Priority Academic Student Skills
School Improvement 228 Social Studies
Mr. Cap's UNITED STATES HISTORY
1850 to the Present
PDF Check List / End of Instruction / Curriculum Resources
The focus of the course in United States History for Grades 9-12 is the immediate pre-Civil War era to the present (1850-present). However, for the high school ACE U.S. History examination, the time frame is approximately 1850-1975, or approximately from the Compromise of 1850 through the withdrawal of United States military and diplomatic personnel from Vietnam.
NOTE: Standard 1 social studies process skills should be integrated throughout the content standards and used in teaching and assessing the course content at the classroom and district level. At the state level, Standard 1 social studies process skills will be measured and reported within each of the content standards (1, 2, 3, 4, 5, and 6). Process skill assessment items will be content-based and reported under each of the content standards. For assessment purposes, each standard will have items using primary and secondary source documents, timelines, maps, charts, graphs, pictures, photographs, and/or political cartoons. There will be a balance of graphic and textual stimulus materials within the various U.S. History test forms. At least 50 percent of the assessment items will have appropriate pictorial and graphical representations.
In United States History, the student will describe and analyze the causes, events, and effects of the Civil War and Reconstruction era; examine the impact of immigration and the settlement of the American West on American society; and evaluate the economic effects of the industrialization and the changing role of the United States in world affairs at the turn of the twentieth century. He or she will also describe the social, cultural, and economic events between the World Wars; investigate and analyze the Great Depression, and the causes, events and effects of World War II; and assess the foreign and domestic policies of the United States since World War II. The student will continue to strengthen, expand, and put to use the full range of process and research skills in social studies.
NOTE: Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).
Book icons identify Information Literacy skills. Students are best served when these are taught in collaboration and cooperation between the classroom teacher and the library media specialist.
Process Standard 1: The student will demonstrate process skills in social studies.
1. Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, photographs, documents, newspapers, media, and computer-based technologies).
2. Recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture and ethnicity.
3. Distinguish between fact and opinion in examining documentary sources. 1,2,3,4,5,6,7
4. Construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections).
5. Explain the relationships between geography and the historical development of the United States by using maps, graphs, charts, visual images, and computer-based technologies.
6. Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural, ethnic, and religious groups), and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.
Content Standard 1: The student will analyze causes 1, 2, key events, and effects(1, 2, 3) of the Civil War/Reconstruction era.1, 2, 3, 4, 5
1. Examine the economic and philosophical differences (e.g., sectionalism1, popular sovereignty1, states’ rights debate1,2, nullification1, abolition1, 2, and tariffs1 between the North and South, 1,2as articulated by Daniel Webster and John C. Calhoun.1
2. Trace the events leading to secession and war (e.g., the Compromise of 1850 1, the Fugitive Slave Act1, the Kansas-Nebraska Act1, “Bleeding Kansas,”1 the Dred Scott case1, John Brown’s Raid on Harpers Ferry1, 1860 presidential election1, secession of South Carolina1, and the attack on Fort Sumter1.
3. Identify political and military leaders of the war (e.g., Abraham Lincoln1, 2, 3, 4, 5, 6, Ulysses S. Grant1,2,3, Jefferson Davis1, Robert E. Lee1,2, Frederick Douglass1, and William Lloyd Garrison1.
4. Interpret the importance of critical developments in the war,1,2,3,4,5,6, including major battles (e.g., Fort Sumter,1 “Anaconda Plan,”1 Bull Run, 1Gettysburg, 1Vicksburg,1 Antietam,1 battle of the Monitor and Merrimack, 1 and the North’s “total war strategy”1, 2, the Emancipation Proclamation, 1and Lee's surrender at Appomattox. 1
5. Relate the basic provisions and postwar impact of the 13th, 14th, 1,2,3 and 15th Amendments to the Constitution. 1
6. Evaluate the continuing impact of Reconstruction policies on the South, 1,2,3,4,5,6,7 including southern reaction (e.g., tenant farming, 1 Freedmen’s Bureau, 1,2 sharecropping,1 Black Codes, 1,2 Ku Klux Klan, 1,2 Carpetbaggers, 1 scalawags, 1 Plessy v. Ferguson, 1,2 and Jim Crow laws 1,2,3.
Content Standard 2: The student will analyze the impact of immigration, the settlement of the American West 1,2,3,4,5,6, and industrialization on American society)1,2,3,4,5.
1. Analyze the impact of immigration, migration and settlement patterns.1,2,3,4
A. Analyze immigration, including the reasons for immigration, employment, settlement patterns, and contributions of various immigrant, cultural, and ethnic groups (e.g., Irish 1,2, Chinese 1,2, 3 Italians, Germans, Japanese, and Southeast/Central Europeans) from 1850-1930.
B. Examine ethnic conflict and discrimination. 1,2,3,4
C. Analyze changes in the domestic policies of the United States relating to immigration (e.g., the Chinese Exclusion Act, the rise of nativism,1, 2,3.4 Ellis Island, 1,2 and the “Gentlemen’s Agreement”) from 1850-1930.
D. Evaluate the significance of immigration on the labor supply and the movement to organize workers 1,2,3(e.g., growth of labor pool, rise of the labor movement, Grange 1, Pullman strikes, 1 Haymarket Riot, 1 Eugene V. Debs, 1 Samuel Gompers, 1 John L. Lewis, 1 and the use of court injunctions to halt labor strikes).
E. Compare and contrast social attitudes and federal policies toward Native American peoples 1,2,3,4,5(e.g., the Indian Wars of 1850-1890,1 establishment of reservations, 1,2,3 attempts at assimilation and the Dawes Act 1 and the destruction of the bison herds 1 and actions of the United States Army, missionaries, and settlers during the settlement of the American West, 1850-1890.
2. Evaluate the impact of industrialization on American society 1,2,3,4.
A. Identify the impact of new inventions 1 and industrial production methods 1, including new technologies in transportation and communication 1,2,3,4 between 1850-1920 (e.g., Thomas Edison 1 , Alexander G. Bell 1, Henry Ford, 1 the Bessemer process, 1 the Westinghouse Company, 1 barbed wire, 1 and the western cattle drives 1 ).
B. Describe the effects of the "muckrakers" (e.g., Carey Nation, Susan B. Anthony 1, Elizabeth Cady Stanton 1 , Alice Paul, Ida Tarbell, Upton Sinclair, 1 and William Jennings Bryan 1 ) and reform movements (e.g., Women's Suffrage 1, Temperance 1 , Populism 1 , and the Grange Movement 1 ) that resulted in government policies affecting child labor, 1 wages, working conditions, 1 trade, monopolies,1 taxation and the money supply (e.g., Sherman Anti-trust Act 1and Triangle Shirtwaist Factory Fire 1,2).
C. Assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy.
D. Evaluate the rise of the Progressive Movement 1, 2, 3, 4 in relation to political changes at the national and state levels (e.g., workplace protections, conservation of natural resources, 1 increased political strength of third parties, the direct primary, initiative petition, referendum, and recall 1 ).
E. Examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment of the Federal Reserve System 1 addressed the problems.
Content Standard 3. The student will analyze the changing role of the United States in world affairs at the turn of the twentieth century.
1. Evaluate the motivations and impact of American Imperialism on international
A. Identify the goals of and reasons for imperialism 1 , 2(e.g., Open Door Policy 1, annexation of Hawaii,1 influence of Admiral Alfred T. Mahan, 1 and the concept of “white man’s burden”1 ) explaining its impact on developed and developing nations (e.g., “banana republic” 1).
B. Analyze the role of the Spanish-American War in the development of the United States as a world power 1 (e.g., yellow journalism, 1 Rough Riders, 1 Platt Amendment, 1 Teller Amendment, territorial acquisitions, 1 and contributions of Admiral George Dewey 1).
C. Evaluate the reasons for United States involvement in locating a canal in Central America 1 and the actions of President Theodore Roosevelt regarding the Panama Canal. 1
D. Compare and contrast the strengths and weaknesses of Theodore Roosevelt's foreign policy and other presidential foreign policies from 1890-1910, including
“Big Stick Diplomacy,”1 “Dollar Diplomacy,”1 “Missionary Diplomacy,”1 the Great White Fleet, 1 Roosevelt Corollary 1 , and interventionism 1 .
2. Evaluate the causes and effects of World War I on American politics, economy, and society. 1, 2, 3
A. Analyze the factors leading to the involvement of the United States in World War I (e.g., the alliance systems 1, submarine warfare 1, and the Zimmerman Note 1 ) and the effects of the war on the United States (e.g., mobilization, 1 propaganda, women in the workplace 1 , and the First Red Scare 1.
B. Examine the reasons why the United States did not join the League of Nations and for the nation's return to isolationism 1, 2 (e.g., Wilson’s Fourteen Points 1 and the Treaty of Versailles1, 2, 3
Content Standard 4: The student will describe the social; cultural; economic; and technological ideas and events in the United States in the era between the World Wars.
1. Compare and contrast cultural, economic, and social events 1 and trends between the World Wars. 1,2,3,4
A. Evaluate literature, music, dance, and forms of entertainment of the 1920s and 1930s 1 (e.g., the Harlem Renaissance,1 the Jazz Age, flappers 1, the “Lost Generation,” 1 and “talkies” 1).
B. Investigate the long term effects of reform movements, such as the Women's Suffrage Movement, Temperance/Prohibition Movements 1 2 (e.g., the 18th, 19th, and 21st Amendments 1, 2, 3 to the Constitution), and the Early Civil Rights Movement 1 2 3 4 5 6 7 and leaders (e.g., Booker T. Washington 1 and W. E. B. Du Bois 1).
C. Analyze the impact of the automobile 1 , aviation 1 (e.g., Charles Lindbergh 1), electrification, and urbanization (e.g., the Great Migration 1) on American society.
D. Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riot, 1 the resurgence of the Ku Klux Klan, 1 the “Back to Africa” Movement 1 and Marcus Garvey 1 , the rise of industrial unions, and the labor sit-down strikes 1 ).
2. Analyze the effects of the destabilization of the American economy. 1
*A. Examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers.
B. Identify causes contributing to an unstable economy 1 (e.g., the increased reliance on installment buying 1, a greater willingness to speculate 1 and buy on margin in the stock market, and government reluctance to interfere in the economy or laissez-faire policy 1, 2.
C. Examine changes in the business cycle (e.g., the “Black Tuesday” 1 Stock Market Crash 1 and bank failures 1 ), weaknesses in key sectors of the economy (e.g., agriculture and manufacturing), and government economic policies in the late 1920s.
D. Analyze the effects of the Stock Market Crash 1,2,3 between October 1929 and March 1933 1 (e.g., unemployment 1, 2 the shrinking economy 1, 2 Herbert Hoover’s economic policies 1, the “Bonus Army 1,” Securities and Exchange Commission, 1 “Hoovervilles 1,” and the presidential election of 1932) 1.
3. Analyze the Great Depression 1, the Dust Bowl 1, 2 and the New Deal economic policies.
A. Evaluate the impact of the Great Depression 1, the Dust Bowl 1 (e.g., migration of the Okies 1, 2 and exodusters 1), and the New Deal economic policies on business and agriculture 1, as well as on the American people, 1, 2 their culture 1 and political behavior 1. (e.g., FDR’s court packing plan 1 and the “fireside chats”1).
B. Assess the impact of the expanded role of government in the economy since the 1930s. (e.g., FDR’s “New Deal 1 ,” deficit spending and new federal agencies – Social Security Administration 1, FDIC 1 , TVA 1, WPA 1, and CCC 1).
C. Identify the contributions of key individuals of the period between the wars (e.g., Will Rogers 1 , Eleanor Roosevelt 1, Franklin Roosevelt, Huey Long 1, “The Brain Trust 1,” and Woody Guthrie 1).
Content Standard 5: The student will analyze the major causes, events, and effects of United States’ involvement in World War II. 1, 2, 3, 4, 5, 6
1. Examine changes in American society and government policy as the nation prepared for and entered World War II. 1, 2, 3
*A. Relate the rise of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan to the rise of communism, Nazism, and fascism in the 1930s and 1940s, and the response of the United States. 1, 2
B. Describe the roles of appeasement 1 and isolationism in the United States’ reluctance to involve itself in world conflicts during 1937-1941 (e.g., the Lend-Lease Act, and the Neutrality Acts). 1, 2
C. Evaluate the impact of preparation and mobilization for war 1, 2 , including the internment policies 1 and their effects (e.g., internment of minority Americans, such as, Japanese, 1 Germans, and Italians; Korematsu v. United States 1 ; rationing; role of women in the workforce and armed services; and discrimination and segregation at home and in the armed forces). 1
2. Describe events affecting the outcome of World War II. 1, 2, 3
A. Identify major battles, military turning points, and key strategic decisions in both the European and Pacific Theaters of operation 1, 2, 3 (e.g., Pearl Harbor 1 ; Battle of Midway; the D-Day Invasion; Battle of the Bulge; the development and use of the atomic bomb; island-hopping strategy 1, such as Iwo Jima; and the Allied conferences, such as Yalta 1 ). 1, 2, 3
B. Analyze public and political reactions in the United States to the events of the Holocaust 1 (e.g., Nuremburg War Trials) 1
Content Standard 6: The student will analyze the foreign and domestic policies of the United States since World War II.
1. Analyze the origins, international alliances, and efforts at containment of Communism. 1 2, 3, 4, 5, 6
A. Identify the origins of the Cold War and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin 1 2 and Cuba (e.g., the postwar division of Europe 1, the Warsaw Pact, the “Iron Curtain,” 1 the Marshall Plan, 1 the Berlin Airlift, 1 the Berlin Wall, 1, 2 the Bay of Pigs Invasion 1, and the Cuban Missile Crisis 1).
B. Evaluate the United States’ attempts at the containment of Communism including the Truman Doctrine 1 2 and the involvement of the United Nations in the Korean War 1 .
C. Describe the fear of communist influence 1 2 within the United States including the McCarthy 1 hearings (e.g., the Second Red Scare 1 and various congressional hearings).
2. Describe events which changed domestic and foreign policies during the Cold War and its aftermath. 1 2, 3, 4, 5, 6, 7, 8, 9. 10
A. Examine the proliferation of nuclear weapons and the arms race (e.g., Sputnik 1 and the space race 1; development and effects of nuclear weapons; the Rosenbergs’ spy trial 1 ; and the SALT treaties).
B. Describe the role of the United States in the formation of the United Nations 1, NATO 1, 2 and SEATO 1.
C. Evaluate the causes and long term foreign and domestic consequences of United States’ military commitments in Southeast Asia, including the Vietnam War 1 2 4 (e.g., “Domino Theory;”1, 2 the Tonkin Gulf Resolution; the Tet Offensive; the presidential elections of 1968 1 and 1972; student protests; 1 expanded television coverage of the war; 1, 2 and the War Powers Act).
*D. Examine the strategic and economic factors in the development of Middle East policy 1, 2, 3 and relations with African nations, including South Africa.
*E. Analyze the reasons for the collapse of Communism in Eastern Europe and the Soviet Union, and relate the end of the Cold War to new challenges to the United States’ leadership role in the world. 1, 2, 3, 4
3. Analyze the economic, social, and political transformation within the United States since World War II. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
A. Describe de jure and de facto segregation policies, attempts at desegregation and integration, and the impact of the Civil Rights Movement 1, 2, 3, 4 on society (e.g., Brown v. Board of Education of Topeka, Kansas,1 2 3 4 the Montgomery Bus Boycott, the lunch counter sit-ins in Oklahoma City and elsewhere, the Freedom Rides, integration of Little Rock Central High School, 1 the Civil Rights Act 1 of 1964, and the Voting Rights Act of 1965 1).
B. Evaluate the success of the Women's Liberation Movement (e.g., Equal Rights Amendment, Roe v. Wade, 1 Betty Friedan, and NOW) and the changing roles of women during the 1950s through the mid-1970s. 1, 2, 3, 4,
*C. Examine the technology revolution and its impact on communication, transportation, and industry. 1, 2, 3, 4
*D. Assess the impact of violent crime, and illegal drug use 1 and trafficking.
*E. Explain the effects of increased immigration, the influx of political refugees, and the increasing number of undocumented aliens on society and the economy.
F. Identify the contributions of political leaders, political activists, civil rights leaders (e.g., Dr. Martin Luther King, Jr.1 2 3 4 5 , Malcolm X, 1 Thurgood Marshall, 1 and César Chavez), major issues, and scandals, including the Watergate Scandal, 1 and major trends in national elections (e.g., differences between the two major political parties, and the rise of third party candidates 1, 2, 3 ).
*G. Examine the postwar rise in the standard of living, the OPEC Oil Embargo, 1, 2 the inflation of the 1970s, 1 and the federal budget deficit problems of the 1980s 1 and early 1990s 1, 2, 3 .
H. Evaluate the impact of political scandals 1, 2, 3, 4, 5, 6, 7, (e.g., Iran-Contra, 1 and the Clinton impeachment 1 ) on federal law, national policies, and political behavior.
I. Analyze how the principles and structures of the United States Constitution have changed through amendment and judicial interpretation 1, 2, 3, 4, 5 (e.g., the 22nd and 25th Amendments, the Warren Court, Gideon v. Wainwright, and Miranda v. Arizona).
J. Compare and contrast conservative 1, 2, 3, 4, 5 and liberal economic strategies, including the positions of political parties and interest groups 1, 2, 3, 4 on major issues to the present.
K. Describe and evaluate the ongoing globalization of the United States’ and the world’s economic 1, 2, 3, (e.g., creation of the European Union) and communication systems (e.g., the Internet 1, 2, 3, 4, 5 and "instantaneous news").
L. Evaluate the rise of terrorism and its impact on the United States; 1, 2, 3, the role and effects of the A. P. Murrah Federal Building bombing in Oklahoma City on April 19, 1995; 1 the first attack on the World Trade Center Towers in New York City in 1993; the attacks on the World Trade Center Towers in New York City and the Pentagon in Washington, DC on September 11, 2001; 1, 2 and the policies and actions of the U. S. Government to respond to and counter terrorism (e.g., PATRIOT ACT 1 and the creation of the Department of Homeland Security 1).
M. Compare and assess the causes, conduct, and consequences of the U.S.-led wars in Afghanistan and Iraq. 1, 2, 3, 4
Objectives below are from 2008 - history objectives.
Content Standard 7:
Evaluate the impact of the information age of the 1990s and the internet age of the 2000s. Identify major players in the internet browser, 1, 2, 3, 4 search, and game internet technology.
Discuss the government's "Bailouts of 2007 and 2008 1 and the election of 2008 and President Barak Obama 1