5-12 History Standards
Era 1
Standard 1A: The student understands the patterns of change in indigenous societies in the Americas up to the Columbian voyages.
Objective 2: Trace the spread of human societies and the rise of diverse cultures from hunter-gatherers to urban dwellers in the Americas.
Standard 1B: The student understands changes in Western European societies in the age of exploration.
Objective 2: Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed agricultural production, manufacturing, and the uses of labor. (9-12)
Objective 4: Analyze relationships among the rise of centralized states, the development of urban centers, the expansion of commerce, and overseas exploration. (9-12)
Standard 2A: The student understands the stages of European oceanic and overland exploration, amid international rivalries, from the 9th to 17th centuries.
Objective 5: Evaluate the course and consequences of the "Columbian Exchange."
Era 2
Standard 1A: The student understands how diverse immigrants affected the formation of European colonies.
Objective 1: Analyze the religious, political, and economic motives of free immigrants from different parts of Europe who came to North America and the Caribbean.
Objective 2: Explain why so many European indentured servants risked the hardships of bound labor overseas.
Standard 1B: The student understands the European struggle for control of North America.
Objective 3: Analyze how various Native American societies changed as a result of the expanding European settlements and how they influenced European societies.
Standard 3A: The student understands colonial economic life and labor systems in the Americas.
Objective 1: Explain mercantilism and evaluate how it influenced patterns of economic activity.
Objective 2: Identify the major economic regions in the Americas and explain how labor systems shaped them.
Standard 3B: The student understands economic life and the development of labor systems in the English colonies.
Objective 1: Explain how environmental and human factors accounted for differences in the economies that developed in the colonies of New England, mid-Atlantic, Chesapeake, and lower South.
Objective 2: Analyze how the early Navigation Acts affected economic life in the colonies.
Standard 3C: The student understands African life under slavery.
Objective 3: Assess the contribution of enslaved and free Africans to economic development in different regions of the American colonies.(9-12)
Era 3
Standard 2B: The student understands the economic issues arising out of the Revolution.
Objective 2: Analyze the factors that led to Shay's Rebellion.
Objective 3: Explain the dispute over the western lands and evaluate how it was resolved.
Objective 4: Explain how the Continental Congress and the states attempted to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.
Era 4
Standard 1C: The student understands the ideology of Manifest Destiny, the nation’s expansion to the Northwest, and the Mexican-American War.
Objective 1: Explain the economic, political, racial, and religious roots of Manifest Destiny and analyze how the concept influenced the westward expansion of the nation.
Objective 3: Analyze United States trading interests in the Far East and explain how they influenced continental expansion to the Pacific. (9-12)
Standard 2A: The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development.
Objective 1: Explain how the major technological developments that revolutionized land and water transportation arose and analyze how they transformed the economy, created international markets, and affected the environment.
Objective 3: Explain how economic policies related to expansion, including northern dominance of locomotive transportation, served different regional interests and contributed to growing political and sectional differences. (9-12)
Objective 4: Compare how patterns of economic growth and recession affected territorial expansion and community life in the North, South, and West.
Standard 2B: The student understands the first era of American urbanization.
Objective 2: Analyze how rapid urbanization, immigration, and industrialization affected the social fabric of early 19th-century cities.
Objective 4: Compare the popular and high culture in the growing cities.
Standard 2C: The student understands how antebellum immigration changed American society.
Objective 2: Assess the connection between industrialization and immigration.
Standard 2D: The student understands the rapid growth of “the peculiar institution” after 1800 and the varied experiences of African Americans under slavery.
Objective 2: Explain how the cotton gin and the opening of new lands in the South and West led to the increased demand for slaves.
Objective 4: Describe the plantation system and the roles of their owners, their families, hired white workers, and enslaved African Americans.
Standard 2E: The student understands the settlement of the West.
Objective 1: Explore the lure of the West and the reality of life on the frontier.
Objective 3: Examine the origins and political organization of the Mormons, explaining the motives for their trek west and evaluating their contributions to the settlement of the West.
Era 5
Standard 1A: The student understands how the North and South differed and how politics and ideologies led to the Civil War.
Objective 5: Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.
Standard 2B: The student understands the social experience of the war on the battlefield and home front.
Objective 5: Compare the human and material costs of the war in the North and South and assess the degree to which the war reunited the nation.
Era 6
Standard 1A: The student understands the connections among industrialization, the advent of the modern corporation, and material well-being.
Objective 5: Compare the ascent of new industries today with those of a century ago.
Standard 1B: The student understands the rapid growth of cities and how urban life changed.
Objective 1: Explain how geographical factors and rapid industrialization created different kinds of cities in diverse regions of the country.
Objective 2: Trace the migration of people from farm to city and their adjustment to urban life.
Standard 1C: The student understands how agriculture, mining, and ranching were transformed.
Objective 1: Explain how major geographical and technological influences, including hydraulic engineering and barbed wire, affected farming, mining, and ranching.
Objective 2: Explain the conflicts that arose during the settlement of the "last frontier" among farmers, ranchers, and miners
Objective 3: Analyze the role of the federal government--particularly in terms of land policy, water, and Indian policy--in the economic transformation of the West. (9-12)
Objective 4: Explain how commercial farming differed in the Northeast, South, Great Plains, and West in terms of crop production, farm labor, financing, and transportation.
Objective 5: Explain the gender composition and ethnic diversity of farmers, miners, and ranchers and analyze how this affected the development of the West.
Objective 6: Explain the significance of farm organizations.
Standard 1D: The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement.
Objective 1: Analyze the environmental costs of pollution and the depletion of natural resources during the period 1870-1900.
Objective 3: Explain the origins of environmentalism and the conservation movement in the late 19th century.
Standard 2A: The student understands the sources and experiences of the new immigrants.
Objective 1: Distinguish between the "old" and "new" immigration in terms of its volume and the immigrants' ethnicity, religion, language, place of origin, and motives for emigrating from their homelands. (7-12)
Standard 3C: The student understands how Americans grappled with social, economic, and political issues.
Objective 2: Explain the causes and effects of the depressions of 1873-79 and 1893-97 and the ways in which government, business, labor, and farmers responded. (9-12)
Objective 3: Explain the political, social, and economic roots of Populism and distinguish Populism from earlier democratic reform movements. (7-12)
Objective 4: Analyze the Populists' Omaha Platform of 1892 as a statement of grievances and an agenda for reform.(9-12)
Objective 5: Analyze the issues and results of the 1896 election and determine to what extent it was a turning point in American politics.
Objective 6: Evaluate the successes and failures of Populism. (7-12)
Era 7
Standard 1A: The student understands the origin of the Progressives and the coalitions they formed to deal with issues at the local and state levels.
Objective 5: Assess Progressive efforts to regulate big business, curb labor militancy, and protect the rights of workers and consumers. (9-12)
Standard 3B: The student understands how a modern capitalist economy emerged in the 1920s.
Objective 1: Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, continued to transform production, work, and daily life.
Objective 4: Explain the role of new technology and scientific research in the rise of agribusiness and agricultural productivity. (7-12)
Era 8
Standard 1A: The student understands the causes of the crash of 1929 and the Great Depression.
Objective 3: Evaluate the causes of the Great Depression.
Objective 4: Explain the global context of the depression and the reasons for the worldwide economic collapse.(9-12)
Objective 5: Explore the reasons for the deepening crisis of the Great Depression and evaluate the Hoover administration’s responses. (7-12)
Standard 1B: The student understands how American life changed during the 1930s.
Objective 1: Explain the effects of the Great Depression and the Dust Bowl on American farm owners, tenants, and sharecroppers.
Objective 3: Analyze the impact of the Great Depression on the American family and on ethnic and racial minorities.(7-12)
Standard 2A: The student understands the New Deal and the presidency of Franklin D. Roosevelt.
Objective 3: Contrast the first and second New Deals and evaluate the success and failures of the relief, recovery, and reform measures associated with each.(9-12)
Objective 6: Explain renewed efforts to protect the environment during the Great Depression and evaluate their success in places such as the Dust Bowl and the Tennessee Valley. (7-12)
Standard 2C: The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.
Objective 3: Evaluate the significance and legacy of the New Deal.
Standard 3C: The student understands the effects of World War II at home.
Objective 1: Explain how the United States mobilized its economic and military resources during World War II.
Objective 5: Analyze the effects of World War II on gender roles and the American family.(7-12)
Objective 6: Evaluate the war’s impact on science, medicine, and technology, especially in nuclear physics, weaponry, synthetic fibers, and television. (9-12)
Objective 7: Evaluate how Americans viewed their achievements and global responsibilities at war’s end.(9-12)
Era 9
Standard 1A: The student understands the extent and impact of economic changes in the postwar period.
Objective 3: Explain the growth of the service, white collar, and professional sectors of the economy that led to the enlargement of the middle class. (7-12)
Standard 1C: The student understands how postwar science augmented the nation’s economic strength, transformed daily life, and influenced the world economy.
Objective 1: Explore how the new relationship between science and government after World War II created a new system of scientific research and development. (9-12)
Objective 2: Identify various pioneers in modern scientific research and explain how their work has changed contemporary society.
Objective 4: Explain the advances in medical science and assess how they improved the standard of living and changed demographic patterns. (9-12)
Objective 5: Describe agricultural innovation and consolidation in the postwar period and assess their impact on the world economy. (7-12)
Standard 3B: The student understands the “New Frontier” and the “Great Society.”
Objective 4: Assess the effectiveness of the “Great Society” programs.
Objective 5: Compare the so-called second environmental movement with the first at the beginning of the 20th century.
Era 10
Standard 1A: The student understands domestic politics from Nixon to Carter.
Objective 1: Evaluate the effectiveness of the Nixon, Ford, and Carter administrations in addressing social and environmental issues.
Standard 2A: The student understands economic patterns since 1968.
Objective 2: Analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants. (7-12)
Objective 5: Evaluate how scientific advances and technological changes such as robotics and the computer revolution affect the economy and the nature of work.
Objective 6: Assess the effects of international trade, transnational business organization, and overseas competition on the economy. (9-12)
Standard 2B: The student understands the new immigration and demographic shifts.
Objective 1: Analyze the new immigration policies after 1965 and the push-pull factors that prompted a new wave of immigrants.
Objective 2: Identify the major issues that affected immigrants and explain the conflicts these issues engendered.(9-12)