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School City of Hobart |
| United States History |
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Early National Development: 1775 to 1877
The learner will be able to trace and summarize key ideas, events, and developments from the Founding Era through the Civil War and Reconstruction, 1775 to 1877.
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USH.1.1
The learner will be able to explain major ideas about government and key rights, rooted in the colonial and founding periods, which are embedded in key documents. (Civics and Government) Example: The Virginia Declaration of Rights (1776), Declaration of Independence (1776), Virginia Statute for Religious Freedom (1786), Northwest Ordinance (1787), U.S. Constitution (1787), Federalist Papers 1, 10, 51, and 78 (1787-1788), Bill of Rights (1791), Washington's Farewell Address (1796), and Jefferson's First Inaugural Address (1801). .
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USH.1.2
The learner will be able to explain major themes in the early national history of the United States. Example: Conflicts between American Indians and European settlers, the westward movement, Manifest Destiny and national expansion, sectionalism, nationalism, controversies over the expansion of slavery, abolitionism, and social reform movements. .
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USH.1.3
The learner will be able to review and summarize key events and developments in the following periods of United States history: Founding the Republic (1775 -1801), Expansion and Reform (1801 -1861), Civil War and Reconstruction (1850 -1877).
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USH.1.4
The learner will be able to investigate the impact of laws on the settlement and development of Indiana. Example: The Land Ordinance (1785), Northwest Ordinance (1787), Act Creating Indiana Territory (1800), Harrison Land Act (1800), Acts Dividing Indiana Territory (1805 and 1809), Indiana Suffrage Act (1811), and the Indiana Enabling Act (1816). (Civics and Government; Individuals, Society, and Culture).
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USH.1.5
The learner will be able to develop and explain timelines on different periods of United States history before 1900.
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USH.1.6
The learner will be able to analyze statistical data to explain demographical changes in the United States during the nineteenth century.
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USH.1.7
The learner will be able to interpret historical maps to explain the territorial expansion of the United States during the nineteenth century. (Geography).
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USH.1.8
The learner will be able to identify issues pertaining to slavery, sectionalism, and nationalism before the Civil War, and analyze the interests, perspectives, and points of view of those involved in the issue. (Civics and Government; Individuals, Society, and Culture).
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Industrial U.S.: 1870 to 1900
The learner will be able to examine the political, economic, social, and cultural development of the United States during the period from 1870 to 1900.
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USH.2.1
The learner will be able to identify and explain the importance of key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation. (Economics; Civics and Government; Individuals, Society, and Culture) Example: Events - Invention of the telephone (1876), invention of electric light (1879), formation of the Standard Oil Trust (1879), Dawes Act (1887), Interstate Commerce Act (1887), Sherman Anti-Trust Act (1890), the Homestead Strike (1892), the Pullman Strike (1894), invention of the wireless telegraph (1895). People - Helen Hunt Jackson, Thomas Edison, Alexander Graham Bell, Gustavus Swift, Andrew Carnegie, John D. Rockefeller, Guglielmo Marconi, Samuel Gompers, Terrence Powderly, William Jennings Bryan, James B. Weaver, Oliver Kelley, Jacob Riis, Jane Addams, Eugene Debs. Groups - the National Grange, Knights of Labor, American Federation of Labor (AFL), Farmers' Alliances, and the Populist Party. .
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USH.2.2
The learner will be able to describe the economic development by which the United States became a major industrial power in the world and identify the factors necessary for industrialization. (Economics).
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USH.2.3
The learner will be able to explain the economic problems facing farmers during the late nineteenth century. (Economics).
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USH.2.4
The learner will be able to explain how industrialization affected the environment and the emergence of a conservation movement. (Economics; Individuals, Society, and Culture).
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USH.2.5
The learner will be able to analyze how new immigrant groups affected United States society and culture generally and Indiana particularly. (Individuals, Society, and Culture) Example: Explain how diverse communities and institutions responded to immigration and describe the tensions that arose among and within groups. .
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USH.2.6
The learner will be able to explain various perspectives on federal government policy about Indians and migration of settlers to western territories. (Civics and Government; Geography; Individuals, Society, and Culture).
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USH.2.7
The learner will be able to analyze and evaluate the majority and dissenting opinions of the following landmark decisions of the United States Supreme Court: Civil Rights Cases (1883), Plessy v. Ferguson (1896), and United States v. Wong Kim Ark (1898). (Civics and Government; Individuals, Society, and Culture).
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USH.2.8
The learner will be able to construct and explain a timeline of major technological inventions during the second half of the nineteenth century.
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USH.2.9
The learner will be able to identify the main ideas from primary sources, such as nineteenth century political cartoons, about urban government, corruption, and social reform. (Civics and Government; Individuals, Society, and Culture).
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USH.2.10
The learner will be able to compare primary sources from different perspectives about immigrant experiences in the urban setting. (Individuals, Society, and Culture).
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USH.2.11
The learner will be able to consider the different perspectives on industrial development and social problems expressed in primary documents. (Individuals, Society, and Culture) Example: Preamble to the Constitution of the Knights of Labor (1878), "Wealth" by Andrew Carnegie (1889), and the Preamble to the Platform of the Populist Party (1892). .
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USH.2.12
The learner will be able to investigate historical data from a variety of sources and perspectives about historical issues involving African Americans, Asian Americans, Hispanic Americans, and American Indians. (Individuals, Society, and Culture).
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Emergence of Modern U.S.: 1897 to 1920
The learner will be able to will examine the political, economic, social, and cultural development of the United States during the period from 1897 to 1920.
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USH.3.1
The learner will be able to identify and explain the importance of key events and people in the emergence of the United States as a global power. Example: Events - The Spanish-American War (1898), Annexation of Hawaii (1898) and Samoan Islands (1899), Treaty of Paris (1898), the Open Door Policy (1899), the Philippine War (1898-1902), building the Panama Canal (1903-1914), World War I (1914-1918), United States participation in World War I (1917-1918), Versailles Treaty (1919). People - William McKinley, John Hay, George Dewey, William Randolph Hearst, Alfred Thayer Mahan, Theodore Roosevelt, Woodrow Wilson, James Pershing, and Henry Cabot Lodge. .
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USH.3.2
The learner will be able to identify and explain the importance of key events, people, and groups associated with problems of industrial capitalism, urbanization, and political corruption. Example: Events - Pure Food and Drug Act (1906), presidential election of 1912, Federal Reserve Act (1913), Clayton Anti-Trust Act (1914), Federal Trade Commission Act (1914), 16th, 17th, 18th, and 19th Amendments of the U.S. Constitution (1913-1919). People - Ida Tarbell, Lincoln Steffens, Eugene Debs, Carrie Chapman Catt, Upton Sinclair, Jane Addams, Booker T. Washington, W.E.B. DuBois, Robert LaFollette, William Jennings Bryan, Theodore Roosevelt, William Howard Taft, Woodrow Wilson. Groups - Women's Christian Temperance Union, Niagara Movement, and the National Association for the Advancement of Colored People (NAACP). .
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USH.3.3
The learner will be able to explain the impact of Progressive ideas about political reform on the expansion of democracy in local and state governments, especially Indiana, and the federal government. (Civics and Government; Individuals, Society, and Culture).
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USH.3.4
The learner will be able to explain the impact of the following ideas on society and culture in the United States and Indiana and describe the controversies that surrounded them: Progressivism, muckraking, women's suffrage, organized labor, temperance, prohibition, socialism, square deal, and new nationalism. (Individuals, Society, and Culture).
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USH.3.5
The learner will be able to explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Northern Securities Company v. United States (1904), Lochner v. United States (1905), Muller v. Oregon (1908), Schenck v. United States (1919), and Abrams v. United States (1919). (Civics and Government; Individuals, Society, and Culture.
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USH.3.6
The learner will be able to analyze "The Roosevelt Corollary to the Monroe Doctrine" (1904), and explain how it modified the Monroe Doctrine (1823) and justified a new direction in United States foreign policy. (Civics and Government).
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USH.3.7
The learner will be able to analyze President Woodrow Wilson's "Fourteen Points" Address to Congress (1918), and explain how it differed from proposals by French and British leaders for a treaty to conclude World War I. (Civics and Government; Geography).
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USH.3.8
The learner will be able to evaluate the positions of President Woodrow Wilson and his opponents, such as Senator Henry Cabot Lodge, in the debate over ratification of the Versailles Treaty and United States participation in the League of Nations. (Civics and Government).
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USH.3.9
The learner will be able to create and explain a timeline of key events by which the United States became a world power.
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USH.3.10
The learner will be able to locate on a world map the territories acquired by the United States during its emergence as an imperial power in the world, and explain how these territories were acquired. (Civics and Government; Geography).
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The Modern U. S.: 1920 to 1940
The learner will be able to will examine the political, economic, social, and cultural development of the United States during the period from 1920 to 1940.
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USH.4.1
The learner will be able to identify and explain the importance of key events, people, and groups in the period of prosperity before the Great Depression. Example: Events - Palmer Raids (1920), Teapot Dome Affair (1923), National Origins Act (1924), presidential elections (1920 and 1928), Hawley-Smoot Tariff (1930). People - Herbert Hoover, Al Smith, Langston Hughes, Countee Cullen, Claude McKay. Groups - the Ku Klux Klan, creators of the Harlem Renaissance. .
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USH.4.2
The learner will be able to identify and explain the importance of key events, people, and groups in the period of the Great Depression. Example: Events - The Great Crash (1929), Bonus Army March (1932), presidential elections (1932, 1936, 1940), New Deal policies and programs (1933-1938), Court Packing Controversy (1937). People - Franklin D. Roosevelt, Eleanor Roosevelt, John L. Lewis, Huey Long, Mary McLeod Bethune. Group - the Congress of Industrial Workers (CIO). .
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USH.4.3
The learner will be able to compare and contrast the views of the Republican and Democratic parties during the 1920s and 1930s, and analyze continuity and change of views within each party from the 1920s through the 1930s. (Civics and Government).
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USH.4.4
The learner will be able to analyze the causes of economic prosperity in the 1920s and economic depression in the 1930s and describe the conflicts between business and labor. (Economics; Individuals, Society, and Culture).
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USH.4.5
The learner will be able to investigate the ways life was changing on the farm and in the city in the United States generally and in Indiana during the 1920s due to technological development, with particular emphasis on the impact of the automobile industry. (Economics; Individuals, Society, and Culture).
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USH.4.6
The learner will be able to explain the differing and changing perspectives about the role of the government in American society during the 1920s and 1930s by explaining the views of Presidents Harding, Coolidge, Hoover, and Roosevelt. (Civics and Government) Example: Hoover's ideas about "the associative state" and his campaign speech, "Rugged Individualism;" Franklin D. Roosevelt's First Inaugural Address (1933) and his New Deal policies. .
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USH.4.7
The learner will be able to explain and evaluate the role of values, morals, and ethics in a changing society by examining issues associated with the Red Scare, Prohibition, Scopes Trial, the changing role of women, the Ku Klux Klan (especially in Indiana), and restrictions on immigration. (Individuals, Society, and Culture).
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USH.4.8
The learner will be able to evaluate the constitutional significance of the following landmark decisions of the United States Supreme Court: Gitlow v. New York (1925), Stromberg v. California (1931), Near v. Minnesota (1931), Schechter v. United States (1935), West Coast Hotel v. Parrish (1937). (Civics and Government).
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USH.4.9
The learner will be able to construct a timeline to show the origin and development of key ideas and events in the 1920s and 1930s. Example: The New Deal policies in response to the Great Depression of the 1930s. .
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The U. S. and World War II: 1939 to 1945
The learner will be able to will examine the causes and course of World War II, the effects of the war on the United States society and culture, and the consequences for United States involvement in world affairs.
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USH.5.1
The learner will be able to analyze the causes of World War II in Europe and in the Pacific region, and explain the involvement of the United States in World War II.
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USH.5.2
The learner will be able to identify and explain the importance of key events and people involved with the causes, course, and consequences of World War II. Example: Events - Pearl Harbor (1941), Battle of Midway (1942), D-Day Invasion of Normandy (1944), The Holocaust, Yalta Conference (1945), Potsdam Conference (1945), atomic bombs used against Japan (1945), founding of the United Nations (1945). People - Douglas MacArthur, Dwight Eisenhower, George Marshall, Omar Bradley, and George Patton. .
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USH.5.3
The learner will be able to explain how the United States mobilized its economic and military resources to achieve victory in World War II. (Economics; Civics and Government).
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USH.5.4
The learner will be able to explain the constitutional significance of the following landmark decisions of the United States Supreme Court: West Virginia State Board of Education v. Barnette (1943), Hirabayashi v. United States (1943), Korematsu v. United States (1944). (Civics and Government; Individuals, Society, and Culture).
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USH.5.5
The learner will be able to analyze the economic and social changes in American life brought about by the United States' involvement in World War II, including the roles and status of women and African Americans. (Economics, Individuals, Society, and Culture).
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USH.5.6
The learner will be able to analyze President Roosevelt's State of the Union Message to Congress (1941), which is called "The Four Freedoms" message, to contrast civic and political values of the United States with those of Nazi Germany. (Civics and Government).
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USH.5.7
The learner will be able to create timelines of key events from the beginning to the end of World War II in Europe and in the Pacific region.
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USH.5.8
The learner will be able to investigate Hitler's "final solution" policy and the Allies' responses to the Holocaust.
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USH.5.9
The learner will be able to use a variety of information sources, including primary documents and oral histories, to identify and analyze perspectives on issues related to World War II. (Individuals, Society, and Culture).
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Postwar U. S.: 1945 to 1960
The learner will be able to examine the political, economic, social, and cultural development of the United States during the period from 1945 to 1960.
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USH.6.1
The learner will be able to identify and explain the importance of key events, people, and groups related to the causes, conditions, and consequences of the Cold War. Example: Events - Announcement of the Marshall Plan (1947), enunciation of the Truman Doctrine (1947), Berlin Airlift (1948-1949), formation of North American Treaty Alliance (NATO, 1949), Point Four Program (1949), Korean War (1951-1953), formation of Southeast Asia Treaty Organization (SEATO, 1954), U-2 crisis (1960). People - Harry Truman, George Kennan, Joseph McCarthy, Douglas MacArthur, Dwight Eisenhower, John Foster Dulles. Groups - House Un-American Activities Committee (HUAC), Communist Party of the United States. .
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USH.6.2
The learner will be able to identify and explain the importance of key events, people, and groups connected to domestic problems and policies during the presidential administrations of Truman and Eisenhower. Example: Events - Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Montgomery Bus Boycott (1955-1956), Federal Highways Act (1956), Civil Rights Act (1957), Little Rock School Crisis (1957-1958). People - Charles Hamilton Houston, the Reverend Martin Luther King, Jr., Rosa Parks, Jackie Robinson, Thurgood Marshall. Groups - Congress of Racial Equality (CORE), National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and the National Urban League. .
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USH.6.3
The learner will be able to analyze President Truman's proclamation of a new foreign policy, the Truman Doctrine, in his Address to Congress (March 12, 1947), and evaluate his decision to contain expansion of Soviet power in the world. (Civics and Government).
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USH.6.4
The learner will be able to analyze President Truman's announcement (June 27, 1950) that the United States would assist South Korea to oppose an invasion by North Korea, and evaluate his decision to involve United States armed forces in the Korean War. (Civics and Government; Geography; Individuals, Society, and Culture).
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USH.6.5
The learner will be able to analyze the causes, conditions, and consequences of the struggle for civil rights by African Americans. (Economics; Individuals, Society, and Culture) Example: Investigate the causes, conditions, and consequences of the Montgomery Bus Boycott (1955 - 1956). .
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USH.6.6
The learner will be able to analyze and interpret the main ideas in President Eisenhower's Farewell Address (1961). (Civics and Government).
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USH.6.7
The learner will be able to explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Dennis v. United States (1951), Yates v. United States (1957), and Cooper v. Aaron (1958). (Civics and Government; Individuals, Society, and Culture).
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USH.6.8
The learner will be able to construct a timeline to show United States conflicts with other nations. Example: The origins, course, and conclusion of the Korean War or the foreign policy responses and domestic policies of the United States to the Cold War with the Soviet Union. .
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The U. S. in Troubled Times:1960 to 1980
The learner will be able to will examine the political, economic, social, and cultural development of the United States during the period from 1960 to 1980.
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USH.7.1
The learner will be able to identify and explain the importance of key events, people, and groups associated with domestic problems and policies during the 1960s and 1970s. Example: Events - March on Washington (1963), civil rights protests in Birmingham and Selma, Alabama (1963 and 1965), Civil Rights Act (1964), Voting Rights Act (1965), Immigration Reform Act (1965), Watergate Crisis (1974). People - John F. Kennedy, Robert Kennedy, Lyndon Johnson, the Reverend Martin Luther King, Jr., Malcolm X, George Wallace, Earl Warren, Richard Nixon. Groups - National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), National Organization for Women (NOW), Students for a Democratic Society (SDS). .
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USH.7.2
The learner will be able to analyze and interpret the main ideas of the "I Have a Dream" speech (1963) and the Letter from Birmingham City Jail (1963) by Reverend Martin Luther King, Jr. (Individuals, Society, and Culture).
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USH.7.3
The learner will be able to identify and explain the importance of key events and people associated with foreign policy during the 1960s and 1970s. (Civics and Government; Individuals, Society, and Culture) Example: Events - Cuban Missile Crisis (1962), Vietnam War (1965 - 1975), Paris Peace Accords (1973), Panama Canal Treaty (1977), Iran Hostage Crisis (1979 - 1980). People - Robert McNamara, John F. Kennedy, Lyndon Johnson, William Westmoreland, Richard Nixon, Henry Kissinger, and Jimmy Carter. .
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USH.7.4
The learner will be able to trace and explain the events that led the United States into and out of the Vietnam War.
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USH.7.5
The learner will be able to recognize the changing relationship, as demonstrated in the Cuban Missile Crisis, the space race, the Vietnam War, and the SALT agreements, between the United States and the Soviet Union from 1960 to 1980. (Civics and Government).
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USH.7.6
The learner will be able to analyze and explain the impact on American society and culture of the new immigration policies after 1965 that led to a new wave of immigration. (Individuals, Society, and Culture).
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USH.7.7
The learner will be able to trace and explain the gains made by women and minorities during the 1960s and 1970s. (Individuals, Society, and Culture).
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USH.7.8
The learner will be able to analyze Richard Nixon's decision to resign and explain the importance of this decision on constitutional grounds. (Civics and Government).
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USH.7.9
The learner will be able to explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Heart of Atlanta Motel v. United States (1964), Reynolds v. Simms (1964), New York Times Company v. United States (1971), Roe v. Wade (1973), and United States v. Nixon (1974). (Civics and Government).
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USH.7.10
The learner will be able to construct timelines of major events and movements, such as the Civil Rights movement and the Vietnam War, in the 1960s and 1970s, and explain their causes and consequences.
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The Contemporary U.S.: 1980 - Present
The learner will be able to examine the political, economic, social, and cultural development of the United States during the period from 1980 to the present.
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USH.8.1
The learner will be able to identify and explain the importance of key events and people associated with domestic problems and policies from 1980 to 2001. Example: Events - Air traffic controllers strike (1981), Equal Access Act (1984), Gramm- Rudman-Hollings Act (1985), Iran-Contra Scandal (1986), impeachment of President Clinton (1998-1999), presidential election of 2000. People - Ronald Reagan, Oliver North, George Bush, Kenneth Starr, William Clinton, George W. Bush, and Al Gore. .
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USH.8.2
The learner will be able to identify and explain the importance of key events and people associated with foreign policy from 1980. Example: Events - Invasion of Grenada (1983), invasion of Panama (1989), end of the Cold War (1989), the Gulf War (1990), fall of the Soviet Union (1991), military peace-keeping missions to Lebanon (1983), Somalia (1992), Haiti (1994), Bosnia-Herzegovina (1995), and Kosovo (1999). People - Ronald Reagan, George Bush, William Clinton, Colin Powell, and Norman Schwarzkopf. .
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USH.8.3
The learner will be able to analyze and evaluate President Ronald Reagan's decision to confront and contest the Soviet Union and its satellite countries in foreign affairs (known as the Reagan Doctrine). (Civics and Government).
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USH.8.4
The learner will be able to identify and explain the trends and events that led to the fall of the Soviet Union and the communist regimes of Soviet satellite nations in Europe and explain the role of the United States as a super-power in the post-Cold War world. (Civics and Government).
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USH.8.5
The learner will be able to analyze and evaluate President Bill Clinton's decision to use United States armed forces against Yugoslavia to stop human rights abuses in Kosovo. (Civics and Government).
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USH.8.6
The learner will be able to explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Westside Community School District v. Mergens (1990), Reno v. American Civil Liberties Union (1997), Mitchell v. Helms (2000), and Bush v. Gore (2000). (Civics and Government).
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USH.8.7
The learner will be able to analyze and evaluate the continuing grievances of racial and ethnic minority groups and their recurrent reference to core principles and values of constitutional democracy in the United States as justifications for their positions on issues of justice. (Civics and Government; Individuals, Society, and Culture).
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USH.8.8
The learner will be able to analyze and evaluate debates about the rights of women and issues about the goals of the women's movement. (Individuals, Society, and Culture).
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USH.8.9
The learner will be able to trace and explain demographic changes in the United States. (Individuals, Society, and Culture) Example: Continuing population flow from cities to suburbs and from the "Rustbelt" to the "Sunbelt" and continuing diversity due to immigration from various parts of the world. .
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USH.8.10
The learner will be able to compare and contrast daily life in America before and after the arrival of computer technology. (Individuals, Society, and Culture).
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Historical Research
The learner will be able to will conduct historical research that includes forming research questions, developing a thesis, investigating a variety of primary and secondary sources, and presenting their findings with documentation.
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USH.9.1
The learner will be able to locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past. Example: Primary and secondary sources should include a balance of electronic and print sources, such as autobiographies, diaries, maps, photographs, letters, newspapers, and government documents. .
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USH.9.2
The learner will be able to locate and use sources found at local and state libraries, archival collections, museums, historic sites, and electronic sites.
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