Social Studies Curriculum VA/US History SS - Online...

Social Studies Curriculum VA/US History

The standards for Virginia and United States History include the historical development of American ideas and institutions from the Age of Exploration to the present. While focusing on political and economic history, students will gain a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States and Virginia history. Students should use historical and geographical analysis skills to explore in depth the events, people, and ideas that fostered our national identity and led to our country’s prominence in world affairs.

The study of history must emphasize the intellectual skills required for responsible citizenship. Students practice these skills as they extend their understanding of the essential knowledge defined by the standards for history and social science.

Last Updated: 06/01/09 11:08 AM

SS.VUS Standard 1 Essential

DEMONSTRATE SKILLS FOR HISTORICAL & GEOGRAPHICAL ANALYSIS

The student will demonstrate skills for historical and geographical analysis, and responsible citizenship.

State Notes:The skills identified in Standard SS.VUS.1.a-i are cited in the Essential Skills column of each chart for the Virginia and United States History Curriculum Framework with the exception of “e” (communicate findings orally and in analytical essays and/or comprehensive papers) and “f” (develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled). Skills a-i will be assessed on the VDOE Standards of Learning test. Students should practice these skills throughout the year. However, the skills in item “e” and “f” will not be assessed on the Standards of Learning test.

FCPS Specific

Benchmark 1.a Essential Use Primary & Secondary Sources to Understand Events & Life in the US

The student will identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States.

Indicator 1.a.1 Essential Use primary & secondary sources to understand events & life in the US Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States.

Benchmark 1.b Essential Evaluate the Authenticity, Authority, and Credibility of Sources

The student will evaluate the authenticity, authority, and credibility of sources.

Indicator 1.b.1 Essential Evaluate the authenticity, authority, and credibility of sources Evaluate the authenticity, authority, and credibility of sources.

Benchmark 1.c Essential Formulate Historical Questions & Defend Findings Based on Inquiry

The student will formulate historical questions and defend findings based on inquiry and interpretation.

Indicator 1.c.1 Essential Formulate historical questions and defend findings based on inquiry Formulate historical questions and defend findings based on inquiry and interpretation.

Benchmark 1.d Essential Develop Perspectives of Time & Place Using Maps and Timelines

The student will develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history.

Indicator 1.d.1 Essential Develop perspectives of time & place using maps and timelines Develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history.

Benchmark 1.e Essential Communicate Findings Orally and in Essays or Comprehensive Papers

The student will communicate findings orally and in analytical essays and/or comprehensive papers.

Indicator 1.e.1 Essential Communicate findings orally and in essays or comprehensive papers Communicate findings orally and in analytical essays and/or comprehensive papers.

Benchmark 1.f Essential Develop Skills in Discussion, Debate & Persuasive Writing

The student will develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled.

Indicator 1.f.1 Essential Develop skills in discussion, debate & persuasive writing Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled.

Benchmark 1.g Essential Apply Geographic Skills & Reference Sources - Understand Relationships

The student will apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time.

Indicator 1.g.1 Essential Apply geographic skills & reference sources - understand relationships Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time.

Benchmark 1.h Essential Interpret Significance of Excerpts from Famous Speeches & Documents The student will interpret the significance of excerpts from famous speeches and other

documents.

Indicator 1.h.1 Essential Interpret significance of excerpts from famous speeches & documents Interpret the significance of excerpts from famous speeches and other documents.

Benchmark 1.i Essential Identify Costs, Benefits & Consequences of Specific Choices

The student will identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.

Indicator 1.i.1 Essential Identify costs, benefits & consequences of specific choices Identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.


DESCRIBE EUROPEAN EXPLORATION AND COLONIZATION

The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.

State Notes:Essential Questions:

What were the characteristics of societies in the Americas prior to 1492? Why did Europeans settle in the English colonies? How did their motivations influence their settlement patterns and colony structures? In what ways did the cultures of Europe, Africa, and the Americas interact? What were the consequences of the interactions of European, African, and American cultures? What ideas of representative government and religious toleration did the colonies implement in the new world? Which immigrants settled in the colonies and why?

Essential Skills:

Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers. Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. Interpret the significance of excerpts from famous speeches and other documents. Identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.

FCPS Notes:

The study of United States history begins with an examination of the first people of North America some 30,000 years ago. It is important to discuss briefly the extensive and complex settlement in what Europeans called the “New World.” Students might want to embark on this survey through an examination of the role that geography played in the development of Native American cultures. Students should note the extraordinary linguistic and cultural diversity of Native American societies in the Americas. After examining Native-American life and culture, students should study the epic events of the late fifteenth century when three worlds met: when Europeans, the inhabitants of North and South America, and the peoples of Africa entered upon an historic encounter that was to shape much of modern history in over half the world. The ensuing exchange of ideas, technology, food, and disease had enormous implications for the world. The study of the colonial era in United States history is essential for students because the foundations for many of the most crucial developments were established during those years. Without an understanding of the “seed time” of the American nation it is almost

impossible for students to understand such important developments as the formation of political institutions and values, the development of economic systems, the multi-ethnic and culturally diverse population of the United States, the history of slavery and the enduring problems of race that were its legacy. A brief survey should be made of the English, French, Dutch, Portuguese, and Spanish colonization. Major emphasis should be placed on the English colonies where new political values and institutions were shaped. The sheer scope of our nation’s colonial history requires that students have a clear focus for instruction. One way to embark upon a study of the colonial period is to carry forward the theme of the coming together of varied peoples and their cultural, ethnic, and religious diversity. An analysis of the social, cultural, and economic similarities and differences among the New England, Middle-Atlantic, and Southern colonies will illustrate the diverse character of settlements that characterized early America.

Essential Understanding:Early European exploration and colonization resulted in the redistribution of the world’s population as millions of people from Europe, Africa and Asia voluntarily and involuntarily moved to the New World. Exploration and colonization initiated worldwide commercial expansion as agricultural and other products were exchanged between the Americas and Europe. In time, colonization led to ideas of representative government and religious toleration that over several centuries would inspire similar transformations in other parts of the world.

Benchmark 2.a Expected Describe Reasons for European Exploration and Colonization

The student will describe reasons for European exploration and colonization.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/Early America Through the

Founding of the New Nation

Indicator 2.a.1 Expected Identify the advances that prompted European exploration Identify the technological and commercial advances in Europe that prompted exploration in the Americas including:

Chinese rudder Arab lateen sail Astrolabe

Indicator 2.a.2 Expected Compare motives for European exploration & colonization Compare motives such as religious freedom and economic opportunity for exploration and colonization by European countries, including:

England - religious freedom, economic opportunity France - economic opportunity, fur trade Holland - economic opportunity, overseas trading posts Spain - economic opportunity, precious metals Portugal - economic opportunity, overseas trading posts

Indicator 2.a.3 Expected Evaluate the course and consequences of the Columbian Exchange Evaluate the course and consequences of the Columbian Exchange on:

Western Africa The Americas Western Europe

Benchmark 2.b Essential Describe Interactions among Europeans, Africans & American Indians

The student will describe cultural interactions among Europeans, Africans, and American Indians during the Age of Encounter and the early colonial period.



Indicator 2.b.1 Expected Explain Spanish interactions with the Aztecs, Incas and Pueblos Explain and evaluate the Spanish interactions with:

The Aztecs The Incas The Pueblos

Indicator 2.b.2 Expected Describe the labor systems in Spanish & Portuguese colonies Describe the evolution and long-term consequences of the labor systems in Spanish and Portuguese America, such as:

Encomienda Repartimiento Slavery

Indicator 2.b.3 Essential Explain how explorations and settlements led to conflicts Explain that the explorations and settlements of the English in the American colonies and of the Spanish in the Caribbean, Central America, and South America often led to violent conflicts with the American Indians that resulted in:

Indians losing territories to settlers Indians dying from diseases introduced from Europe

Indicator 2.b.4 Essential Explain the French exploration of Canada Explain that French exploration of Canada:

Did not lead to large-scale immigration from France Often developed more cooperative relations with native peoples

Indicator 2.b.5 Essential Explain how and why slavery was introduced to the New World Explain that the growth of an agricultural economy based on large landholdings in the Southern colonies and in the Caribbean led to the introduction of slavery in the New World, starting with the first Africans who were brought against their will to Jamestown in 1619 to work on tobacco plantations.

Benchmark 2.c Essential Describe the Characteristics of Early Exploration & Settlements

The student will describe the characteristics of early exploration and settlements in the New World.

Indicator 2.c.1 Essential Compare and contrast characteristics and motives of British settlement Compare and contrast the characteristics of and motives for settlement in the British colonies, including:

New England was settled by Puritans seeking freedom from religious persecution in Europe and economic opportunity. The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking

immigrants seeking religious freedom and economic opportunity. Virginia and the other Southern colonies were settled by people seeking economic opportunities.

Indicator 2.c.2 Essential Describe the characteristics and motives for settlement in Virginia Describe the characteristics of and motives for settlement in Virginia, including:

Jamestown, established in 1607 by the Virginia Company of London as a business venture, was the first permanent English settlement in North America. Some of the early Virginia settlers were “cavaliers” - English nobility who received large land grants in eastern Virginia from the King of England. Poor English immigrants also came seeking better lives as small farmers or artisans and settled in the Shenandoah Valley or western Virginia, or as indentured servants who agreed to work on tobacco plantations for a period of time to pay for passage to the New World.

Indicator 2.c.3 Essential Analyze representative government in the British colonies Analyze the ideas of representative government in the British colonies, including:

Puritans formed a “covenant community” based on the principles of the Mayflower Compact and Puritan religious beliefs and were often intolerant of those not sharing their religion. They practiced a form of direct democracy through town meetings. The Virginia House of Burgesses, established by the 1640s, was the first elected assembly in the New World. It has operated continuously and is today known as the General Assembly of Virginia.


DESCRIBE HOW EUROPEAN VALUES TOOK ROOT IN THE COLONIES

The student will describe how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas.


How did the economic activity and political institutions of the three colonial regions reflect the resources or the European origins of their settlers? What were the social, cultural, and economic similarities and differences among the New England, Middle Atlantic, and Southern colonies? How did political institutions and ideas about religious freedom evolve in the North American colonies? Why was slavery introduced into the colonies? How did the institution of slavery influence European and African life in the colonies? How did slave labor and indentured servant labor systems differ?

Essential Skills:


FCPS Notes:In Standard 2, after examining Native-American life and culture, students studied the epic events of the late fifteenth century when three worlds met: when Europeans, the inhabitants of North and South America, and the peoples of Africa entered upon an historic encounter that was to shape much of modern history in over half the world.

In Standard 3, the focus for studying the colonial period is an examination of the economic and political development of the colonies. Colonial economic development is important because the abundance of land, periodic labor shortages, the absence of craft guilds, and the “Protestant work ethic” created wider opportunities for upward mobility. Many colonists nurtured a competitive, entrepreneurial ethos, and a devotion to private property that grew to become part of the American value system, which also affected political institutions in the United States. In Standard 4, students will look at the ideas, events and issues that developed in these English North American colonies during the American Revolution Era.

Essential Understanding:

Economic and political institutions in the colonies developed in ways that were either typically European or were distinctively American, as climate, soil conditions, and other natural resources shaped regional economic development. The African slave trade and the development of a slave labor system in many of the colonies resulted from plantation economies and labor shortages.

Benchmark 3.a Essential Assess the Impact of Geography & Origins of Settlers on Colonies

The student will assess the impact of geography and European origins of settlers on the economic development of the New England, Middle Atlantic, and Southern colonies.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/Geography and Economics

Indicator 3.a.1 Essential Describe the economic development of New England Describe the economic development of New England, including:

The economy was based on shipbuilding, fishing, lumbering, small-scale subsistence farming, and eventually manufacturing. Prosperity reflected the Puritans’ strong belief in the values of hard work and thrift – the “Puritan work ethic”.

Indicator 3.a.2 Essential Describe the economic development of the middle colonies Describe the economic development of the middle colonies of New York, New Jersey, Pennsylvania, and Delaware, including:

The economy was based on shipbuilding, small-scale farming, and trading. Cities such as New York and Philadelphia began to grow as seaports and commercial centers.

Indicator 3.a.3 Essential Describe the economic development of Virginia & Southern colonies Describe the economic development of Virginia and the other Southern colonies, including:

Eastern coastal lowlands – based on large plantations that grew “cash crops” such as tobacco, rice, and indigo for export to Europe Farther inland, in mountains and valleys of the Appalachian foothills – based on small-scale subsistence farming, hunting, and trading

Indicator 3.a.4 Essential Explain private property & free enterprise as traits of colonial life Explain that a strong belief in private ownership of property and free enterprise characterized colonial life.

Indicator 3.a.5 Essential Assess impact of geography on economic development in the colonies Assess the impact of geography on the economic development of the British colonies.

Indicator 3.a.6 Expected

Explain mercantilism as a relationship between England & its colonies

Explain the economic relationship between England and its colonies (mercantilism).

Benchmark 3.b Essential Describe Social Developments and Social Change in British America

The student will describe social developments and social change in British America.


Indicator 3.b.1 Essential Describe the religious groups in the colonies Describe religious groups in the colonies, including:

Puritans – Massachusetts, Puritan work ethic, religious intolerance of dissenters, emphasis on literacy for all Dissenters fleeing persecution by Puritans in Massachusetts - Rhode Island Quakers – Pennsylvania, religious tolerance Huguenots and Jews - New York, religious tolerance Presbyterians - New Jersey, religious tolerance Anglicans (Church of England) – Virginia

Indicator 3.b.2 Essential Describe social characteristics of New England & Mid-Atlantic colonies Describe the social characteristics of the New England and Middle Atlantic colonies, including:

New England – based on religious standing, Puritans were intolerant of dissenters who challenged the Puritans’ belief in the connection between religion and government Middle Atlantic – more flexible social structures, began to develop a middle class of skilled artisans, entrepreneurs (business owners), and small farmers

Indicator 3.b.3 Essential Describe social characteristics of Virginia & other Southern colonies Describe the social characteristics of Virginia and the Southern colonies, including:

Social structure was based on family status and the ownership of land. Large landowners in the eastern lowlands dominated colonial government and society, and maintained an allegiance to the Church of England and closer social ties to England than in the other colonies. In the mountains and valleys further inland, society was characterized by small subsistence farmers, hunters and traders of Scots-Irish and English descent.

Indicator 3.b.4 Essential Describe the "Great Awakening" and its impact Describe the “Great Awakening” and its impact, including:

Religious revival movement of the mid-1700s in both Europe and the colonies Begins in the mid-Atlantic colonies but is most intense in New England under the leadership of Jonathan Edwards Challenged the established religious and governmental order Led to rapid growth of evangelical religions such as the Methodists, under George Whitefield and Baptists Laid some of the social foundations for the American Revolution because central authority was rejected

Indicator 3.b.5 Expected Compare and contrast the social and religious traits of the colonies Compare and contrast the social and religious characteristics of the New England, Middle Atlantic, and Southern colonies.

New England colonies were highly religious – the need to read the Bible led to a high level of literacy for all. Small farms dominated, but rapid growth of cities centered on trade and ship-building first begun by “Profit Puritans”. Middle Atlantic colonies had greater diversity of religions and greater tolerance. Southern colonies had less emphasis on family and religion than in New England, but greater disparity between the wealth of large landowners and poor farmers. The South had some major trading cities (Charleston), but less than New England. The economy was increasingly slave based.

Benchmark 3.c Essential Describe the Political Life in the British Colonies

The student will describe the political life in the British colonies.

Indicator 3.c.1 Essential Describe the political life in the British colonies Describe the political life in the British colonies:

New England Colonies - the use of town meetings (an "Athenian" direct democracy model) in the operation of government Middle Colonies - incorporated a number of democratic principles that reflected the basic rights of Englishmen Southern Colonies - maintained stronger ties with Britain, with planters playing leading roles in representative colonial legislatures

Benchmark 3.d Essential Describe the Impact of Indentured Servitude and Slavery on Colonies

The student will describe the impact of indentured servitude and slavery on European and African life in the colonies.


Indicator 3.d.1 Essential Explain that agriculture in Southern colonies required cheap labor Explain that the growth of a plantation-based agricultural economy in the hot, humid coastal lowlands of the Southern colonies required cheap labor on a large scale.

Indicator 3.d.2 Essential Explain that indentured servants met some labor needs in colonies Explain that some of the labor needs, especially in Virginia, were met by indentured servants, who were often poor persons from England, Scotland, or Ireland who agreed to work on plantations for a period of time in return for their passage from Europe or relief from debts.

Indicator 3.d.3 Essential Identify the changing status of Africans in the colonies Identify the changing status of Africans and African-Americans in the colonies after their first arrival in Jamestown (1619), including:

Some Africans worked as indentured servants, earned their freedom, and lived as free citizens during the Colonial Era. Over time, larger and larger numbers of enslaved Africans were forcibly brought to the Southern colonies (the “Middle Passage”). Slaves eventually filled most plantation labor needs.

Indicator 3.d.4 Expected Analyze the impact of Bacon's Rebellion

Analyze the impact of Bacon’s Rebellion in Virginia (1676) including:

The large number of indentured servants who were freed and in need of farm land led to conflicts with American Indians and to Bacon’s Rebellion. Virginia supported the American Indians’ rights to the land and did not offer alternative employment to the freed servants – Nathaniel Bacon led a large group of these freed servants against Virginia. A result of this rebellion and problems stemming from lack of opportunity for the freed servants, landowners increasingly turned to slave labor.

Indicator 3.d.5 Essential Explain that slavery led to conflict between the North and the South Explain that the development of a slavery-based agricultural economy in the Southern colonies would lead to eventual conflict between the North and South and the American Civil War.


DEMONSTRATE KNOWLEDGE OF THE REVOLUTIONARY WAR PERIOD

The student will demonstrate knowledge of events and issues of the Revolutionary Period.


What ideas, motives, and events led to the colonists’ decision to declare independence? How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence? How did the Declaration of Independence become a road map for the new republic as it extended the franchise, provided for equality of opportunity, and guaranteed "unalienable rights"? What differences existed among Americans concerning separation from Great Britain? Who were the key military and diplomatic leaders of the American Revolution? What were the key battles and events of the American Revolution? What factors contributed to the victory of the American rebels?

Essential Skills


FCPS Notes:

Standard 3 examines the economic and political development of the English North American colonies. Standard 4 focuses on the Revolutionary period. The American Revolution is of single importance to the study of United States history for the light it sheds for students on a major theme in history: the long struggle for liberty, equality, justice, and dignity. The American Revolution severed the colonial relationship with England and created the United States of America. The revolutionary generation laid the institutional foundations for the system of government under which the United States is governed. The Revolution, inspired by the ideas concerning natural rights and political authority that were transatlantic in nature, affected people and governments over a large part of the globe in what has been called “the age of democratic revolution.” A study of the American Revolution has a natural starting point in the Seven Years’ War. This contest for empire removed France from much of North America, reducing the colonists’ need for England’s protection. The war prepared a group of political and military leaders to play roles on a larger stage and gave the colonists a sense of confidence in themselves. England’s decision to maintain troops in the colonies after the war and to make colonists bear part of the cost of the war began to drive a wedge between England and her North American colonies. In studying the decade preceding the American Revolution students should be able to trace the political and constitutional rights invoked by those colonists who debated and protested English policies. Students should discern the connection between revolutionary ideals and the economic interests of different groups such as Virginia tobacco planters, New England merchants, and urban artisans. Some of the drama of the period can be brought to life by exploring the character, thought, and political theatre of the various leaders and polemists such as John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, and Samuel Adams. The Revolutionary Era lends itself to developing a respect for the power of ideas in history, how they originate, how they are shaped over time, and how they are expressed at particular moments of crisis to promote and channel the forces of change.

Standard 5 looks at how the first efforts at nation-building were revised on the basis of experience. The “Founders” developed a new vision of how a diverse society might better work together as a nation, both politically and economically.

Essential Understanding:New political ideas about the relationship between people and their government helped to justify the Declaration of Independence. The revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which we live. The American Revolution was inspired by ideas concerning natural rights and political authority, and its successful completion affected people and governments throughout the world for many generations. The ideals expressed in the Declaration of Independence contradicted the realities of slavery and the undemocratic nature of political participation in the early decades of the new republic. The ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance by the American colonists. The American rebels won their independence because the British government grew tired of the struggle soon after the French agreed to help the Americans.

Benchmark 4.a Essential Analyze Ideas that Influenced & Shaped the Declaration of Independence

The student will analyze how the political ideas of John Locke and those expressed in "Common Sense" helped shape the Declaration of Independence.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/Civics

Indicator 4.a.1 Expected Explain issues used to justify the Declaration of Independence Explain the concept of the “rights of Englishmen” and the impact of the English Civil War and the Glorious Revolution on the colonies as justification for the Declaration of Independence.

Indicator 4.a.2 Essential Explain the Enlightenment period introduced ideas about government Explain that the period known as the “Enlightenment” in Europe during the 17th and 18th centuries saw the development of new ideas about the rights of people and their relationship to their rulers.

Indicator 4.a.3 Essential Assess influence & impact of Enlightenment philosophers on US beliefs Assess the influence and impact of John Locke, and other Enlightenment philosophers, on the American belief in self-government, including their ideas:

John Locke was the most influential of the Enlightenment philosophers All people are free, equal, and have “natural rights” of life, liberty, and property that rulers cannot take away. All original power resides in the people, and they consent to enter into a “social contract” among themselves to form a government to protect their rights. In return, the people promise to obey the laws and rules established by their government, establishing a system of “ordered liberty”. Government’s powers are limited to those the people have consented to give to it. Whenever government becomes a threat to the people’s natural rights, it breaks the social contract and the people have the right to alter or overthrow it. Locke’s ideas about the sovereignty and rights of the people were radical and challenged the centuries-old practice throughout the world of dictatorial rule by kings, emperors, and tribal chieftains.

Indicator 4.a.4 Essential Explain how "Common Sense" contributed to the calls for independence Explain that Thomas Paine was an English immigrant to America who produced a pamphlet known as "Common Sense" that:

Challenged the rule of the American colonies by the King of England, calling King George III “unfit to rule” Was read and acclaimed by many American colonists during the mid-1700s and contributed to a growing sentiment for independence from England

Indicator 4.a.5 Essential Assess how Declaration of Independence held ideas of Locke & Paine Assess how the eventual draft of the Declaration of Independence, authored by Thomas Jefferson of Virginia, reflected the ideas of Locke and Paine, including:

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” “That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed…” “That whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government…” Jefferson then went on to detail many of the grievances against the king that Paine had earlier described in "Common Sense".

Benchmark 4.b Essential Evaluate Key Principles in the Declaration of Independence as Unifiers

The student will evaluate how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy.

Indicator 4.b.1 Essential Evaluate key principles in the Declaration of Independence as unifiers Evaluate how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy and increased political, social, and economic participation in the American experience over a period of time:

Political participation (equality) Extending the franchise Upholding due process of law Providing free public education

Social participation (liberty) Abolishing slavery Extending civil rights to women and other groups

Economic participation (pursuit of happiness) Regulating the free enterprise system Promoting economic opportunity Protecting property rights

Benchmark 4.c Essential Describe Political Differences Among Colonists About Independence

The student will describe the political differences among the colonists concerning separation from Britain.



Indicator 4.c.1 Essential Explain the Anglo-French rivalry that led to French & Indian War Explain that the Anglo-French rivalry in North America between England and France led to the French and Indian War (7 Years War), in which the French were driven out of Canada and their territories west of the Appalachian Mountains.

Indicator 4.c.2 Essential Explain the actions by England that led to the Revolutionary War Explain that following the Treaty of Paris (1763) and as a result of the war, England took several actions that angered the American colonies and led to the American Revolution, including:

The Proclamation of 1763, which prohibited settlement west of the Appalachian Mountains, a region that was costly for the British to protect

New taxes on legal documents (the “Stamp Act”), tea and sugar, to pay costs incurred during the French and Indian War and for British troops to protect colonists

Indicator 4.c.3 Essential Identify the Patriot, Loyalist and Neutral factions Identify the Patriots, Loyalists (Tories), and Neutrals, including:

Patriots – believed in complete independence from England Loyalists (Tories) – remained loyal to Britain Neutrals – the many colonists who tried to stay as uninvolved in the war as possible

Indicator 4.c.4 Essential Examine arguments between the Patriots and Loyalists Examine the arguments between the Patriots and Loyalists (Tories) about independence, and draw conclusions about their decision to declare independence, including:

Patriots – were inspired by the ideas of Locke and Paine and the words of Virginian Patrick Henry (“Give me liberty, or give me death!”); provided the troops for the American Army, led by George Washington, also of Virginia. Loyalists (Tories) – remained loyal based on cultural and economic ties to Britain; believed that taxation of the colonies was justified to pay for British troops to protect American settlers from Indian attacks.

Indicator 4.c.5 Essential Reconstruct chronology of events that led to armed conflict Reconstruct the chronology of critical events leading to the outbreak of armed conflict between the American Colonies and England, including:

The Proclamation of 1763 in which King George III reorganized British colonies and their boundaries regardless of earlier sovereign charters; limited western settlement. The Stamp Act (1765) was one of the direct taxes targeting North American colonists only instead of the customary empire-wide taxes levied previously. The Boston Massacre (1770) took place when British troops fired on anti-British demonstrators. The Boston Tea Party (1773) was staged by the Sons of Liberty to enforce their self-proclaimed embargo. The First Continental Congress was called (1774), to which all of the colonies except Georgia sent representatives - the first time most of the colonies had acted together. War began when the "Minutemen" in Massachusetts fought a brief skirmish with British troops at Lexington and Concord (1775).

Benchmark 4.d Essential Analyze Reasons for Colonial Victory in the Revolutionary War

The student will analyze reasons for colonial victory in the Revolutionary War.



Indicator 4.d.1 Essential Appraise George Washington's military and political leadership Appraise George Washington’s military and political leadership in conducting the Revolutionary War, including:

General of the American Army Avoided any situation that threatened the destruction of his army Kept the army together when defeat seemed inevitable

Indicator 4.d.2 Essential Analyze relationship between France and Americans in the Revolution Analyze the Americans' relationship with France during the Revolution, including that:

Americans benefited from the presence of the French army and navy at the Battle of Yorktown, which ended the war with an American victory Benjamin Franklin negotiated a Treaty of Alliance with France

Indicator 4.d.3 Essential Explain the role of support for the war in Great Britain Explain that the war did not have popular support in Great Britain.

Indicator 4.d.4 Expected Reconstruct chronology of military events that led to colonial victory Reconstruct the chronology of the critical military events that led to the colonial victory, including:

Lexington and Concord – the war began when "Minutemen" in Massachusetts fought brief skirmishes with British troops - 1775 – “the shot heard ‘round the world” Trenton – surprise attack & victory by Washington following months of defeat - 1776 Saratoga – a victory that was the turning point of the American Revolution, and was the basis for French recognition, and economic and military aid - 1777 Yorktown – Washington’s march south traps Cornwallis; where French operations reinforced the Americans to deliver a victory (1781) which led to the Treaty of Paris in 1783

Indicator 4.d.5 Expected Compare & contrast roles of different groups in the Revolutionary War Compare and contrast the roles of men and women, including white settlers, free and enslaved African Americans, and Native Americans in the Revolutionary War.

The British offered manumission to slaves who fought on their side.


DEMONSTRATE KNOWLEDGE OF THE US CONSTITUTION

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it.


How did America’s pre-Revolutionary relationship with England influence the structure of the first national government? What were the political, social, and economic consequences of the American Revolution? What weaknesses in the Articles of Confederation led to the effort to draft a new constitution? What events led to the writing of the United States Constitution? How did the delegates to the Constitutional Convention balance competing interests? What major compromises were achieved during the Constitutional Convention? How was the Bill of Rights influenced by the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom? What were the major arguments for and against the Constitution of 1787 in leading Federalist and Anti-Federalist writings and in the ratification debates? Who were the leading Federalists and Anti-Federalists in the pivotal ratification debate in Virginia? How did Chief Justice John Marshall, a Virginian, contribute to the growth of the U.S. Supreme Court’s importance in relation to the other branches of the national government? What are the major components of the national government?

Essential Skills

Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers.

Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. Interpret the significance of excerpts from famous speeches and other documents. Identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.

FCPS Notes:Standard 4 looked at the ideas, events and issues that developed in the first thirteen states of the new United States of America. Standard 5 examines how the Revolution changed the ways Americans thought, acted, and ordered their institutions. Students should be able to draw up a rough balance sheet that indicates to what extent different groups in society accomplished their goals and to what extent compromises were made. Students should study how the rebellious colonists established new governments and they should understand the political principles upon which they built government anew. A thoughtful study of the Declaration of Independence will become a touchstone for the survey that follows. Students should also examine the powers allowed the central government and the powers reserved to the states under the Articles of Confederation. The study of nation building in the generation after 1783 is important for students to understand the creation and ratification of the United States Constitution and the evolution of the political democracy it established. Students should examine the fundamental ideas underpinning the political vision of the nation’s eighteenth century founders expressed in the Constitution, the debates over ratification, and the Bill of Rights. The debate over the Constitution’s ratification is equally absorbing and important. To study the ratification debates in Virginia, where Madison and Randolph debated Henry and Mason, is to open windows to the sophisticated political discourse of this era. Students gain an understanding of both the fluidity and uncertainty of those early years and the sharp division of opinion at the very time the United States was struggling to define itself. Standard 6 examines major events in the first half of the 19th century, including issues surrounding territorial expansion, expanding democracy, and hostile sectionalism.

Essential Understanding:During the Constitutional Era, the Americans made two attempts to establish a workable government based on republican principles. The Constitution of the United States of America established a government that shared power between the national government and state governments, protected the rights of states, and provided a system for orderly change through amendments to the Constitution itself. The major principles of the Bill of Rights of the Constitution were based on earlier Virginia statutes. Elements of Federalist and Anti-Federalist thought are reflected in contemporary political debate on issues such as the size and role of government, federalism, and the protection of individual rights. Important legal precedents established by the Marshall Court strengthened the role of the U.S. Supreme Court as an equal branch of the national government.

Benchmark 5.a Essential Explain Constitution Origins, Including the Articles of Confederation

The student will explain the origins of the Constitution, including the Articles of Confederation.


Indicator 5.a.1 Essential Explain the creation of the Articles of Confederation Explain that American political leaders, fearful of a powerful central government like England’s, created the Articles of Confederation, adopted by the Second Continental Congress at the end of the war.

Indicator 5.a.2 Essential Assess the weaknesses of the Articles of Confederation Assess the weaknesses of the Articles of Confederation, including:

Provided for a weak national government Gave Congress no power to tax or regulate commerce among the states Provided for no common currency Gave each state one vote regardless of size All amendments required unanimous vote by all the states; new legislation required 2/3rds majority Provided for no executive or judicial branch

Indicator 5.a.3 Expected Assess the successes under the Articles of Confederation

Assess the successes under the Articles of Confederation, including the importance of the Land Ordinance of 1785 and the Northwest Ordinance of 1787.

Indicator 5.a.4 Expected Determine the causes and effects of Shay's Rebellion Determine the causes and effects of Shays’ Rebellion, including:

Both debtors and creditors unhappy Exposed weaknesses of the Articles of Confederation Confirmed the need for a national militia

Indicator 5.a.5 Expected Discuss the issues that led to the creation of the US Constitution Discuss the issues, policies and events affecting relations among the existing and future states that led to the creation and ratification of the United States Constitution.

Benchmark 5.b Essential Identify the Major Compromises Made to Create the US Constitution

The student will identify the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.


Indicator 5.b.1 Essential Identify key issues & the resolutions in creating the US Constitution Identify the key issues in creating the Constitution and their resolutions, including:

Delegates ignored states’ instructions to revise the Articles of Confederation, and instead created a wholly new government. The Constitution is based on the principles of limited government, consent of the governed, and checks and balances. It was balanced between large (Virginia Plan) and small (New Jersey Plan) states by creating a Senate (where each state gets two senators) and a House of Representatives (with membership based on population) – (The Connecticut or Great Compromise). Delegates placated the Southern states by counting the slaves as three-fifths of the population when they determined representation in the U.S. House of Representatives (The 3/5th Compromise). Delegates avoided a too-powerful central government by establishing three co-equal branches - legislative, executive, and judicial - with numerous checks and balances among them. Delegates made federal law the supreme law of the land when constitutional (Supremacy Clause), but otherwise gave the states considerable leeway to govern themselves in the 10th Amendment. Delegates limited the powers of the federal government to those identified in the Constitution.

Indicator 5.b.2 Essential Assess the role of George Washington as Chairman of the Convention Assess the role of George Washington as the President of the Constitutional Convention, where he seldom participated in the debates but lent his enormous prestige to the proceedings.

Indicator 5.b.3 Essential Assess the role of James Madison as "Father of the Constitution" Assess the role of James Madison, known as the “Father of the Constitution,” including:

Madison, a Virginian and brilliant political philosopher, often led the debate and kept copious notes of the proceedings - the best record historians have of what transpired at the Constitutional Convention.

At the Convention, Madison authored the “Virginia Plan”, which proposed a federal government of three separate branches (legislative, executive, judicial) and became the foundation of the new government. He later authored much of the Bill of Rights.

Benchmark 5.c Essential Examine Significance of Documents Used to Create the Bill of Rights

The student will examine the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.


Indicator 5.c.1 Essential Explain that George Mason wrote the Virginia Declaration of Rights Explain that George Mason wrote the Virginia Declaration of Rights, which reiterated the notion that basic human rights should not be violated by governments.

Indicator 5.c.2 Essential Explain that Thomas Jefferson wrote VA Statute for Religious Freedom Explain that Thomas Jefferson wrote the Virginia Statute for Religious Freedom, which outlawed the established church—that is, the practice of government support for one favored church.

Indicator 5.c.3 Essential Explain that Madison used VA documents to create the US Bill of Rights Explain that James Madison, also a Virginian, consulted on the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom when drafting the amendments that eventually became the United States Bill of Rights.

Benchmark 5.d Essential Assess the Arguments of the Federalists and Anti-Federalists

The student will assess the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today.

Indicator 5.d.1 Essential Explain the arguments of Federalists during ratification debates Explain that Federalists advocated the importance of a strong central government, especially to promote economic development and public improvements, and that:

The leading Virginia proponents of ratification were George Washington and James Madison. Today those who see a primary role for the federal government in solving national problems are heirs to this tradition.

Indicator 5.d.2 Essential Explain the arguments of Anti-Federalists during ratification debates Explain that the Anti-Federalists feared an overly powerful central government destructive of the rights of individuals and the prerogatives of the states, and that:

The leading Virginia opponents of ratification were Patrick Henry and George Mason. Today more conservative thinkers echo these concerns and champion liberty, individual initiative, and free markets.

Benchmark 5.e Essential Appraise John Marshall's Supreme Court Precedent-Setting Decisions

The student will appraise how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government.

Indicator 5.e.1 Essential Describe the cases that are the basis of Supreme Court powers Describe the foundation blocks of the Court’s authority to mediate disagreements between branches of governments, levels of government, and competing business interests:

The doctrine of judicial review set forth in Marbury v. Madison The doctrine of implied powers set forth in McCulloch v. Maryland A broadly national view of economic affairs set forth in Gibbons v. Ogden


DEMONSTRATE KNOWLEDGE OF THE 1ST HALF OF THE 19TH CENTURY

The student will demonstrate knowledge of the major events during the first half of the nineteenth century.


Why did competing political parties develop during the 1790s? What precedents and political institutions were established during the early years of the nation? How did international events affect the domestic and foreign policy of the United States? How was the judicial power of the federal government transformed during this period? What factors influenced American westward movement? What were the causes of the War of 1812? In what ways did political democracy change in the years following the War of 1812? How did Jacksonian democracy and reform movements reflect the growth of political and social opportunity? What issues divided America in the first half of the nineteenth century? How was nationalism expressed in cultural, political, economic, and foreign policy developments? How did economic and technological innovations transform American society? What were the factors that influenced the territorial expansion of the United States? How did sectional differences lead to disputes about slavery, the nature of the union, and the power of the national government that climaxed with the Civil War?

Essential Skills


FCPS Notes:Standard 5 looked at how the Founders tried a second attempt at republican government with the hope of establishing a successful independent democracy that commanded the respect of foreign nations. Standard 6 focuses on the vital study of the expanding nation from the Federal Period to the decade prior to the outbreak of the Civil War. This was a period of dramatic territorial expansion and economic growth spurred on by the great optimism of Americans that anything was possible with hard work and imagination. The study of this era begins with the first years of the early republic. The Federal Period was crucial to the development of the United States as Americans forged a national identity and created institutions and practices to govern a nation. It was in this period that local and state loyalties were displaced by the seeds of nationalism. New political practices arose—the rise of the two-party system, contested presidential elections and judicial review. The institutions created by the Constitution took shape. The United States secured its place in the world by fending off both internal and external threats to nationhood. In their study of the Federal period students should explore the dynamic and explosive character of the time. The beginning of the nineteenth century marked a major step in the economic transformation of the United States as regions underwent an economic expansion and modernization that changed the way Americans worked, where they lived and increased their productivity and their contact with the world beyond. Industrialization created new wealth, broader opportunities, and numerous social problems. It spurred the growth of cities and attracted a great wave of immigrants. Women and children were drawn into the labor system as small craft shop production gradually gave way to factory production. Students should explore how this market development was made possible by the spectacular “transportation revolution.”

Widespread material changes ushered in by the early industrialization were accompanied by significant developments in the American society, religion, popular culture, and intellectual life. The rise of theatre, the proliferation of academies of art and music, and the flowering of American literature all reflected the cultural changes of the time. These years also witnessed a range of reform movements as diverse and enthusiastic as can be found in American history. Students should find excitement and relevance in exploring antebellum reform. These reformers themselves are fascinating and the issues they addressed have contemporary resonance. While time does not permit study of every reform movement, the crusades for temperance, public education, women’s rights, and the abolition of slavery are of special importance because they lead to fundamental changes and have relevance in the next century. This era provides students with an exceptionally dramatic chapter in the evolution of political democracy in the United States. The republicanism of the founders was expanded by increased white male participation in state and national politics and the rise of the second party system. The story of the nation’s westward expansion is one of the central stories of the time. Students need to examine how the United States expanded its borders through international diplomacy and war and justified this expansion with the doctrine of Manifest Destiny. Stories of the westward movement should impress upon students the importance of the individual in history and provide students with an opportunity to examine engaging primary sources. Another important development that students should explore is the expansion of agriculture and exploitation of natural resources; the emergence of slavery as a divisive political issue; and the evolution of the nation’s nineteenth century policy toward the American Indians. Although the vitality and the democratic spirit of this age are noteworthy, it also important for students to understand that important sectional differences over slavery, protective tariffs, and states’ rights dominated the political debate of the day. Only a strong national spirit and the statesmanship of congressional giants such as Henry Clay and Daniel Webster forestalled the deepening sectional differences that would reach crisis proportions in the following decade. Standard 7 explores the subsequent failure of sectional compromise before the American Civil War. This domestic divide will be resolved by confirming the union as outlined in the principles of the Declaration of Independence. The United States would seek an equitable accommodation in its diverse racial society during Reconstruction, but it will falter.

Essential Understanding:Different views of economic and foreign policy issues led to the development of the first American political parties. Economic and strategic interests, supported by popular beliefs, led to territorial expansion to the Pacific Ocean. The new American republic prior to the Civil War experienced dramatic territorial expansion, immigration, economic growth, and industrialization. Americans, stirred by their hunger for land and the ideology of “Manifest Destiny,” flocked to new frontiers. Conflicts between American settlers and Indian nations in the Southeast and the old Northwest resulted in the relocation of many Indians to reservations. Regional self-interests led to a divided nation at war against the British. An extension of the franchise, westward expansion, and the rise of sectional interests prompted increased participation in state and national politics. The nation struggled to resolve sectional issues, producing a series of crises and compromises. These crises took place over the admission of new states into the Union during the decades before the Civil War. The issue was whether the number of “free states” and “slave states” would remain balanced, thus affecting the distribution of power in the Congress.

Benchmark 6.a Essential Explain the Formation of the 1st Opposition Political Party

The student will explain the principles and issues that prompted Thomas Jefferson to organize the first opposition political party.

Indicator 6.a.1 Essential Explain the formation of the 1st opposition political party Explain the principles and issues that prompted Thomas Jefferson to organize the first opposition political party, including:

The controversy over the Federalists’ support for the Bank of the United States The Jay Treaty The undeclared war on France contributed to the emergence of an organized opposition party, the Democratic-Republicans, led by Thomas Jefferson and James Madison

Indicator 6.a.2 Essential Describe the significance of the election of 1800 Describe the election of 1800, won by Thomas Jefferson, as the first American presidential election in which power was peacefully transferred from one political party to another.

Indicator 6.a.3 Essential Explain the beliefs of members of the Federalists political party Explain that, typically, the Federalists political party, led by John Adams and Alexander Hamilton, believed in a strong national government and commercial economy and were supported by bankers and business interests in the Northeast.

Indicator 6.a.4 Essential

Explain the beliefs of the Democratic-Republican political party Explain that the Democratic-Republicans political party believed in a weak national government and an agricultural economy. They were supported by farmers, artisans, and frontier settlers in the South.

Benchmark 6.b Essential Identify Factors that Led to Territorial Expansion

The student will identify the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians.


Indicator 6.b.1 Expected Describe foreign policy decisions of Washington, Adams & Jefferson Describe the foreign policy decisions of Washington, Adams, and Jefferson, including:

Declaration of neutrality - George Washington avoided war with France. Jay Treaty - George Washington avoided war with Great Britain. Washington’s farewell addressed advised against permanent alliances. Pinckney’s Treaty (Treaty of Madrid) - John Adams avoided war with Spain, obtained navigation rights on the Mississippi River. Alien and Sedition Acts - unpopular John Adams legislation curtailing 1st Amendment rights, favoring the Federalist Party. XYZ Affair - John Adams refused bribes demanded by the French. Jefferson agreed to the Louisiana Purchase. Embargo Act - Thomas Jefferson efforts to avoid involvement in European wars resulting in economic depression in the United States. Barbary pirates - Thomas Jefferson refused to pay tribute to the Barbary pirates of North Africa and succeeded in defeating pirates at Tripoli.

Indicator 6.b.2 Essential Assess the impact of the Louisiana Purchase on territorial expansion Assess the impact of the Louisiana Purchase on territorial expansion, including:

President Jefferson purchased the huge Louisiana Territory from France in 1803. The Louisiana Purchase doubled the size of the United States overnight. Jefferson authorized the Lewis and Clark expedition to explore the new territories that lay west of the Mississippi River. Sacajawea, an American Indian woman, served as their guide and translator.

Indicator 6.b.3 Essential Describe the causes and consequences of the War of 1812 Describe the causes and consequences of the War of 1812, including:

President Madison’s reasons for involvement included impressments and disruption of trade. Henry Clay and the “War Hawks” pushed for war. The Treaty of Ghent (1814) effectively consolidated results of the American Revolution and no more impressments occurred. Victory in the war produced an American claim to the Oregon Territory. Victory in the war also increased migration of American settlers into Florida, which was later acquired by treaty from Spain with the Adams-Onis Treaty (1819).

Indicator 6.b.4 Essential Identify the origins and provisions of the Monroe Doctrine Identify the origins and provisions of the Monroe Doctrine (1823), including:

The American continents should not be considered for future colonization by any European powers. Nations in the Western Hemisphere were inherently different from those of Europe,

republics by nature rather than monarchies. The United States would regard as a threat to its own peace and safety any attempt by European powers to impose their system on any independent state in the Western Hemisphere. The United States would not interfere in European affairs.

Indicator 6.b.5 Essential Assess the impact of economic factors on territorial expansion Assess the impact of economic factors on territorial expansion, including:

American settlers poured westward from the coastal states into the Midwest, Southwest, and Texas, seeking economic opportunity in the form of land to own and farm. The growth of canals and railroads helped the growth of an industrial economy and supported the westward movement of settlers (Henry Clay’s “American System”). Eli Whitney’s invention of the cotton gin led to the spread of the slavery-based “cotton kingdom” in the South and introduced -

Interchangeable parts Mass production

These innovations meant goods could be - Made inexpensively Distributed widely Repaired relatively easily, even when the consumers were living on the frontier

Indicator 6.b.6 Expected Describe the resolution of the Oregon dispute with Great Britain Describe the peaceful resolution of the Oregon dispute with Great Britain including:

The area in the Oregon territory between the Columbia River and the 49th parallel was claimed by both the United States and Great Britain. The 1846 Treaty of Oregon was a compromise that fixed the boundary between Canada and the United States at 49° north.

Indicator 6.b.7 Essential Analyze the American belief in "Manifest Destiny" Analyze the belief in America’s “Manifest Destiny” to stretch from Atlantic to Pacific which provided political/philosophical support for territorial expansion – primarily under the presidency of James Polk.

Indicator 6.b.8 Essential Assess the impact of westward migration on the American Indians Assess the impact of westward migration on the American Indians, including:

American Indians were repeatedly defeated in violent conflicts with settlers and soldiers and forcibly removed from their ancestral homelands. They were either confined to reservations or forced to march far away from their homes (the “Trail of Tears” in 1838-39) when several tribes were relocated from Atlantic Coast states to Oklahoma.

Indicator 6.b.9 Essential Explain the Texas Revolution and the Mexican-American War Explain the causes and consequences of the Texas Revolution and the Mexican-American war, including:

American migration into Texas under Stephen Austin led to an armed revolt against Mexican rule and a famous battle at the Alamo, in which a band of Texans fought to the last man, but lost to a vastly superior force. The Texans' eventual victory over Mexican forces subsequently led to the establishment of the Lone Star Republic. After a 9-year Senate debate, including an argument over slavery, Texas is admitted as a new state in the Union. The American victory in the Mexican War during the 1840s, settled in the 1848 Treaty of Guadalupe Hidalgo, led to the acquisition of an enormous territory that included the present-day states of:

California

Nevada Utah Arizona Parts of Colorado and New Mexico

Benchmark 6.c Essential Examine the Reasons for Declaring War on Great Britain in 1812

The student will examine the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and how this divided the nation.

Indicator 6.c.1 Essential Examine the reasons for declaring war on Great Britain in 1812 Examine the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and how this divided the nation, including:

British interference with American shipping and western expansionism fueled the call for a declaration of war. Federalists opposed Madison’s war resolution and talked of secession and proposed constitutional amendments that were not acted upon.

Benchmark 6.d Essential Relate the Changing Character of American Political Life

The student will relate the changing character of American political life in “the age of the common man” (Jacksonian Era) to increasing popular participation in state and national politics.

Indicator 6.d.1 Essential Relate the changing character of American Political life Relate the changing character of American politics “in the age of the common man” that was characterized by:

Heightened emphasis on equality in the political process for adult white males The rise of interest group politics and sectional issues A changing style of campaigning Increased voter participation

Indicator 6.d.2 Essential Explain Andrew Jackson's "Spoils System" Explain that Andrew Jackson personified the “democratic spirit” of the age by challenging economic elites and rewarding campaign supporters with public office (Spoils System).

Indicator 6.d.3 Essential Explain the replacement of the Federalists by Whigs & Know-Nothings Explain that the Federalist Party disappeared and new political parties, the Whigs and Know-Nothings, were organized in opposition to the Democratic Party.

Benchmark 6.e Essential Describe the Issues that Divided the Nation

The student will describe the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of states in the Union.


Indicator 6.e.1 Essential Describe sectional tensions caused by competing economic interests Describe the sectional tensions that were caused by competing economic interests, such as:

The industrial North favored high protective tariffs to protect northern manufactured goods from foreign competition. The agricultural South opposed high tariffs that made the price of imports more expensive.

Indicator 6.e.2 Essential Describe sectional tensions caused by westward expansion Describe sectional tensions caused by westward expansion, including:

As new states entered the Union, compromises were reached that maintained the balance of power in Congress between “free” and “slave” states. The Missouri Compromise (1820) drew an east-west line through the Louisiana Purchase, with slavery prohibited above the line and allowed below, except that slavery was allowed in Missouri, north of the line. In the Compromise of 1850, California entered as a free state, while the new Southwestern territories acquired from Mexico would decide on their own. The Kansas-Nebraska Act of 1854 repealed the Missouri Compromise line by giving people in Kansas and Nebraska the choice whether to allow slavery in their states (“popular sovereignty”). This law produced bloody fighting in Kansas as pro- and anti-slavery forces battled each other. It also led to the birth of the Republican party that same year to oppose the spread of slavery.

Indicator 6.e.3 Essential Describe sectional tensions caused by debates - nature of the Union Describe the sectional tensions that were caused by debates over the nature of the Union, including:

South Carolinians argued that sovereign states could nullify the Tariff of 1832 and other acts of Congress. A Union that allowed state governments to invalidate acts of the national legislature could be dissolved by states seceding from the Union in defense of slavery (Nullification Crisis). President Jackson threatened to send federal troops to collect the tariff revenues.

Indicator 6.e.4 Essential Describe sectional tensions caused by the institution of slavery Describe the sectional tensions that were caused by the institution of slavery, including:

Slave revolts in Virginia, led by Nat Turner and Gabriel Prosser, fed white Southern fears about slave rebellions and led to harsh laws in the South against fugitive slaves. Southerners who favored abolition were intimidated into silence. Northerners, led by William Lloyd Garrison, publisher of The Liberator, increasingly viewed the institution of slavery as a violation of Christian principles and argued for its abolition. Southerners grew alarmed by the growing force of the Northern response to the abolitionists. Fugitive slave acts pitted southern slave owners against outraged northerners who opposed returning escaped slaves to bondage.

Indicator 6.e.5 Essential Describe the woman's suffrage movement Describe the women’s suffrage movement, including:

Took root around the same time the abolitionist movement grew Aimed to give equal rights to women 1848 Seneca Falls “Declaration of Sentiments” The roles of Elizabeth Cady Stanton and Susan B. Anthony, who became involved in women’s suffrage before the Civil War, but continued with the movement after the war

Indicator 6.e.6 Expected Describe transcendentalism Describe transcendentalism, accounting for the rise of the first American renaissance and

analyze ideas concerning the individual, society, and nature expressed in the literary works of transcendentalists.


DEMONSTRATE KNOWLEDGE OF THE CIVIL WAR & RECONSTRUCTION ERA

The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history.


What were the causes of the Civil War? What were the major military and political events of the Civil War? Who were the key leaders of the Civil War? Why did Southern states secede? Did any state have a right to leave the Union? Was Lincoln right to use military force to keep the Union intact? Who were the key political and military leaders during the Civil War? How did the ideas expressed in the Emancipation Proclamation and the Gettysburg Address support the North’s war aims? What was Lincoln’s vision of the American nation as professed in the Gettysburg Address? What were the key military turning points in the Civil War? What were the social and economic consequences of the Civil War? What was Reconstruction and what were the political debates over its implementation? What were the consequences of the war and Reconstruction? How did the Civil War affect African Americans and the common soldier? What was the war’s impact on the home front? What were the long-term social and economic consequences for the South following the end of Reconstruction? What were the post-war contributions of Ulysses S. Grant, Robert E. Lee, and Frederick Douglass?

Essential Skills


FCPS Notes:Standard 6 looked at major events in the first half of the 19th Century, including issues surrounding territorial expansion, expanding democracy, and hostile sectionalism. Standard 7 examines the Civil War in many ways—as a final violent phase in a conflict between two regions with distinct interests; as the breakdown of a democratic political system; as the climax of several decades of social reform; and as the central chapter in America’s racial history. A study of the Civil War provides teachers with opportunities to engage students to explore the great constitutional issues, debates, moral dilemma, political crises, and compromises of the time. Students should be able to understand the conviction felt by Northerners and Southerners and how their passionate feelings of righteousness led to the tragedy of the Civil War. An exploration of the causes of the Civil War reveals the era’s complexity and the inability of elected officials to forge a lasting compromise. Students should examine how the Civil War was precipitated by Southern secession, which had grown out of sectional differences dating back to the founding of the nation. At the same time students need to understand that sectional conflicts extended beyond the slavery issue to cultural differences, conflicting economic interests, and opposing perspectives on the Constitution. Examining the great speeches of Webster, Clay, and Calhoun, and the debates between Lincoln and Douglas will help students understand the competing interests of the time. It is important, however, for students to note that the North and the South were not monolithic—within each region there was widespread diversity, although both Northerners and Southerners continued to support many of the same the republican principles of government. The Union victory and the era known as Reconstruction (1865-1877) began the process of rebuilding political, cultural, and economic institutions. One problem at the end of the war was the status of the former Confederates states and their residents. Another problem was the status of the newly liberated slaves in the post-war nation. Much of the complexity of Reconstruction resulted from the connections between these two problems. The retreat from Reconstruction is an important topic that students should explore. Students should confront and discuss De Tocqueville’s grim prediction, made thirty years prior, observing that although slavery may be abolished “the prejudice to which it has given birth is immovable.” Students should examine how the hopes of African-Americans for full equality, constitutionally guaranteed by the 13th, 14th, and 15th Amendments, were subsequently undermined by the courts, by political interests, and by white southerners’

resistance, opening a century-long struggle to realize equal rights for African Americans. Standard 8 creates an understanding of how the nation grew and changed from the end of Reconstruction through the early twentieth Century. Discussions include railroad development, settlement of the Plains, and conflicting Native American policies. Immigration, industrialization, big business, labor responses will lead to unrest and political reform.

Essential Understanding:Mounting sectional tensions and a failure of political will led to the Civil War. The secession of southern states triggered a long and costly war that concluded with Northern victory, a restoration of the Union, and emancipation of the slaves. The Civil War put constitutional government to its most important test as the debate over the power of the federal government versus states’ rights reached a climax. The survival of the United States as one nation was at risk, and the nation’s ability to bring to reality the ideals of liberty, equality, and justice depended on the outcome of the war. Lincoln’s Gettysburg Address said the United States was one nation, not a federation of independent states. That was what the Civil War was about for Lincoln: to preserve the Union as a nation of the people, by the people, and for the people. Lincoln believed the Civil War was fought to fulfill the promise of the Declaration of Independence and was a “Second American Revolution.” He described a different vision for the United States from the one that had prevailed from the beginning of the Republic to the Civil War. The war and Reconstruction resulted in Southern resentment toward the North and Southern African Americans and ultimately led to the political, economic, and social control of the South by whites. The economic and political gains of former slaves were temporary. Although slavery ended, African-Americans did not begin to achieve full equality during the next 100 years. For the common soldier, warfare was brutal and camp life was lonely and boring. Many soldiers returned home wounded or crippled. On the home front, women were required to assume nontraditional roles. Enslaved African Americans seized the opportunity presented by the approach of Union troops to achieve freedom. After the Civil War, both Robert E. Lee and Ulysses S. Grant urged reconciliation between the North and the South. After the Civil War, Frederick Douglass became the leading spokesman for African Americans in the nation.

Benchmark 7.a Essential Evaluate the Multiple Causes (Including Slavery) of the Civil War

The student will evaluate the multiple causes of the Civil War and the role of the institution of slavery as a principal cause of the conflict.

Indicator 7.a.1 Essential Evaluate the multiple causes (including slavery) of the Civil War Evaluate the multiple causes of the Civil War and the role of the institution of slavery as a principal cause of the conflict, including:

Sectional debate over tariffs, extension of slavery in the territories, and the nature of the Union (states’ rights) Northern abolitionists versus southern defenders of slavery U.S. Supreme Court decision in the Dred Scott case Publication of Uncle Tom’s Cabin by Harriet Beecher Stowe Ineffective presidential leadership in the 1850s A history of failed compromises over the expansion of slavery in the territories President Lincoln’s call for federal troops in 1861

Benchmark 7.b Essential Identify the Major Events and Leaders of the Civil War Era

The student will identify the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/Expansion, Reform, Civil War and

Reconstruction: 1801 - 1877

Indicator 7.b.1 Essential Identify the major events of the Civil War Identify the major events of the Civil War and evaluate how the political, military, and diplomatic leadership affected the outcome of the conflict, including:

Election of Lincoln (1860) - followed by the secession of several Southern states who feared that Lincoln would try to abolish slavery Ft. Sumter - opening confrontation of the Civil War

Emancipation Proclamation issued after Battle of Antietam Gettysburg - turning point of the Civil War Vicksburg - Union victory opened the Mississippi River and access to the Gulf of Mexico Appomattox - site of Lee’s surrender to Grant

Indicator 7.b.2 Essential Identify the major military and political leaders of the Civil War Identify major military and political leaders and describe their roles, including:

Abraham Lincoln - President of the United States during the Civil War, who insisted that the Union be held together, by force if necessary Jefferson Davis - U.S. Senator who became President of the Confederate States of America Ulysses S. Grant - Union military commander, who won victories over the South after several Union commanders had failed George McClellan - leading Union General for the Army of the Potomac, hesitant to use troops, Lincoln dismissed and then rehired him, and finally dismissed him after Antietam; ran against Lincoln for the presidency in 1864 William Sherman - Grant’s leading general who led ‘March to the Sea’ destroying much of the South’s agricultural and urban areas (“total war” tactics) Frederick Douglass - former enslaved African American who became prominent black abolitionist and who urged Lincoln to recruit former enslaved African Americans to fight in the Union army Robert E. Lee - Confederate general of the Army of Northern Virginia (Lee opposed secession, but did not believe the Union should be held together by force), who urged Southerners to accept defeat and unite as Americans again, when some Southerners wanted to fight on after Appomattox Thomas “Stonewall” Jackson - Confederate General, hero of 1st & 2nd Battle of Manassas, conducted extensive military campaigns in the Shenandoah Valley, died after the Battle of the Chancellorsville – leaving Lee without his strongest general at Gettysburg

Indicator 7.b.3 Expected Identify military innovations and their impact Identify the innovations in military technology and explain their impact on humans, property, and the final outcome of the war.

Benchmark 7.c Essential Analyze the Emancipation Proclamation & the Gettysburg Address

The student will analyze the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address.



Indicator 7.c.1 Essential Describe the provisions of the Emancipation Proclamation Describe the provisions of the Emancipation Proclamation and assess its significance, including:

Issued after the Battle of Antietam which was portrayed as Union victory following Confederate retreat Freed those slaves located in “rebelling” states (seceded Southern states), but not in border states Made the destruction of slavery a Northern war aim Discouraged any interference from foreign governments, particularly the British Allowed for the enlistment of African American soldiers in the Union Army

Indicator 7.c.2 Essential Analyze the significance of the Gettysburg Address Analyze the significance of the Gettysburg Address (1863), including:

Lincoln described the Civil War as a struggle to preserve a nation that was “dedicated to the proposition that all men are created equal” and that was ruled by a government “of the people, by the people, and for the people”. Lincoln believed America was “one nation”, not a collection of sovereign states, while Southerners believed that states had freely joined the union and could freely leave.

Benchmark 7.d Essential Examine Political & Economic Impact of the Civil War & Reconstruction

The student will examine the political and economic impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America.



Indicator 7.d.1 Essential Describe the political effects of the Civil War & Reconstruction Describe the political effects of the Civil War and the Reconstruction policy advocated by Abraham Lincoln, including:

Lincoln’s view that the United States was one nation indivisible had prevailed. Lincoln believed that because secession was illegal, Confederate governments in the Southern states were illegitimate and the states had never really left the Union. He believed that Reconstruction was a matter of quickly restoring legitimate state governments that were loyal to the Union in the Southern states. Lincoln also believed that once the war was over, to reunify the nation the federal government should not punish the South but act “with malice towards none, with charity for all… to bind up the nation’s wounds….”. The assassination of Lincoln just a few days after Lee’s surrender at Appomattox enabled Radical Republicans to influence the process of Reconstruction in a manner much more punitive towards the former Confederate states. The states that seceded were not allowed back into the Union immediately, but were put under military occupation. Radical Republicans also believed in aggressively guaranteeing voting and other civil rights to African Americans

Indicator 7.d.2 Essential Explain the clashes between Johnson and the Radical Republicans Explain that the Radical Republicans clashed repeatedly with Andrew Johnson, Lincoln's successor over:

Policies regarding readmission of Southern states The issue of civil rights for freed slaves A violation of the Tenure of Office Act They eventually impeached him, but failed to remove him from office.

Indicator 7.d.3 Essential Identify the provisions of Civil War amendments to the Constitution Identify and explain the provisions of the Civil War Amendments to the Constitution, including:

13th Amendment: Slavery was abolished permanently in the United States.

14th Amendment: States were prohibited from denying equal rights under the law to any American. 15th Amendment: Voting rights were guaranteed regardless of “race, color, or previous condition of servitude” (former slaves).

Indicator 7.d.4 Essential Describe the impact of Reconstruction on African Americans Describe the circumstances surrounding the end of the Reconstruction and assess their impact on African Americans in the South, including:

The Reconstruction period ended following the extremely close presidential election of 1876 between Samuel Tilden and Rutherford Hayes. In return for support in the Electoral College vote from Southern Democrats, the Republicans agreed to end the military occupation of the South. Known as the Compromise of 1877, this enabled former Confederates who controlled the Democratic Party to regain power. It opened the door to the “Jim Crow Era” and began a long period in which African Americans in the South were denied the full rights of American citizenship.

Indicator 7.d.5 Essential Describe the economic impact of the war on the South Describe the economic impact of the war on the South, including:

Southern states were left embittered and devastated by the war. Farms, railroads, and factories had been destroyed throughout the South. Confederate money was worthless. Many towns and cities such as Richmond and Atlanta lay in ruins. The source of labor was greatly changed due to the loss of life during the war and the end of slavery. The South remained a backward, agriculture-based economy and was the poorest section of the nation for many decades afterward.

Indicator 7.d.6 Essential Describe economic impact of the war on the North & Midwest Describe the economic impact of the war on the North and Midwest, including:

The North and Midwest emerged with strong and growing industrial economies. The war results laid the foundation for the sweeping industrialization of the nation (other than the South) in the next half-century and the emergence of the United States as a global economic power by the beginning of the 20th century.

Indicator 7.d.7 Essential Explain the Transcontinental Railroad intensified westward movement Explain that the completion of the Transcontinental Railroad soon after the war ended intensified the westward movement of settlers into the states between the Mississippi River and the Pacific Ocean.

Benchmark 7.e Essential Examine the Social Impact of the Civil War on Various Groups

The student will examine the social impact of the war on African Americans, the common soldier, and the home front with emphasis on Virginia.

Indicator 7.e.1 Essential Describe the social impact of the Civil War on African Americans Describe the social impact of the Civil War on African Americans, including:

The Emancipation Proclamation allowed for the enlistment of African American soldiers.

Indicator 7.e.2 Essential Describe the social impact of the Civil War on common soldiers Describe the social impact of the Civil War on common soldiers, including:

Warfare often involved hand-to-hand combat. War time diaries and letters home record this harsh reality. After the war, especially in the South, soldiers returned home to find homes destroyed and poverty. Soldiers on both sides lived with permanent disabilities.

Indicator 7.e.3 Essential Describe the social impact of the Civil War on women

Describe the social impact of the Civil War on women, including:

Managed homes and families with scarce resources Often faced poverty and hunger Assumed new roles in agriculture, nursing, and in war industries

Benchmark 7.f Essential Explain Post-War Contributions of Key Leaders of the Civil War

The student will explain post-war contributions of key leaders of the Civil War.

Indicator 7.f.1 Essential Explain the post-war contributions of Ulysses S. Grant Explain the post-war contributions of Ulysses S. Grant:

Urged Radical Republicans not to be harsh with former Confederates Elected President and served during most of Reconstruction Advocated rights for the freedman Opposed retribution directed to the defeated South

Indicator 7.f.2 Essential Explain the post-war contributions of Robert E. Lee Explain the post-war contributions of Robert E. Lee:

Urged Southerners to reconcile and rejoin the United States Served as President of Washington College (Washington & Lee University today) Emphasized the importance of education to the nation’s future

Indicator 7.f.3 Essential Explain the post-war contributions of Frederick Douglass Explain the post-war contributions of Frederick Douglass:

Supported full equality for African Americans Advocated for the passage of the 14th and 15th Amendments Encouraged federal government actions to protect the rights of the freedmen in the South Served as ambassador to Haiti and in the civil service


DEMONSTRATE NATION'S GROWTH & CHANGE FROM 1860S - EARLY 1900S

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century.

State Notes:

Essential Questions:

What factors influenced American growth and expansion in the late nineteenth and early twentieth century? What is the significance of the closing of the frontier? How did westward expansion and settlement impact Native Americans? What fueled the modern industrial economy? In what ways did changing patterns of immigration to the United States and the movements of people within the country create new patterns and conflicts? What significant shifts in immigration patterns occurred at the turn of the 20th century? How did US immigration policies respond to the challenges of the new wave of immigrants? How did race relations in the South change after Reconstruction, and what was the African American response? How did the excesses of the Gilded Age contribute to the development of the Progressive Movement? How did rapid industrialization, the rise of big business, the labor movement, and technological innovations transform the United States? How did industrialization affect workers? What were the goals of the labor leaders and union organizers?

What social, economic, and political issues gave rise to the Populist movement? What were the goals of Progressives, and what were their accomplishments? What were the short and long term results of the Progressive movement?

Essential Skills


FCPS Notes:Standard 7 explored the failure of sectional compromise in the American Civil War as well as the attempts to establish a free and equal diverse society during Reconstruction. Standard 8 notes that as the South struggled to deal with the challenge of Reconstruction, the Great Plains was rapidly settled. By 1870, the expansion of the railroads accelerated migration to the West. Homesteaders, cowboys, and prospectors led the way. Over the next three decades American agricultural production doubled. The building of the railroads, the destruction of the native bison, and federal land policies signaled the end of tribal life for the Indians of the Great Plains. United States policies of Indian removal culminated in the Dawes Severalty Act of 1887 which ended the policy of respecting tribal bonds, allocated acreage to individuals, and promised eventual citizenship to the Indians, setting the course for federal Indian policy until the New Deal. Students should examine Indian attempts to maintain their culture, dramatically and tragically illustrated by the Ghost Dance movement of 1889-1890, which ended with the massacre at Wounded Knee. The frontier legend tied “free land” to the ideals of freedom, opportunity, and individual self-determination. Students can explore this vision of the West in dime store novels of the era, in the writings of Theodore Roosevelt, and in the scholarship of Frederick Jackson Turner. The nineteenth century closed on a less than auspicious note: the frontier of the American West was pronounced closed, the Plains Indians were herded together on reservations, and the African American quest for full equality before the law was frustrated by the Supreme Court’s ruling in Plessy v. Ferguson. The rise of business, a growing labor movement, technical innovations, and new immigration patterns all transformed the United States. These changes brought modern conveniences and an improved standard of living for most Americans, but also ushered in many problems associated with increased industrialization, urbanization, and political corruption. Students should examine the role of the Progressives as they responded to these new problems, especially the political, social, and economic reforms at the local, state, and national level. Standard 9 investigates the emerging role of the United States as a world power while the country also experienced key domestic events associated with the Great Depression and the New Deal.

Essential Understanding:In the late nineteenth and early twentieth centuries, economic opportunity, industrialization, technological change, and immigration fueled American growth and expansion. During the period from the Civil War to World War I, the United States underwent an economic transformation that involved a developing industrial economy, the expansion of big business, the growth of large-scale agriculture, and the rise of national labor unions and industrial conflict. Discrimination and segregation against African Americans intensified and took new forms in the late nineteenth century and early twentieth century. African Americans disagreed about how to respond to the developments. Reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians, leading to new federal Indian policies. Industrial development brought great new fortunes to a few and raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor. Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement.

Benchmark 8.a Essential Explain Link Between Westward Expansion & the Nation's Growth

The student will explain the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/Emergence of Modern America

and World Conflict: 1877 - 1945

Indicator 8.a.1 Essential Explain link between westward expansion & the nation's growth Explain the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union, including:

After the Civil War, the westward movement of settlers intensified into the vast region between the Mississippi River and the Pacific Ocean. People moving westward had various motivations, including:

Many Americans had to rebuild their lives after the Civil War. Southerners and African Americans, in particular, moved west to seek new opportunities after the Civil War. Many people moved westward to take advantage of the Homestead Act of 1862, which gave free public land in the western territories to settlers who would live on and farm the land.

The westward movement had various effects on the territorial expansion of the United States, including:

By the turn of the century, the Great Plains and Rocky Mountain region of the American West was no longer a mostly unsettled frontier, but was fast becoming a region of farms, ranches, and towns. As the population moved westward, many new states in the Great Plains and Rocky Mountains were added to the Union. By the early 20th century (1912), all the states that make up the continental United States, from Atlantic to Pacific, had been admitted. The forcible removal of the American Indians from their lands would continue throughout the remainder of the 19th century as settlers continued to move west following the Civil War.

Indicator 8.a.2 Essential Explain the era of the American cowboy Explain that the years immediately before and after the Civil War were the era of the American cowboy, marked by long cattle drives for hundreds of miles over unfenced open land in the West - the only way to get cattle to market.

Indicator 8.a.3 Essential Identify new technologies that helped westward expansion Identify new technologies that opened new lands in the West for settlement and made farming more prosperous and profitable by increasing the efficiency of production and linking resources and markets, including:

Railroads – (e.g. Transcontinental Railroad) Mechanical reaper Barbed wire The influence of western expansion on industry, technology and the labor supply, including the Turner Thesis (1893).

Indicator 8.a.4 Expected Identify attitudes and policies towards American Indians Identify and compare the attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers, including:

The Dawes Act The Wounded Knee Massacre Sitting Bull's victory at the Battle of Little Big Horn and support of the Ghost Dance movement

Indicator 8.a.5 Essential Compare and contrast "Old immigrants" and "New immigrants" Compare and contrast “old immigrants” and “new immigrants,” including:

“Old Immigration” – Prior to 1871, most immigrants to America came from northern and western Europe, including:

Germany Great Britain Ireland Norway

Sweden

“New Immigration” – During the half-century from 1871 until 1921, most immigrants came from southern and eastern Europe, and from Asia, including:

Italy Poland Greece Russia Present-day Hungary & Yugoslavia China Japan

Like earlier immigrants, these immigrants came to America seeking freedom and better lives for their families.

Indicator 8.a.6 Essential Explain that immigrants arrived from Europe and Asia Explain that immigrants arrived from:

Europe - entered America through Ellis Island in New York harbor, where their first view of America was often the Statue of Liberty, standing nearby as their ships arrived following the voyage across the Atlantic. Asia - entered America through Angel Island in California’s San Francisco Bay.

Indicator 8.a.7 Essential Assess immigrants' contributions to America's growth Assess immigrants’ contributions to the dramatic growth of America during this period, including:

Immigrants made valuable contributions Chinese and Irish workers helped to build the Transcontinental Railroad. Immigrants worked in textile and steel mills in the Northeast and the clothing industry in New York City. Slavs, Italians, and Poles worked in the coal mines and steel mills of the East and Midwest. Immigrants often worked for very low pay and in dangerous working conditions to help build the nation’s industrial strength. Immigrants went through a process of assimilation into the American “melting pot” -

Immigrants often settled in ethnic neighborhoods in growing cities. Immigrants worked hard to learn English, adopt American customs, and become American citizens. The public schools served an essential role in the process of assimilating immigrants into American society.

Indicator 8.a.8 Essential Explain that despite contributions, immigrants faced hardship Explain that despite their valuable contributions to building America, immigrants often faced hardship and hostility, including:

Fears and resentment that they would take jobs for lower pay than American workers Prejudice based on religious and cultural differences

Indicator 8.a.9 Essential Evaluate the immigration policy of the United States Evaluate the immigration policy of the United States, including:

Mounting resentment led Congress to limit immigration, through the Chinese Exclusion Act of 1882 and the Immigration Restriction Act of 1921. These laws effectively cut off most immigration to America for the next several decades. However, the immigrants of this period and their descendants continued to contribute immeasurably to American society.

Indicator 8.a.10 Essential Explain the industrial growth and resulting issues faced by cities

Explain that as the nation’s industrial growth continued, cities grew rapidly as manufacturing and transportation centers. Some cities were:

Chicago Detroit Cleveland Pittsburgh New York

And they faced problems as a result, which had to be addressed. The problems included:

Factories in large cities provided jobs, but workers’ families often lived in harsh conditions crowded into tenements and slums. The rapid growth of cities caused housing shortages and the need for new public services, such as sewage and water systems. Cities also needed public transportation. Boston and New York City began construction of the nation's first subway systems around the turn of the 20th century, and many cities built trolley or streetcar lines.

Benchmark 8.b Essential Describe the US Economy Moving from Agrarian to Industrial

The student will describe the transformation of the American economy from a primarily agrarian to a modern industrial economy and identify major inventions that improved life in the United States.


Indicator 8.b.1 Essential Explain that technological change spurred the growth of industry Explain that technological change spurred growth of industry, primarily in northern cities.

Indicator 8.b.2 Essential Identify inventions and innovations that fueled industrial growth Identify and describe inventions and innovations that fueled the growth of industry, including:

Corporation (limited liability) Bessemer steel process (forced air) Light bulb (Thomas Edison) and electricity as a source of power and light Telephone (Alexander Graham Bell) Airplane (Wright Brothers) Assembly line manufacturing (Henry Ford)

Indicator 8.b.3 Essential Identify major industrial leaders and their impact on the economy Identify major industrial leaders and their impact upon the economy, including:

Andrew Carnegie (steel) J.P. Morgan (finance) John D. Rockefeller (oil) Cornelius Vanderbilt (railroads)

Indicator 8.b.4 Essential Identify reasons for the move from an agrarian to industrial economy Identify reasons for the economic transformation from a primarily agrarian to an industrial economy at the turn of the century, including:

Laissez-faire capitalism and special considerations (e.g., land grants to railroad builders) The increasing labor supply (from immigration and migration from farms) America’s possession of a wealth of natural resources and navigable rivers

Indicator 8.b.5 Expected Describe the impact of immigration on labor issues Describe the impact of immigration on the labor supply, the movement to organize labor, and industrial conflict.

Indicator 8.b.6 Expected Describe the impact of industrial production on distribution methods Describe the impact of industrial production on distribution methods, transportation, and communication technologies.

Indicator 8.b.7 Expected Describe the impact of industrialization on literature and the arts Describe the impact of industrialization on literature and the arts.

Benchmark 8.c Essential Analyze Prejudice and Discrimination During this Time Period

The student will analyze prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois.



Indicator 8.c.1 Essential Analyze the institutionalization of segregation Analyze the institutionalization of segregation, including:

State laws limited African American freedoms and a variety of “Black Codes” limited the right to vote granted in the 15th Amendment. After Reconstruction, many Southern state governments passed “Jim Crow” laws forcing segregation of the races in public places. Intimidation and crimes were directed against African Americans (lynchings, Ku Klux Klan). African Americans looked to the courts to safeguard their rights, but the Supreme Court ruled in Plessy v. Ferguson that “separate but equal” did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era.

Indicator 8.c.2 Essential Explain that African Americans began the "Great Migration" Explain that during the early 20th century, African Americans began the “Great Migration” to Northern cities in search of jobs and to escape poverty and discrimination in the South.

Indicator 8.c.3 Essential Compare and contrast the response of African Americans Compare and contrast the responses of African Americans as represented by:

Ida B. Wells – led an anti-lynching crusade and called on the federal government to take action Booker T. Washington – believed the way to equality was through vocational education and economic success; he accepted social separation and founded the Tuskegee Institute W.E.B. Du Bois – believed that education was meaningless without equality. He supported political equality for African Americans by helping to form the National Association for the Advancement of Colored People (NAACP).

Benchmark 8.d Essential Identify the Impact of the Progressive Movement

The student will identify the causes and impact of the Progressive Movement, including the excesses of the Gilded Age, child labor and antitrust laws, the use of labor unions, and the success of the women’s suffrage movement.



Indicator 8.d.1 Essential Identify causes of the Progressive Movement Identify the causes of the Progressive Movement, including:

The excesses of the Gilded Age - Income disparity (lavish lifestyle) Age of the robber barons

Working conditions for labor - Dangerous working conditions (e.g. Triangle Shirtwaist Fire) Child labor Long hours, low wages, no job security, no benefits Company towns Employment of women

Indicator 8.d.2 Essential Identify attempts to expose corruption and inequality Identify attempts by individuals to expose corruption and inequality during the Progressive era, including:

Muckraking – journalism dedicated to exposing social, economic and political ills of industrial society Ida Tarbell– wrote History of the Standard Oil Company Jacob Riis – wrote How the Other Half Lives Upton Sinclair – wrote The Jungle

Indicator 8.d.3 Essential Analyze how unions differed in terms of reform agendas & organization Analyze how trade (craft) and industrial unions differed in terms of agendas for reform and in terms of organizing workers by race, skill, gender, and ethnicity, including:

Knights of Labor - Terrence Powderly American Federation of Labor – Samuel Gompers American Railway Union – Eugene V. Debs International Ladies’ Garment Workers Union

Indicator 8.d.4 Essential Explain the response of management & government to labor strife Explain the response of management and government at different levels to labor strife in different regions of the country, including:

Great Railway Strike (1877) Haymarket Square (1886) Homestead Strike (1892) Pullman Strike (1894)

Indicator 8.d.5 Essential Assess the gains of labor unions Assess the gains of labor unions, including:

Limited work hours Regulated work conditions

Indicator 8.d.6 Essential Explain the Progressive Movement used the govt to reform problems Explain that the Progressive Movement used government to reform problems created by industrialization, including:

Theodore Roosevelt’s “Square Deal” (1905) Woodrow Wilson’s “New Freedom”

Indicator 8.d.7 Essential Explain the goals of the Progressive Movement Explain the goals of the Progressive Movement, including:

Government controlled by people Guaranteed economic opportunities through government regulation Elimination of social injustice

Indicator 8.d.8 Essential Describe Progressive accomplishments regarding child labor Describe Progressive accomplishments in responding to child labor, including:

Muckraking literature describing abuses of child labor Child labor laws

Indicator 8.d.9 Essential Evaluate Progressive reforms to expand democracy at all levels Evaluate Progressive reforms to expand democracy at the local, state, and national levels, including:

Local – New forms of government to meet needs of increasing urbanization (commission and council manager) State – Referendum, initiative, and recall National – Primary elections, direct election of U.S. Senators (17th Amendment), secret ballot

Indicator 8.d.10 Essential Identify successful attempts at Progressive reform at federal levels Identify successful attempts at Progressive reform at the federal level, including:

Sherman Antitrust Act – (1890) prevented any business structure that “restrains trade” (monopolies) Pure Food and Drug Act – (1906) triggered by The Jungle Meat Inspection Act – (1906) meat inspection, labeling to protect consumers Federal Reserve Act – (1913) created a permanent national central bank Clayton Antitrust Act – (1914) expanded Sherman Antitrust Act; outlawed price-fixing; exempted unions from Sherman Act Federal Trade Commission - (1914) allowed “cease and desist’ orders by the commission until court cases were resolved

Indicator 8.d.11 Essential Describe the women's suffrage movement Describe the women’s suffrage movement, including:

Gained momentum in the 19th century, but is subsumed by the Temperance and Abolition Movements Seneca Falls Declaration (1848) – a meeting that initiated the women’s suffrage movement – attended by Elizabeth Cady Stanton and Lucretia Mott Was a forerunner of modern protest movement Benefited from strong leadership (e.g., Susan B. Anthony) Encouraged women to enter the labor force during World War I Resulted in 19th Amendment to the Constitution (1920) when President Wilson changes his stand and supports ratification

Indicator 8.d.12 Expected Describe the 16th, 17th, 18th & 19th Amendments reflection of ideals Describe how the 16th, 17th, 18th, and 19th Amendments reflect the ideals and goals of Populist and Progressive parties and the continuing attempt to adapt the founding ideals to a modernized society.


DEMONSTRATE EMERGING ROLE OF US IN WORLD AFFAIRS

The student will demonstrate knowledge of the emerging role of the United States in world affairs.


Why did the United States abandon its traditional isolationist foreign policy? How did the United States expand its influence in the world? In what ways did imperialism expand and change the territorial, diplomatic, and military power of the United States? Why did the U.S. become involved in World War I? What was the impact at home and abroad of United States involvement in World War I? How did visions of the postwar world differ? In what ways did cultural and economic change redefine American ideas and society in the post-war years? What were the social, political, and economic responses to the Great Depression?

Essential Skills


FCPS Notes:Standard 8 examined how the nation grew and changed from the end of Reconstruction through the early twentieth century. Study included railroad development, settlement of the Plains, and conflicting Native American policies. Immigration, industrialization, big business, labor responses led to unrest and political reform. Standard 9 examines the growing power of the United States in both international and domestic affairs. Throughout its history the United States had been an expansionist nation. By the middle of the 19th century the United States had acquired all the territory in the continental United States from the Atlantic to the Pacific Oceans. In the last decade of the 19th century the United States joined European powers in imperialistic expansion. The new Manifest Destiny led to acquisition of overseas possessions in the Caribbean and the Pacific. This imperialistic drive laid the groundwork for the United States’ role as a World Power. As a world power, the United States reluctantly entered World War I. Although victorious, disillusionment with the war and its results led Americans to retreat inwardly. Their sentiments helped to usher in an era of isolationism, and escapism. Standard 10 examines key domestic events of the 1920s and 1930s.

Essential Understanding:Many 20th century American foreign policy issues have their origins in America’s emergence as a world power at the end of the 19th century. America’s intervention in World War I ensured her role as a world power for the remainder of the century. The growing role of the United States in international trade displayed the American urge to build, innovate, and explore new markets. While American entry into World War I ensured Allied victory, the failure to conclude a lasting peace left a bitter legacy.

Benchmark 9.a Essential Explain Changing US Policies Towards Latin America and Asia

The student will explain the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.


Indicator 9.a.1 Essential Explain the growth in international trade from late 1800s to WWI Explain that a growth in international trade occurred from the late 1800s to World War I - the first era of a true “global economy.”

Indicator 9.a.2 Essential Describe the "Open Door Policy" - creating int'l. markets for the US Describe the “Open Door Policy” and evaluate its role in creating international markets for the United States, including:

Proposed by Secretary of State John Hay Would give all nations equal trading rights in China Urged all foreigners in China to obey Chinese laws and observe fair competition

Indicator 9.a.3 Essential Describe "Dollar Diplomacy" - creating int'l. markets for the US Describe “Dollar Diplomacy” and evaluate its role in creating international markets for the United States, including:

President Taft urged American banks and businesses to invest in Latin America. He promised that the United States would step in if unrest threatened their investments.

Indicator 9.a.4 Essential Analyze causes and results of the Spanish-American War Analyze the causes and results of the Spanish-American War including:

Role of the sinking of the U.S.S. Maine and Yellow Journalism Puerto Rico was annexed by the United States. The United States asserted the right to intervene in Cuban affairs (Platt Amendment). The United States annexed the Philippines and Guam after the war and crushed the 3-year long Philippine Insurrection.

Indicator 9.a.5 Essential Describe the role of T. Roosevelt in building the Panama Canal Describe the role of Theodore Roosevelt in the building of the Panama Canal, including:

The U.S. encouraged Panama’s independence from Colombia. Parties negotiated a treaty to build the canal.

Indicator 9.a.6 Essential Describe efforts to depose Hawaii's monarchy & annex Hawaii Describe United States and British efforts to depose Hawaii’s monarchy (Queen Liliuokalani) and the American annexation of Hawaii.

Benchmark 9.b Essential Evaluate US Involvement in World War I and Resulting Issues

The student will evaluate United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations.



Indicator 9.b.1 Expected Examine the causes of World War I Examine the importance of nationalism, militarism and arms races, imperialism, and alliances as underlying causes of World War I.

Indicator 9.b.2 Essential Explain how the war began in Europe Explain that the war began in Europe in 1914 when Germany and Austria-Hungary went to war with Britain, France, and Russia.

Indicator 9.b.3 Essential Examine shift in US policy from isolationism to military involvement Examine the United States’ shift in policy from isolationism to active military involvement in World War I and resulting emergence as a world power, including:

For three years, America remained neutral, and there was strong sentiment not to get involved in a European war. Division of opinion regarding United States’ world role resulted in creation of Anti-Imperialist League (Andrew Carnegie, Mark Twain, and William Jennings Bryan). The decision to enter the war was the result of continuing German submarine warfare (freedom of the seas), American ties to Great Britain, the Zimmermann note, and a Wilsonian desire to “make the world safe for democracy”. America’s military resources of soldiers and war materials tipped the balance of the war and led to Germany’s defeat.

Indicator 9.b.4 Essential Evaluate the key ideas of Wilson's Fourteen Point Plan Evaluate Wilson’s plan to eliminate the causes of war as outlined in the Fourteen Points, including the key ideas of:

Self-determination Freedom of the seas League of Nations Mandate system

Indicator 9.b.5 Essential Identify the consequences of the Treaty of Versailles Identify the consequences of the Treaty of Versailles, including:

The French and English insisted on punishment of Germany. A League of Nations was created. National boundaries were redrawn, creating many new nations. In the United States, many objected to foreign policy decisions made by an international organization rather than by U.S. leaders. The United States Senate failed to ratify the Treaty of Versailles.

Indicator 9.b.6 Expected Analyze the political, economic and social results of World War I Analyze the political, economic and social results of World War I.


DEMONSTRATE KNOWLEDGE OF KEY DOMESTIC EVENTS OF THE 1920s & 1930s

The student will demonstrate knowledge of key domestic events of the 1920s and 1930s.

State Notes:


How did radio, movies, newspapers and magazines promote challenges to traditional values? What caused the stock market crash of 1929? What were consequences of the stock market crash of 1929? What were the causes of the Great Depression? How did the depression affect the lives of Americans? How did the New Deal attempt to address the causes and effects of the Great Depression? What impact did the New Deal have on the role of the federal government? What were the social, political, and economic responses to the Great Depression?

Essential Skills


FCPS Notes:Standard 9 examined the growing power of the United States in international affairs. Standard 10 examines the key domestic events of the 1920s and 1930s. Post World War I was a period marked by a conflict between more simple rural values of the 19th century and the more complex urban values of the 20th century. As the standard of living rose, more individuals sought the “American Dream” The economic boom disappeared with the onset of the Great Depression – a depression that continued for a full decade not only in the United States but also throughout the world. To recover from the Depression Americans elected Franklin Roosevelt and turned to the federal government for help. President Roosevelt and his New Deal sought to address the nation’s problems and in so doing permanently altered the role of the government in the American economy and in the lives of the American people. Standard 11 examines the events of World War II.

Essential Understanding:Popular culture reflected the prosperity of the era. The United States emerged from World War I as a global power. The stock market boom and optimism of the 1920s were generated by investments made with borrowed money. When businesses failed, the stocks lost their value, prices fell, production slowed, banks collapsed, and unemployment became widespread. The Great Depression caused widespread hardships. The New Deal altered permanently the role of American government in the economy. It also fostered changes in people’s attitudes toward government’s responsibilities. Organized labor acquired new rights, as the New Deal set in place legislation that reshaped modern American capitalism.

Benchmark 10.a Essential Analyze How the Media Created Popular Culture & Challenged Values

The student will analyze how radio, movies, newspapers, and magazines created popular culture and challenged traditional values.

Indicator 10.a.1 Essential Describe the role the media played in shaping popular culture & values Describe the role mass media and communications played in shaping popular culture & values, including:

Radio - broadcast jazz and Fireside Chats Movies - provided escape from Depression-era realities Newspapers and magazines - shaped cultural norms and sparked fads

Indicator 10.a.2 Essential Analyze how mass media challenged traditional values Analyze how mass media challenged traditional values, including:

Traditional religion - Darwin’s Theory and Scopes Trial Traditional Role of Women - Flappers, 19th Amendment Open Immigration - Rise of new Ku Klux Klan

Prohibition - Smuggling alcohol and speakeasies

Benchmark 10.b Essential Assess the Causes & Consequences of the Stock Market Crash of 1929

The student will assess the causes and consequences of the stock market crash of 1929.

Indicator 10.b.1 Essential Analyze the causes of the stock market crash of 1929 Analyze the causes of the stock market crash of 1929, including:

Business was booming, but investments were made with borrowed money (overspeculation) Excessive expansion of credit Business failures led to bankruptcies Bank deposits were invested in the market When the market collapsed, the banks had no money

Indicator 10.b.2 Essential Analyze the consequences of the stock market crash Analyze the consequences of the stock market crash, including:

Clients panicked, and attempted to withdraw their money from the banks, but there was nothing to give them No new investments

Benchmark 10.c Essential Explain the Causes & Impact of the Great Depression

The student will explain the causes of the Great Depression and its impact on the American people.

Indicator 10.c.1 Essential Explain the causes of the Great Depression Explain the causes of the Great Depression:

Stock market crashed in 1929 and stock prices collapsed Federal Reserve’s failure to prevent widespread collapse of the nation’s banking system in the late 1920s and early 1930s, leading to severe contraction in the nation’s supply of money in circulation High protective tariffs that produced retaliatory tariffs in other countries, strangling world trade (Tariff Act of 1930, popularly called the Hawley-Smoot Act) Overproduction/Dust Bowl was caused by over-planting and a long drought which led to loss of protective grasslands and vegetation and resulted in soil erosion caused by wind storms

Indicator 10.c.2 Essential Analyze the impact of the Great Depression on the American people Analyze the impact of the Great Depression on the American people, including:

Unemployment and homelessness Collapse of financial system (bank closings) Demand for goods declined Political unrest (growing militancy of labor unions) Farm foreclosures and migration

Benchmark 10.d Essential Describe How FDR's New Deal Addressed Issues of the Great Depression

The student will describe how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government’s role in the economy.

Indicator 10.d.1 Essential Describe Franklin D. Roosevelt's New Deal Describe Franklin D. Roosevelt's New Deal:

This program changed the role of the government to a more active participant in solving problems. Roosevelt rallied a frightened nation in which one in four workers was unemployed. (“We have nothing to fear, but fear itself.”) Relief measures provided direct payment to people for immediate help (Works Progress Administration - WPA). Recovery programs were designed to bring nation out of the Depression over time (Agricultural Adjustment Administration - AAA). Reform measures corrected unsound banking and investment practices (Federal Deposit Insurance Corporation— - FDIC). Social Security Act offered safeguards for workers.

Indicator 10.d.2 Essential Explain how the New Deal expanded govt's role in the economy Explain that the legacy of the New Deal influenced the public’s belief in the responsibility of government to:

Deliver public services Intervene in the economy Act in ways that promote the general welfare

Benchmark 10.e Expected Examine Domestic Social Tensions & Results in the Postwar Era

The student will examine domestic social tensions and their consequences in the postwar era.

Indicator 10.e.1 Expected Assess government reactions to growth of radical political movements Assess state and federal government reactions to the growth of radical political movements, including the establishment of the WPA in response to:

Father Coughlin's "Social Justice" Dr. Francis Townsend's "Senior Citizens" Senator Huey Long's "Share the Wealth"

Indicator 10.e.2 Expected Examine rising racial and ethnic tensions Examine rising racial and ethnic tensions with regard to the resurgence of the Ku Klux Klan, Palmer Raids, Sacco and Vanzetti, and the Scottsboro Trial.

Indicator 10.e.3 Expected Examine the rise of religious fundamentalism Examine the rise of religious fundamentalism and the clash between traditional moral values and changing ideas as exemplified in the controversy over Prohibition and the Scopes Trial.

Indicator 10.e.4 Expected Analyze the economic and social consequences of Prohibition Analyze the economic and social consequences of Prohibition.

Indicator 10.e.5 Expected Analyze how the "New Woman" challenged Victorian values Analyze how the emergence of the “New Woman” challenged Victorian values.

Indicator 10.e.6 Expected Examine contributors to the Harlem Renaissance & the Lost Generation Examine the contributions of artists and writers of the:

Harlem Renaissance including: Langston Hughes Louis Armstrong

“The Lost Generation” including: Ernest Hemingway Gertrude Stein F. Scott Fitzgerald

Indicator 10.e.7 Expected Explain the global context of the Great Depression Explain the global context of the Great Depression and the reasons for the worldwide economic collapse.

US farmers no longer had guaranteed markets for crops after WWI – crop prices were depressed worldwide. High tariffs caused a decrease in international trade. US bank leadership after WWI led to banking collapse that spread rapidly worldwide.


THE STUDENT WILL DEMONSTRATE KNOWLEDGE OF WORLD WAR II

The student will demonstrate knowledge of World War II.

State Notes:


How did the United States respond to increasing totalitarian aggression in Europe and Asia? What caused America’s gradual abandonment of its policy of neutrality? What were the reasons for U.S. intervention in World War II? What was the overall strategy of America and its allies in World War II? How did America’s strategy during World War II reflect available resources and the geographical scope of the conflict? Why were some of the battles of World War II considered turning points of the war? How did minority participation in World War II reflect social conditions in the United States? How did minorities contribute to Allied victory? What was the purpose of the Geneva Convention? How did the treatment of prisoners differ? What was the Holocaust and who were its victims? What was the short-term and long-term significance of the Holocaust?

Essential Skills

Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers. Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time.

Interpret the significance of excerpts from famous speeches and other documents. Identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.

FCPS Notes:Standard 10 investigated the emerging role of the United States in world events and key domestic events associated with the Great Depression and the New Deal in the United States. Standard 11 continues this examination of the United States as a world power. The Roosevelt Administration abandoned isolationism in response to the rise of totalitarianism and entered the world stage. The attack on Pearl Harbor pushed the United States into World War II. Millions of men and women served bravely in the armed forces. The United States’ success during World War II required a total commitment of its citizens and resources. Mobilization led to extensive government involvement in the economy and greatly increased the power of the President. In August 1945, atomic bombs dropped on Japan ended the war. The story of the bomb’s creation and the decision of the United States to use it deserve close attention. These events changed the world. Much of the industrial world had experienced the destruction of battle, and unprecedented death. There were nearly 50 million casualties from the war and millions more homeless. Of the major participants, only the United States emerged with its homeland intact and its economy prosperous. Diplomatic relationships among Allied Powers began to disintegrate as war ended. The war permanently ended traditional American isolationism. Standard 12 examines the effects of World War II on the American home front.

Essential Understanding:The United States gradually abandoned neutrality as events in Europe and Asia pulled the nations toward war. Wartime strategies reflect the political and military goals of alliances, resources on hand, and the geographical extent of the conflict. World War II solidified the nation’s role as a global power and ushered in social changes and established reform agendas that would preoccupy public discourse in the United States for the remainder of the 20th century. Women entered into previously male job roles as African Americans and others struggled to obtain desegregation of the armed forces and end discriminatory hiring practices. The conduct of war often reflects social and moral codes of a nation. The treatment of prisoners of war often reflected the savage nature of conflict and the cultural norms of the nation. Specific groups, often the object of hatred and prejudice, face increased risk of discrimination during wartime.

Benchmark 11.a Essential Analyze Causes and Events that Led to US Involvement in WWII

The student will analyze the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor.



Indicator 11.a.1 Expected Analyze political & economic problems from the Treaty of Versailles Analyze how the political and economic problems that resulted from the Treaty of Versailles and the League of nations led to World War II.

Indicator 11.a.2 Essential Identify acts of aggression by totalitarian regimes that led to WWII Identify the acts of aggression of totalitarian regimes in Germany, Italy, and Japan that led to World War II, including:

1930s - A militaristic Japan invaded and brutalized Manchuria and China as it sought military and economic domination over Asia. 1935 - Italy invaded Ethiopia, one of Africa’s few independent countries. 1936 to 1939 - The Spanish Civil War dragged on between the fascist Nationalists (led by General Francisco Franco) and the liberal Socialist government; with Franco being assisted by Hitler and Mussolini, who used the opportunity to flex their military muscles. 1936 - Germany sent troops into the Rhineland, a German region bordering France and Belgium that was demilitarized as a result of the Treaty of Versailles. 1938 - Hitler annexed Austria – know as “Anschluss”. 1938 - The Munich Agreement allowed Germany to annex the Sudetenland - the western region of Czechoslovakia. 1939 - World War II began with Hitler’s invasion of Poland, followed shortly after by the Soviet Union’s invasion of Poland from the east and the Baltic countries.

Indicator 11.a.3 Essential Analyze why the US moved towards involvement in WWII

Analyze the reasons why the United States and President Roosevelt moved away from a policy of neutrality to involvement in World War II and the ways in which they defied neutrality, including:

The United States refused to recognize Japanese conquests in Asia and imposed an embargo on exports of oil and steel to Japan (Stimson Doctrine). Tensions rose but both countries negotiated to avoid war. The Neutrality Act of 1935 established a mandatory arms embargo and directed the president to warn American citizens against traveling on the ships of warring nations. The Neutrality Act of 1939 established a “cash and carry” policy. During the first two years of the war the United States stayed officially neutral as Germany defeated most of Europe, and pounded Britain from the air (the Battle of Britain). Despite strong isolationist sentiment at home, the United States increasingly helped Britain. It gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean. Soon after, the Lend-Lease Act gave the president authority to sell or lend equipment to countries to defend themselves against the Axis Powers. Franklin Roosevelt compared it to “lending a garden hose to a next-door neighbor whose house is on fire”. While negotiating with the U.S. and without any warning, Japan carried out an air attack on the American naval base at Pearl Harbor, Hawaii, on December 7, 1941. The attack destroyed much of the American Pacific fleet and killed several thousand Americans. Roosevelt called it “a date that will live in infamy” as he asked Congress to declare war on Japan. After Pearl Harbor, Hitler honored a pact with Japan and declared war on the United States. The debates over isolationism in the United States were over. World War II was now a true world war and the United States was fully involved.

Benchmark 11.b Essential Describe Major Battles and Turning Points of World War II

The student will describe and locate the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman’s decision to use the Atomic Bomb to force the surrender of Japan.



Indicator 11.b.1 Essential Identify the Allied powers and their major leaders Identify the Allied powers and their major political and military leaders, including:

Great Britain – Winston Churchill, Bernard Montgomery Soviet Union – Josef Stalin (after German invasion) United States – Franklin Roosevelt, Harry Truman, Dwight Eisenhower, Douglas MacArthur, George Patton, Chester Nimitz, Omar Bradley France – Charles DeGaulle – (occupied by German military) China – Chiang Kai-shek – (partially occupied by Japanese military)

Indicator 11.b.2 Essential Identify the Axis Powers and their major leaders Identify the Axis powers and their major political and military leaders, including:

Germany – Adolf Hitler, Erwin Rommel, Hermann Goering Italy – Benito Mussolini Japan – Emperor Hirohito, Hideki Tojo, Isoroku Yamamoto

Indicator 11.b.3 Essential Describe the Allied strategy Describe the Allied strategy, including:

America and the Allies followed a “Defeat Hitler First” strategy. Most American military resources were targeted for Europe. In the Pacific, American military strategy called for an “island hopping” campaign

designed to: Seize islands closer and closer to Japan and use them as bases for air attacks on Japan Cut off Japanese supplies through submarine warfare against Japanese shipping

Indicator 11.b.4 Essential Describe the Axis strategy Describe the Axis strategy, including:

Germany hoped to defeat the Soviet Union quickly, and gain control of Soviet oil fields. Germany hoped to force Britain out of the war through a bombing campaign and submarine warfare before America’s industrial and military strength could turn the tide. Following Pearl Harbor, Japan invaded the Philippines and Indonesia and planned to invade both Australia and Hawaii. Axis leaders hoped that the United States would then accept Japanese predominance in Southeast Asia and the Pacific, rather than conduct a bloody and costly war to reverse Japanese gains.

Indicator 11.b.5 Essential Describe the Battle of El Alamein Describe El Alamein as a significant battle in North Africa (October-November, 1942), including:

German forces under Erwin Rommel threatened to seize Egypt and the Suez Canal, but were defeated by the British. This defeat prevented Hitler from gaining access to Middle Eastern oil supplies and potentially attacking the Soviet Union from the south.

Indicator 11.b.6 Essential Describe the Battle and Siege of Stalingrad Describe Stalingrad as a turning point of the war in Europe, including:

Hitler turned on his former partner and invaded the Soviet Union in mid-1941. Hundreds of thousands of German soldiers were killed or captured in a months-long siege of the Russian city of Stalingrad, where there were also staggering Soviet losses. This defeat prevented Germany from seizing the Soviet oil fields and turned the tide against Germany in the east.

Indicator 11.b.7 Essential Describe the Normandy landings (D-Day) Describe the Normandy landings (D-Day) as a turning point of the war in Europe, including:

American and Allied troops under Eisenhower landed in German-occupied France on June 6, 1944. Despite intense German opposition and heavy American casualties, the landings succeeded and the liberation of western Europe from Hitler had begun.

Indicator 11.b.8 Expected Describe the Battle of the Bulge Describe the Battle of the Bulge as the last major counter-offensive by the Germans (December, 1944 - January, 1945).

Indicator 11.b.9 Essential Describe the Battle of Midway Describe the Battle of Midway as a significant battle of the war in the Pacific (June, 1942), including:

In the “Miracle of Midway,” American naval forces defeated a much larger Japanese force as it prepared to seize Midway Island. Coming only a few months after Pearl Harbor, a Japanese victory at Midway would have enabled Japan to invade Hawaii. The American victory ended the Japanese threat to Hawaii and began a series of American victories in the “island hopping” campaign that carried the war closer and closer to Japan.

Indicator 11.b.10 Essential Describe the battles of Iwo Jima and Okinawa Describe Iwo Jima (February-March, 1944) and Okinawa (March-June, 1945) as significant battles of the war in the Pacific, including:

The American invasions of the islands of Iwo Jima and Okinawa brought American forces closer than ever to Japan. Both invasions cost thousands of American lives and even more Japanese lives, as Japanese soldiers fought fiercely over every square inch of the islands and Japanese soldiers and civilians committed suicide rather than surrender.

Indicator 11.b.11 Essential Analyze the use of the atomic bomb in Japan Analyze the use of the atomic bomb as a turning point of the war in the Pacific (August, 1945), including:

Facing the prospect of horrendous casualties among both Americans and Japanese if American forces had to invade Japan itself, President Harry Truman ordered the use of atomic bombs on the Japanese cities of Hiroshima and Nagasaki to force the Japanese to surrender. Tens of thousands of people were killed in both cities. Shortly after the second bomb was used, the Japanese leaders surrendered, avoiding the need for American forces to invade Japan (September, 1945).

Benchmark 11.c Essential Describe the Role of All-Minority Military Units

The student will describe the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.



Indicator 11.c.1 Essential Explain that African Americans usually served in segregated units Explain that African Americans generally served in segregated military units and were assigned to non-combat roles but demanded the right to serve in combat rather than support roles.

Indicator 11.c.2 Essential Explain the role of the Tuskegee Airmen in Europe Explain that the Tuskegee Airmen served with distinction in African American military units in Europe.

Indicator 11.c.3 Essential Explain the role of the Nisei regiments Explain that Nisei regiments were Asian (Japanese) American units that earned a high number of decorations.

Indicator 11.c.4 Essential Identify additional contributions of minorities in World War II Identify additional contributions of minorities during World War II, including:

Communication codes of the Navajo were used (oral, not written language; impossible for the Japanese to break). Mexican Americans also fought, but in integrated units. Minority units suffered high casualties and won numerous unit citations and individual medals for bravery in action.

Benchmark 11.d Essential Examine the Geneva Convention & Treatment of Prisoners of War

The student will examine the Geneva Convention and the treatment of prisoners of war during World War II.



Indicator 11.d.1 Essential Explain the Geneva Convention mandated humane treatment of POWs Explain that the Geneva Convention attempted to ensure the humane treatment of prisoners of war (POWs) by establishing rules to be followed by all nations.

Indicator 11.d.2 Essential Describe the treatment of POWs in the Pacific Theater Describe ways in which the treatment of prisoners in the Pacific Theater often reflected the savagery of the fighting there, including:

In the Bataan Death March, American POWs suffered brutal treatment by Japanese soldiers after the surrender of the Philippines. Japanese soldiers often committed suicide rather than surrender. The treatment of prisoners in Europe more closely followed the ideas of the Geneva Convention.

Benchmark 11.e Essential Analyze the Holocaust and its Impact on Jews and Other Groups

The student will analyze the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.



Indicator 11.e.1 Essential Define Genocide: Systematic & purposeful destruction of a group Define “genocide” as the systematic and purposeful destruction of a racial, political, religious, or cultural group.

Indicator 11.e.2 Essential Define the phrase Final Solution: Effort to exterminate all Jews Define “final solution” as Germany’s decision to exterminate all Jews.

Indicator 11.e.3 Essential Identify groups affected by the Holocaust Identify groups affected by the Holocaust, including:

Jews Poles Slavs Gypsies “Undesirables” (homosexuals, mentally ill, political dissidents)

Indicator 11.e.4 Essential Analyze the significance of the Nuremburg trials Analyze the significance of the Nuremberg trials, including:

Nazi leaders and collaborators were convicted of war crimes. The trials emphasized individual responsibility for actions during a war, regardless of orders received. The trials led to increased demand for a Jewish homeland.

Indicator 11.e.5 Expected Explain the arrests and trials of Japanese officials for atrocities Explain that Japanese officials at all levels were arrested and put on trial for atrocities against civilians or prisoners of war.


DEMONSTRATE THE EFFECTS OF WWII ON THE HOME FRONT

The student will demonstrate knowledge of the effects of World War II on the home front.


How did the United States organize and distribute its resources to achieve victory during World War II? How did women and minorities contribute to America’s efforts during World War II? How were Americans of Japanese descent treated after U.S. entry into World War II, and why? How did media and communications assist the Allied efforts during World War II? How did the United States organize and distribute its resources to achieve victory during World War II? What was the role of women and minorities and how did World War II affect them? How were civil liberties limited during WWII? How did public education and the media assist the Allied efforts during the war? What impact did WWII have on science and technology?

Essential Skills


FCPS Notes:Standard 11 examined World War II, including the war in both the European and Pacific theaters, minority contributions, the Geneva Convention and lastly, the Holocaust. Standard 12 explains that the United States’ success during World War II required a total commitment of its citizens and resources. Mobilization led to extensive government involvement in the economy and greatly increased the power of the President. Standard 13 examines United States foreign policy since World War II, including the Cold War and its key events, including domestic anti-Communism, legislation, conflicts, and diplomatic negotiations, and the collapse of the Soviet Union.

Essential Understanding:Success in the war required the total commitment of the nation’s resources. On the home front, public education and the mass media promoted nationalism. Contributions to a war effort come from all segments of a society. Women entered into previously male job roles as African Americans and others struggled to obtain desegregation of the armed forces and end discriminatory hiring practices. Prejudice, coupled with wartime fears, can affect civil liberties of minorities. During World War II, the media and entertainment industries saw their role as supporting the war effort by promoting nationalism.

Benchmark 12.a Essential Explain How the US Mobilized Economic/Human/Military Resources

The student will explain how the United States mobilized its economic, human, and military resources.



Indicator 12.a.1 Essential Analyze the US mobilization of resources during World War II Analyze the United States mobilization of economic resources during World War II, including:

U.S. government and industry forged a close working relationship to allocate resources effectively. Rationing was used to maintain a supply of products essential to the war effort. War bonds and income tax were used for financing the war. Business retooled from peacetime to wartime production with extraordinary speed (e.g., car manufacturing to tank manufacturing). Those in key industries were not drafted. Production quotas were created to ensure a steady supply of products.

Indicator 12.a.2 Essential Describe how the US mobilized human & military resources in WWII Describe how the United States mobilized its human and military resources during World War II, including:

The draft/selective service was used to provide personnel for the military. Citizens volunteered in support of the war effort. More women and minorities entered the labor force and gained access to wartime jobs as men entered the armed forces.

Benchmark 12.b Essential Describe the Contributions of Women and Minorities to the War Effort

The student will describe the contributions of women and minorities to the war effort.



Indicator 12.b.1 Essential Describe the contributions of women to the war effort Describe the contributions of women to the war effort, including:

Women increasingly participated in the workforce to replace men serving in the military (e.g., Rosie the Riveter). Women also joined the military, typically participating in non-combat roles.

Indicator 12.b.2 Essential Describe the contributions of African Americans to the war effort Describe the contributions of African Americans during World War II, including:

African Americans migrated to cities in search of jobs in war plants. They campaigned for victory in war and equality at home.

Benchmark 12.c Essential Explain the Internment of Japanese Americans during the War

The student will explain the internment of Japanese Americans during the war.



Indicator 12.c.1 Essential Identify reasons for the internment of Japanese Americans Identify reasons for the internment of Japanese Americans during the war, including:

Strong anti-Japanese prejudice on the West Coast False belief that Japanese Americans were aiding the enemy

Indicator 12.c.2 Essential Describe the internment of Japanese Americans Describe the internment of Japanese Americans, including:

Japanese Americans were relocated to internment camps by an executive presidential order. Internment affected Japanese American populations along the West Coast. The Supreme Court upheld the government's right to act against Japanese Americans living on the West Coast of the United States (Korematsu v. United States). A public apology was eventually issued by the U.S. government. Financial payment was made to survivors during the Reagan administration.

Benchmark 12.d Essential Describe the Role of Media and Communications in the War Effort.

The student will describe the role of media and communications in the war effort.



Indicator 12.d.1 Essential Describe the role of media and communications in the war effort Describe the role of media and communications in the war effort, including:

The U.S. government maintained strict censorship of reporting of the war. Public morale and ad campaigns kept Americans focused on the war effort. The government made efforts to bolster morale, including cartoons, posters, and public education. The entertainment industry produced movies, plays, and shows that boosted morale and patriotic support for the war effort as well as portrayed the enemy in stereotypical ways.

Benchmark 12.e Expected Evaluate the Impact of World War II on Science and Technology

The student will evaluate the impact of World War II on science and technology.

Indicator 12.e.1 Expected Discuss changes in military technology during World War II Discuss changes in military technology during World War II including:

Guided missiles Atomic bomb Radar The first computers Rocket & jet aircraft engines

Indicator 12.e.2 Expected Examine the impact of World War II on the field of medicine Examine the impact of World War II on the field of medicine including:

Penicillin Sulfa drugs Blood plasma


DEMONSTRATE KNOWLEDGE OF US FOREIGN POLICY SINCE WWII

The student will demonstrate knowledge of United States foreign policy since World War II.


What were the political, economic, and social consequences of World War II? How did the U.S. respond to the threat of communist expansion? What are the origins of the Cold War? What events characterize the early events of the Cold War? What was the impact of the Cold War on Americans at home? How did threats and responses to communism impact domestic affairs? What was the impact of the Vietnam War on Americans at home? How was United States foreign and domestic policy shaped by the Cold War? How did America’s military forces defend freedom during the Cold War? What were the reasons for, responses to, and consequences of, United States involvement in Korea, Cuba, and Vietnam? What important events marked the rise of the US as a world economic power? How did the Watergate scandal and the Vietnam conflict affect the Executive Branch? How did internal problems affect the collapse of the Soviet Union? What was President Ronald Reagan’s role in the collapse of the Soviet Union? How did the United States redirect its goals and policies in the post-Cold War era? How have presidents shaped American policy since 1988?

Essential Skills


FCPS Notes:Standard 12 investigated the effects of World War II on the American home front. Standard 13 examines the origins of the Cold War. Most historians agree that both the United States and the Soviet Union were responsible for the atmosphere of hostility and suspicion that existed shortly after the peace. The Cold War also had a significant effect on domestic affairs. Anxieties provoked by fears of communist aggression and domestic subversion led to McCarthyism with witch hunts undermining civil liberties. The Cold War changed the United States. It abandoned its historic political isolation from world events and became a participant in a global struggle to contain the Soviet Union and stop communism. The nation built a massive military establishment, signed defense pacts, intervened in affairs of other countries and launched a nuclear arms race. The policy of “containment” led to a struggle between the United States and the Soviet Union in Europe, Latin America, Africa, and Asia. As a result of this struggle Americans went to war in both Korea and Vietnam hoping to contain communism and defend freedom. The Cold War affected every presidential election and administration from 1948 to 1992. The destruction of the Berlin Wall and reunification of Germany were among the events between 1986 and 1991 that transformed the world. The Cold War, which had been a fact of life since World War II, came to an end. Its demise led to changes in American politics and economics. Standard 14 describes the Civil Rights movement of the 1950s and 1960s.


Wars have political, economic, and social consequences.

The Cold War set the framework for global politics for 45 years after the end of World War II. It also influenced American domestic politics, the conduct of foreign affairs, and the role of the government in the economy after 1945. The Cold War was essentially a competition between two very different ways of organizing government, society, and economy: the American-led western nations’ belief in democracy, individual freedom and a market economy, and the Soviet belief in a totalitarian state and socialism. The U.S. government’s anti-Communist strategy of containment in Asia led to America’s involvement in the Korean and Vietnamese Wars. The Vietnam War demonstrated the power of American public opinion in reversing foreign policy. It tested the democratic system to its limits, left scars on American society that have not yet been erased, and made many Americans deeply skeptical of future military or even peacekeeping interventions. A strong military was the key to America’s victory over the Soviet Union in the Cold War. Millions of Americans served in the military during the Cold War. Their service was often at great personal and family sacrifice, yet they did their duty. Both internal and external pressures caused the collapse of the Soviet Union. With the end of the Cold War, the United States changed its goals and policies. Involvement in conflicts in other areas of the world has been an integral part of United States foreign policy in the modern era.

Benchmark 13.a Essential Describe Outcomes of WWII - New Boundaries, UN & the Marshall Plan

The student will describe outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.

Reporting Categories: Included: SS.VUS: Virginia and United States History Test Blueprint/United States since World War II

Indicator 13.a.1 Essential Explain that the USSR occupied Eastern & Central Europe & East Germany Explain that the end of World War II found Soviet forces occupying most of Eastern and Central Europe and the eastern portion of Germany.

Indicator 13.a.2 Essential Describe the partitioning of Germany at the end of World War II Describe the partitioning of Germany into East and West Germany, including:

West Germany became democratic and resumed self-government after a few years of American, British, and French occupation. East Germany remained under the domination of the Soviet Union and did not adopt democratic institutions.

Indicator 13.a.3 Essential Explain that Japan was occupied by American forces after World War II Explain that following its defeat, Japan was occupied by American forces, but soon adopted a democratic form of government, resumed self-government, and became a strong ally of the United States.

Indicator 13.a.4 Essential Explain that the Marshall Plan provided help to rebuild Europe Explain that Europe lay in ruins, and the United States launched the Marshall Plan which provided massive financial aid to rebuild European economies and prevent the spread of communism.

Indicator 13.a.5 Expected Describe boundary changes at the end of World War II Describe political boundary changes in Asia, Africa, and the Middle East at the end of World War II and beginning of the Cold War:

Anti-colonial sentiments and independence movements developed. The Soviet Union expanded into Eastern Europe despite uprisings. Soviet-sponsored insurgencies triggered United States “Containment” policy. United States-sponsored mutual defense pacts ringing the Soviet Union (NATO, CENTO, SEATO).

Indicator 13.a.6 Essential Explain that the UN was formed to prevent future global wars Explain that the United Nations was formed near the end of World War II to create a body for the nations of the world to try to prevent future global wars.

Benchmark 13.b Essential Explain Cold War, Truman Doctrine, Korean & Vietnam Wars, NATO Role

The student will explain the origins of the Cold War, and describe the Truman Doctrine and the policy of containment of communism, the American role of wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe.


Indicator 13.b.1 Essential Explain Cold War duration - from end of WWII to Soviet Union collapse Explain that the Cold War lasted from the end of World War II until the collapse of the Soviet Union.

Indicator 13.b.2 Essential Describe the different values of the US and the USSR Describe the starkly different fundamental values represented by the United States and the Soviet Union, including:

The United States represented democratic political institutions and a generally free market economic system (capitalism). The Soviet Union was a totalitarian government with a communist (socialist) economic system.

Indicator 13.b.3 Essential Describe the Truman Doctrine as a guiding US principle of the Cold War Describe and evaluate the Truman Doctrine of “containment of communism” as a guiding principle of American foreign policy throughout the Cold War, including:

Not to roll back communism, but to keep it from spreading To resist communist aggression into other countries To use the Marshall Plan as the economic arm of the policy, providing post war economic assistance to counter expansion efforts by the Soviet Union

Indicator 13.b.4 Essential Describe the division of Europe after World War II Describe the division of Europe between allies of the United States and allies of the Soviet Union, including:

The North Atlantic Treaty Organization (NATO) was formed as a defensive alliance among the United States and western European countries to prevent a Soviet invasion of Western Europe. Soviet allies in Eastern Europe formed the Warsaw Pact to prevent an invasion of Eastern Europe and the Soviet Union after West Germany joined NATO and for nearly 50 years both sides maintained large military forces facing each other in Europe. Winston Churchill’s phrase “Iron Curtain” referred to this division.

Indicator 13.b.5 Essential Describe the impact of the communist takeover of China Describe the impact of the communist takeover in China shortly after World War II, including:

The communist takeover of China under Mao Zedong shortly after World War II increased American fears of communist domination of most of the world. Rather than strong allies, however, the communist nations of China and the Soviet

Union eventually became rivals for territory and diplomatic influence. American foreign policy exploited this split under President Nixon in the 1970s.

Indicator 13.b.6 Essential Describe the arms race and its impact on the Cold War Describe the arms race and assess its impact on the Cold War, including:

The Soviet Union detonated their first atomic bomb in 1949. After the Soviet Union matched the United States in nuclear weaponry in the 1950s, the threat of a nuclear war that would destroy both countries was ever-present throughout the Cold War. America, under President Eisenhower, adopted policies of “brinkmanship” and “massive retaliation” to deter any nuclear strike by the Soviets. The Soviet launching of the first successful satellite, Sputnik, in 1957 marked the beginning of the “Space Race.”

Indicator 13.b.7 Essential Explain the causes, responses to, and results of the Korean War Explain the causes for, responses to, and the results of the United States’ involvement in the Korean War, including:

American troops, under Douglas MacArthur, led the UN involvement in the Korean War in the early 1950s and reflected the American policy of containment of communism. After communist North Korea invaded South Korea, American military forces led a United Nations counterattack that drove deep into North Korea itself. Communist Chinese forces came into the war on the side of North Korea and the war threatened to widen. General MacArthur urged a full-scale invasion of China but was subsequently fired by Truman. Eventually ended in a stalemate with South Korea free of communist occupation.

Indicator 13.b.8 Essential Explain the causes, responses & results of US involvement with Cuba Explain the causes for, responses to, and the results of the United States’ involvement in Cuba, including:

Cuba was also a site of Cold War confrontations. Fidel Castro led a communist revolution that took over Cuba from in the late 1950s (1959). Many Cubans fled to Florida and later, supported by President Kennedy and the CIA, attempted to invade Cuba and overthrow Castro. This “Bay of Pigs” invasion failed when President Kennedy did not authorize the necessary air attack for a successful mission. In 1962, the Soviet Union stationed missiles in Cuba, instigating the Cuban Missile Crisis. President Kennedy ordered the Soviets to remove their missiles; for several days the world was on the brink of nuclear war. Eventually, after President Kennedy enacted a naval blockade of Cuba, the Soviet leadership “blinked” and removed their missiles, and Kennedy agreed to remove US missiles from Turkey.

Indicator 13.b.9 Essential Assess the impact of the Cold War at home Assess the impact of the Cold War at home, including:

The fear of communism and the threat of nuclear war affected American life throughout the Cold War. During the 1950s and 1960s, American schools regularly held drills to train children what to do in case of a nuclear attack (“duck and cover”), and American citizens were urged by the government to build bomb shelters in their own basements. The convictions of Alger Hiss, and Julius and Ethel Rosenberg for spying for the Soviet Union, and the construction of nuclear weapons by the Soviets using technical secrets obtained through spying, increased domestic fears of communism. Senator Joseph McCarthy played on American fears of communism by recklessly accusing many American governmental officials and citizens of being communists based on flimsy or no evidence. This led to the coining of the term “McCarthyism,” or the making of false accusations based on rumor or guilt by association. The Cold War made foreign policy a major issue in every presidential election during the period. The heavy military expenditures throughout the Cold War benefited Virginia’s economy

proportionately more than any other state, especially in Hampton Roads, home to several large naval and air bases, and Northern Virginia, home to the Pentagon and numerous private companies that contract with the military.

Indicator 13.b.10 Essential Explain the causes, responses & results of US involvement in Vietnam Explain the causes for, responses to, and the results of the United States’ involvement in Vietnam, including:

American involvement in Vietnam also reflected the Cold War policy of containment of communism. In the 1940s, Ho Chi Minh organized the Vietminh, a group that wanted to win Vietnam’s independence from France. Despite U.S. aid, the French forces surrendered to the Vietminh at Dien Bien Phu in 1954. Beginning in the 1950s and continuing into the early 1960s, the communist government of North Vietnam attempted to install, through force, a communist government in South Vietnam. The United States helped South Vietnam resist. By 1957, the Vietcong, a communist group in South Vietnam below the 17th parallel, had begun attacking the South Vietnamese government. The American military buildup in Vietnam began under President John Kennedy. After Kennedy’s assassination in 1963, the buildup was intensified under President Lyndon Johnson. An alleged attack on U.S. ships in the Gulf of Tonkin led President Johnson to ask Congress for powers to repel further armed attacks and aggression; Congress adopted the Gulf of Tonkin Resolution, granting Johnson broad powers in Vietnam. The scale of combat in Vietnam grew larger over the course of the 1960s. American military forces repeatedly defeated the North Vietnamese forces in the field, but could not force an end to the war on favorable terms by fighting a limited war. The Tet Offensive, a technical military defeat for North Vietnamese forces, became a public opinion defeat for the United States because it revealed the inaccurate war reporting. The country became bitterly divided (hawks v. doves). While there was support for the American military and conduct of the war among many Americans, others opposed the war and active opposition to the war mounted, especially on college campuses (e.g., protests at Kent State University). After Johnson declined to seek re-election, President Nixon was elected on a pledge to bring the war to an honorable end. He instituted a policy of “Vietnamization,” withdrawing American troops and replacing them with South Vietnamese forces while maintaining military aid to the Vietnamese. Ultimately “Vietnamization” failed when South Vietnamese troops proved unable to resist invasion by the Soviet-supplied North Vietnamese Army, and President Nixon was forced from office by the Watergate scandal. In 1975, both North and South Vietnam were merged under communist control.

Indicator 13.b.11 Expected Evaluate public perception of the executive branch Evaluate public perception of the executive branch in the late 1960s and early 1970s, including:

The effects of the Vietnam War on the executive branch The effects of the Watergate scandal on public opinion

Benchmark 13.c Essential Explain Role of US Military & Veterans Defending Freedom in Cold War

The student will explain the role of America’s military and veterans in defending freedom during the Cold War.


Indicator 13.c.1 Essential Identify famous excerpts from Kennedy's inaugural address Identify and interpret famous excerpts from President Kennedy’s inaugural address, including:

Pledging that the United States would “...pay any price, bear any burden, meet any

hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty.” “Ask not what your country can do for you; ask what you can do for your country.”

Indicator 13.c.2 Essential Describe contributions of the military during the Cold War era Describe the contributions of the military during the Cold War era, including:

Millions of Americans served in the military, defending freedom in wars and conflicts that were not always popular. Many were killed or wounded. As a result of their service, the United States and American ideals of democracy and freedom ultimately prevailed in the Cold War struggle with Soviet communism.

Indicator 13.c.3 Essential Explain the impact of the assassination of Kennedy Explain that President Kennedy, a World War II veteran, was assassinated in 1963 in Dallas, Texas, in an event that shook the nation’s confidence and began a period of internal strife and divisiveness, especially spurred by divisions over U.S. involvement in Vietnam.

Indicator 13.c.4 Essential Compare the experiences of WWII and Vietnam veterans Compare and contrast the experience of World War II veterans and Vietnam veterans, including:

Unlike veterans of World War II, who returned to a grateful and supportive nation, Vietnam veterans returned often to face indifference or outright hostility from some who opposed the war. It was not until several years after the end of the war that the wounds of the war began to heal in America, and Vietnam veterans were recognized and honored for their service and sacrifices.

Benchmark 13.d Essential Explain Collapse of Communism and the End of the Cold War

The student will explain the collapse of communism and the end of the Cold War, including the role of Ronald Reagan in making foreign policy.


Indicator 13.d.1 Essential Identify internal problems in the USSR that led to collapse Identify internal problems of the Soviet Union that led to the collapse of communism, including:

Increasing Soviet military expenses to compete with the United States Rising nationalism in Soviet republics Fast-paced reforms (market economy) Economic inefficiency - demand economy made surpluses without profit Mikhail Gorbachev’s “glasnost” (openness) and “perestroika” (economic restructuring)

Indicator 13.d.2 Essential Assess Reagan's role in the collapse of Soviet Union & end of Cold War Assess the role of President Ronald Reagan in the collapse of the Soviet Union and the end of the Cold War, including:

Challenged the moral legitimacy of the Soviet Union; for example, speech at Berlin Wall (“Mr. Gorbachev, tear down this wall”) Increased U.S. military and economic pressure on the Soviet Union

Benchmark 13.e Essential

Explain the Impact of US Presidents since 1988 on Foreign Policy

The student will explain the impact of presidents of the United States since 1988 on foreign policy.

Indicator 13.e.1 Essential Identify selected post-Cold War era goals and policies Identify selected post-Cold War era goals and policies:

Foreign aid Humanitarian aid Support human rights

Indicator 13.e.2 Essential Describe the impact of President George H.W. Bush - 1989-1993 Describe the impact of President George H.W. Bush - 1989-1993:

Fall of Communism in Eastern Europe Reunification of Germany Collapse of Yugoslavia Breakup of the Soviet state

Persian Gulf War 1990-1991 First war where American women served in a combat role Operation Desert Storm

Indicator 13.e.3 Essential Describe the impact of President William J. Clinton - 1993-2001 Describe the impact of President William J. Clinton - 1993-2001:

North American Free Trade Agreement (NAFTA) Full Diplomatic relations with Vietnam Lifted economic sanctions against South Africa when its government ended the policy of apartheid NATO action in former Yugoslavia

Indicator 13.e.4 Essential Describe the impact of President George W. Bush - 2001-2009 Describe the impact of President George W. Bush - 2001-2009:

Terrorist attacks on United States soil (9/11/2001) War in Afghanistan War in Iraq

Benchmark 13.f Expected Trace Rise of US as Major Economic & Military Power in the Postwar Era

The student will trace the rise of the United States as a major economic and military power in the postwar era.

Indicator 13.f.1 Expected Describe postwar economy and its effect on the American consumer Describe the postwar economy and its effects on the American consumer, including Dwight Eisenhower’s Interstate Highway system.

Indicator 13.f.2 Expected Describe federal govt. provided economic opportunities for veterans Describe the role of the federal government in providing economic opportunities for returning World War II veterans including:

G.I. Bill – Service Members Readjustment Act of 1944 National Defense Education Act of 1958 Great Society legislation – designed to reduce the number of Americans living below the poverty line and included:

Aid to Families with Dependent Children (AFDC–“welfare”) Food Stamps 1965 Elementary and Secondary Education Act–including Head Start Medicare & Medicaid health programs

Indicator 13.f.3 Expected Explain conservative reaction to liberalism & supply-side economics Explain the conservative reaction to liberalism and evaluate supply-side economic strategies of the Reagan administration.

Indicator 13.f.4 Expected Analyze the economic implications of demographic changes Analyze the economic implications of demographic changes, including:

Baby boomers impact Migration to the sunbelt Credit cards and consumers Suburban growth Advertising and the media Electronic communication growth


DEMONSTRATE KNOWLEDGE OF THE CIVIL RIGHTS MOVEMENT

The student will demonstrate knowledge of the Civil Rights Movement of the 1950s and 1960s.


What was the significance of Brown v. Board of Education, and what roles did Thurgood Marshall and Oliver Hill play in the demise of segregated schools? How did Virginia respond to the Brown decision? How did the struggle for Civil Rights, the “Second Reconstruction,” transform society and politics in the United States after 1950? What were the demands and grievances of those involved in the movements for change that gained prominence in the 1960s and 1970s? How did the 1963 March on Washington influence public opinion about civil rights? How did the legislative process advance the cause of civil rights for African Americans? How did the NAACP advance civil rights for African Americans?

Essential Skills


FCPS Notes:

Standard 13 examined the Cold War, its effects on domestic and foreign affairs, as well as the eventual collapse of the Soviet Union. Standard 14 focuses on social changes in American society. By the 1960s growing discontent was evident among many groups in American society. Concern with American involvement in Vietnam, oppression of rights for African Americans, women and minorities, increasing signs of poverty and other frustrations with American life erupted in a demand for change. These groups who had been left

out of mainstream America fought for their rights and better opportunities. In response to these demands the Great Society legislation promoted health, education voting rights, urban renewal, immigration reform, protection of the environment and a war against poverty. Despite this landmark legislation many problems were left unsolved. These challenges to traditional values and existing power relationships created a backlash among the white, working and middle classes. Standard 15 introduces the economic, social, cultural and political developments in the contemporary United States.


By interpreting its powers broadly, the Supreme Court can reshape American society. African Americans, working through the court system and mass protest, reshaped public opinion and secured the passage of civil rights legislation.

Benchmark 14.a Essential Identify Brown v. Topeka Board of Education

The student will identify the importance of the Brown v. Topeka Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded.


Indicator 14.a.1 Essential Describe the significance of Brown v. Topeka Board of Education Describe the significance of the Brown v. Topeka Board of Education decision, including:

Supreme Court decision that segregated schools are unequal and must desegregate Decision said that integration should take place “with all deliberate speed” Included a Virginia case – Davis v. Prince Edward County School Board

Indicator 14.a.2 Essential Identify key people in Brown v. Topeka Board of Education Identify key people in the Brown v. Topeka Board of Education decision, including:

Thurgood Marshall – NAACP Legal Defense Team Oliver Hill – NAACP Legal Defense Team in Virginia

Indicator 14.a.3 Essential Evaluate Virginia's response to Brown v. Topeka Board of Education Evaluate the response of Virginia and other southern states to the Brown v. Topeka Board of Education decision, including:

Massive Resistance – closing some schools (e.g., Prince Edward County, Virginia) Establishment of private academies for white students “White flight” from urban school systems that integrated Federalized National Guard protecting black students in Little Rock, Arkansas who enrolled in Central High School

Benchmark 14.b Essential Describe NAACP, March on Wash, & Civil Rights Act & Voting Rights Act

The student will describe the importance of the National Association for the advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.


Indicator 14.b.1 Essential Evaluate the impact of the 1963 March on Washington Evaluate the impact of the 1963 March on Washington, including:

Participants were inspired by the “I Have a Dream” speech given by Martin Luther King, Jr. The march helped influence public opinion to support civil rights legislation. The march demonstrated the power of non-violent, mass protest (civil disobedience).

Indicator 14.b.2 Essential Describe the Civil Rights Act of 1964 Describe the Civil Rights Act of 1964, including:

The act prohibited discrimination based on race, religion, national origin, and gender. The act also desegregated all public accommodations. President Lyndon B. Johnson played an important role in the passage of the act.

Indicator 14.b.3 Essential Assess the significance of the Voting Rights Act of 1965 Assess the significance of the Voting Rights Act of 1965, including:

The act outlawed literacy tests. Federal registrars were sent to the South to register voters. The act resulted in an increase in African American voters. President Lyndon B. Johnson played an important role in the passage of the act.

Indicator 14.b.4 Essential Explain that the NAACP challenged segregation in the courts Explain that the National Association for the Advancement of Colored People (NAACP) challenged segregation in the courts.

Indicator 14.b.5 Expected Identify and compare key civil rights events and organizations Identify and compare key civil rights events and organizations, including:

Desegregation of the armed forces in 1948 by Harry Truman The murder of Emmett Till in 1955 The Montgomery Bus Boycott in 1955 – started by Rosa Parks and led by Martin Luther King, Jr. Southern Christian Leadership Conference (SCLC) – founded in 1957 by Martin Luther King, Jr. and others to use African American churches as a base for staging nonviolent protests and demonstrations Student Nonviolent Coordinating Committee (SNCC) – founded by African American college students, adopted the use of nonviolent tactics but engaged in more confrontational strategies such as sit-ins and freedom rides Black Panthers – a political party founded in California to fight police brutality in ghettoes, advocated self-sufficiency for African American communities

Indicator 14.b.6 Expected Compare philosophies of key Civil Rights leaders Compare and contrast and the philosophies and methodologies of key Civil Rights leaders including:

Martin Luther King, Jr. Malcolm X

Indicator 14.b.7 Expected Analyze the ideas in Dr. Martin Luther King, Jr.' writings Analyze the ideas presented in Dr. Martin Luther King Jr.’s “Letter from a Birmingham Jail” and “I Have a Dream” speech.

SS.VUS Standard 15 Essential DEMONSTRATE KNOWLEDGE OF DEVELOPMENTS IN RECENT DECADES & TODAY

The student will demonstrate knowledge of economic, social, cultural, and political developments in recent

decades and today.


How has the membership of the U.S. Supreme Court changed over time? How have the decisions of the U.S. Supreme Court promoted equality and extended civil liberties? What factors have drawn immigrants to the United States? What immigrant groups account for the bulk of immigration? What issues are currently being debated related to immigration to the United States? What are some contributions made by immigrants? How has the accessibility to improved technology and communications affected American culture? What was the impact of the “Reagan Revolution” on federalism, the role of government, and state and national elections since 1988? What are the roles that government plays in the United States economy? What role has the United States played in a world confronted by international terrorism?

Essential Skills


FCPS Notes:

Standard 14 focused on the social developments after World War II in the United States. Standard 15 introduces the political, economic, cultural and social developments in the contemporary United States.

Essential Understanding:The membership of the U.S. Supreme Court has changed over time. The decisions of the U.S. Supreme Court have expanded individual rights in the years since Brown v. Board of Education of Topeka, Kansas (1954). Rising immigration has increased American diversity and redefined American identity. Dramatic advances in technology have affected life in America in many significant areas. The American space program was a triumph of American technological prowess. Technology can make communication and information more accessible. Ronald Reagan’s policies had an impact on the relationship between the federal and state governments. The conservative political philosophy of President Reagan prompted a re-evaluation of the size and role of government in the economy and society of contemporary America. The Federal government has the ability to influence the United States economy. It bases its decisions on economic indicators such as Gross Domestic Product, exchange rates, inflation, and unemployment rates. The United States formulates domestic and international policy in an effort to confront terrorism.

Benchmark 15.a Essential Examine Role of US Supreme Court - Equal Rights, Rule of Law, Privacy

The student will examine the role the United States Supreme Court has played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law.

Indicator 15.a.1 Essential Examine role of US Supreme Court - equal rights, rule of law, privacy Examine the role the United States Supreme Court has played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law:

The membership of the U.S. Supreme Court has included women and minorities such as Sandra Day O’Connor, Ruth Bader Ginsburg, and Clarence Thomas. The civil rights movement of the 1940s, 1950s, and 1960s provided a model that other

groups have used to extend civil rights and equal justice. The U.S. Supreme Court protects the individual rights enumerated in the Constitution of the United States. The U.S. Supreme Court identified a constitutional basis for a right to privacy that is protected from government interference. The U.S. Supreme Court invalidates legislative acts and executive actions that the justices agree exceed the authority granted to government officials by the Constitution of the United States.

Benchmark 15.b Essential Analyze Changing Patterns of Immigration/Reasons to Come/Contributions

The student will analyze the changing patterns of immigration, the reasons new immigrants choose to come to this country, their contributions to contemporary America, and the debates over immigration policy.


Indicator 15.b.1 Essential Explain that new immigration to US has come from many areas Explain that new and increasing immigration to the United States has been taking place from many diverse countries, especially Asian and Latin American countries.

Indicator 15.b.2 Essential Identify reasons for immigration to the US Identify reasons for immigration including political freedom and economic opportunity.

Indicator 15.b.3 Essential Identify issues related to immigration policy in the United States Identify issues related to immigration policy in the United States:

Strain on government services Filling low-paying jobs in the United States Border issues Pathway to citizenship Bilingual education Increasing cultural diversity

Indicator 15.b.4 Essential Describe the contributions of immigrants in the US Describe contributions of immigrants in the United States, including

Diversity in music, the arts, and literature Role in labor force Expanded source of scientists and engineers

Indicator 15.b.5 Expected Compare reasons for immigration to US now and in the past Compare the reasons for immigration to America at the end of the twentieth century to the reasons given by earlier immigrants.

Benchmark 15.c Essential Explain Influence & Effects of the Media and Technological Advances

The student will explain the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education.


Indicator 15.c.1 Essential Describe the US space program Describe the American space program, including:

The program competed with the Soviet’s Sputnik launch. In the early 1960s, President John Kennedy pledged increased support for the American space program. The race to the moon continued through the 1960s. U.S. astronaut John Glenn was the first American to orbit the Earth. In 1969, American astronaut Neil Armstrong was the first person to step onto the moon’s surface. He proclaimed, “That’s one small step for a man, one giant leap for mankind.” Sally Ride was the first female astronaut in the United States.

Indicator 15.c.2 Essential Explain the increase in the global awareness of Americans Explain that over the past three decades, improved technology and media have brought about better access to communication and information for rural areas, businesses, and individual consumers, resulting in more Americans having access to global information and viewpoints.

Indicator 15.c.3 Essential Identify examples of technological advances in the US Identify examples of technological advances, including:

Cable TV/24-hour news (CNN) Personal computers Cellular phones World Wide Web

Indicator 15.c.4 Essential Identify changes brought on by technological advances in the US Identify changes in work, school, and health care brought on by technological advances, including:

Telecommuting Distance learning Growth of service industries Breakthroughs in medical research, including the development of the vaccine for polio by Dr. Jonas Salk Outsourcing and offshoring

Benchmark 15.d Essential Examine the Impact of the "Reagan Revolution"

The student will examine the impact of the "Reagan Revolution" on federalism, the role of government, and state and national elections since 1988.

Indicator 15.d.1 Essential Identify the role of Reagan and conservative Republicans Identify the role of President Reagan and conservative Republicans who advocated for:

Tax cuts Transfer of responsibilities to state governments Appointment of judges/justices who exercised “judicial restraint” Reduction in the number and scope of government programs and regulations Strengthened American military

Indicator 15.d.2 Essential

Assess the "Reagan Revolution" extending beyond his tenure in office

Assess how the "Reagan Revolution" extended beyond his tenure in office with the:

Election of his vice president, George H. W. Bush Election of a centrist Democrat, William Clinton Republican sweep of congressional elections and statehouses in the 1990s Election of George W. Bush

Benchmark 15.e Essential Assess the Role of Government Actions that Impact the Economy

The student will assess the role of government actions that impact the economy.

Indicator 15.e.1 Essential Assess the role of government actions that impact the economy Assess the role of government actions that impact the economy, including that the government promotes a healthy economy characterized by full employment and low inflation through the actions of:

Federal Reserve - monetary policy decisions control the supply of money and credit to expand or contract economic growth President and Congress - fiscal policy decisions determine levels of government taxation and spending; government regulates the economy

Benchmark 15.f Essential Assess the Role of the US in a World Confronted by Terrorism

The student will assess the role of the United States in a world confronted by international terrorism.

Indicator 15.f.1 Essential Assess the role of the US in a world confronted by terrorism Assess the role of the US in a world confronted by terrorism, including the Unites States' responses to terrorism:

Heightened security at home (Patriot Act) Diplomatic and military initiatives

Benchmark 15.g Expected Examine Social, Political, & Economic Issues of the 21st Century

The student will examine the new social, political, and economic issues facing America as it entered the 21st century.

Indicator 15.g.1 Expected Examine major social concerns in contemporary US in the 21st century Examine major social concerns in contemporary America, such as:

Aging population Environmental issues – global warming, alternate energy sources Racism and poverty Health care

Indicator 15.g.2 Expected Examine changes in the political landscape in the 21st century

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential. Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs. Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)

Examine how the political landscape changed in the last decades of the twentieth century, such as:

The Gulf War The 9/11 attacks on the World Trade Centers and the Pentagon, and failed attempt on Flight 93, and the War on Terror The Iraq War Impact of technology Immigration The growing economic divide The impact of the media

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