Goal 1
Political Systems:

The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.

Goal 1
Political Systems:

The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.

Goal 1
Political Systems:

The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.

a. Indicators:

The student will:

• analyze historic documents to determine the basic principles of United States government and apply them to real-world situations.

• evaluate the degree to which principles of government assist or impede the functioning of government and protect rights of individuals and groups.

• evaluate roles and policies the United States government has assumed regarding public issues.

• explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.

2. Expectation: The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.

a. Indicators:

The student will:

• analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society.

• evaluate the responsiveness of government in achieving the ideal, "Equal Justice Under Law" during specific periods of United States history.

• evaluate legislation related to the rights of individuals and groups in United States society.

• evaluate the impact of presidential decisions which have affected the rights of individuals and groups in United States society.

• evaluate examples of government actions to maintain order and safety of citizens.

• analyze fundamental principles of United States law.

• compare and contrast elements, proceedings, and decisions related to criminal and civil law.

a. Indicators:

The student will:

• analyze the Declaration of Independence as a document that shaped the political philosophy of the United States.

• analyze the evolution of United States representative democracy since the writing and ratification of the constitution and the Bill of Rights.

• examine the development of the broadening of the political base in the 19th century.

• analyze the causes of constitutional amendments during the era of the Civil War and Reconstruction.

• analyze how the Progressive Movement influenced government changes at the local, state, and federal levels.

• explain how the New Deal changed government response to political, economic, and social needs.

• evaluate the Great Society as an experiment in the increased federal role in society.

• evaluate the impact of presidential decisions affecting rights of individuals and groups in United States society.

2. Expectation: The student will analyze political change related to intellectual, social, and economic conditions during major historical periods.

a. Indicators:

The student will:

• trace the evolution of the labor movement and its impact on society.

• assess the impact of market theory of economics on government policy.

• trace the role of the women's movement and its effect on social reforms and political changes in the United States.

• analyze legislation designed to protect rights of individuals and groups and promote equity in United States society.

• compare United States immigration policies in the 19th and 20th centuries.

• analyze the influence of literary and social movements on political change.

a. Indicators:

The student will:

• categorize causes of political and social change and explain the consequences for political and social order. Content to achieve this indicator includes:

- Decline of feudalism
- Enlightenment
- Industrial Revolution
- Russian Revolution
- 20th century revolution in China
- Apartheid in South Africa

• evaluate the degree to which political institutions promote continuity and stability in a society. Content to achieve this indicator includes:

- Development of kingdoms in West Africa
- Development of nation-states in Europe
- Constitutional development in 17th century England
- Dynasties in China
- Totalitarianism in the Soviet Union and Nazi Germany

• explain significant changes that are considered turning points or benchmarks in world history from historical, political, and social perspectives. Content to achieve this indicator includes:

- Reformation
- European exploration and exchange in the Americas and Africa
- French Revolution
- World War I and World War II
- Cold War

• analyze the impact of technology as it contributes to continuity and change in the political and social order. Content to achieve this indicator includes:

- Invention of the printing press
- Introduction of gunpowder
- Factory system
- Nuclear energy and weapons

Goal 2
Peoples of the Nation and World:

The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.

Goal 2
Peoples of the Nation and World:

The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.

Goal 2
Peoples of the Nation and World:

The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.

a. Indicators:

The student will:

• analyze the effect of networks that link nations to United States economic, political, social, and foreign policy.

• evaluate the effectiveness of international alliances from the perspective of the United States.

2. Expectation: The student will compare and evaluate the effectiveness of the United States system of government and various other national and international political systems.

a. Indicators:

The student will analyze:

• advantages and disadvantages of various types of governments throughout the world.

• the impact of the issues of national sovereignty, self-determination, and human rights on international organizations and relationships.

a. Indicators:

The student will:

• analyze the impact of immigration and settlement patterns of ethnic and racial groups on 19th and 20th century United States society.

• analyze the effect of participation in war efforts by various groups.

• analyze the commonality and diversity of peoples of the United States throughout its history.

2. Expectation: The student will examine the historic role of the United States in world affairs.

a. Indicators:

The student will:

• explain the impact of Washington's Farewell Address, the Monroe Doctrine, and Manifest Destiny on United States foreign policy in the late 19th and early 20th centuries.

• examine isolationism as United States foreign policy related to global conflict.

• analyze the impact of the policy of containment on United States domestic and international politics since World War II.

• analyze the impact of the Korean and Vietnam conflicts on the United States.

• examine the role of the United States in international organizations.

a. Indicators:

The student will:

• identify and analyze examples of cultural diffusion. Content to achieve this indicator includes:

- Spread and influence of Islam
- Spread and influence of Buddhism
- Achievements and influence of the Renaissance
- African Diaspora

2. Expectation: The student will evaluate the causes and effects of regional and global changes that result from nationalism and imperialism.

a. Indicators:

The student will:

• describe the motivations of governments to expand their economic, political, and cultural influence into other areas of the world. Content to achieve this indicator includes:

- Mercantilism
- Napoleonic Empire
- European imperialism
- Japanese imperialism

• analyze the ways people, nations, and/or regions respond to political, economic, and cultural imperialism. Content to achieve this indicator includes:

- Aztec resistance to Spanish rule
- Rebellion in 19th century China
- African resistance to imperialism
- India under British rule

• explain how political borders resulting from nationalism and imperialism create or resolve conflict between and among nations. Content to achieve this indicator includes:

- Conference of Berlin - 1884-85
- Ottoman Empire
- Treaty of Versailles

3. Expectation: The student will compare the causes and consequences of regional and global conflicts.

a. Indicators:

The student will:

• explain how the consequences of one conflict may sow the seeds of future conflicts. Content to achieve this indicator includes:

- Reaction to Napoleonic Empire
- Opium Wars and European control of China
- Treaty of Versailles and World War II
- British/Arab/Jewish agreements to create Israel

• draw conclusions about how regional differences or similarities in religion, resource allocation, language, political beliefs, or other factors may lead to cooperation, conflict, and/or movements of people. Content to achieve this indictors includes:

- Settlement of South Africa
- Jewish Diaspora and holocaust
- Separation of India and Pakistan
- Ghana and Nigeria after independence
- Formation of the Untied Nations
- Causes of migrations to the United States
- Formation of economic alliances.

Goal 3
Geography:

The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution
of human activities
throughout history.

Goal 3
Geography:

The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities
throughout history.

Goal 3
Geography:

The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities
throughout history.

a. Indicators:

The student will:

• explain the influence of demographic changes on government policies.

• evaluate the role of government in addressing land use and other environmental issues.

• analyze the roles and relationships of regions on the formation and implementation of government policy.

a. Indicators:

The student will:

• analyze the importance of cultural and physical geographic factors on patterns of movement and settlement of people in the United States in the 19th and 20th centuries.

• relate the location and types of natural resources found in the United States to its development as a world power in the 20th century.

• analyze the changing roles and relationships of different regions of the United States in the 19th and 20th centuries.

• evaluate the importance of different types of transportation and communication networks as factors contributing to the development of the United States.

2. Expectation: The student will explain the impact of geographical and environmental factors on development of the United States.

a. Indicators:

The student will:

• analyze interactions of people and environment related to westward expansion.

• identify the trade-off between environmental quality and economic growth in the 19th and 20th centuries.

• explain how the geographic location of the United States has affected its foreign policy.

a. Indicators:

The student will:

• analyze the influence of physical geographic factors to include location, climate, and resources as they relate to settlement patterns. Content to achieve this indicator includes:

- Location, growth, and development of cities
- Land use patterns before and after agricultural

mechanization

• analyze the impact of human settlement patterns on the environment. Content to achieve this indicator includes:

- Land reclamation
- Desertification in the Sahara
- Greenhouse effect

2. Expectation: The student will examine the role of culture in shaping regional and global interactions.

a. Indicators:

The student will:

• analyze the role of social institutions in shaping distinct cultural identities. Content to achieve this indicator includes:

- Hinduism in India
- Christianity in Europe
- Communism in the Soviet Union

• examine how culture has been transmitted and diffused. Content to achieve this indicator includes:

- Catholicism in Latin America
- African art and music in the Americas
- Chinese influence in Southeast Asia and Japan

• evaluate the impact of culture on a region. Content to achieve this indicator includes:

- Islam in the Middle East
- European colonization in West Africa
- Confucianism in Asia

3. Expectation: The student will assess the impact of technology in shaping regional and global cooperation, conflict, and interdependence.

a. Indicators:

The student will:

• explain the role of transportation and communication in linking world regions. Content to achieve this indicator includes:

- Impact of trade routes
- Development of telecommunications

• assess how technological advances have created and continue to create opportunities for competition, cooperation, conflict, and interdependence. Content to achieve this indicator includes:

- Space exploration
- Emergence of Pacific Rim economic power

Goal 4
Economics:

The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to the effective citizens, consumers, and workers.

Goal 4
Economics:

The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to the effective citizens, consumers, and workers.

Goal 4
Economics:

The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to the effective citizens, consumers, and workers.

a. Indicators:

The student will:

• describe how governments answer the basic economic questions of what to produce, how to produce, and for whom to produce.

• utilize the principles of economic costs and benefits, and opportunity costs to analyze the effectiveness of government policy in achieving socioeconomic goals.

• examine regulatory agencies and their social, economic, and political impact on the United States.

• evaluate the effectiveness of current monetary and fiscal policy in promoting full employment, price stability, and economic growth.

a. Indicators:

The student will:

• analyze the ways in which the allocation of resources has influenced the economic development of the United States in the 19th and 20th centuries.

• evaluate the effects of specialization, trade, and interdependence on the well-being of the United States.

• examine the development and long-term effects of business, farm, and labor organizations on the United States economy.

• trace the relative importance of traditional, command, and market influences on the United States economy in answering basic economic questions of what, how, and for whom.

a. Indicators:

The student will:

• compare the goals and allocation of resources (natural, capital, human) in traditional, market, command, and mixed economic systems. Content to achieve this indicator includes:

- Manorialism
- Mercantilism
- Laissez-faire (Adam Smith)
- Marxism-command economy
- Mixed economies

• evaluate the effectiveness with which people throughout history have utilized specialization and trade to address economic scarcity and unequal resource allocation. Content to achieve this indicator includes:

- Economic motivations for explorations
- Economic motivations for imperialism
- Slavery and the Triangle Trade
- National use of natural, human, and capital resources
- Factors influencing economic development–0

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