United States history: objectives with further definitions, 1990

UNITED STATES HISTORY OBJECTIVES WITH FURTHER DEFINITIONS

copyright c 1990 Georgia Department of Education, Division of Instructional Media

UNITED STATES mSTORY (9-12)
CONTENT OBJECTIVE .
A 1. Demonstrates how the historian gathers and interprets data
The historian gathers data through reading primary and secondary sources; by interviewing; and by living among people, drawing conclusions and making inferences about their lifestyles. Historians also may study ruins of a civilization or even dig through trash heaps to learn about the civilization being studied. From their investigations, historians infer or try to pieCe together how people lived, what happened to these people and why these people or certain events are important in history. Modern historians also view films and have access to technology not available to earlier historians.
1. lists ways that a historian gathers evidence (C) 2. Distinguishes between primary and secondary sources of information (C) 3. Describes how historians research a historical site (C) 4. Makes inferences about a civilization based on the examination of
artifacts produced by the civilization (C) 5. Compares and contrasts different forms of historical evidence such as
primary sources and artifacts (C) 6. Compares several descriptions of the same historical event for historical
accuracy (C) 7. Uses data gathering and interpretation methods of an historian when
developing an historical project or essay (C) 8. Evaluates the historical accuracy of several primary sources (C)

UNITED STATES '~;YiL~~TORY (9-12)
CONTENT OBJECTIVE .;"..
A2. Identifies and describes the native inhabitants the Europeans found in the New World
The Indians the Europeans encountered ranged from groups of the Southwest, the Plains, the Southeast to the Eastern Woodlands. There were hundreds of small individual tribes. Names familiar today such as Alabama, Wisconsin, Omaha and Iowa are names of Indian tribes.
1. Labels on a map the major Indian tribes found in North America along th east coast in 1600 (C)
2. Describes the practice of slavery among Indian tribes (C) 3. Describes the cultures of a selected Indian tribe (C) 4. Describes how the environment impacted on the lifestyles of various
Indian tribes (C) 5. Explains how various Native American tribes used their productive
resources, i.e., (natural resources), labor (human resources) and capital (tools) (C) 6. Compares and contrasts the different cultures and lifestyles of major groups of Indians found by Europeans that came to the New World (C) 7. Analyzes how economic concepts such as scarcity related to the culture of various early American Indian tribes (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECTIVE

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A3. Traces European exploration and rivalry in the discovery and settlement of the New World
The Spanish first explored Central and South America and then moved into the southeastern and southwestern part of the United States in search of gold. The French settled the Northeastern part of North American; they were primarily interested in the fur trade. The English settled along the eastern seaboard, partly for economic and religious reasons and partly because of political rivalry with other European countries. The three "G's", gold, glory and gospel, summarize the reasons for exploration, settlement and rivalry in the new world. In some cases, two or more countries were in contention for the same land, sometimes for the same reasons but often for different reasons.
1. Charts the exploration of each major European country on a world map (C)
2. Identifies major explorers of the New World, the countries for which they sailed and their conquests (C)
3. Explains the impact of ocean and wind currents on the discovery of the new world (C)
4. Gives examples of French and Spanish influences in the United States today as a result of early exploration (C)
5. Gives examples of towns in the United States that have French or Spanish names (C)
6. Describes examples of rivalry between European countries in the settlement of the New World (C)
7. Explains how land that is now the state of Georgia was sought and claimed by different European countries (C)
8. Suggests ways the United States would be different if Spain of France had gained power on the eastern seaboard rather than England (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECTIVE

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B.4. Analyzes the events and scientific changes that led to the founding of the New World
Tremendous changes took place in Europe starting in the thirteenth century. An economic revolution stressed banking and trade; a political revolution led to nationalism and rule by absolute monarchies; a religious revolution was begun against the Catholic Church; and an intellectual and scientific revolution included the work of Copernicus, Galileo and Sir Isaac Newton. It was because of the economic, political, religious, intellectual and scientific revolutions in Europe that the New World was "rediscovered."
1. Identifies scientific discoveries that impacted on the founding of the New World (C)
2. Classifies historical events of the Age of Exploration as they relate to one of the major revolutions in Europe (C)
3. Outlines major events in the economic, religious, political or intellectual revolutions in Europe (C)
4. Explains how the economic concepts of scarcity and opportunity costs relate to founding of the New World (C)
5. Distinguishes between causes and effects of historical events as they relate to the founding of the New World (C)
6. Analyzes the economic goals that led to the founding of the New World (C)
7. Analyzes how economic concepts such as supply and demand, markets and prices, and competition and market structure impacted on the founding of the New World (C)
8. Selects and justifies the most significant reason for the founding of the New World (c, A)
9. Evaluates the relative importance of each European revolution that gave rise to the founding of the New World (C)

UNITED STATES HISTORY (9-12)
CONTENT OBJECITVE
B.s. Traces and describes the explorations in the New World
Many claims have been made that different groups from Africa, Asia or Europe were the first to arrive in and explore the New World. Major explorations of the New World were undertaken by the Vikings (ui! Ericson), Spanish (Columbus, Ponce de Leon, Balboa, Magellan, Cortez, Pizarro, de Soto, Coronado), French (Verrazano, Cartier, Champlain, Marquette and Joliet, LaSalle), English (Cabot and Drake), Portuguese (Cabral and da Gama) and Dutch (Minuit and Hudson). Mer the exploration of Columbus, other countries became very interested in the new lands beyond the Atlantic. Many explorers and settlers followed Columbus, claiming land for the countries that sent them. These many explorations followed waterways and other natural features, and were helped or hindered by native people of the areas being explored.
1. Locates the routes of major explorers on a map of North and South America (C)
2. Labels the territory explored by the Portuguese, Spanish, French and English on a map of North and South America (C)
3. Describes how the geography of the new land impacted on ewloration into the interior (C)
4. Describes the roles of Africans in the exploration of the New World (C) S. Describes the sights an explorer might have seen in the New World (C) 6. Relates economic concepts such as supply, demand and scarcity in
determining exploration routes into the interior (e.g., the search for gold helped determine where the Spanish explored) (C) 7. Describes the exploration of the Europeans into the interior from a Native American point of view (c, A) 8. Compares the philosophies of the Spanish, French, Dutch and English in regard to the treatment of Native Americans (C) 9. Analyzes the dangers faced during the European's exploration of the New World by both the Europeans and the Native Americans (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJEC11VE

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B.6. Analyzes the factors that led to the colonization of the continent of North America

National rivalry, religious conflict, economic opportunity and political unrest were the major factors which led to the colonization of North America.

1. Identifies reasons colonists wished to come to North America (C)

2. Identifies economic concepts which led to the colonization of North

America (C)

3. Describes the various groups that colonized in North America for

religious reasons (C)

4. Describes the political unrest in Europe that brought colonists to North

America (C)

S. Explains the reasons for the national rivalries between major European

countries (C)

6. Compares reasons recent immigrants came to the United States with the

colonists' reasons in the 1600s and 1700s (C)

7. Develops an outline of the major factors and events that brought about

colonization of North America (C)



UNITED STATES mSTORY (9-12)
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CONTENT OBJECTIVE
B.7. Distinguishes between various state and local governmental patterns that developed during the colonial period
The three types of colonial government patterns that were set up during the colonial period were royal colonies, ruled by a representative of the King; proprietary colonies, whose governor was appointed by the proprietor; and self governing colonies, which were largely independent. Local government in New England was in the form of a township or town council while the southern colonies developed the county system for their local government.
1. Identifies the thirteen original colonies and the type of colonial government of each (C)
2. Oassifies each colony as to its type of colonial government (C) 3. Describes how location and place impacted on the local forms of
government (C) 4. Demonstrates knowledge of a New England town meeting through a role
playing activities (C) 5. Composes a written argument supporting the position that a self-
governed colony would be prosperous for England (C) 6. Selects the type of colony preferred as a possible place to settle based
on its type of colonial government and gives reasons for one's choice (A)

UNITED STATES HISTORY (9-12)

CONTENT OBJEC11VE

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B.B. Identifies and analyzes the social and economic pattern that developed in the American colonies
The social classes that developed in the colonies were the aristocracy, the middle class, the lower class, the indentured servants and the slaves. The economic pattern which developed in the colonies for the benefit of Great Britain was mercantilism. Because of geographical features the South developed an agrarian economy, the North an economy based on commerce and the middle colonies an economy which was a blend of both.
1. Diagrams the different social classes in the colonies and gives examples of jobs each might do (C)
2. Describes how the natural resources, human resources and capital resources were used differently in the northern, middle and southern colonies (C)
3. Explains the development of the economic system of each region based on the climate and geographical features of the colony (C)
4. Explains how the economic concept of scarcity was involved in the introduction of slavery, the use of indentured servants and the beginning of triangular trade routes (C)
5. Explains how the policy of mercantilism influenced the social and economic patterns that developed in the colonies (C)
6. Gives examples of economic acts passed by the English parliament to promote or insure the success of mercantilism (C)
7. Defends the policy of mercantilism as being beneficial to both the colonies and England (C)

UNITED STATES HISTORY (9-12)
CONTENT OBJECTIVE
B.9. Identifies and analyzes the causes of the American Revolution
Between 1763 and 1776 the king and parliament issued a series of laws, acts and taxes that angered the colonists. This changed the relationship between England
and the colonies and eventually paved the way to a war for independence. Causes
of the American Revolution include restrictions on the economic, political and personal freedoms of the American colonies as perceived by the colonies.
1. Lists events leading up to the Revolutionary War in chronological order (C)
2. Describes actions the colonists took to show their disapproval of British actions (C)
3. Classifies pieces of British legislation as restrictions on either the economic, political or personal freedom of the colonists (C)
4. Differentiates between causes and effects of events leading to war (C) 5. Relates the causes of the Revolutionary War to causes of later wars
(e.g., World War I, Vietnam) (C) 6. Analyzes reasons for separation from England by the thirteen colonies
(C) 7. Develops a justification or condemnation of the actions that the colonists
took to counter the .acts passed by Parliament (C)

UNrIED STATES mSTORY (9-12)
CONTENT OBJECI1VE .;
B.lO. Identifies and analyzes the- Declaration of Independence
The Declaration of Independence, written primarily by Thomas Jefferson, formally states the colonists' independence from England. The Declaration includes the following parts: Introduction, New Theory of Government, Ust of Grievances, Response of Colonists to These Grievances and a conclusion or formal Declaration of Independence.
1. Identifies three God-given rights stated in the Declaration (C) 2. States what sacrifices individuals were willing to make for freedom using
the conclusion of the Declaration of Independence (C) 3. Identifies which grievances against King George ill held some truth and
which were exaggerations (C) 4. Describes the methods that Thomas Jefferson mentions that make it
clear the colonists had tried to keep the peace (C)
5. Distinguishes between the Declaration of Independence, the United States Constitution and the Bill of Rights (C)
6. Rewrites in modem terms the section, "We hold these truths to be self evident ... and the pursuit of happiness" (C)
7. Interprets the phrase, "All men are created equal", as to its meaning when it was written and its meaning today (C)

UNITED STATES IDSTORY (9-12) CoNTENT OBJE~.

C.ll. Describes the major events of the Revolutionary War

The first battles of the war were fought at Lexington and Concord in 1775. The War in America ended in 1781 with the British defeat at Yorktown. During these six years many major battles took place, such as Lexington, Concord, Bunker Hill, Trenton, Princeton, Saratoga and Yorktown. Other major events discussed should be France's part in the war, the leadership of George Washington, the suffering of the soldiers and the division of the American people toward Independence. The roles of blacks and women in the Revolution should be discussed.

1. lists major battles of the Revolutionary War indicating each as a British

or Colonial victory (C)

2. Locates major battles of the Revolutionary War on a map (C)

3. Discusses reasons the colonists were able to win the Revolutionary War

(C)

4. Compares and contrasts the strengths and weaknesses of both the British

and American forces (C)

5. Describes the role of France in the Revolutionary War (C)

6. Explains the division among the colonists over the Revolutionary War

(C)

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7. Evaluates the role of minorities in the Revolutionary War (C)

UNITED STAlES mSTORY (9-12)

CONTENT OBJECI1VE

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D.12. Compares and contrasts the Articles of Confederation and the Constitution of the United States
The Articles of Confederation were written in 1m but were not adopted until
1781. Partly because of the colonial experience under British control, the Articles created a confederation or a league of friendship among the states, but the central
government was weak and held no power over the states. Because of problems
with the Articles of Confederation a convention was held in Philadelphia in May of 1787. Instead of rewriting the Articles, a new constitution was adopted. With very few changes this Constitution has lasted over 200 years. The new Constitution set up a strong central government but also gave power to the states. A system of checks and balances was set up using the three branches of government
1. Outlines the major features of the United States Constitution (C) 2. Identifies the compromises found in the Constitution (C) 3. lists strengths and weaknesses of the Articles of Confederation (C) 4. Discusses successes achieved under the Articles of Confederation (C) 5. Describes how the Constitution differed from the Articles of
has Confederation (C)
6. Explains why the Constitution survived for 200 years (C) 7. Defends the decision of members of the Constitutional Convention to
write a new Constitution (C)

UNITEO STATES HISTORY (9-12)
CONTENT OBJEcnVE .
0.13. Analyzes the Bill of Rights in the Constitution as it applies to citizens of the United States today
The first ten amendments to the Constitution form the Bill of Rights. The Bill of Rights was adopted in 1791 and guaranteed personal liberties, such as the freedom of speech, religion and the press.
1. Categorizes the first ten amendments as to the content of the amendments (C)
2. Explains how the first ten amendments protect individuals (C) 3. Applies the amendments to situations describing modem day incidents
(C) 4. Solves hypothetical problems by applying specific amendments (C) 5. Analyzes the interpretation of an amendment as applied in a Supreme
Court Case (C) 6. Predicts how the Bill of Rights might protect American citizens in the
21st century (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECI1VE

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D.14. Analyzes the principles of United States Government
The principles of federalism, separation of powers, protection of the liberties of individuals and flexibility of the Constitution are the four main underlying principles of United States Government
1. Defines the terms federalism and separation of powers (C) 2. Gives examples of powers that are held by both federal and state
government (C) 3. Identifies the Constitution as the Supreme Law of the Land (C) 4. Oassifies laws as federal, state or local (C) 5. Identifies the liberties of individuals protected by the United States
government (C) 6. Gives examples of checks on each branch of government (C) 7. Gives examples of judicial review (C)

UNITED STATES HISTORY (9-12)
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CONTENT OBJECfIVE
E.IS. Traces and describes the growth of the young nation
From early colonial times until the late 1890s there was a constant physical migration westward. The growth of the United States from 1801 to 1820 was represented by the addition of new lands as a result of the Louisiana Purchase and intellectual and industrial growth.
1. Lists famous inventions and inventors of the early 18005 (C) 2. Traces the industrial growth of America from 1800 to 1825 (C) 3. Describes economic growth in the United States in the early 18005 (C) 4. Describes the increase in political freedoms gained from 1800 to 1825
(C) S. Explains the Monroe Doctrine and identifies the events which led to it
(C) 6. Examines the examples of nationalism as found in American literature
and the arts (C) 7. Explains reason for the War of 1812 (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJECI1VE

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E.16. Examines the concept "Manifest Destiny" as it applies to United States history
The term "Manifest Destiny" is generally credited to an article by John O'Sullivan in the New York Morning News in December of 1845. In the article he stated, "It is our manifest destiny to overspread and to possess the whole of the continent." America soon came to believe it was God's will and their right to move west and conquer all the land to the Pacific Ocean.
1. Defines the term manifest destiny (C) 2. Traces the Oregon Trail on a outline map (C) 3. Uses primary sources to describe a trip to the western part of the United
States (C) 4. Describes the hardships of traveling and settling in the west (C) 5. Gives examples of the types of people who moved westward (C) 6. Assesses the right of Americans to settle where other people already
claimed the land (e.g., Indians, Mexicans) (C) 7. Develops a timeline of major events of the movement westward (C)

UNITED STATES mSTORY (9-12)
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CONTENT OBJECTIVE .

E.17. Traces the growth of the political parties of the United States

Political parties were not mentioned in the Constitution and were condemned by George Washington in his farewell address. Nevertheless political parties quickly became a major part of the American political scene. The Federalist Party was formed and led by John Adams and Alexander Hamilton. The Federalists generally favored a loose interpretation of the Constitution and federal involvement in economical matters. The Federalists disappeared after the war of 1812 and were briefly replaced by the Whigs. These factions evolved into the present day Republican Party.
The Democratic Party was first started as the Democratic-Republicans Party by James Madison and Thomas Jefferson. They favored a strict interpretation of the Constitution, strong states' rights and little federal intervention in economic matters. The Democratic-Republican Party split in 1824 with one part becoming the Democratic Party.

1. Differentiates between beliefs of the early American political parties (C)

2. Traces the creation and demise of political parties through United States

history (C)

.

3. Determines why political groups tend to attract certain voters (C)

4. Gives examples of third party platforms that have been adopted by a

major political party (C)

5. Describes the origins of the present day Democratic and Republican

Parties (C)

6. Designs political symbols to represent various political parties

throughout United States history (C)

7. Descn"bes the ideology of modem day political parties (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECTIVE

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E.18. Identifies and examines the tremendous intellectual, technological, cultural and geographical accomplishments achieved in the United States from 1800 to 1850

By the mid 1800s the United States spread from the Atlantic Ocean to the Pacific
Ocean. The new land was acquired by war, purchases and annexation. Between
1800 and 1850 more and more people began working in factories, and towns were
built around these new factories. The Industrial Revolution was aided by
technological advances in transportation. The better transportation became, the more goods were shipped. Intelleetual growth and cultural change were hastened
by the vast migration of people from Europe to the United States.

1. Identifies on a map the physical growth of the United States from 1800

to 1850 (C)

2. Identifies American inventions and their inventors (C)

3. Explains how American inventions during the early 18005 affected the

American way of life (C)

4. Describes how American culture changed between 1800 and 1850 (C)

5. Describes social and cultural reforms in the United States during the

early 1800s (C)

6. Assesses the role of immigrants in changing the culture of the United

States (C)

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7. Assesses social problems created by the Industrial Revolution (C)

UNITED STATES mSTORY (9-12)
CONTENT OBJECfIVE
F.19. Identifies and analyzes the causes and events leading to the Civil War
Historians rarely agree on the main cause of the Civil War, but generally the underlying causes are thought to be slavery, sectionalism, states' rights and economics. Major events leading to the war include the abolitionist movement and outlawing of slavery in most northern states, the Missouri Compromise, the Compromise of 1850, the election of Abraham lincoln and the secession of southern states from the Union.
1. Defines the terms states' rights and abolition (C) 2. Identifies major events leading to the Civil War (C) 3. Distinguishes among Union, Confederate and border states in 1861 (C) 4. Identifies major personalities of the Civil War era (C) 5. Explains Lincoln's attitude toward slavery in the territories (C) 6. Compares and contrasts the economies of the North and South before
the Civil War (C) 7. Explains causes of the Civil War (C) 8. Develops a personal viewpoint as to whether the Civil War could have
been avoided (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJECIlVE

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F.20. Examines the results of the Civil War and Reconstruction

By the end of the Civil War the South was in ruins both economically and
physically. Thousands of slaves were granted their freedom and faced new challenges and restrictions. With the death of lincoln a political fight for power emerged in Congress that greatly affected the reconstruction and history of the United States.

1. Defines the terms reconstruction and "Solid South" (C)

2. Identifies major events of Reconstruction in the South (C)

3. Describes the economic condition of both the North and South following

the Civil War (C)

4. Gives examples of ways Black Americans were refused newly won

freedoms (C)

5. Discusses gains made by newly freed slaves during Reconstruction (C)

6. Describes the plight of both black and white southerners during

Reconstruction (C)

7. Describes positive ways Reconstruction affected both white and black

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8. Outlines the reconstruction plans offered by lincoln, Johnson and the

Radical Republicans (C)

9. Evaluates the proposition that Reconstruction was an economic and

political success for Black Americans (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJECTIVE

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G.21. Traces the development of the Industrial Revolution in the United States
A revolution is a drastic or radical change in the way something is conducted or takes place. The Industrial Revolution saw a change in the way goods were produced -- from hand production in cottage industries to assembly lines of large factories. The industrial revolution in the United States started around the beginning of the 18005 with the work of such people as Samuel Slater and Eli Whitney. The second phase of the revolution took place in the late 18005 with men such as Bell, Carnegie and Edison.
The industrial revolution of the late 18005 was primarily a result of the Civil War. After the war, industry began focusing on peace time needs. The industrial revolution brought both prosperity and problems to the United States. The problems included working conditions in the factories, child labor, the rise of labor unions and the reaction to these unions and the impact of the revolution on the farmers and their efforts to survive.
1. Defines the terms capitalist system, laissez faire, corporations, robber baron, rebate, philanthropy, directorship, productivity and paternalism (C)
2. Describes the plight of the farmers from 1870 to 1900 including their efforts to organize (C)
3. Describes the struggles of workers during the late 1800s and their efforts to organize (C)
4. Describes the problems that arose in the United States in the late 1800s because of the Industrial Revolution (C)
5. Explains why many workers were unhappy with their working conditions in the late 18005 (C)
6. Develops a chart of inventors and their inventions from 1850-1900 (C) 7. Develops a timeline that lists major inventions that have impacted on
American life (C) 8. Explains how new inventions had both positive and negative effects on
the lives of Americans during the industrial revolution (C). 9. Evaluates the contributions to the growth of the United States by such
people as Andrew Carnegie, J. P. Morgan and John D. Rockefeller (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECIlVE

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G.22. Examines the growth of major U. S. cities
The growth of the cities in the late 18005 was a result both of immigration and emigration. Vast numbers of immigrants who chose to come to America for political and economic reasons settled in the United States. In addition thousands of Americans chose to leave the farms and small towns for better jobs in cities. Living and working conditions were very different in the cities and many had difficulty in adjusting to the regimentation of the factories and crowded cities. A common experience for new city dwellers was the loss of personal freedom and independence known in the rural areas.
1. Defines the terms rural, urban, suburban and emigrant (C) 2. Identifies reasons Americans moved to the cities (C) 3. Identifies the types and amounts of pollution found in the cities at the
turn of the nineteenth century (C) 4. Describes the experiences of people who left the farms and moved to
the cities during the late 18005 (C) 5. Describes the suburbs at the turn of the century and the new means of
transportation in the cities (C) 6. Explains how immigration impacted the growth of the cities (C) 7. Analyzes the population gr9wth of the urban and rural areas from 1850-
1990 (C) 8. Analyzes the growth of political parties in the cities and describes the
corruption in politics on both a state and national level from 1870-1900 (C)

UNITED STATES InSTORY (9-12)
CONTENT OBJECI1VE
G.23. Describes and analyzes the social changes in the United States from 1870-1910
The period from 1870 to 1910 was one of rapid change in the United States. One dominant force was the growth of the cities which threatened to change the fiber of the American way of life. By 1900 approximately four out of every 10 Americans lived in the city; by 1910,46% of Americans lived in the cities. Racism was evidenced by new laws which limited the rights of Blacks. The wave of immigration from Eastern Europe aroused feelings of prejudice in the general population. The crusade for women's rights grew stronger. This period was also marked by the rise of social reform groups. Various inventions and new forms of recreation also brought about changes in the social life of the American public.
1. Defines the terms ratio, ethnic, tenement, leisure and commercial (C) 2. Compares sports heroes and heroines at the tum of the century to sports
heroes and heroines of today (C) 3. Identifies types of recreation available in 1900 (C) 4. Identifies major black and white athletes at the tum of the century (C) 5. Identifies leaders of the women's movement and their concerns during
1870-1910 (C) 6. Describes the personnel of the major baseball leagues and the formation
of the Black baseball leagues (C) 7. Describes the suburbs and skyscrapers that appeared in the United
States between 1870 and 1910 (C) 8. Compares the average number of people in a family in 1870, 1880, 1890,
1900, 1910 and 1990 (C) 9. Compares the lives of the very rich to the lives of the average and very
poor in the United States at the tum of the century (C) 10. Compares and contrasts leisure activities in 1900 and 1990 (C) 11. Describes the social changes in America from 1870-1910 (c, A) 12. Describes changes in employment of Americans from 1870 to 1910 (C) 13. Identifies the major social reform groups of the period (C) 14. Compares the public reaction to the immigrants of this period with
reaction toward previous immigrant groups (C) 15. Cites reasons why ItJim Crow" laws were enacted (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJEcnVE

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G.24. Identifies and compares the experiences of minorities in the United States from 1870-1910
The period from 1870 to 1910 brought many new minority groups to America, mostly from southern Europe. Their stories were similar in many ways. The economic, political and religious reasons for leaving home; the hardships of the travel; the shock and disillusionment of the new land were all common themes. Minority groups such as Native Americans, Black Americans and Asian Americans, already established in the United States, were struggling to survive amid racism, prejudice and specific legislation aimed at restricting their freedoms and rights.
1. Defines the terms poll tax, share cropping, tenant farming, discrimination and prejudice (C)
2. Identifies famous non-white Americans in the time period of 1870 to 1910 and explains their accomplishments (C)
3. Describes the role Chinese immigrants played in the settlement of the west (C)
4. Describes the hardships immigrants faced as they adjusted to their new lives (C)
5. Identifies hardships faced by American Indians as settlers moved westward and conflicts ensued (C)
. 6. Describes treatment of American Indians from 1870 to 1910 (C) 7. Describes treatment of Hispanics in the United States from 1870 to 1910
(C) 8. Explains the economic, political and social actions by which American
minorities were denied freedom from 1870 to 1910 (C) 9. Explains reasons for Indian resentment toward the settlement of their
land by non-Indians (c, A) 10. Compares and contrasts the lifestyles of the different Indian tribes found
in the western part of the United States (C) 11. Indicates locations of various minority groups in the United States in
1900 (C) 12. Analyzes the actions of both the settlers and Indians as they struggled to
control the western frontier (c, A) 13. Evaluates the Indian policies of the American government from 1870 to
1910 (c, A)

UNITED STATES mSTORY (9-12)
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CONTENT OBJECI1VE
G.25. Describes and analyzes the intellectual and cultural growth in the United States from 1870-1910
Intellectual and cultural growth were impacted by industrialism and the growth of the city. Education was expanded and the number of high schools grew rapidly. The curriculum in the schools was changed to meet new societal demands. Novels, magazines and newspapers also grew in number and sophistication, reflecting the new American life. Many novels attacked urban life and mourned for the old values of the rural areas. The appearance of America was changing as the architectural designs of Frank Uoyd Wright and others were built across the United States.
1. Identifies writers of the period from 1870 to 1910 and gives examples of the themes they utilized (C)
2. Describes changes made in the American educational system at the tum of the century (C)
3. Gives examples of how schools responded to the demands of society between 1870 and 1910 (C)
4. Compares and contrasts the curriculum found in a high school in 1900 with the curriculum found in high schools today (C)
5. Explains how newspapers began to impact on the lives of the American people between 1870 and 1910 (C)
6. Assesses the impact of advertising on American culture between 1870 and 1910 (C)
7. Analyzes the subject matter of famous American paintings from 1870 to 1910 (c, A)

UNITED STATES HISTORY (9-12)

CONTENT OBJECI1VE

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H.26. Traces and analyzes the developments which led to America emerging as a world power
Many leaders in business and government, reacting to the depression of 1893, began to feel America needed world markets to sell surplus American goods. These feelings, fueled by the imperialist fever that was raging through Europe, encouraged the growth of imperialistic ideas in the United States. The United States continued to expand its influence economically and politically throughout the world.
1. Identifies terms related to America's emergence as a worId power (e.g., Monroe Doctrine, Spanish American War, "yellow press," Joseph Pulitzer, Rough Riders, "Remember the Maine," Open Door Policy, William McKinley, Theodore Roosevelt, Boxer Rebellion) (C)
2. Locates territories and possession of the United States in 1910 (C) 3. Explains how Americans came to dominate Hawaii politically and
economically (C) 4. Explains why the Samoan islands were important economically to the
United States (C) 5. Identifies the results of the Spanish-American War (C) 6. Describes American foreign policy from 1890 to 1910 (C) 7. Describes American involvement in the Caribbean from 1890 to 1910
(C) 8. Explains how the "Open Door Policy" affected the foreign policy of the
United States (C) 9. Describes the "Great White Fleet" and its impact on world opinion (C) 10. Describes results of America's economic and political expansion from
1890-191<r(C) 11. Analyzes developments that led the United States to declare war on
Spain (C) 12. Assesses whether powerful nations have the right to dominate less
powerful nations (c, A) 13. Analyzes the role of newspapers such as the New York World and The
New Yorlc Journal in shaping public opinion toward Spain prior to the Spanish-American War (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJECIlVE

...

H.27. Analyzes the role of reform movements as a political force in American politics
A major reform movement that dominated American politics and all other aspects of American society was the progressive movement This movement first started in the late 1800s and survived until World War I. It was an attempt to reduce the influences and excesses of "Big Business. Teddy Roosevelt gained recognition as a progressive president, as did Taft and Wilson. The progressives were generally urban middle class professionals who felt they were not getting a fair share of political or economic power. Farmers, workers and writers were also included in the progressive movement and benefitted from the movement.
1. Defines terms related to the progressive era (e.g., political machines, political boss, merit system, Australian ballot and muckrakers) (C)
2. Identifies personalities of the progressive era (e.g., Tom Johnson, Samuel Jones, Robert La Follete, Charles Evans Hughes, Hiram Johnson, Theodore Roosevelt, William Howard Taft, Woodrow Wilson) (C)
3. Identifies women reformers from 1900 to 1920, their aims and their accomplishments (C)
4. Gives examples of progressive legislation passed from 1900 to 1920 (C) 5. Identifies amendments to the U. S. constitution which resulted from the
progressive movement (C) 6. Describes how Teddy Roosevelt adopted the progressive platform (C) 7. Explains how the progressive movement impacted on national, state and
local government (C) 8. Assesses the relative success of Roosevelt, Taft and Wilson in
championing the progressive cause (C) 9. Evaluates the success of the progressive movement in recruiting all types
of people to the movement (C) 10. Develops a defense of or attack on the progressives and their aims (C)

United States History (9-12), H. 26. (Cont.)

14. Develops a timeline which illustrates American imperialism from'1890 to

1910 (c, P)

-_

IS. Evaluates America's foreign policy at the turn of the century from both

an imperialist and anti-imperialist point of view (c, A)

UNITED STATES HISTORY (9-12) ...
CONTENT OBJECIlVE

H.28. Identifies the causes and describes the effects of World War I on the United States

Basic underlying causes of World War I were nationalism, imperialism, militarism and a system of alliances, even though the immediate cause was the assassination of Archduke Francis Ferdinand. The United States' attempt to stay neutral ended in 1917, when war was declared on Germany. World War I lasted from 1914 to 1918 and many historians feel it sowed the seeds for World War ll. As a result of World War I, the United States experienced a period of social and political changes marked by instability, antiwar sentiments, race riots and distrust for international involvement.

1. Defines the terms international, nationalism, imperialism, alliance,

militarism and armistice (C)

2. Identifies the role of major personalities of World War I (e.g., Archduke

Francis Ferdinand, Franz Joseph, Serbia, Zimmermann, Woodrow

Wilson) (C)

3. Identifies members of the Triple Alliance and the Triple Entente and

locates them on a map (C)

4. Identifies reasons why the United States finally entered the war (C)

5. Describes the American war effort in Europe (C)

6. Describes ways that the American people contributed to the war effort

at home (C)

.

7. Describes the postwar instability that occurred in the United States after

World War I (C)

8. Explains reasons for anti-war sentiments in the United States (C)

9. Explains how the results of World War I affected the foreign policy of

the United States (C)

10. Assesses the roles of minorities and women in the American war effort

(C)

11. Analyzes the causes of the race riots that occurred in 1919 (C)

12. Analyzes Wilson's "Fourteen Points," especially the formation of the

League of Nations (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECTIVE

.,

H.29. Analyzes social changes in America from 1900-1937
The challenge to older, more traditional values became stronger in the early 1900s, especially after World War L Many in the younger generation rejected the values of their parents, thus bringing about the first real youth rebellion. The role of women changed as a result of new technology and new opportunities. Literary and social discourse often focused on the disenchantment with modem America as well as traditional America. A conflict of the modem secular culture of the 19205 with more traditional cultures was obvious throughout America. Fundamentalist religious groups attacked and were also attacked by a new modem interpretation of religious beliefs by groups as to the role of religion in society. Hostility to immigrants and minorities by many Americans also increased during the 19205. Drastic changes in the lifestyles of individuals and families (e.g., consumption patterns, work and recreation patterns, family cohesion) were brought about as a result of the Great Depression in the 19305.
1. Lists famous authors of 1900 to 1937 and gives examples of social themes they discussed (C)
2. Identifies Charles Darwin and explains how the Darwin theory of survival of the fittest was interpreted as Social Darwinism (C)
3. Gives examples of intolerances of some Americans toward different races and nationalities between 1900 and 1937 (C)
4. Describes 'factors in American society that helped changed the role of the women from 1910 to 1937 (C)
5. Describes changes in education during the 19205 and 19305 including the percentage of people finishing high school and college (C)
6. Describes how the motion picture industry impacted on the manners and morals of Americans during the 19205 and 19305 (C)
7. Describes accomplishments and successes achieved by minorities and immigrants during the 19205 and 19305 (C)
8. Describes how the Scopes or Monkey Trial brought American attention to new values and beliefs in conflict with traditional values and beliefs (C)
9. Describes changes in America from 1910 to 1930 that resulted in new ideas and challenges to traditional values and religious belief (C)
10. Explains how the role of the church changed during the progressive era (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJEcnVE

...

H.30. Analyzes the role of business in the growth of the United States from 1900-1937
As the United States became less and less agrarian, big business played a more vital role in the economy and in the government. The interests of big business helped to bring about a belief in a new manifest destiny and a policy of imperialism brought new territories into the domain of the United States. The growth of big business influenced all aspects of American life and the role of the government in regulating business for the good of the economy and the good of the American people became the center of debate. The role of business in society lessened considerably during and immediately following the Great Depression in the 19305.
1. Defines the terms trust, holding company, trustbusting, installment buying and credit (C)
2. Identifies social and racial groups that were left out of the prosperity of the 19205 (C)
3. Describes how big business benefitted the United States from 1900 to 1937 (C)
4. Describes the role of the Sherman Anitrust Act in diluting the power of big business (C)
5. Explains how big business helped create social and economic problems in the United States from 1900 to 1937 (C)
6. Assesses the role big business played in preparing the United States for World War I (C)
7. Assesses the role of business in the prosperity of the 19205 (C) 8. Analyzes the practices of the stock market that helped lead to the Crash
of 1929 (C) 9. Evaluates the positions taken concerning tariffs in the early 1900s by
both government and big business (C)

United States History (9-12), H.29. (Cont.)

-

.

.;;...

11. Explains conflicts between the more mode.m secular culture that

emerged after World War I and the more traditional culture of America

(C)

12. Explains why literary figures became disillusioned with America (C)

13. Analyzes prohibition in the United States (C)

14. Analyzes problems that emerged with the passing of the nineteenth

amendment (C)

15. Analyzes the hostility toward immigrants and the nationwide revival of

the Ku Klux Klan during the 19208 (C)

16. Evaluates how heroes and heroines of the 19205 and 19305 reflected

American values and traditions (c, A)

UNITED STATES HISTORY (9-12)
...
CONTENT OBJEcnVE
H.3l. Examines the changes in American lifestyles from 19()()..1937
America changed from a rural to an urban society from 1900-1937. Lifestyle changes were a result of industrialization and new technology. Inventions shaped the future of America as well as the development of new social attitudes.
1. Gives examples of recreational activities that were part of the changing lifestyles of Americans from 1900 to 1937 (C)
2. Identifies inventions that helped bring about changes in American lifestyles (C)
3. Describes ways in which the "new generation" of the 1920s changed American lifestyles (C)
4. Compares the lifestyles of the rich and poor and whites and minorities (C)
5. Compares and contrasts lifestyles in 1900, 1920 and 1930 in both urban and rural areas (C)
6. Analyzes the impact of radio on the American lifestyle (C) 7. Analyzes the role of the Harlem Renaissance on changes in American
lifestyles (C) 8. Analyzes the impact of the motion picture on the American lifestyle (C) 9. Assesses the impact of the automobile on the changing lifestyles of
America (C) 10. Evaluates the role of advertising on the changing lifestyles of Americans
from 1900 to 1937(C)

UNITED STATES HISTORY (9-12)

COmENT OBJECTIVE

."

1.32. Analyzes the economic causes and the effects of the Crash of 1929
Underlying economic problems such as uneven prosperity, the overuse of credit, unsafe banking practices, overproduction and farm problems were among the basic causes of the stock market Crash of 1929 and the ensuing Great Depression. As a result of the Crash of 1929 and Great Depression, one-fourth of the labor force was out of work.
1. Defines the terms capitalism. stock market, investing, speculation, overproduction and unemployment (C)
2. Explains underlying causes of the Great Depression (C) 3. Describes efforts made to halt the' depression prior to 1932 (C) 4. Describes the effects of the depression on groups such as businessmen,
farmers and minorities (C) 5. Analyzes the effects of the depression on individual Americans (C) 6. Defends or condemns the actions taken by Herbert Hoover to
counteract the Great Depression (C) 7. Examines themes in American literature that relate to the effects of the
Great Depression (C)

UNITED STATES HISTORY (9-12)
...
CONTENT OBJECTIVE,

1.33. Examines and analyzes the causes and effects of the New Deal policy from 1932 to present

With the ejection of FranklinD. Roosevelt and his first inaugural speech, many Americans felt there were going to be changes in the government's attitude toward helping individuals survive the Great Depression. Immediately Roosevelt went to work devising economic policies that he hoped would give relief to the American people and end the Great Depression. Roosevelt's New Deal policies altered the government economic philosophy of the past and continue to affect present social and economic policies.

1. Describes Franklin Roosevelt's leadership role in formulating the New

Deal (C)

2. Explains the political meaning of "New Deal" (C)

3. Gives examples of specific legislation for relief and recovery from the

Great Depression (C)

4. Explains how New Deal legislation affected the American people (C)

5. Evaluates the relative effectiveness of the first and second New Deal

legislation (C)

.

6. Discusses the opposition to the New Deal legislation (C)

7. Describes the role unions and labor played during the Great Depression

(C)

8. Identifies achievements and setbacks of labor organizations during the

New Deal period (C)

9. Describes tactics unions used to accomplish their goals (C)

10. Analyzes how New Deal legislation changed the role of government (C)

11. Gives examples of types of "New Deal" legislation that are still in effect

today (C)

12. Compares and contrasts the views of various American leaders

concerning how to end the Great Depression (C)

13. Uses music to analyze the social impact of the New Deal (C)

14. Gives examples of leisure and recreational activities of Americans during

the depression (C)

UNITED STATES HISTORY (9-12)

CONTENT OBJECfIVE

...

1.34. Analyzes causes and effects of World War n
The Treaty of Versailles ending World War I required Germany to accept total blame for World War I and pay heavy reparations. This led to militarism and totalitarianism in Germany. Rising economic problems caused political unrest throughout the world and led to the rise of leaders such as Adolf Hitler.
n The immediate effects of World War were economic hardships and political
unrest throughout Europe and Asia. The Soviet Union and the United States emerged as the two super powers, and until the policy of detente in the 19705, the Cold War and the fear of a nuclear war dominated the politics of the superpowers and the world.
1. Identifies the boundaries of Europe before and after World War II (C) 2. Locates countries which were communist or in a communist bloc after
World War II (C) 3. Identifies world events of the 19305 which could be classified as acts of
aggression (C) 4. Describes the economic situation in the United States that resulted from
World War II (C) 5. Explains the purposes of the Atlantic Charter, the Truman Doctrine and
the Marshall Plan (C) 6. Discusses the roles of the Soviet Union and the United States in ending
World War n (C)
7. Describes changes in the political and economic policies of Japan that resulted from World War II (C)
8. Analyzes the reasons for the emergence of the Cold War (C) 9. Analyzes the international economic situation between the two world
wars (C) 10. Analyzes isolationist and internationalist views in the United States prior
to World War II (C) 11. Evaluates differing views as to the necessity for dropping the atomic
bomb on Japan (c, A)

UNITED STATES mSTORY (9-12)
CONTENT OBJECTIVE
1.35. Traces the causes and effects of the Cold War period
The Cold War was the direct result of the struggle for world dominance between
the United States and the Soviet Union following World War ll. This struggle for dominance would affect international politics and economics from 1945 to the late 19805. The Cold War period also affected the culture and domestic life of the American people as they struggled with their country's strengths and weaknesses in the international arena.
1. Identifies major world events from 1945 to 1980 (C) 2. Identifies the leaders of the United States and the Soviet Union during
the Cold War period (C) 3. Explains the purpose of the North Atlantic Treaty Organization (NATO)
(C) 4. Describes events which led to the separation of Germany and the Berlin
Airlift (C) 5. Explains why the Cold War began (C) 6. Discusses conflicts that took place during the Cold War period (C) 7. Compares the events that lead to the building of the Berlin Wall with
the events that led to its dismantling (C) 8. Examines the McCarthy era during the 19505 as it relates to the fear of
communist infiltration of the government (C) 9. Analyzes points of confrontation between the United States and the
Soviet Union during the Cold War period (C) 10. Assesses the struggle of countries to overthrow the yoke of communism
during the Cold War period (e.g., Poland, Hungary) (c, A) 11. Debates the proposition that the Korean War and the Vietnam War
were results of the Cold War (C)

UNITED STATES mSTORY (9-12)

CONTENT OBJECTIVE

....

1.36. Evaluates social protest movements and the demand for reforms in the post-
n World War period to the present
The period from 1945 to the present included protest movements and demands for reform in areas of American life - political, economic, social and ecological. The civil rights movement which started in the late 19405 and continued through
the 19505 and 19605 was a major focus of protest and reform. Protest and reform
movements have drawn both criticism and praise.
1. Identifies leaders of the various post-World War n reform movements
and describes their beliefs (C) 2. Identifies the goals of protest and reform movements from 1945 to the
present (C) 3. Identifies government laws and policies resulting from protest and
reform movements (C) 4. Describes how various reform movements have impacted the lives of
Americans (C) 5. Analyzes public opinion concerning the goals and objectives of various
social protest movements (C) 6. Evaluates the efforts of each United States president since 1945 to deal
with reform issues (C) 7. Evaluates the success of social and reform movements in accomplishing
their stated goals (C)

UNITED STATES HISTORY (9-12)
...
CONTENT OBJECTIVE
n 1.37. Examines the role of United States foreign relations after World War
The role of United States foreign relations over the past forty-five years has been far reaching and comprehensive. The United States has interacted with countries throughout the world and has formulated and changed government policies many times. The past decade has seen tremendous changes in United States foreign policy. These changes have been necessitated by such things as the easing of tensions between the United States and the Soviet Union, our continuing dependence on other countries for energy resources, the decline of communism in eastern Europe and the increasing importance of relations with Third World countries.
1. Identifies and locates geographic areas of the world that have been crisis areas for the United States since 1945 (C)
2. Identifies major events in United States foreign relations since 1945 (C) 3. Identifies world leaders that have had a major influence on United
States foreign relations since 1945 (C) 4. Identifies the major alliances of the United States since 1945 (C) 5. Discusses recent international events and their impact on United States
foreign relations (C) 6. Describes the involvement of the United States in various areas of the
world since 1945 (C) 7. Discusses the role of the United States in establishing peace and
providing economic aid in Europe after World Warn (C) 8. Analyzes American foreign policy since 1945 toward countries such as
China, the Soviet Union, Nicaragua, Chile and South Africa (C) 9. Analyzes changes in American foreign policy over the last forty-five
years (C) 10. Evaluates the leadership of presidents since 1945 in dealing with
international events and crises (c, A)

UNITED STATES HISTORY (9-12)
CONTENT OBJECI1VE .;...
1.38. Relates the effects of social and economic conflicts throughout the world as related to the United States
Since the United States emerged as an international power after World War IT, social and economic conflicts in Latin America, South Africa and the Middle East have had a significant impact. Such things as oil embargoes, unpaid bank loans to other countries and apartheid affect the economy and foreign relations of the United States.
1. Explains the terms trade deficit, embargo, protective tariff, boycott, OPEC, European Common Market, PLO, terrorism and blockade (C)
2. Identifies specific social and economic conflicts throughout the world and explains how they relate to the United States (C)
3. Discusses how social unrest or economic problems in other countries can affect the United States (C)
4. Describes the role of foreign aid as a part of American foreign policy (C)
S. Evaluates the desirability of restrictions on foreign trade and protectionism (C)

UNITED STATES HISTORY (9-12)
CONTENT OBJECfIVE,
1.39. Analyzes how conflicting philosophies affect the United States government's role in solving domestic economic problems
Economic philosophies range from conservative, which generally believes the government should not interfere with the economy, to liberal, which historically has been in favor of attempts to regulate and control the economy. Since the 1930s and the Great Depression, the United States government has taken a more active role in regulating the domestic economy.
1. Defines the terms balanced budget, aggregate demand, deficit spending and stagflation (C)
2. Identifies the basic tenets of Keynesian economics (C) 3. Explains the role of the Federal Reserve System in regulating the
domestic economy (C) 4. Explains how economics deals with the problem of making choices and
using scarce resources and describes how this concept relates to the role of government in the domestic economy (C) 5. Describes social and political consequences of tight or loose monetary policies (C) 6. Analyzes different economic philosophies and presents the advantages and disadvantages of each (C) 7. Evaluates whether it is better to cut taxes or increase federal spending to stimulate the economy during an economic slowdown (C) 8. Debates the role of the federal government in stimulating or slowing down economic growth (C)

UNITED STATES mSTORY (9-12)
CONTENT OBJEcnVE .;...
lAO. Examines the intellectual, cultural and technological changes in the post-World War II period to the present
Changes since World War II have been frequent and dramatic. The intellectual/political philosophies have tended to polarize into conservatives and liberals, with moderates seeking compromises. Cultural and technological changes have affected the way people live, work and relate to one another. These changes have been in such areas as women's rights, equal opportunity for minorities, legalized abortion, virtual elimination of some diseases and vastly reduced transportation time.
1. Defines the terms conservative, liberal and moderate (C) 2. Gives examples of how technology has changed the culture of America
(C) 3. Identifies people who have helped bring about social and cultural change
in the United States (e.g., Betty Friedan, H. Rap Brown, Benjamin Spack) (C) 4. Describes major intellectual trends in the United States since 1945 (C) 5. Describes social issues that are major concerns in the United States today (C) 6. Describes major changes in American culture since 1945 (C) 7. Analyzes how American culture has been affected by immigration in the 19705 and 19805 (C) 8. Evaluates the impact of technological advances on American culture (e.g., genetic engineering, robotics, space age inventions) (C, A)

UNITED STATES mSTORY (9-12)

SKILL OBJECTIVE

...

A 1. Locates main ideas in multiple types of sources, e.g., nonprint, specialized references, periodicals, newspapers, atlases, yearbooks, government publications, etc.
Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas.
1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C)
2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C)
3. Locates the topic sentence in a written passage (C) 4. Summarizes a lecture in paragraph or outline form (C) 5. States the moral of a story or lesson (C) 6. Selects main idea from either written, auditory or visual sources (C)

UNITED STATES mSTORY (9-12)

SKIlL OBJECIlVE

.:--.

A2. Takes notes and develops outlines through reading, listening or vieWing
Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former.
1. Identifies main ideas and subordinate ideas in a written or spoken message (C)
2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C)
3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C)
4. Uses a standard outline format (C)

UNITED STATES HISTORY (9-12)

SKILL OBJEcnvE

...

A3. Uses features of books for information: table of contents, glossary, index, appendix, bibliography
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries.
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C)
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C)

UNITED STATES HISTORY (9-12)

SKILL OBJECIlVE

.;0..

A4. Distinguishes between fact and opinion relating to U.S. history
The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion.
1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C)
2. Distinguishes between descriptive claims and value claims (C) 3. Distinguishes between findings and conclusions (C)

UNITED STATES HISTORY (9-12)

SKILL OBJECI1VE

...

AS. Develops and interprets charts, tables, timelines, graphs, diagramS and other graphic aids
Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines.
1. Answers a question by correctly interpreting a chart, graph, table or timeline (C)
2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or
magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one
of the social sciences (C)

UNITED STATES HISTORY (9-12)

SKILL OBJECTIVE

....

A6. Distinguishes between primary and secondary sources and determines respective uses
Primary sources are first-hand accounts of the past. Usually, they date closely in time to the events under study. Secondary sources are derived from primary sources. Often, letters, diaries, newspaper accounts, business records and old photographs are primary sources. Biographies, textbooks and reference books are examples of secondary sources.
1. Categorizes examined sources as secondary or primary (C) 2. Sorts the content of a newspaper or magazine article ideas which did or
did not come from eye witnesses (C) 3. Sorts the content of a bibliography from a history textbook into those
sources which are probably primary and those which are probably secondary (C) 4. Explains the advantages and disadvantages in using primary versus secondary sources when conducting research (C)

UNITED STATES HISTORY (9-12)
SKIll OBJEcnVE
A 7. Determines sequence of events and identifies cause and effect relationships
Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate.
1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (Le., instances in
which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent
variable) in a straightforward example (C) 5. Gives an example of a possible noncausal relationship (C) 6. States alternative possible causes (rival hypotheses) when given a causal
claim (C) 7. States the components or steps in a simple true experiment for
determining causation (C)

. UNITED STATES mSTORY (9-12)

SKllL OBJECI1VE

.;,.

AB. Analyzes artifacts related to specific geography topics
An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them.
1. Identifies the culture and region which produced a given artifact (C) 2. Identifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of
representative artifacts (C)

UNITED STATES mSTORY (9-12)

SKIll. OBJECTIVE

."

A9. Analyzes interpretations of the same event from multiple types of sources
Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation.
1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more
interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more
interpreters of an event (C) S. Identifies possible elements of own frame of reference which might affect
interpretation of a given event (C)

UNITED STATES HISTORY (9-12)

SKIlL OBJECTIVE

.;,

AlD. Oassifies ideas according to frame of reference, ideology or bias of different writers or speakers
Oassifies ideas by frame of reference, ideology or bias means the ability to recognize differences in general frame of reference of opposing groups such as political conservatives versus liberals, religious believers versus unbelievers, feminist historians versus traditionalist historians, pacifists versus militarists, etc.
1. Recognizes examples of gender stereotyping in passages from history or social science texts (C)
2. Sorts political commentary into conservative and liberal categories (C) 3. Gives examples of how a military officer might give a different
interpretation of a war than a person who did not serve in the military (C) 4. Sorts several narratives about historical periods into those which might
have been written by authors representing different frames of reference (C) S. Identifies important events or interpretations which have been left out of texts due to the frame of reference, ideology or bias of the authors (C)

UNITED STATES HISTORY (9-12)
...
SKILL OBJECTIVE
All. Formulates questions related to historical issues
To formulate questions means to develop an informed, insightful and relevant line of inquiry. The questions may be factual, i.e., about important matters of fact relevant to history or the social sciences. They may be definitional, i.e., about the meaning of key terms within history or the social sciences. Or they may be normative, Le., about what should or should not be done or have been done in relation to some topic in history or the social sciences.
1. Asks important, relevant normative questions when given a topic in history or the social sciences (C)
2. Asks important, relevant questions about matters of fact when given a topic in history or the social sciences (C)
3. Asks important, relevant questions about definitional issues when given a topic in history or the social sciences (C)

UNITED STATES mSTORY (9-12)

SKIlL OBJECTIVE

.;,..,

A12. Acquires and processes information by using thought processes (recall, translation, interpretation, application, analysis, synthesis, evaluation)
Thought processes refers to skills variously labeled analytic thinking, critical thinking or reflective thinking. Examples of those skills include the ability to deduce possible instances from a generalization, to form generalizations from a set of instances, to draw valid conclusions from a set of premises, to recognize inconsistency and to recognize and challenge assumptions.
1. States and challenges possible assumptions underlying a conclusion (C) 2. Develops analogies which test the consistency of a position (C) 3. Challenges the adequacy of analogies developed to test the consistency of
a position (C) 4. Draws a valid inference when given a set of premises (C) S. Offers alternative hypotheses in response to a problem (C) 6. States alternative outcomes which would weaken or strengthen the
evidence in support of a hypothesis when given the details of a planned experiment (C) 7. States the limitations of evidence offered in support of a hypothesis (C)

UNITED STATES HISTORY (9-12)
SKIlL OBJECITVE
B.13. Identifies and defines a problem related to U.S. history
To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences.
1. Describes and labels problems using language that is precise and relatively free of emotive loading (C)
2. Describes situations which keep a person, society or region from being as successful as they might be (C)
3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C)
4. Identifies political-ethical problems faced by a society (C)

UNITED STATES HISTORY (9-12)

SKllL .OBJECllVE

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B.14. Formulates possible alternatives/solutions to a problem
Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices.
1. Lists several ways to reduce the negative effects of a set of circumstances (C)
2. Lists several possible explanations for an intellectual puzzle (C) 3. Lists several possible courses of action when faced with an ethical issue
(C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Lists several possible outcomes if a problem is left unresolved (C)

UNITED STATES mSTORY (9-12)
...
SKILL OBJECI1VE _
B.15. Collects evidence using appropriate, reliable data
Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data.
1. Generates a list of materials and procedures for obtaining information on a given subject (C)
2. Identifies community experts who can provide information about a problem (C)
3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide
(C) 5. Collects information pertinent to topic (C) 6. Evaluates which sources would be most relevant for a given subject (C) 7. Decides whether original empirical research is needed (C)

UNITED STATES mSTORY (9-12)

SKILL OBJECTIVE

.;....

B.16. Cites short- and long-range positive and negative consequences of alternatives
Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects.
1. lists the possible solutions to a given problem (C) 2. lists the possible outcomes to be expected if the solution is true when the
problem is an intellectual puzzle (C) 3. lists the possible desirable and undesirable outcomes when the problem
is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative
which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C)

UNITED STATES HISTORY (9-12)

SKIlL OBJECTIVE

."

B.17. Chooses a reasonable solution from among the various alternatives
A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support.
1. Lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach
consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) 5. Qualifies the selection by presenting the evidence which supports it, as well as its limitations, and states the conditions under which a different choice would be more reasonable (C)

UNITED STATES HISTORY (9-12)

SKllL OBJECTIVE

.;.

B.18. Identifies areas for future study
Future study refers to the investigation of problems which are either not presented or not resolved in text material or classroom lectures. Future study may entail library research, the collection of original data and the application of problem solving skills.
1. Reviews textbook to locate interesting topics which have been left out or given cursory treatment (C)
2. Compares multiple resources on the same topic for contrasting interpretations (C)
3. Examines bibliography in textbook to locate books or articles which present contrasting interpretations or detailed treatments of interesting topics (C)
4. Examines standard references in media center for contrasting interpretations or detailed treatments of interesting topics (e.g., newspapers, periodicals) (C)
5. Keeps notebook for listing topics which might be amenable to original research (C)

UNITED STATES HISTORY (9-12)
SKIll OBJECfIVE
C.19. Works within a group, following set rules of procedure, to complete an assigned task
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks.
1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (c, A)

UNITED STATES HISTORY (9-12)

SKILL OBJEcrIVE

....

C.20. Demonstrates through classroom activities the necessity for rules in an ordered society
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures
to be followed often accompanies and encourages the completion of cooperative tasks.
1. Follows rules for class discussion (A) 2. IJstens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) S. Debates an issue following preset rules and procedures (c, A)

UNITED STATES HISTORY (9-12)
... SKIIL OBJECTIVE '.
C.21. Works with others using democratic principles
In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges.
1. Gives opinions on choices for a class activity (A) 2. Debates solutions to a current events problem (c, A) 3. Participates in a civic improvement project (c, A) 4. Contributes to the completion of a cooperative oral presentation on a
relevant topic (C, A)


UNITED STAlES HISTORY (9-12)

SKILL OBJECTIVE

.;.

C.22. Uses alternative methods of managing conflict
In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached.
1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A)

UNITED STATES HISTORY (9-12)
.:..
SKIll OBJECTIVE '.
C.23. Listens to and respects the views of others
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions.
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or
national government (c, A)

UNITED STATES HISTORY (9-12)
SKILL OBJECI1VE .;.0..
C.24. Uses many sources to obtain current information and opinions
Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person.
1. Interprets stated positions of politicians (C, A) 2. Debates alternative solutions to a current political or economic problem
(C, A) 3. Compares and contrast two opinions on an issue (c, A) 4. Contrasts the opinions expressed in editorials (C) 5. Interviews school officials and students on a relevant topic (C)

UNI1ED STATES HISTORY (9-12)
SKIll OBJECI1VE
C.25. Obtains information by asking appropriate questions in interviews
The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Oarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought
1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an
historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C,
A)

UNITED STATES HISTORY (9-12)

SKIlLOBJECIlVE

.;;,..,

C.26. Evaluates the reliability of information gathered
One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data.
1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. Illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C)

UNITED STATES HISTORY (9-12)
.:..
SKILL OBJECITVE '.
C.27. Identifies goals and priorities
Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or problem, one should first rate or rank the relative desirability of achieving each option.
1. States a group's goals for a cooperative project (C, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (c, A)


UNITED STATES HISTORY (9-12)

SKILL OBJECI1VE

.:;,..,

C.28. Formulates and defends positions on an issue
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (c, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A)



UNITED STATES HISTORY (9-12)

SKIlL OBJECIlVE

...

C.29. States reasons for an advocated position
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (c, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A)

UNITED STATES HISTORY (9-12)

SKIlL OBJEcnVE

.;;...

C.30. Recognizes the right of others to hold differing positions
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions.
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or
national government (C, A)

UNITED STATES HISTORY (9-12)
... SKIll OBJEcnvE
C.3l. PartiCipates in planning for effective action in civic affairs
Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way.
1. Plans a campaign for a school election (c, A) 2. Plans for political action on a current issue (c, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (C, A) S. Explains various means by which one's opinions or ideas can be promoted
(C)

UNITED STATES mSTORY (9-12)

SKIlL OBJECfIVE

.;;..,

C.32. Presents viewpoint to others
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A)

UNITED STATES HISTORY (9-12)
SKll..L OBJECTIVE
0.33. Computes differences between time zones
Different areas of longitude have different times based on their position in relationship to the Prime Median (0 degrees). The number of hours that separate time zones is calculated using approximately 15 degrees of longitude per time zone.
1. Determines the number of hours difference between any points on the globe (C)
2. States whether one zone is ahead or behind another in time (C) 3. Explains the clock time at various places on the Earth at any given point
of time (C)

UNITED STATES HISTORY (9-12)

SKIll. OBJEcnvE

.;,

D.34. Translates dates into centuries
One hundred years is a century, thus the period 0-99 after the birth of Christ is called the first century, AD., and the second 100 years (100-199) are the second century of recorded history after Christ The centuries since Christ are labeled AD. Those before Christ are labeled B.C.
1. Places a given date into the correct century, either AD. or B.C. (C) 2. Describes a given date with the appropriate adjective reflecting the
correct century (C) 3. Translates centuries on the Christian calendar to centuries on a non-
Christian calendar (C)

UNITED STATES HISTORY (9-12)
.;;...
SKILL OBJECTIVE '.
D.35. Formulates generalizations and conclusions about time in studying the development of human affairs
Conclusions or generalizations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events.
1. States a conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a
sample of those events (C) 3. States whether a sample of events which serves as the basis for a
conclusion or generalization is representative of the relevant population of events (C) 4. Formulates a generalization about the ability of experts to predict the dur~tion of important events, such as the length of wars or the length of economic depressions (C)

UNITED STATES HISTORY (9-12)
SKllL OBJECTIVE .;;..,
D.36. Relates the past to the present in the study of change and continuity in human affairs
Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood.
1. Compares a current event to a similar event in history (C) 2. Identifies recurring patterns of similar events in history (C) 3. Explains how the growth of cities is related to developments in
transportation (C) 4. Explains how changes in the American family are related to economic
changes in American life (C) 5. Explains how constitutions are shaped by the prior development of
philosophical thought (C) 6. Traces current religions to their origins and explains how religions have
influenced major events in history (C)

UNITED STATES mSTORY (9-12)
SKIll OBJECTIVE
0.37. Makes timeline sequencing a series of events
A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum.
1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of favorite American heros and places them on a
timeline (C) 3. Constructs a list of events leading to the American Revolu.tion and places
them on a timeline (C) 4. Constructs a list of events in a famous exploration, such as Magellan's
voyage around the world, and places them on a timeline (C) 5. Constructs a list of events related to an important economic event, such as
the Great Depression, and places them on a timeline (C) 6. Constructs a list of developments in the economic organization of society
from hunting and gathering to industrialization and places them on a timeline (C)

UNITED STATES HISTORY (9-12)

SKIlL OWECI1VE

.;;...

D.38. Uses cardinal and intermediate directions to locate various cultural/political and natural features on the earth
A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters.
1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) .3. Identifies the location of a place relative to another using cardinal and
intermediate directions (C)

UNITED STATES HISTORY (9-12) SKIll OBJECI1VE
D.39. Uses a grid system to find exact locations
A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters.
1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and
intermediate directions (C)

UNITED STATES HISTORY (9-12)

SKIll OBJECI1VE

.;.

D.40. Determines direction from the study of maps and globes
The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined.
1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal
directions (C) 3. Orients a map to magnetic north (C) 4. Identifies the cardinal direction quadrant of a point on a map (C)

UNITED STATES mSTORY (9-12)
... SKILL OBJECTIVE '..
0.41. Uses circle measurements in degree~ minutes and seconds
Measurements of angles are often necessary when determining distance and location on spherical surfaces such as the earth's. Standardized units of measure have been established with basic units and smaller, gradient units for more precise calculations.
1. Differentiates among degrees, minutes and s~conds (C) 2. Determines latitude and longitude coordinates of a point in degrees,
minutes and seconds (C) 3. Locates points on a map given coordinates in degrees, minutes and
seconds (C) 4. Explains the use of degrees, minutes and seconds in locating places on the
earth (C)


UNITED STATES HISTORY (9-12)

SKD..L OBJECI1VE

.;;,...

0.42. Uses map scale to determine distance
Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proPQrtionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend.
1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) S. Creates a map of a familiar place which includes a map scale (C)



UNITED STATES HISTORY (9-12)
SKILL OBJEcnVE
0.43. Demonstrates that scale can be expressed in alternative formats
Cartographers create representations of the earth's surface which have distances proportional to real distances. Actual units of length may be computed from the model using information included in the legend. Such information on proportional distances may be given in words, fractional numbers, ratios or graphically represented.
1. Lists different ways by which map scale may be expressed (C) 2. Explains how actual distances are computed using the various alternative
formats for showing map scale (C) 3. Converts one form of expression of scale to another (C) 4. Writes a map scale in several different ways (C)

UNITED STATES mSTORY (9-12)
SKllL OBJECTIVE .;0..
D.44. Uses map keys and legends to correctly interpret resource, product, historic, physical, political and economic maps
Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer.
1. Identifies the meaning of symbols on a map (C) 2. Explains the purpose of a map based on information in a map key (C) 3. Locates information for a specific purpose on a map (C) 4. Draws conclusions about a region based on information in several maps
(e.g., the economy, culture) (C)

UNITED STATES HISTORY (9-12)
SKILL OBJEcnVE
D.46. Uses maps and globes to explain geographic settings of historic and current events
A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the .area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model.
1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest
(C) 4. Draws conclusions about (political events, current economic events,
historical and current events) based on information in maps (C)

UNITED STATES HISTORY (9-12)
SKIlL OBJECfIVE
D.45. Draws conclusions based on multiple pieces of information included on maps
Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. Some models provide both special and general purpose information on the same map.
1. Chooses appropriate maps with information for a specific purpose (C) 2. Uses multiple components of a map in support of a hypothesis (C) 3. Draws conclusions based on several types of information on a map (C) 4. Locates multiple types of information on a map to support or refute
claims by others (C)

UNITED STATES HISTORY (9-12)
SKIll OBJECI1VE
0.47. Makes generalizations about human activities in a geographic region using map information
Plane surface representative models of the earth's surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models focus on the effects of people on the earth or give information about their culture.
1. Chooses appropriate maps to gather information about human activity in a specific region (C)
2. Uses multiple maps to gather data in support of a conclusion about the people of a geographic region (C)
3. Draws conclusions about human activity in a region based on information in several maps (C)
4. Locates multiple types of information on a map or maps to refute or support statements about human activity in a region (C)