterns of peoples in the Americas (e.g., the archaeological and geological evidence that explains the movement of people from Asia to the Americas, the spread of human societies and the rise of diverse cultures from hunter-gatherers to urban dwellers, use of the Bering land bridge) Knowledge/skill statements 1. Understands the migration patterns of peoples in the Pre-Columbian Americas 2. Understands the settlement patterns of peoples in the Pre-Columbian Americas 3. Understands the archaeological evidence that explains the movement of people from Asia to the Americas in Pre-Columbian times 4. Understands the geological evidence that explains the movement of people from Asia to the Americas in Pre-Columbian times 5. Understands the spread of human societies in terms of migration and settlement patterns in the Pre-Columbian Americas 6. Understands the rise of diverse cultures in relation to migration and settlement patterns in the Pre-Columbian Americas 7. Understands the role of hunter-gatherer societies in terms of migration and settlement patterns in the Pre-Columbian Americas 8. Understands the rise of urban dwelling societies in the Pre-Columbian Americas 9. Understands the role of the Bering land bridge in the migration and settlement patterns in the Pre-Columbian Americas Benchmark 2. Understands the significance of beliefs held by both Native Americans and Europeans (e.g., Native American beliefs about their origins in America, ideas of land use held by Native Americans and Europeans) Knowledge/skill statements 1. Understands the significance of a variety of beliefs held by different Native American groups during Pre-Columbian times and the age of exploration 2. Understands the significance of a variety of beliefs held by different European groups during the age of exploration 3. Understands Native American beliefs about their origins in the Americas 4. Understands Native American beliefs about land use during Pre- Columbian times and the age of exploration 5. Understands European beliefs about land use during the age of exploration Benchmark 3. Understands social, economic, and cultural characteristics of European society (e.g., the customary European family organization, gender roles, property holding, education and literacy, linguistic diversity, religion) Knowledge/skill statements 1. Understands different social characteristics of European society in the Age of Exploration 2. Understands different economic characteristics of European society in the Age of Exploration 3. Understands different cultural characteristics of European society in the Age of Exploration 4. Understands family organization as a social characteristic of European society in the Age of Exploration 5. Understands customary gender roles as a social characteristic of European society in the Age of Exploration 6. Understands customs regarding holding property as an economic characteristic of European society in the Age of Exploration 7. Understands customs regarding education and literacy as a cultural characteristic of European society in the Age of Exploration 8. Understands the extent of linguistic diversity as a cultural characteristic of European society in the Age of Exploration 9. Understands religious customs as a cultural characteristic of European society in the Age of Exploration Benchmark 4. Knows the geographic characteristics of Western and Central Africa and understands the impact of geography on settlement patterns, cultural traits, and trade (e.g., in political kingdoms such as Mali, Songhai, and Benin; in urban centers such as Timbuktu and Jenne) Knowledge/skill statements 1. Knows the geographic characteristics of Western Africa circa 1492 2. Knows the geographic characteristics of Central Africa circa 1492 3. Understands the impact of geography on settlement patterns in Western and Central Africa circa 1492 4. Understands the impact of geography on cultural traits of Western and Central African regions circa 1492 5. Understands the impact of geography on trade patterns in Western and Central Africa circa 1492 6. Understands the impact of geography on settlement patterns, cultural traits, and trade in political kingdoms in Western and Central Africa, such as Mali, Songhai, and Benin, circa 1492 7. Understands the impact of geography on settlement patterns, cultural traits, and trade in urban centers in Western and Central Africa, such as Timbuktu and Jenne, circa 1492 Benchmark 5. Compares political, social, economic, and religious systems of Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492 (e.g., concepts of political authority, civic values, and the organization and practice of government; population levels, urbanization, family structure, and modes of communication; systems of labor, trade, concepts of property, and exploitation of natural resources; dominant ideas and values including religious beliefs and practices, gender roles, and attitudes toward nature) Knowledge/skill statements 1. Understands political systems of African, European, and Native American societies circa 1492 2. Understands that political systems might include concepts of political authority, civic values, and the organization and practice of government 3. Understands social systems of African, European, and Native American societies circa 1492 4. Understands that social systems might be shaped by population levels, urbanization, family structure, and modes of communication 5. Understands economic systems in African, European, and Native American societies circa 1492 6. Understands that economic systems might include systems of labor, trade, concepts of property, and attitudes about exploitation of natural resources 7. Understands religious systems of African, European, and Native American societies circa 1492 8. Understands that religious systems might include dominant religious beliefs and values, religious practices, assignment of gender roles, and attitudes toward nature Benchmark 6. Understands the economic, social, and cultural influence of location and physical geography on different Native American societies (e.g., Iroquois and Pueblo, Northwest and Southeast societies) Knowledge/skill statements 1. Understands the economic influence of location and physical geography on various Native American societies (e.g., Iroquois and Pueblo, Northwest and Southeast societies) 2. Understands the social influence of location and physical geography on various Native American societies (e.g., Iroquois and Pueblo, Northwest and Southeast societies) 3. Understands the cultural influence of location and physical geography on various Native American societies (e.g., Iroquois and Pueblo, Northwest and Southeast societies) Benchmark 7. Understands how the Mohawk, Oneida, Onondaga, Cayuga, and Seneca united to form the Iroquois nation and to solve conflicts peaceably Knowledge/skill statements 1. Understands that the Mohawk, Oneida, Onandaga, Cayuga, and Seneca were distinct Native American societies prior to forming the Iroquois nation 2. Understands that the Iroquois nation was formed in order to solve conflicts peaceably among different Native American societies Benchmark 8. Knows legends of pre-Columbus explorations and understands how they may have contributed to the age of exploration and settlement in the Americas Knowledge/skill statements 1. Knows different legends of Pre-Columbus explorations 2. Understands how legends of pre-Columbus explorations contributed to the Age of Exploration 3. Understands how legends of pre-Columbus explorations contributed to settlement in the Americas Standard 2: Understands cultural and ecological interactions among previously unconnected people resulting from early European exploration and colonization Benchmark 1. Knows the features of the major European explorations that took place between the 15th and 17th centuries (e.g., the routes and motives of Spanish, French, Dutch, and English explorers; the goals and achievements of major expeditions; problems encountered on the high seas; fears and superstitions of the times; what sailors expected to find when they reached their destinations) Knowledge/skill statements 1. Knows the major routes of exploration of European explorers between the 15th and 17th centuries 2. Knows the goals and achievements of major European expeditions between the 15th and 17th centuries 3. Knows problems encountered by 15th-17th century European explorers on the high seas 4. Knows typical fears and superstitions that affected European exploration between the 15th and 17th centuries 5. Knows what different European explorers expected to find when they reached their destinations Benchmark 2. Understands aspects of the Spanish exploration, conquest, and immigration to the Americas in the centuries following Columbus (e.g., Spanish interactions with the Aztec, Inca, and Pueblo; the expeditions of Cabeza de Vaca and Francisco Vasquez de Coronado in the American Southwest; the conquest of Spanish America) Knowledge/skill statements 1. Understands the interaction of Spanish explorers with the Aztec in the centuries following Columbus 2. Understands the interaction of Spanish explorers with the Inca in the centuries following Columbus 3. Understands the interaction of Spanish explorers with the Pueblo in the centuries following Columbus 4. Understands the expeditions of Cabeza de Vaca in the American Southwest in the centuries following Columbus 5. Understands the expeditions of Francisco Vasquez de Coronado in the American Southwest in the centuries following Columbus 6. Understands aspects of the conquest of Spanish America in the centuries following Columbus 7. Understands aspects of the Spanish exploration of the Americas in the centuries following Columbus 8. Understands aspects of Spanish immigration to the Americas in the centuries following Columbus Standard 3: Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies and how Europeans struggled for control of North America and the Caribbean Benchmark 1. Understands the lives of free and indentured immigrants who came to North America and the Caribbean from Europe (e.g., religious, political, and economic motives of free immigrants from different parts of Europe; why indentured servants risked the hardships of bound labor overseas; opportunities and challenges encountered by European immigrants) Knowledge/skill statements 1. Understands the religious motives of free immigrants who came to North America and the Caribbean from different parts of Europe 2. Understands the political motives of free immigrants who came to North America and the Caribbean from different parts of Europe 3. Understands the economic motives of free immigrants who came to North America and the Caribbean from different parts of Europe 4. Understands why indentured servants risked the hardships of bound labor in North America and the Caribbean 5. Understands the opportunities and challenges encountered by European immigrants who came to North America and the Caribbean Benchmark 2. Understands growth and change in the European colonies during the two centuries following their founding (e.g., the arrival of Africans in the European colonies in the 17th century, the rapid increase of slave importation in the 18th century) Knowledge/skill statements 1. Understands the growth and change caused by the arrival of Africans in the European colonies during the 17th century 2. Understands the growth and change caused by the rapid increase of the slave importation during the 18th century Benchmark 3. Understands peaceful and conflicting interaction between English settlers and Native Americans in the New England, Mid-Atlantic, Chesapeake, and lower South colonies (e.g., how Native American and European societies influenced one another, differing European and Native American views of the land and its use) Knowledge/skill statements 1. Understands peaceful and conflicting interactions between English settlers and Native Americans in New England colonies 2. Understands peaceful and conflicting interactions between English and Native Americans in Mid-Atlantic colonies 3. Understands peaceful and conflicting interactions between English and Native Americans in the Chesapeake colonies 4. Understands peaceful and conflicting interactions between English settlers and Native Americans in the lower South colonies 5. Understands how Native American and European societies influenced one another 6. Knows differences between European and Native American views of land and its use Benchmark 4. Understands the similarities and differences in backgrounds, motivations, and occupational skills between people in the English settlements and those in the French and Spanish settlements Knowledge/skill statements 1. Understands the similarities in backgrounds between people in the English settlements and those in the French and Spanish settlements 2. Understands differences in backgrounds between people in the English settlements and those in the French and Spanish settlements 3. Understands the similarities in motivations between people in the English settlements and those in the French and Spanish settlements 4. Understands differences in motivations between people in the English settlements and those in the French and Spanish settlements 5. Understands similarities in occupational skills between people in the English settlements and those in the French and Spanish settlements 6. Understands differences in occupational skills between people in the English settlements and those in the French and Spanish settlements 7. Understands differences in occupational skills between people in the English settlements and those in the French and Spanish settlements Standard 4: Understands how political, religious, and social institutions emerged in the English colonies Benchmark 1. Understands the influence of Enlightenment ideas on American society (e.g., Benjamin Franklin’s experiments with electricity) Knowledge/skill statements 1. Knows about Benjamin Franklin’s experiments with electricity 2. Knows that Benjamin Franklin’s experiments are an example of Enlightenment ideas 3. Knows that Benjamin Franklin’s experiment with electricity influenced American society Benchmark 2. Understands the development of colonial governments (e.g., how early colonies differed in the way they were established and governed, how characteristics of colonial self-government such as the right to vote and hold office were reflected in the Mayflower Compact) Knowledge/skill statements 1. Knows how early colonies differed in the way they were established and governed 2. Understands how characteristics of colonial self-government were reflected in the Mayflower Compact 3. Knows that the right to vote was reflected in the Mayflower Compact 4. Knows that the right to hold office was reflected in the Mayflower Compact Benchmark 3. Understands Puritanism in colonial America (e.g., how Puritanism shaped New England communities, the changes in Puritanism during the 17th century, opposition to King James I, why Puritans came to America, the Puritan family structure) Knowledge/skill statements 1. Understands how Puritanism shaped New England communities 2. Understands the changes in Puritanism during the 17th century 3. Knows about the opposition to King James I 4. Knows why the Puritans came to America 5. Understands the Puritan family structure Benchmark 4. Understands how and why family and community life differed in various regions of colonial North America (e.g., Williamsburg, Philadelphia, Boston, New York, French Quebec, Santa Fe) Knowledge/skill statements 1. Understands differences in family life throughout colonial North America 2. Understands differences in community life throughout colonial North America 3. Knows about family and community life in Williamsburg 4. Knows about family and community life in Philadelphia 5. Knows about family and community life in Boston 6. Knows about family and community life in New York 7. Knows about family and community life in French Quebec 8. Knows about family and community life in Santa Fe Standard 5: Understands how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas Benchmark 1. Understands the factors that shaped the economic system in the colonies and the Americas (e.g., labor systems, natural resources, relations with other countries and the home country) Knowledge/skill statements 1. Understands how labor systems shaped the economic system in the colonies and the Americas 2. Understands how natural resources shaped the economic system in the colonies and the Americas 3. Understands how relations with other countries shaped the economic system in the colonies and the Americas 4. Understands how relations with the home country shaped the economic system in the colonies and the Americas Benchmark 2. Understands economic life in the New England, Chesapeake, and southern colonies (e.g., environmental and human factors; the work people did; the crops that plantation, yeoman, and family farmers grew; the New England merchant’s trading triangle) Knowledge/skill statements 1. Understands economic life in the New England colonies 2. Understands economic life in the Chesapeake colonies 3. Understands economic life in the southern colonies 4. Understands environmental factors contributing to economic life in the colonies 5. Understands human factors contributing to economic life in the colonies 6. Understands the work people did in the colonies 7. Knows about the crops that plantation farmers grew (colonial America) 8. Knows about the crops that yeoman farmers grew (colonial America) 9. Knows about the crops that family farmers grew (colonial America) 10. Knows about the New England merchant’s trading triangle Benchmark 3. Understands elements of African slavery during the colonial period in North America (e.g., relocation of enslaved Africans to the Caribbean and North America, the slave trade and "the middle passage") Knowledge/skill statements 1. Knows about the relocation of enslaved Africans to the Caribbean 2. Knows about the relocation of enslaved Africans to North America 3. Knows about the slave trade (colonial period) 4. Knows about "the middle passage" Standard 6: Understands the causes of the American Revolution, the ideas and interests involved in shaping the revolutionary movement, and reasons for the American victory Benchmark 1. Understands the major consequences of the Seven Years War (e.g., the English victory, the removal of the French as a power in North America, the reduced need of the colonists for the protection of the mother country) Knowledge/skill statements 1. Knows about the English victory in the Seven Years War 2. Knows that the removal of the French as power in North America was a consequence of the Seven Years War 3. Understands that the reduced need of the colonists for the protection of the mother country was a consequence of the Seven Years War Benchmark 2. Understands the events that contributed to the outbreak of the American Revolution and the earliest armed conflict of the Revolutionary War (e.g., opponents and defenders of England’s new imperial policy, the idea of "taxation without representation," the battle at Lexington and Concord) Knowledge/skill statements 1. Understands the events that contributed to the outbreak of the American Revolution 2. Knows about the earliest armed conflict of the Revolutionary War 3. Knows about the opponents of England’s new imperial policy 4. Knows about the defenders of England’s new imperial policy 5. Understands the idea of "taxation without representation" 6. Knows about the battle at Lexington and Concord Benchmark 3. Understands the major ideas in the Declaration of Independence, their sources, and how they became unifying ideas of American democracy (e.g., major terms, why the document was written, what the signers risked) Knowledge/skill statements 1. Understands the major ideas in the Declaration of Independence 2. Understands the sources of ideas in the Declaration of Independence 3. Understands how the ideas in the Declaration of Independence became unifying ideas of American democracy 4. Understands the major terms in the Declaration of Independence 5. Understands why the Declaration of Independence was written 6. Understands what the signers of the Declaration of Independence risked Benchmark 4. Understands the major developments and chronology of the Revolutionary War and the roles of its political, military, and diplomatic leaders (e.g., George Washington, Benjamin Franklin, Thomas Jefferson, John Adams, Samuel Adams, John Hancock, Richard Henry Lee) Knowledge/skill statements 1. Understands the major developments of the Revolutionary War 2. Understands the chronology of the Revolutionary War 3. Understands the role of political leaders in the Revolutionary War 4. Understands the role of military leaders in the Revolutionary War 5. Understands the role of diplomatic leaders in the Revolutionary War 6. Understands the role of George Washington in the Revolutionary War 7. Understands the role of Benjamin Franklin in the Revolutionary War 8. Understands the role of Thomas Jefferson in the Revolutionary War 9. Understands the role of John Adams in the Revolutionary War 10. Understands the role of Samuel Adams in the Revolutionary War 11. Understands the role of John Hancock in the Revolutionary War 12. Understands the role of Richard Henry Lee in the Revolutionary War Benchmark 5. Understands perspectives of and the roles played in the American Revolution by various groups of people (e.g., men, women, white settlers, free and enslaved African-Americans, and Native Americans) Knowledge/skill statements 1. Understands the perspectives of various groups of people in the American Revolution 2. Understands the roles played by various groups of people in the American Revolution 3. Understands the perspective and role played by men in the American Revolution 4. Understands the perspective and role played by white settlers in the American Revolution 5. Understands the perspective and role played by free African-Americans in the American Revolution 6. Understands the perspective and role played by enslaved African- Americans in the American Revolution 7. Understands the perspective and role played by Native Americans in the American Revolution Benchmark 6. Understands the United States’ relationships with European countries and the contributions of each European power to the outcome of the Revolution (e.g., relations with France, Holland and Spain; consequences of the Treaty of Paris; Ben Franklin’s negotiations with the French) Knowledge/skill statements 1. Understands the United States’ relationship with European countries during the American Revolution 2. Understands the contributions of each European power to the outcome of the American Revolution 3. Understands the United States’ relationship with France during the American Revolution 4. Understands the United States’ relationship with Holland during the American Revolution 5. Understands the United States’ relationship with Spain during the American Revolution 6. Understands the consequences of the Treaty of Paris for the outcome of the Revolution 7. Knows about Ben Franklin’s negotiations with the French during the American Revolution Standard 7: Understands the impact of the American Revolution on politics, economy, and society Benchmark 1. Understands the major political issues in the thirteen colonies after their independence from England (e.g., arguments over the Articles of Confederation, arguments over how to govern themselves) Knowledge/skill statements 1. Understands the arguments over the Articles of Confederation 2. Understands the arguments over how to govern themselves (colonies) Benchmark 2. Understands the factors that led to Shay’s Rebellion Knowledge/skill statements 1. Knows how Shay’s Rebellion encouraged the calling of the Constitutional Convention 2. Understands causes of Shay’s Rebellion Benchmark 3. Understands the social, political, and economic effects of the American revolutionary victory on different groups (e.g., rural farmers, wealthy merchants, enslaved and free African Americans, abolitionists, women who contributed to the war effort) Knowledge/skill statements 1. Understands the social effects of the American revolutionary victory on different groups 2. Understands the political effects of the American revolutionary victory on different groups 3. Understands the economic effects of the American revolutionary victory on different groups 4. Understands the social effects of the American revolutionary victory on rural farmers 5. Understands the social effects of the American revolutionary victory on wealthy merchants 6. Understands the social effects of the American revolutionary victory on enslaved African Americans 7. Understands the social effects of the American revolutionary victory on free African Americans 8. Understands the social effects of the American revolutionary victory on abolitionists 9. Understands the social effects of the American revolutionary victory on women who contributed to the war effort 10. Understands the political effects of the American revolutionary victory on rural farmers 11. Understands the political effects of the American revolutionary victory on wealthy merchants 12. Understands the political effects of the American revolutionary victory on enslaved African Americans 13. Understands the political effects of the American revolutionary victory on free African Americans 14. Understands the political effects of the American revolutionary victory on abolitionists 15. Understands the political effects of the American revolutionary victory on women who contributed to the war effort 16. Understands the economic effects of the American revolutionary victory on rural farmers 17. Understands the economic effects of the American revolutionary victory on wealthy merchants 18. Understands the economic effects of the American revolutionary victory on enslaved African Americans 19. Understands the economic effects of the American revolutionary victory on free African Americans 20. Understands the economic effects of the American revolutionary victory on abolitionists 21. Understands the economic effects of the American revolutionary victory on women who contributed to the war effort Standard 8: Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights Benchmark 1. Understands the factors involved in calling the Constitutional Convention (e.g., Shay’s Rebellion) Knowledge/skill statements 1. Knows about the Constitutional Convention 2. Knows how Shay’s Rebellion encouraged the calling of the Constitutional Convention Benchmark 2. Understands the issues and ideas supported and opposed by delegates at the Constitutional Convention (e.g., enduring features of the Constitution, such as the separation of powers, and checks and balances; the Virginia Plan; the New Jersey Plan; the Connecticut Compromise; abolition) Knowledge/skill statements 1. Knows of issues supported by some delegates at the Constitutional Convention 2. Knows of issues opposed by some delegates at the Constitutional Convention 3. Knows of ideas supported by some delegates at the Constitutional Convention 4. Knows of ideas opposed by some delegates at the Constitutional Convention 5. Understands the debates at the Constitutional Convention about the enduring features of the Constitution 6. Understands the debate at the Constitutional Convention about the separation of powers 7. Understands the debate at the Constitutional Convention about checks and balances 8. Understands the debate at the Constitutional Convention about the Virginia Plan 9. Understands the debate at the Constitutional Convention about the Connecticut Compromise 10. Understands the debate at the Constitutional Convention about abolition Benchmark 3. Understands the significance of the Bill of Rights and its specific guarantees (e.g., the relevance of the Bill of Rights in today's society) Knowledge/skill statements 1. Understands the significance of the Bill of Rights 2. Understands the specific guarantees of the Bill of Rights 3. Understands the relevance of the Bill of Rights in today’s society Benchmark 4. Understands the differences in leaders (e.g., George Washington, Alexander Hamilton and Thomas Jefferson) and the social and economic composition of each political party in the 1790s Knowledge/skill statements 1. Understands the differences in political leaders in the 1790’s 2. Understands the differences in the social composition political parties in the 1790’s 3. Understands the differences in the economic composition of political parties in the 1790’s 4. Knows about Alexander Hamilton 5. Knows about Thomas Jefferson 6. Understands differences between Alexander Hamilton and Thomas Jefferson Benchmark 5. Understands the issues that impacted the lives of farmers in western Pennsylvania during the Whiskey Rebellion Knowledge/skill statements 1. Understands the issues that impacted the lives of farmers in western Pennsylvania (1790’s) 2. Knows about the Whiskey Rebellion Standard 9: Understands the United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans Benchmark 1. Understands the factors that led to U.S. territorial expansion in the Western Hemisphere (e.g., Napoleon's reasons for selling the Louisiana Territory, expeditions of American explorers and mountain men) Knowledge/skill statements 1. Understands Napoleon’s reasons for selling the Louisiana Territory 2. Knows about expeditions of American explorers 3. Knows about the mountain men Benchmark 2. Understands the War of 1812 (e.g., causes, sectional divisions, Native American support of the British, defining the war) Knowledge/skill statements 1. Understands the causes of the War of 1812 2. Understands the sectional divisions related to the War of 1812 3. Knows about the Native American support of the British in the War of 1812 4. Understands the problems related to defining the War of 1812 Benchmark 3. Knows the foreign territorial claims in the Western Hemisphere in 1800 and the impact on American foreign policy (e.g., the origins and provisions of the Monroe Doctrine; the claims of Spain, France, Britain, and Russia; nations that declared their independence in 1823; how President Monroe dealt with European attempts to reestablish control) Knowledge/skill statements 1. Knows about foreign territorial claims in the Western Hemisphere in 1800 2. Understands the impact of foreign territorial claims in the Western Hemisphere on American foreign policy (1800) 3. Understands the origins of the Monroe Doctrine 4. Understands the provisions of the Monroe Doctrine 5. Knows about the territorial claims of Spain in the Western Hemisphere in 1800 6. Knows about the territorial claims of France in the Western Hemisphere in 1800 7. Knows about the territorial claims of Britain in the Western Hemisphere in 1800 8. Knows about the territorial claims of Russia in the Western Hemisphere in 1800 9. Knows about the nations that declared their independence in 1823 10. Understands how President Monroe dealt with European attempts to reestablish control in the Western Hemisphere Benchmark 4. Understands the impact of territorial expansion on Native American tribes (e.g., the Cherokee, Chickasaw, Choctaw, Creek and Seminole removals, the significance of the Trail of Tears, the original lands held by various tribes of the Southeast and those held in the Old Northwest territory) Knowledge/skill statements 1. Understands the impact of territorial expansion on the Cherokee 2. Understands the impact of territorial expansion on the Choctaw 3. Understands the impact of territorial expansion on the Creek 4. Understands the impact of territorial expansion on the Seminole 5. Understands the significance of the Trail of Tears 6. Knows the original lands held by various tribes of the Southeast 7. Knows the original lands held by various tribes in the Old Northwest territory Benchmark 5. Understands the origins of Manifest Destiny and its influence on the westward expansion of the United States (e.g., its role in the resolution of the Oregon dispute with Great Britain, how it led to the Mexican-American war) Knowledge/skill statements 1. Understands the origins of Manifest Destiny 2. Understands the influence of Manifest Destiny on the westward expansion of the United States 3. Understands the role of Manifest Destiny in the resolution of the Oregon dispute with Great Britain 4. Understands how Manifest Destiny led to the Mexican-American War Benchmark 6. Understands elements of the relationship between Texas and Mexico in the mid-19th century (e.g., the Texas War for Independence, American settlement in Mexico’s Texas, the American defeat at the Alamo) Knowledge/skill statements 1. Knows about Texas in the mid-19th century 2. Knows about Mexico in the mid-19th century 3. Knows about the Texas War for Independence 4. Knows about American settlement in Mexico’s Texas 5. Knows about the American defeat at the Alamo Benchmark 7. Understands events that led to the Mexican-American war (e.g., the idea of Manifest Destiny, U.S. annexation of Texas, the invasion of Mexico by U.S. troops) and the consequences of the Treaty of Guadalupe Hidalgo Knowledge/skill statements 1. Understands events that led to the Mexican-American war 2. Understands the consequences of the Treaty of Guadalupe Hidalgo 3. Understands the idea of Manifest Destiny 4. Knows about the U.S. annexation of Texas 5. Knows about the invasion of Mexico by U.S. troops Standard 10: Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed American lives and led to regional tensions Benchmark 1. Understands the lives of immigrants in American society during the antebellum period (e.g., factors that led to increased immigration from China, Ireland, and Germany; how immigrants adapted to life in the United States and to hostility from the nativist movement and the "Know- Nothing" party) Knowledge/skill statements 1. Understands the factors that led to increased immigration from China during the antebellum period 2. Understands the factors that led to increased immigration from Ireland during the antebellum period 3. Understands the factors that led to increased immigration from Germany during the antebellum period 4. Understands how immigrants adapted to life in the United States 5. Understands how immigrants adapted to hostility from the nativist movement 6. Understands how immigrants adapted to hostility from the "Know- Nothing" party Benchmark 2. Understands the major technological developments that influenced land and water transportation, the economy, international markets, and the environment between 1801 and 1860 (e.g., the importance of the spinning jenny, steam locomotive, and telegraph; the development of the canal system after 1825 and railroad system after 1860) Knowledge/skill statements 1. Understands the major technological developments that influenced land transportation between 1801 and 1860 2. Understands the major technological developments that influenced water transportation between 1801 and 1860 3. Understands the major technological developments that influenced the economy between 1801 and 1860 4. Understands the major technological developments that influenced international markets between 1801 and 1860 5. Understands the major technological developments that influenced the environment between 1801 and 1860 6. Understands the importance of the spinning jenny 7. Understands the importance of the steam locomotive 8. Understands the importance of the telegraph 9. Understands the importance of the development of the canal system after 1825 10. Understands the importance of the development of the railroad system after 1860 Benchmark 3. Understands social and economic elements of urban and rural life in the early and mid-19th centuries (e.g., the impact of the factory system on gender roles and the daily life of men, women, and children; factors that caused rapid urbanization; city life in the 1840s; differences in urban and rural childrens’ lives, life in New England mill towns in the early 1800s, the impact of the canal and railroad on the locations and size of cities after 1820) Knowledge/skill statements 1. Understands the social elements of urban life in the early and mid-19th century 2. Understands the social elements of rural life in the early and mid-19th century 3. Understands the economic elements of urban life in the early and mid-19th century 4. Understands the economic elements of rural life in the early and mid-19th century 5. Understands the impact of the factory system on gender roles 6. Understands the impact of the factory system on the daily life of men 7. Understands the impact of the factory system on the daily life of women 8. Understands the impact of the factory system on the daily life of children 9. Understands the factors that caused rapid urbanization in the early and mid-19th century 10. Understands city life in the 1840’s 11. Understands differences in urban and rural childrens’ lives in the early and mid-19th century 12. Understands life in New England mill towns in the early 1800’s 13. Understands the impact of the canal on the locations of cities after 1820 14. Understands the impact of the canal on the size of cities after 1820 15. Understands the impact of the railroad on the locations of cities after 1820 16. Understands the impact of the railroad on the size of cities after 1820 Benchmark 4. Understands popular and high culture in growing urban areas during the 19th century (e.g., novels, theater, minstrel shows, P.T. Barnum's "American Museum") Knowledge/skill statements 1. Understands popular culture in growing urban areas during the 19th century 2. Understands high culture in growing urban areas during the 19th century 3. Understands the role of novels in growing urban areas during the 19th century 4. Understands the role of theater in growing urban areas during the 19th century 5. Understands the role of minstrel shows in growing urban areas during the 19th century 6. Understands the role of P.T. Barnum’s "American Museum" in growing urban areas during the 19th century Benchmark 5. Understands how slavery shaped social and economic life in the South after 1800 (e.g., how the cotton gin and the opening of new lands in the South and West led to increased demands for slaves; differences in the lives of plantation owners, poor free black and white families, and slaves; methods of passive and active resistance to slavery; escaped slaves and the Underground Railroad) Knowledge/skill statements 1. Understands how slavery shaped social life in the South after 1800 2. Understands how slavery shaped economic life in the South after 1800 3. Understands how the cotton gin led to increased demands for slaves 4. Understands how the opening of new lands in the South led to increased demands for slaves 5. Understands how the opening of new lands in the West led to increased demands for slaves 6. Understands the lives of plantation owners in the South after 1800 7. Understands the lives of poor free black families in the South after 1800 8. Understands the lives of poor free white families in the South after 1800 9. Understands the lives of slaves in the South after 1800 10. Understands methods of passive resistance to slavery after 1800 11. Understands methods of active resistance to slavery after 1800 12. Knows about escaped slaves after 1800 13. Knows about the Underground Railroad after 1800 Benchmark 6. Understands elements of early western migration (e.g., the lure of the West and the reality of life on the frontier; motivations of various settlers; Mormon contributions to the settlement of the West; differences in the settlement of California and Oregon in the late 1840s and 1850s; routes taken by settlers of the Western U.S.; interactions between settlers and Native Americans and Mexicans in the western territories) Knowledge/skill statements 1. Understands the lure of the West 2. Understands the reality of life on the frontier 3. Understands the motivations of various settlers 4. Understands Mormon contributions to the settlement of the West 5. Understands differences in the settlement of California and Oregon in the late 1840s and 1850s 6. Understands routes taken by settlers of the Western U.S. 7. Understands interactions between settlers and Native Americans in the western territories 8. Understands interactions between settlers and Mexicans in the western territories Standard 11: Understands the extension, restriction, and reorganization of political democracy after 1800 Benchmark 1. Understands elements of suffrage in the antebellum years (e.g., contradictions between the movement for universal white male suffrage and disenfranchisement of free African Americans and women, the influence of the West and western politicians in supporting equality in the political process) Knowledge/skill statements 1. Understands contradictions between the movement for universal white male suffrage and disenfranchisement of free African Americans 2. Understands contradictions between the movement for universal white male suffrage and disenfranchisement of women 3. Understands the influence of the West in supporting equality in the political process 4. Understands the influence of western politicians in supporting equality in the political process Benchmark 2. Understands why the election of Andrew Jackson was considered a victory for the "common man (e.g., the "spoils system," Jackson's interest in providing the "common man" with opportunities to serve in the government) Knowledge/skill statements 1. Understands the "spoils system" 2. Understands Jackson’s interest in providing the "common man" with opportunities to serve in the government Benchmark 3. Understands divisive issues prior to the Civil War (e.g., the Missouri Compromise and its role in determining slave and non-slave land areas, the issues that divided the North and the South) Knowledge/skill statements 1. Knows about the Missouri Compromise 2. Understands the role of the Missouri compromise in determining slave and non-slave land areas 3. Understands the issues that divided the North and the South Standard 12: Understands the sources and character of cultural, religious, and social reform movements in the antebellum period Benchmark 1. Understands how literary and artistic movements fostered a distinct American identity among different groups and in different regions Knowledge/skill statements 1. Understands how literary movements fostered a distinct American identity among different groups 2. Understands how literary movements fostered a distinct American identity among different regions 3. Understands how artistic movements fostered a distinct American identity among different groups 4. Understands how artistic movements fostered a distinct American identity among different regions Benchmark 2. Understands the major characteristics of the abolition movement in the antebellum period (e.g., different viewpoints within the abolitionist movement, arguments of those opposed to and those who supported slavery, the Underground Railroad) Knowledge/skill statements 1. Understands the different viewpoints within the abolitionist movement 2. Understands the arguments of those opposed to slavery 3. Understands the arguments of those who supported slavery 4. Knows about the Underground Railroad Benchmark 3. Understands the religious revivals that swept the nation in the early 19th century (e.g., the importance of the Second Great Awakening, the messages of Great Awakening leaders such as Charles Finney and Peter Cartwright) Knowledge/skill statements 1. Understands the importance of the Second Great Awakening 2. Understands the messages of Great Awakening leaders 3. Understands the message of Great Awakening leader Charles Finney 4. Understands the message of Great Awakening leader Peter Cartwright Benchmark 4. Understands the role of women in the reform movements in antebellum America (e.g., the contributions of individuals of different racial and social groups, the types of reforms women sought, how fashion became a part of the movement for women’s rights) Knowledge/skill statements 1. Understands the contributions of individuals of different racial groups in the reform movements in antebellum America 2. Understands the contributions of individuals of different social groups in the reform movements in antebellum America 3. Understands the types of reforms women sought in the reform movements in antebellum America 4. Understands how fashion became a part of the movement for women’s rights Standard 13: Understands the causes of the Civil War Benchmark 1. Understands slavery prior to the Civil War (e.g., the importance of slavery as a principal cause of the Civil War, the growing influence of abolitionists, childrens’ roles and family life under slavery) Knowledge/skill statements 1. Understands the importance of slavery as a principal cause of the Civil War 2. Understands the growing influence of abolitonists prior to the Civil War 3. Understands the growing influence of children’s roles under slavery prior to the Civil War 4. Understands the growing influence of family life under slavery prior to the Civil War Benchmark 2. Knows the locations of the southern and northern states and their economic resources (e.g., the industries and small family farms of the industrial North, the agricultural economy and slavery of the South) Knowledge/skill statements 1. Knows the locations of the southern states 2. Knows the locations of the northern states 3. Understands the economic resources of the southern states 4. Understands the economic resources of the northern states 5. Knows about the industries of the industrial North 6. Knows about the family farms of the industrial North 7. Knows about the agricultural economy of the South 8. Understands the slavery of the South Standard 14: Understands the course and character of the Civil War and its effects on the American people Benchmark 1. Understands the technological, social, and strategic aspects of the Civil War (e.g., the impact of innovations in military technology; turning points of the war; leaders of the Confederacy and Union; conditions, characteristics, and armies of the Confederacy and Union; major areas of Civil War combat) Knowledge/skill statements 1. Understands the technological aspects of the Civil War 2. Understands the social aspects of the Civil War 3. Understands the strategic aspects of the Civil War 4. Understands the impact of innovations in military technology during the Civil War 5. Knows about turning points of the Civil War 6. Knows about the leaders of the Confederacy 7. Knows about the leaders of the Union 8. Understands the condition of the Confederacy 9. Understands the condition of the Union 10. Understands the characteristics of the Confederacy 11. Understands the characteristics of the Union 12. Understands the major areas of Civil War combat Benchmark 2. Understands the provisions and significance of the Emancipation Proclamation (e.g., reasons Abraham Lincoln issued it, public reactions to it in the North and the South) Knowledge/skill statements 1. Understands the provisions of the Emancipation Proclamation 2. Understands the significance of the Emancipation Proclamation 3. Understands the reasons Abraham Lincoln issued it 4. Understands the public reactions to it in the North 5. Understands the public reactions to it in the South Benchmark 3. Understands the impact of the Civil War on social and gender issues (e.g., the roles of women on the home front and on the battlefield; the human and material costs of the war; the degree to which the war united the nation; how it changed the lives of women, men, and children) Knowledge/skill statements 1. Understands the impact of the Civil War on social issues 2. Understands the impact of the Civil War on gender issues 3. Understands the roles of women on the Civil War home front 4. Understands the roles of women on the battlefield 5. Understands the human costs of the war 6. Understands the material costs of the war 7. Understands the degree to which the Civil War united the nation 8. Understands how the Civil War changed the lives of women 9. Understands how the Civil War changed the lives of men 10. Understands how the Civil War changed the lives of children Standard 15: Understands how various reconstruction plans succeeded or failed Benchmark 1. Understands military, political, and social factors affecting the post Civil War period (e.g., the basic provisions of the 13th, 14th, and 15th amendments, and the political and social forces that opposed and supported them, how the lives of African Americans were changed by these amendments; demobilization of the Union and Confederate armies; how the leadership of Presidents Lincoln and Johnson affected reconstruction) Knowledge/skill statements 1. Understands military factors affecting the post Civil War period 2. Understands political factors affecting the post Civil War period 3. Understands social factors affecting the post Civil War period 4. Understands the basic provisions of the 13th amendment 5. Understands the basic provisions of the 14th amendment 6. Understands the basic provisions of the 15th amendment 7. Understands the political forces that opposed supporting the post Civil War amendments 8. Understands the social forces that opposed the post Civil War amendments 9. Understands the political forces that supported the post Civil War amendments 10. Understands the social forces that supported the post Civil War amendments 11. Understands how the lives of African Americans were changed by the post Civil War amendments 12. Knows about demobilization of the Union army 13. Knows about demobilization of the Confederate army 14. Understands how the leadership of President Lincoln affected reconstruction 15. Understands how the leadership of President Johnson affected reconstruction Benchmark 2. Understands changes in social relations in the South during Reconstruction (e.g., the role of the Freedmen’s Bureau, the impact of emancipation in the South, how former slaves improved their position in society, how people from the North traveled to aid in Reconstruction) Knowledge/skill statements 1. Understands the role of the Freedmen’s Bureau during Reconstruction 2. Understands the impact of emancipation in the South 3. Understands how former slaves improved their position in society during Reconstruction 4. Understands how people from the North traveled to aid in Reconstruction Benchmark 3. Understands the lives of African Americans during the Reconstruction era (e.g., the progress of "Black Reconstruction" and the impact of legislative reform programs, contributions of individual African Americans who served as teachers and political leaders, why some abolition leaders voiced opposition to the 15th amendment) Knowledge/skill statements 1. Understands the progress of "Black Reconstruction" during the Reconstruction era 2. Understands the impact of legislative reform programs during the Reconstruction era 3. Understands the contributions of individual African Americans who served as teachers 4. Understands the contributions of individual African Americans who served as political leaders 5. Understands why some abolition leaders voiced opposition to the 15th amendment Benchmark 4. Understands the impact of the Reconstruction period on politics in the South (e.g., the increase in corruption in the post-Civil War period, the importance of political cartoonists in drawing attention to corruption) Knowledge/skill statements 1. Understands the increase in political corruption in the post-Civil War period 2. Understands the importance of political cartoonists in drawing attention to corruption during the Reconstruction period Benchmark 5. Understands how economic conditions and family life in the North and South changed over the war years Knowledge/skill statements 1. Understands how economic conditions in the North changed over the Civil War years 2. Understands how economic conditions in the South changed over the Civil War years 3. Understands how family life in the North changed over the Civil War years 4. Understands how family life in the South changed over the Civil War years Standard 16: Understands how the rise of corporations, heavy industry, and mechanized farming transformed American society Benchmark 1. Understands the impact of significant achievements and individuals of the late 19th century (e.g., the effects of major technological, transportation, and communication changes that occurred after 1870; careers of industrial and financial leaders of the late 19th century) Knowledge/skill statements 1. Understands the impact of significant achievements of the late 19th century 2. Understands the impact of significant individuals of the late 19th century 3. Understands the effects of major technological changes that occurred after 1870 4. Understands the effects of major transportation changes that occurred after 1870 5. Understands the effects of major communication changes that occurred after 1870 6. Understands the impact of careers of industrial leader of the late 19th century 7. Understands the impact of careers of financial leader of the late 19th century Benchmark 2. Understands the economic and social changes that occurred in late 19th century American cities (e.g., where industries and transportation expanded; geographic reasons for building factories, commercial centers, and transportation hubs; why different groups moved from the farms to the big cities and how they adjusted; living conditions in the growing cities) Knowledge/skill statements 1. Understands the economic changes that occurred in late 19th century American cities 2. Understands the social changes that occurred in late 19th century American cities 3. Understands where industries expanded in late 19th century American cities 4. Understands where transportation expanded in late 19th century American cities 5. Understands geographic reasons for building factories in late 19th century American cities 6. Understands geographic reasons for building commercial centers in late 19th century American cities 7. Understands geographic reasons for building transportation hubs in late 19th century American cities 8. Understands why different groups moved from the farms to the big cities in the late 19th century 9. Understands how groups that moved from the farms to the big cities adjusted in the late 19th century 10. Knows about the living conditions in the growing cities of late 19th century America Benchmark 3. Understands social development and labor patterns in the late 19th century West (e.g., major technological and geographic influences that affected farming, mining, and ranching; conflicts among farmers, ranchers, and miners during settlement; life on the Great Plains and the idea of "frontier") Knowledge/skill statements 1. Understands social development in the late 19th century West 2. Understands labor patterns in the late 19th century West 3. Understands major technological influences that affected farming in the late 19th century West 4. Understands major geographic influences that affected farming in the late 19th century West 5. Understands major technological influences that affected mining in the late 19th century West 6. Understands major geographic influences that affected mining in the late 19th century West 7. Understands major technological influences that affected ranching in the late 19th century West 8. Understands major geographical influences that affected ranching in the late 19th century West 9. Understands conflicts among farmers, ranchers, and miners during settlement in the late 19th century West 10. Knows about life on the Great Plains during the late 19th century 11. Understands the idea of "frontier" Benchmark 4. Understands environmental issues of the late 19th century (e.g., environmental costs of pollution and depletion of natural resources; efforts of reformers to control pollution and promote concern for the natural environment) Knowledge/skill statements 1. Understands environmental costs of pollution in the late 19th century 2. Understands the costs of depletion of natural resources in the late 19th century 3. Knows about the efforts of reformers to control pollution in the late 19th century 4. Knows about the efforts of reformers to promote concern for the natural environment in the late 19th century Standard 17: Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity Benchmark 1. Understands patterns of immigrant life after 1870 (e.g., where people came from and where they settled; how immigrants formed a new American culture; the challenges, opportunities, and contributions of different immigrant groups; ways in which immigrants learned to live and work in a new country) Knowledge/skill statements 1. Understands where immigrants came from after 1870 2. Understands where immigrants settled after 1870 3. Understands how immigrants formed a new American culture after 1870 4. Understands the challenges of immigrant life after 1870 5. Understands the opportunities of immigrant life after 1870 6. Understands the contributions of different immigrant groups after 1870 7. Understands the ways in which immigrants learned to live in a new country after 1870 8. Understands the ways in which immigrants learned to work in a new country after 1870 Benchmark 2. Understands the experiences of diverse groups and minorities in different regions of the country (e.g., the experiences of African Americans, Asian Americans, and Hispanic Americans; the anti-Chinese movement in the West; the rise of lynching in the South; the impact of Jim Crow laws on African Americans) Knowledge/skill statements 1. Understands the experiences of diverse groups in different regions of the country 2. Understands the experiences of minorities in different regions of the country 3. Understands the experiences of African Americans in different regions of the country 4. Understands the experiences of Asian Americans in different regions of the country 5. Understands the experiences of Hispanic Americans in different regions of the country 6. Knows about the anti-Chinese movement in the West 7. Knows about the rise of lynching in the South 8. Understands the impact of Jim Crow laws on African Americans Benchmark 3. Understands social activities in the late 19th century (e.g., new forms of popular culture and leisure activities at different levels of American society, entertainment for children) Knowledge/skill statements 1. Understands new forms of popular culture at different levels of American society in the late 19th century 2. Understands new forms of leisure activities at different levels of American society in the late 19th century 3. Knows about entertainment for children in the late 19th century Standard 18: Understands the rise of the American labor movement and how political issues reflected social and economic changes Benchmark 1. Understands changes in business and labor practices during the late 19th century (e.g., reasons for child labor and it consequences, changes in business operation, how workers lives were affected after the Civil War) Knowledge/skill statements 1. Understands changes in business practices during the late 19th century 2. Understands changes in labor practices during the late 19th century 3. Understands the reasons for child labor during the late 19th century 4. Understands the consequences of child labor during the late 19th century 5. Understands changes in business operation during the late 19th century 6. Understands how workers lives were affected after the Civil War Benchmark 2. Understands characteristics of the labor conflicts of the late 19th century (e.g., causes and effects of escalating labor conflicts, causes and effects of coal mine strikes, the organizing efforts of Mother Mary Jones) Knowledge/skill statements 1. Understands the causes of escalating labor conflicts in the late 19th century 2. Understands the effects of escalating labor conflicts in the late 19th century 3. Understands causes of coal mine strikes in the late 19th century 4. Understands effects of coal mine strikes in the late 19th century 5. Understands the organizing efforts of Mother Mary Jones in the late 19th century Benchmark 3. Understands major political issues and events of the late 19th century (e.g., the issues and results of the 1896 election, why third parties were established, the importance of Thomas Nast's political cartoons, the lives of important political personalities) Knowledge/skill statements 1. Understands major political issues of the late 19th century 2. Understands major political events of the late 19th century 3. Knows the issues of the 1896 election 4. Knows the results of the 1896 election 5. Understands why third parties were established in the late 19th century 6. Understands the importance of Thomas Nast’s political cartoons in the late 19th century 7. Understands the lives of important political personalities in the late 19th century Standard 19: Understands federal Indian policy and United States foreign policy after the Civil War Benchmark 1. Understands significant events for Native American tribes in the late 19th century and how they responded (e.g., survival strategies of Native American societies during the "second great removal," movement to reservations in western states, the effect of government policies on Native American nations and Native American land holdings between 1870 and 1900) Knowledge/skill statements 1. Understands the significant events for Native American tribes in the late 19th century 2. Understands how Native American tribes responded to significant events in the late 19th century 3. Knows the survival strategies of Native American societies during the "second great removal" 4. Knows about the movement of Native American tribes to reservation in western states in the late 19th century 5. Understands the effect of government policies on Native American nations in the late 19th century 6. Understands the effect of government policies on Native American land holdings between 1870 and 1900 Benchmark 2. Understands the expansion of U.S. territories in the post-Civil War era (e.g., areas the U.S. annexed, primary interests in these areas) Knowledge/skill statements 1. Knows the areas the U.S. annexed in the post-Civil War era 2. Understands the primary interests in the areas annexed by the U.S. in the post-Civil War era Benchmark 3. Understands critical features of the Spanish-American War (e.g., conditions that led to the war with Spain in 1898, character and outcome of the war, leading personalities of the Spanish-American War) Knowledge/skill statements 1. Understands the conditions that led to the war with Spain in 1898 2. Understands the character of the Spanish-American War 3. Knows the outcome of the Spanish-American War 4. Knows about the leading personalities of the Spanish-American War Standard 20: Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Benchmark 1. Understands Progressive ideas and reform efforts (e.g., the Progressive idea of a democracy responsive to the needs of an industrial society, Progressive attempts at social and moral reform, conditions that inspired these reforms) Knowledge/skill statements 1. Understands Progressive ideas 2. Knows about Progressive reform efforts 3. Understands the Progressive idea of a democracy responsive to the needs of an industrial society 4. Knows about the Progressive attempts at social reform 5. Knows about the Progressive attempts at moral reform 6. Understands the conditions that inspired the Progressive attempts for reforms Benchmark 2. Understands political and legislative elements of the Progressive movement (e.g., how the Progressives promoted political change and expanded democracy at state and local levels; the leadership of Presidents Roosevelt, Taft, and Wilson and their ideas for reform; the 16th, 17th, and 18th amendments; the movement for women’s suffrage) Knowledge/skill statements 1. Understands political elements of the Progressive movement 2. Understands legislative elements of the Progressive movement 3. Understands how the Progressives promoted political change at state levels 4. Understands how the Progressives expanded democracy at state levels 5. Understands how the Progressives expanded democracy at local levels 6. Understands how the Progressives promoted political change at local levels 7. Understands the leadership of President Roosevelt and his ideas for reform 8. Understands the leadership of President Taft and his ideas for reform 9. Understands the leadership of President Wilson and his ideas for reform 10. Understands the 16th amendment 11. Understands the 17th amendment 12. Understands the 18th amendment 13. Understands the movement for women’s suffrage Benchmark 3. Understands issues and perspectives of different groups during the Progressive era (e.g., African Americans and their alternative programs; women, Native Americans, organized workers) Knowledge/skill statements 1. Understands issues of different groups during the Progressive era 2. Understands the perspectives of different groups during the Progressive era 3. Understands African Americans and their alternative programs during the Progressive era 4. Understands women’s groups during the Progressive era 5. Understands Native American groups during the Progressive era 6. Understands organized worker’s groups during the Progressive era Benchmark 4. Understands how migrants from rural areas and immigrants from other lands experienced life in growing urban centers and how they coped (e.g., schools, settlement houses, religious groups, philanthropists) Knowledge/skill statements 1. Understands how migrants from rural areas experienced life in growing urban centers 2. Understands how migrants from rural areas coped 3. Understands how immigrants from other lands experienced life in growing urban centers 4. Understands how immigrants from other lands coped 5. Understands how migrants from rural areas coped in growing urban centers through schools 6. Understands how immigrants from other lands coped in growing urban centers through schools 7. Understands how migrants from rural areas coped in growing urban centers through settlement houses 8. Understands how immigrants from other lands coped in growing urban centers through settlement houses 9. Understands how migrants from rural areas coped in growing urban centers through religious groups 10. Understands how immigrants from other lands coped in growing urban centers through religious groups 11. Understands how migrants from rural areas coped in growing urban centers through help from philanthropists 12. Understands how immigrants from other lands coped in growing urban centers through help from philanthropists Standard 21: Understands the changing role of the United States in world affairs through World War I Benchmark 1. Understands various U.S. foreign policies in the early part of the 20th century (e.g., the Open Door policy; places the U.S. claimed, occupied, or protected in the Caribbean after the Spanish-American War; the importance of the Panama Canal) Knowledge/skill statements 1. Understands the Open Door policy 2. Knows the places the U.S. claimed in the Caribbean after the Spanish-American War 3. Knows the places the U.S. occupied in the Caribbean after the Spanish-American War 4. Knows the places the U.S. protected in the Caribbean after the Spanish-American War 5. Understands the importance of the Panama Canal Benchmark 2. Understands World War I prior to U.S. intervention (e.g., the causes in 1914, reasons for declaration of U.S. neutrality, locations of Allied and Central Powers, the extent of war in Europe and the use of new weapons and technology) Knowledge/skill statements 1. Understands the causes of World War I in 1914 2. Understands the reasons the U.S. declared neutrality 3. Understands the locations of Allied powers 4. Understands the locations of the Central powers 5. Understands the extent of war in Europe 6. Understands the use of new weapons 7. Understands the use of new technology Benchmark 3. Understands U.S. involvement in World War I (e.g., how the American Expeditionary Force contributed to the Allied victory, Wilson’s Fourteen Points, the negotiation of the Versailles Treaty, the national debate over treaty ratification and the League of Nations) Knowledge/skill statements 1. Understands how the American Expeditionary Force contributed to the Allied victory 2. Knows about Wilson’s Fourteen Points 3. Understands the negotiation of the Versailles Treaty 4. Understands the national debate over treaty ratification 5. Understands the national debate over the League of Nations Standard 22: Understands how the United States changed between the post-World War I years and the eve of the Great Depression Benchmark 1. Understands efforts to restrict immigrants and diverse groups of people in the post-World War I era (e.g., the closing of the "Golden Door," nativism and anti-immigrant attitudes) Knowledge/skill statements 1. Understands efforts to restrict immigrants in the post-World War I era 2. Understands efforts to restrict diverse groups in the post-World War I era 3. Understands the closing of the "Golden Door" during the post-World War I era 4. Understands nativism during the post-World War I era 5. Understands anti-immigrant attitudes during the post-World War I era Benchmark 2. Understands how urban life changed in the 1920s (e.g., how scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, transformed production, work and daily life; how improvements in steel construction and elevators contributed to the changes; why people prized home ownership; why people left the cities for the suburbs) Knowledge/skill statements 1. Understands how scientific management transformed production in the 1920s 2. Understands how scientific management transformed work in the 1920s 3. Understands how scientific management transformed daily life in the 1920s 4. Understands how technological innovations transformed production in the 1920s 5. Understands how technological innovations transformed work in the 1920s 6. Understands how technological innovations transformed daily life in the 1920s 7. Understands how assembly lines transformed production in the 1920s 8. Understands how assembly lines transformed work in the 1920s 9. Understands how assembly lines transformed daily life in the 1920s 10. Understands how rapid transit transformed production in the 1920s 11. Understands how rapid transit transformed work in the 1920s 12. Understands how rapid transit transformed daily life in the 1920s 13. Understands how household appliances transformed production in the 1920s 14. Understands how household appliances transformed work in the 1920s 15. Understands how household appliances transformed daily life in the 1920s 16. Understands how radio transformed production in the 1920s 17. Understands how radio transformed work in the 1920s 18. Understands how radio transformed daily life in the 1920s 19. Understands how improvements in steel constructions contributed to changes in the 1920s 20. Understands how elevators contributed to changes in the 1920s 21. Understands why people prized home ownership in the 1920s 22. Understands why people left the cities for the suburbs in the 1920s Benchmark 3. Understands the rise of a mass culture in the 1920s (e.g., the media and recreation available in the 1920s; how increased leisure time promoted the growth of professional sports, amusement parks, and national parks; the impact of recreational areas on the local environment) Knowledge/skill statements 1. Understands the media in the 1920s 2. Understands the recreation available in the 1920s 3. Understands how increased leisure time promoted the growth of professional sports in the 1920s 4. Understands how increased leisure time promoted the growth of amusement parks in the 1920s 5. Understands how increased leisure time promoted the growth of national parks in the 1920s 6. Understands the impact of recreational areas on the local environment in the 1920s Benchmark 4. Understands influences on African American culture during the 1920s (e.g., the Harlem Renaissance) Knowledge/skill statements 1. Knows about the Harlem Renaissance Benchmark 5. Understands the effects of women’s suffrage on politics (e.g., the major events of women’s suffrage movement from the Seneca Falls Convention of 1848 to the ratification of the 19th amendment; how the 19th Amendment changed political life in America) Knowledge/skill statements 1. Understands the major events of the women’s suffrage movement from the Seneca Falls convention of 1848 to the ratification of the 19th amendment 2. Understands how the 19th Amendment changed political life in America Benchmark 6. Understands how women's lives changed after World War I (e.g., their contributions in schools, hospitals, settlement houses, and social agencies; how the spread of electrification and household appliances improved the life of homemakers) Knowledge/skill statements 1. Understands women’s contributions in schools after World War I 2. Understands women’s contributions in hospitals after World War I 3. Understands women’s contributions in settlement houses after World War I 4. Understands women’s contributions in social agencies after World War I 5. Understands how the spread of electrification improved the life of homemakers 6. Understands how the spread of household appliances improved the life of homemakers Benchmark 7. Understands aspects of Prohibition (e.g., smuggling) Knowledge/skill statements 1. Understands the aspect of smuggling in Prohibition Standard 23: Understands the causes of the Great Depression and how it affected American society Benchmark 1. Understands economic aspects of the Great Depression (e.g., the causes and consequences of the stock market crash of 1929; the factors that contributed to the Great Depression; the effects of the depression on farmers, city workers, and military veterans) Knowledge/skill statements 1. Understands the causes of the stock market crash of 1929 2. Understands the consequences of the stock market crash of 1929 3. Understands the factors that contributed to the Great Depression 4. Understands the effects of the depression on farmers 5. Understands the effects of the depression on city workers 6. Understands the effects of the depression on military veterans Benchmark 2. Understands the environmental and social impact of the Great Depression (e.g., the effects of the Great Depression and Dust Bowl on American farm owners, tenants, and sharecroppers; the effects of the depression on diverse groups and on local communities) Knowledge/skill statements 1. Understands the environmental impact of the Great Depression 2. Understands the social impact of the Great Depression 3. Understands the effects of the Great Depression on American farm owners 4. Understands the effects of the Great Depression on American farm tenants 5. Understands the effects of the Great Depression on American sharecroppers 6. Understands the effects of the Dust Bowl on American farm owners 7. Understands the effects of the Dust Bowl on American farm tenants 8. Understands the effects of the Dust Bowl on American sharecroppers 9. Understands the effects of the depression on diverse groups 10. Understands the effects of the depression on local communities Standard 24: Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state Benchmark 1. Understands the background and leadership styles of depression-era presidents (e.g., Herbert Hoover, Franklin D. Roosevelt) Knowledge/skill statements 1. Understands the background of depression-era presidents 2. Understands the leadership styles of depression-era presidents 3. Understands the background of Herbert Hoover 4. Understands the background of Franklin D. Roosevelt 5. Understands the leadership style of Herbert Hoover 6. Understands the leadership style of Franklin D. Roosevelt Benchmark 2. Understands the influences on and impact of the New Deal (e.g., how legislation and policies affected American workers and the labor movement, the condition of working men and women in the United States in the 1930s, how the New Deal affected the lives of local families, how women contributed to New Deal programs) Knowledge/skill statements 1. Understands the influences of the New Deal 2. Understands the impact of the New Deal 3. Understands how legislation affected American workers during the 1930s 4. Understands how policies affected American workers during the 1930s 5. Understands how legislation affected the labor movement during the 1930s 6. Understands how policies affected the labor movement during the 1930s 7. Understands the condition of working men in the United States in the 1930s 8. Understands the condition of working women in the United States in the 1930s 9. Understands how the New Deal affected the lives of local families 10. Understands how women contributed to New Deal programs Benchmark 3. Understands the significance and legacy of the New Deal (e.g., major New Deal programs still in effect today, support for and opposition to Roosevelt’s "court packing" proposal and why he abandoned this proposal) Knowledge/skill statements 1. Understands the significance of the New Deal ideology 2. Understands the legacy of the New Deal 3. Understands that major New Deal programs are still in effect today 4. Understands support for Roosevelt’s "court packing" proposal 5. Understands the opposition to Roosevelt’s "court packing" proposal 6. Understands why Roosevelt abandoned his "court packing" proposal Standard 25: Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs Benchmark 1. Understands events leading to U.S. involvement in World War II (e.g., reasons for American isolationist sentiment and its effects on international relations and diplomacy; American responses to German, Italian, and Japanese aggression in Europe, Africa, and Asia from 1935 to 1941, global involvement of nations and people before World War II; the location of Pearl Harbor and events that brought the U.S. into the war) Knowledge/skill statements 1. Understands reasons for American isolationist sentiment prior to World War II 2. Understands the effects of American isolationist sentiment on international relations prior to World War II 3. Understands the effects of American isolationist sentiment on international diplomacy prior to World War II 4. Understands American responses to German aggression in Europe from 1935 to 1941 5. Understands American responses to Italian aggression in Africa from 1935 to 1941 6. Understands American responses to Japanese aggression in Asia from 1935 to 1941 7. Understands the global involvement of nations before World War II 8. Understands the global involvement of people before World War II 9. Knows the location of Pearl Harbor 10. Understands the events that brought the U.S. into the war Benchmark 2. Understands significant military aspects of World War II (e.g., major turning points of the war; Axis and Allied military campaigns in the European and Pacific theaters; the financial, material, and human costs of the war and their economic consequences for the Allies and the Axis powers; the locations of the major theaters of war in North Africa, Europe, and the Pacific; the diverse contributions of men and women during the war) Knowledge/skill statements 1. Knows the major turning points of World War II 2. Understands the Axis military campaigns in the European theater 3. Understands the Axis military campaigns in the Pacific theater 4. Understands the Allies military campaigns in the European theater 5. Understands the Allies military campaigns in the Pacific theater 6. Understands the financial costs of the war for the Allies and Axis powers 7. Understands the material costs of the war for the Allies and Axis powers 8. Understands the human costs of World War II for the Allies and Axis powers 9. Understands the economic consequences of World War II for the Allies 10. Understands the economic consequences of World War II for the Axis powers 11. Knows the locations of the major theaters of war in North Africa 12. Knows the locations of the major theaters of war in Europe 13. Knows the locations of the major theaters of war in the Pacific 14. Understands the diverse contributions of men during the war 15. Understands the diverse contributions of women during the war Benchmark 3. Understands events on the U.S. home front during World War II (e.g., economic and military mobilization; the internment of Japanese Americans and the implications for civil liberties) Knowledge/skill statements 1. Understands economic mobilization on the U.S. home front during World War II 2. Understands military mobilization on the U.S. home front during World War II 3. Understands the internment of Japanese Americans in the U.S. during World War II 4. Understands the implications for civil liberties from the internment of Japanese Americans Standard 26: Understands the economic boom and social transformation of post-World War II United States Benchmark 1. Understands the impact of postwar scientific research on contemporary society (e.g., the work of pioneers in modern scientific research, the significance of research and scientific breakthroughs in promoting the U.S. space program) Knowledge/skill statements 1. Understands the work of pioneers in modern scientific research 2. Understands the significance of research breakthroughs in promoting the U.S. space program 3. Understands the significance of scientific breakthroughs in promoting the U.S. space program Benchmark 2. Understands how the American economy changed in the post-World War II period (e.g., reasons for sustained economic growth, economic opportunities for members of the armed forces) Knowledge/skill statements 1. Understands reasons for sustained economic growth in the post World War II period 2. Understands economic opportunities for members of the armed forces in the post World War II period Benchmark 3. Understands influences on American society during the post-World War II years (e.g., the effects of the G.I. Bill, the influence of popular culture and the mass media) Knowledge/skill statements 1. Understands the effects of the G.I. Bill 2. Understands the influence of popular culture during the post-World War II years 3. Understands the influence of mass media during the post-World War II years Standard 27: Understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Benchmark 1. Understands influences on international relations after World War II (e.g., the "flawed peace" resulting from World War II, the effectiveness of the United Nations in reducing international tensions and conflict) Knowledge/skill statements 1. Knows about the "flawed peace" resulting from World War II 2. Understands the effectiveness of the United Nations in reducing international tensions and conflict Benchmark 2. Understands shifts in international relations after World War II (e.g., effects of popular uprisings against communist governments in Eastern Europe on U.S. foreign policy, U.S. relations with Israel and how Arab-Israeli crises influenced U.S. foreign policy, how the modern state of Israel became an independent country after World War II) Knowledge/skill statements 1. Understands effects of popular uprisings against communist governments in Eastern Europe on U.S. foreign policy 2. Understands U.S. relations with Israel and how Arab-Israeli crises influenced U.S. foreign policy 3. Knows how the modern state of Israel became an independent country after World War II Benchmark 3. Understands the characteristics and impact of the Vietnam War (e.g., the war's effect on Vietnamese and Americans; effects on postwar politics and culture; the location of the war in Southeast Asia; how the war escalated during the 1960s) Knowledge/skill statements 1. Understands the effect of the Vietnam War on Vietnamese and Americans 2. Understands the effects of the Vietnam War on postwar politics and culture 3. Knows the location of the Vietnam War in Southeast Asia 4. Knows how the Vietnam War escalated during the 1960s Standard 28: Understands domestic policies in the post- World War II period Benchmark 1. Understands the civil rights movement during President Truman's presidency (e.g., his support of civil rights, the effect on the Democratic party) Knowledge/skill statements 1. Understands President Truman’s support of civil rights 2. Understands the effects of the Civil Rights movement on the democratic party Benchmark 2. Understands the impact of the Kennedy and Johnson administrations on domestic affairs (e.g., the domestic policies of the "New Frontier," legislation and programs enacted during Johnson’s presidency, how Jacqueline Kennedy developed the Camelot images to depict her husband’s presidency) Knowledge/skill statements 1. Understands the impact of the Kennedy administration on domestic affairs 2. Understands the impact of the Johnson administration on domestic affairs 3. Knows about the domestic policies of the "New Frontier" 4. Knows about legislation and programs enacted during Johnson’s presidency 5. Knows how Jacqueline Kennedy developed the Camelot images to depict her husband’s presidency Standard 29: Understands the struggle for racial and gender equality and for the extension of civil liberties Benchmark 1. Understands the development of the civil rights movement (e.g., the Supreme Court case Brown v. Board of Education and its significance in advancing civil rights; the resistance to civil rights in the South between 1954 and 1965; how the "freedom ride," "civil disobedience," and "non-violent resistance" were important to the civil rights movement; Martin Luther King Jr.’s "I Have a Dream" speech in the context of major events) Knowledge/skill statements 1. Knows the significance of the Brown v. Board of Education case in advancing civil rights 2. Knows about resistance to civil rights in the South between 1954 and 1965 3. Knows why the "freedom ride" was important to the civil rights movement 4. Knows why the philosophy of "civil disobedience" was important to the civil rights movement 5. Knows why "non-violent resistance" was important to the civil rights movement 6. Knows about Martin Luther King Jr.’s "I Have a Dream" speech, and the context in which it was given Benchmark 2. Understands the involvement of diverse groups in the civil rights movement (e.g., the agendas, strategies, and effectiveness of African, Asian, Latino, and Native Americans, as well as the disabled, in advancing the movement for civil and equal rights; regional issues important to diverse groups and their efforts to attain equality and civil rights after World War II ) Knowledge/skill statements 1. Knows the agendas, strategies, and effectiveness of African American groups in the civil rights movement 2. Knows the agendas, strategies, and effectiveness of Asian American groups in the civil rights movement 3. Knows the agendas, strategies, and effectiveness of Latino American groups in the civil rights movement 4. Knows the agendas, strategies, and effectiveness of Native American groups in the civil rights movement 5. Knows the agendas, strategies, and effectiveness of groups representing the disabled in the civil rights movement 6. Knows the regional issues that were important to African American groups during their efforts to attain equality and civil rights after World War II 7. Knows the regional issues that were important to Asian American groups during their efforts to attain equality and civil rights after World War II 8. Knows the regional issues that were important to Latino American groups during their efforts to attain equality and civil rights after World War II 9. Knows the regional issues that were important to Native American groups during their efforts to attain equality and civil rights after World War II 10. Knows the regional issues that were important to groups representing the disabled during their efforts to attain equality and civil rights after World War II Benchmark 3. Understands the development of the post-World War II women’s movement (e.g., the major issues affecting women and the conflicts these issues engendered, the emergence of the National Organization for Women, post-World War II attitudes toward women) Knowledge/skill statements 1. Knows the major issues affecting women after World War II 2. Knows the conflicts engendered by the issues affecting women after World War II 3. Knows about the emergence of the National Organization for Women 4. Knows post-World War II attitudes toward women Benchmark 4. Understands the Warren Court’s interpretation of freedom of religion (e.g., the importance of the separation of church and state and freedom of religion in contemporary American society, local and regional issues regarding religious freedom) Knowledge/skill statements 1. Knows the Warren Court’s interpretation of freedom of religion 2. Knows the importance of the separation of church and state in contemporary American society 3. Knows the importance of freedom of religion in contemporary American society 4. Knows local and regional issues related to religious freedom Standard 30: Understands developments in foreign policy and domestic politics between the Nixon and Clinton presidencies Benchmark 1. Understands domestic politics from Nixon to Carter (e.g., the effectiveness of different social and environmental programs under the Nixon, Ford, and Carter administrations; the Nixon administration's involvement in Watergate, and the role of the media in exposing the scandal; how "law and order," the "Silent Majority," and the "New Federalism" were used by the Nixon administration) Knowledge/skill statements 1. Knows about Nixon’s domestic politics 2. Knows about Ford’s domestic politics 3. Knows about Carter’s domestic politics 4. Knows about the effectiveness of social programs under Nixon 5. Knows about the effectiveness of social programs under Ford 6. Knows about the effectiveness of social programs under Carter 7. Knows about the effectiveness of environmental programs under Nixon 8. Knows about the effectiveness of environmental programs under Ford 9. Knows about the effectiveness of environmental programs under Carter 10. Knows about the Nixon administration’s involvement in Watergate 11. Knows how the media exposed the Watergate scandal 12. Knows how "law and order," the "Silent Majority," and the "New Federalism" were used by the Nixon administration Benchmark 2. Understands elements of both the Reagan and Bush presidencies (e.g., the impact of the "Reagan Revolution" on federalism and public perceptions of the role of government, reasons for Reagan’s popularity, how each administration dealt with major domestic problems) Knowledge/skill statements 1. Knows elements of the Reagan presidency 2. Knows elements of the Bush presidency 3. Knows the impact of the "Reagan Revolution" on federalism 4. Knows the impact of the "Reagan Revolution" on public perceptions of the role of government 5. Knows reasons for Reagan’s popularity 6. Knows how the Reagan administration dealt with major domestic problems 7. Knows how the Bush administration dealt with major domestic problems Benchmark 3. Understands the events that influenced U.S. foreign policy from the Carter to the G.Bush administrations (e.g., Reagan’s efforts to reassert American military power and rebuild American prestige; crisis areas around the world and some of the major peace initiatives made during the Carter administration; geographic changes after the fall of the U.S.S.R. and communist states in eastern Europe; places in the Middle East, Central America, the Caribbean, Africa, and Asia where U.S. advisers and military forces were involved during the Reagan and Bush years) Knowledge/skill statements 1. Knows the events that influenced U.S. foreign policy during the Carter administration 2. Knows the events that influenced U.S. foreign policy during the Reagan administration 3. Knows the events that influenced U.S. foreign policy during the Bush administration 4. Knows how Reagan tried to reassert American military power and rebuild American prestige 5. Knows the crisis areas in the world during the Carter administration 6. Knows the peace initiatives made during the Carter administration 7. Knows geographic changes that occurred after the fall of the U.S.S.R. and communist states in Eastern Europe 8. Knows places in the Middle East, Central America, the Caribbean, Africa, and Asia where U.S. advisers and military forces were involved during the Reagan years 9. Knows places in the Middle East, Central America, the Caribbean, Africa, and Asia where U.S. advisers and military forces were involved during the Bush years Standard 31: Understands economic, social, and cultural developments in the contemporary United States Benchmark 1. Understands changes in the contemporary workplace (e.g., how scientific and technological changes and the computer revolution affect the economy and nature of work, kinds of education and skills required for available jobs) Knowledge/skill statements 1. Knows the changing nature of the contemporary workplace 2. Knows how scientific changes affect the economy and nature of work 3. Knows how scientific changes affect the education and skills needed for available jobs 4. Knows how technological changes affect the economy and nature of work 5. Knows how the computer revolution affects the economy and nature of work 6. Knows how the computer revolution affects the education and skills needed for available jobs Benchmark 2. Understands the factors that prompted new immigration in contemporary American society (e.g., new immigration policies after 1965, areas of the world from which most immigrants have come) Knowledge/skill statements 1. Knows the causes of immigration in contemporary America 2. Knows immigration policies after 1965 3. Knows areas of the world from which most immigrants have come Benchmark 3. Understands influences on religion in contemporary society (e.g., how changing immigration patterns affected religious diversity, issues related to religious belief) Knowledge/skill statements 1. Knows the factors that influence religion in contemporary society 2. Knows how changing immigration patterns affected religious diversity 3. Knows issues related to religious belief in contemporary society Benchmark 4. Understands aspects of contemporary American culture (e.g., the international influence of American culture, increased popularity of professional sports, influence of spectator sports on popular culture, sports and entertainment figures who advertise specific products) Knowledge/skill statements 1. Knows about aspects of contemporary American culture 2. Knows the international influence of American culture 3. Knows that professional sports have increased in popularity 4. Knows that spectator sports influence popular culture 5. Knows sports figures who advertise specific products 6. Knows entertainment figures who advertise specific products Benchmark 5. Understands contemporary issues concerning gender and ethnicity (e.g., the range of women’s organizations, the changing goals of the women’s movement, and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic, and Native Americans have shaped American life and retained their cultural heritage) Knowledge/skill statements 1. Knows about current issues surrounding gender 2. Knows about current issues surrounding ethnicity 3. Knows about women’s organizations 4. Knows the changing goals of the women’s movement 5. Knows the issues currently dividing women 6. Knows about issues of justice and common welfare 7. Knows how interest groups strive for equality and justice 8. Knows how African Americans have shaped American life and retained their cultural heritage 9. Knows how Asian Americans have shaped American life and retained their cultural heritage 10. Knows how Native Americans have shaped American life and retained their cultural heritage |
5-6 United States History |