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8/95 History Standards [2]
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ol/l....AUG
30 '95 02:02PM
OFFICE OF SECRETRRY
':il.L';I-::1'+ tJ..:J; L~
.:lJ.t:J~:l"tJ.Ot:IO .
, u
NASHSHELTON
UCLA COLLEGE OFLE I IERS AND SCIENCE.
LOS ANGELES, CALJFORNlA 90024
, ,
.:}' '
r
HarlaD Lebo
Sowt Wolpcn __
(310) l06.QSU ·
For lmmi=diate 'Use
Jan. 23. 1995
',;
NATIONAl; CENTER FOR ·IUSTORY IN THE SCHOOLS CALlS FOR
INDEPENDENT PANEL OF HISTORIANS AND TEACHERS.TO REVJEW
BlSTOllY STANDARDS AND RECOMMEND UVJSIONS
UCLA's Center for Histocy in~ Schools- which last year produced three sets of-Swrduds for teadrina bisuny~ along with some 2,600 suggestai teaching activities ;... has a.JJecf
for a broad·baecl, iDd.epeDdent panel of distiDguishcd b.istOriaDS IDI1 actomplis~ sdlool
_teaChers. tQ review all thn:e sets of st.andard.s~ as well as the ·su.egested teaching activities. aod
to make recom.ri:M:Ddations_ to comet any cases of historical bias.
'
__
The bask sta.ndards, as well as die reaching ac:Uvides for grades K-4, were greeted with
widespread praise, while
aDd. seriOus criiticisms.
Ebc teaching activities for grac!e's 5-11 ba~e been met with both pri.i~
·
"'We understand tbe cosx.emsthat have been expressed, a.od' are carefUlly evaluating Jhe ·.
docwnenrs.• • said UCLA hiStorian
B. Nasb 1 who is dilectOr Of dlc center and c:C><ti.rector :
of me Nado.Dil History SbmdMds Project.
GarY
•rn addition tO our oWn. evaluation, however.
we
would alsO welcome tbe
· recommendadom of a broad-based ~1 of DOted scholars and ou~iag histoly teacbm
resardi.n& chaJ2&es. in light tbe c.ritic:ism.s that have been raised, • Nash said.
of_
.
.
.
'
.•we will c:om=ct any instance ~f historical bias in ·the .histOry SWidard.s or in 'the
suppoftms exomples of sm.dent acbievemem. We will .also asS\llC that· tbe sWJdard.s aDd .the
read1irJs acti'ritia give due recognition to the ac:hievemeors and triumphs of American society.
while also giving atlallion to the muggles and contribution! ofa diverse group of America.os.•
Tbe' siua4arda aDd~ smclelu activities, prod.w:ed over 3% moD.lhs, went through
five 4ratu aDI1 ICtlcctcd contributions from &everal thousand rcacbl:n~ historians, librarians and
other educators wbo ~ all regions of the country arid a wide n.DIC of opinions.
Nearly tJm:e dozen DlliciDal orJan,izationt Participated m the open pnxe5S of prodw:ing
Paztic.ipatiJJs orgailizations iD:lw:Jcd the National Carbolic Educarionar
Asso~;iation; LUtbctu. Scbools, me Lutbcran Clnutb-Missouri Synod;· the National As.Sociarion
, of EJementuy School Priocfpals; the National Association of Secondary sChool PriDcipals; the
tbe _dcx:um.ents,
Natioaal O!ttmfil for Ill! S6eill SIU.diei: fbe Am!rit.m Histt.rieal A&wiltiBB! 1M !l\e ~erieu ·
· AssaciatioD of· Scbool Librarians.
..ucu.·-
. :
�TO
912024010?96
P.4/38
NATIONAL HISTORY STA.NDARDS PROJECT
Administered by rhe NatioMl Cenrer for History in th~ ~chools
A Cooperative UCLAJNEH Research Progriun
' '·
:Dlncton;
· · Charlotte Crabtree ·
Co-Director
Gary .B. NaSh ..
. Co-DirC~tor
Linda Symcox
Assistan' J>ircaor
. National Couadl torHist~ry
StaDdards
Charlotte AndctsOn
Joy~;e
Appleby
Samuel Ballks ·
oavid Batlini
· David Baumbach
Earl :Bell
M~ Bl~~Yaris· •
Diane Broaks
Pedro Castillo
. Ainslie T. Embree
Elizabeth Fox-Gencw~e
Oarol Gludc
·
Dadcne Clark Hine
Blll Hcmig
Alcira Iriye
Dear Member oC Ccmgress.
.
J
Phor to the Ja.nuuy 18th debate sn the ·'l1nll:ed States Senate ~
the •QDt.aJy standards In U.S. md W~ld. History. repre:se%ltaf1va of the ·
. NatiQnaJ HJstoly Sta.uclvds Pzoject bad C'OI'l'V'eMd a meetmg on ..Jazmazy 12~--
~~====a:der:;::=~~r;:~~~~~----·
·U2i the st:aDdards. With the mtenUan or correctil:2g any ltleta"C"eS at bJstortcal
bias in them or Ul the ~pportmg esampTes afstucleE:¢ ~~
. ·'lbe8e hfstary standards were c:reated. ~ S2 monthS tlmNgb. CO!'&m• .
sus bu11~ among 29 parttdpat;mg ~tional ozganiza.Uons. ·Ove.rseen by a
31-mem.ber Nat:kmal Coundl. mm:IY of whom wa-e m:ammended by L)'DDC
Cheney. meetms eleval times over a tata1 of 2S ~. the standards We:at · .
through fl\'e rlnlfts that reflected J.Dput frcm S!\iaal thousand teacllera. l1Js..
tcmans.
c:urnculum spec::tal1sts.
U'brana.i:L$ anct educattcmal admtntst..tators.
.
.
.
'
.....
.
'
Here aze the ad1oDs we Will take dwmg the ccn.irae of the 11fXt few mmrtbs:
.
•
We wiD. seck. to have ~bll.shed a bntad•baled _par:ad ot.Doted 8Cholazs
· to make_m:ommendatloDs ~ ~ m llgbt of the crStk1sm9
·and seek CoundatloJ;l suppozt fer tbJi e:ffart. · - ·
.
I
~
,e
•
We 'liViU eontume to ecDSUlt master teadJera at· the elemen.tmy. middle
~ ~ schoolle9els.to assun: that the wlu.nta!y 9tam1aids ~ ap•
PIOP.rtate to the students' 1eYel of leaml:ag.
. .
.
Barbara Talben-JaClaoil ··
· Michael R. Winston
- 'W'e
wm ~that tbe message·~vqtd by the~ sta,DcJaZ'd8
due RCOgnttton tD the ~ at AmeriCan SGCJet:y•. while
gtv'JDg balanced attention tD the ~ aDd coDti:IDutlcms af all of~:MUon's people:. '
·
g1Ye.s
e.
C. 'FredericJc-R.isinger
Gilbcn T. Sewall · ·
Warren $:olamon -·
..
· We WID create a l1:YJsed bask: edition whkh 'll1lt not "eontam the "e:·
amplea of student achievemmt.." ·Th1s h8.s alWCI)"S been our 1D.tei1Uoa
Lewis
Willi<lm MQN'eill
· Alan D. Morgm
John 1. Parriek
Theodore K. labb
.
:
•
MonoA Keller Bern~:~~
~
'.
Kenneth Jackson
.William. Leuc:b~burg
We wm nat submit the msttng •czparu:led ed!UQI:J.8" prepaRd for teach· .
ers to the Nanonal Ecluc:aUtm Goals Panel or to NESIC for~
TbSs
~the mtentJDn.
..u
. •
wm
Th1s revtslm1 pmeess
be widely publicW=d so that ii:Lterested partlea
are aware of the f~ reVSSed basic edi~.fll the ~· ·
the
· We satend tO be~ to
c::oDCI'iDs that ha9e been~- .
. Arzy suggesuons you mfgb.t have n:gard2ng tbe ¥0b.lntaly standarcJs_OD th2a,
..
~tom.g..~ pocesa ~cl be-~
I
Univcr!'lly of California. .
~ Angcle~~
•" .
10880 Wlbihlrc Blvd., S&e. 761
Lo.!l Angela, c'A· 90024.4108
.Pho~
.
(310) 825-4702
Fax (310) 825-4723
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'.
.,
�AUG 30 '95
JL
.· 4.7b
02:B3PM,OFFICE OF.SECRETARY
·.~---·
TIME. :>OO'v""E~BER i.l094
P.S/38
?-'-''f
History, the Sequel . .
A controversial new set of r~commendations generates
a debate on what's important about America's pas~,
'a~ JOH" ELSOfll
I American ,who helped organize the pre-=---------~---- Civil Wai unde~ound railroad. is cited si.'<
·'KnowWge ofhistcry is th£ precoruditiOfl .
times in the guide. whereas Lincoln's
of political inteUigence. Without hi.su!ry,
Certysburg ..t.ddres.s is mentioned only once
a.society$MresMcorrt171Q11.memoryc:if
1 in passing. Students are e~ed to lcnow
1
where it has been [ar) what it.s core
about the 1848 Seneca Falls. New Yo'rk.
ualu.e.sa.re.'' . .
convention on women's rights (mentioned
'·
.
nine times) but not about the uncited
. So, laudably, write the autho~ of Nati.on.al Wright brothers or Thomas Alva Edjson, ·
Stand.ardl for United States. .Histury, a ( whose inventions transfonned the lives· of .
federally funded curriculum guide that was millions. Mc.Carthyism dominates the Na- ·
issued last week with impressive auspices- ti.onal StandD.rd.s preas of the cold war.
·
and ·ainid swirling eontroversy.
· Charlotte Crabtree, an emerirus proThe 2TI-page 'dccument outlines
fessor of education at ucu and co-director
what students in three gtade
of the National Standards project, answers ·
gtoupings (five to sbt. .seven to
that Cheney's by-the·n)Jmbers critique,··
eighe, nine to 12) should know
shows "a lack of understanding of what the
about . the Americ:ari past The
standards
about.~ One aim of · the
guide compartmentalizes U.S. his·
guidelines is to promote Jindusive history"
tory into 10 eras, from the begin·
·by atkn~ledging the achievements ·of. ·
nings unrll 1620 to CXlnremporary
Americans-blacks. ~ati'~e Americans and
America, a.ad proposes two to four
women, ·notably-who were 'ignored· or
..standards" ·. of what studenfS ,
marginali2ed ·in textbooks of the past.
· should lcnow about each periodAnother goal was ro "get away· from
NtJti.or141 Sra.nd4rds will be· submemorizing mind-numbing names of peo- .
mitted to an independent board
ple. which history students just hare::
·
· ,for approval. "n\e ptoeeedings ~
Eric
Foner.
a
professor
of
history
at
all part of congressionallegislarior~
Columbia University who has closely
that set up Goals 2000, a program
· watched the evolution of Nati.orl.al Stan- ·
designed to ensure that students
d4rrl.s, says,. "Pressure groups· from the
advancing ro higher grades will
rigM demand a political correctness of:
have shown _competence in certain
their
own, but somehow the n!i."me p.c:. is
subjects.. 'indudirig history.
never
applied to them. \'/hen veterans'
,, This ambitious guide was regroups demand ~nd succeed in changing .
leased by the Nation.a.l Center for
an ellhibition, nobody cries p.c. They
History in the Schools at UCLA and
say these guys. are reacting against
has the bac:king of such. prestigious
revisionism."
organizations as the American
One problem, ho"'ever, is that
Federation of Teachers, the NaNtJliorl.a.l Sta.nda?d3 is so insistent on
tional Council for the Social Salresurrecting neglected voices that it be. dies and the Nationlil Edw••ril IQ
comes guilty of what might , be called
Asslxiadon. The National Elldawdisproportionate revisionism. In a chapter
ment for the Hwriani1iel ami the
·
on the American Revolution, for
tJ.S .. Department of Education
example, the guide recommends
p~vided. a JL75 million gxunt in
that students examine the lives of
1992 rhat got the ."'ark under \1/ay.
individuals who were ''in the
But how well was that seoecl ·
fot"efront of the struggle for inmoney spent? Poorly, sa~ lynne
dependence:· Samuel Adams and
Cheney, who headed rhe NEJ-1
·
Thomas
Pairre are plausible
when the grant was approved. She is the ·
candidates here. But is it un·
most prominent of consetvative critics who
reasonable to suspect rhat the
c:~e that NtJZioNll SttlndaTfis offerS' what.
writer Mercy Otis .Warren is menCheney calls •a w:uped view of American
tioned in the same breath mainly
history~ and that its criteria fur including or
.
\
1
•
m
excluding landmark events and, pe~ons are · ·
~politically
be~~e ~he was
Crabtree and her coUeagues
note that earlier drafts of Nariun.al
Sta.n.d.ards were subjected to peer ·
review by hundreds of scholars
arid teachers as well 'as- by focus
groups· thar included members of
the American Historical A.sso·
eiation. According to one member
' of the policy-setting group. his- ..
torian
professional associations;· she
says. In g~neral, historians sought
to de-emphasize politic:.il history
""hile teachers were mo~ sym·
pathetic aboiJt .keeping it. uProb-.
- ably the biggest battle is between
history and social studies. The
social studies teachers [who op·
pose any histol)' requirements in
lower gra.d.E;s] aie.a huge lobby:'
On Nov. 9, ucu.. wULJs.sue a
parnllel guide to teaehing world history.
Disagreements over how to treat Westem Eutopean c:ivilizat:ion in relatiol'l ro other
cultures are said to have been pattioularly
intense. In short. the conflict over Naff,ontJJ.
Sta.rtdarrl.! may be only rhe first round in a
long, bitter intellectual skhtnish. · •
a woman?
cciirect to a fare~thee-well.A For 1
eXIlmple, Harriet
Elizabeth Fox-Genovese of
'Emory University, some of these
.meetings bec:arile academic: combat zones. The project ,.ta,s ~tre~
mendously · politi.ciz.ed by · the
TUbman. the .aJric:an ! .
. ,
'
�AUG 30 '95
-·
02:03PM OFFICE OF SECRETARY
NEWSWEEK, Nov. 7,. 1994.
P,6,-;~s ....
p. 54
.Red, Wh~ta-And Blue·
___ __
E~ucatlon: Conflict
over ~·new history: curriculum ·
........-..,
I
~
nil!
B£ClN'~ll\OC
THERE Wf!R! TRR£[
the' ~ kingdoms of
· ·
We!ft Mrica. the Christian lands a£ ELlrope and the :Proliiic tribes of N'orth J\lnerl·
ea. 'They met on the soil of wUden:iras
Americant, E.la1 ~and chain~.
· those in pursuit of frw:!edom IUld thO!Ie aeU·
ing oDly protit. Out of this a:~lllsion-thil.
"Great Co~nce''-grew lUst a strU:ag
of colonies and theD a natio1:1. The collisiCJll
also produced a spirit of tolen.N:e ud a
tute for capitalism. a host of infect:iOLI!I dj,_
· RAJes and.. event\lally, tlle s d - tD de{e&.c
tbern. It's h.tstcry, ell rignt, -but whale'
~-is Pl,moutb Rock ln all tlUYWbat.
happened to the ,Nifla., the &ta. and tla
Sanca M&li&f JohA Smith and Miles SI:ID- ·
'cliah. tocP.
This ia the new. imprc~Y~id c.u~ d
Alftarica"s stozy. u toLd iD the Nlltlm:W
StiJldalds f«. Unitccl St:ne' !li.rtmy. Dr·
1eUed. last week ~ rocky ~. 'tt.s
~· guide for Mth tbroqp l2rh gmd"" was ammti!.dDIIed by Coasmu• Pllf
of [ta plan ca bolstar 11rudeiit.' eom~
in tha c:on S'll'bjectJ. ~to eo~
bisim,r 81'9 the v:i.-.w and 'tarlas .,rbla::ks.
Native Amt'riaa~~~~. 'ti'Oman aDd ~
people. Ra.ther t.hazltUemiODed Jn pwtD:I£,
them stories an folded iNo the · . . .
tr.m .!lmeric:aa luu:iscape. Itt
autN:In ho~ the·fiNIJ. pacbp
will r8SUI:citata the bu.md:mm
s~ o£ heroel
key .eveDb
· dWted ~o~p by tradmoll41 ~
texts. '·Hhtory eomes alive 'lllitb.
these stone~~ A.meri&:a's btp
·ning:lwere nO( j'UJt a 5ilnple till.
of ci~ meedzla: ~
.·
~villaeions:
and
il{!ea," says Gaty NlUob. c:~
tor of the stmdmtb praject.· '1t.
wu ·really .file mDre mc:uy atd
far mare iulerestiq.''
It !lilLY be new b1story, bJt it
. stin up old. wui~ culture Wl!n. Critic::s
conter.&d ,be cu:rriculum ill laden wid:! ~liti~
cal ccnecbless. The ~enity prufes50iu
and scb.CICIlteachen who compiled t.be 'Q~Qlk .
a:wre that it's just heu.v,' 'ol'fil:a, ~ m.~ry. Should chl.ldnD le:anz aDcx.Jl z:he aRan
ualy ~tn1gis between groupo to farp.
America? Or sboi.Ucl they be·~ 11ob~
''
�RUG 30 .'95
02:04PM OFFICE OF SECRETRRY
P.?/38
Overview of Standards in Historical Thinking
Standard 1.
'\
Chronol~gical Thinking -
A. Distinguish between past. ~nt, and future time.
B. Identify in historical narratives the temporal structure of a
historical
~anative
or story. ·
. ··
.
C. Establish temporal order in constructing historical namtives of
their own.·.
D. Measure and c_alculate calendar time .
'
.E.· Interpret data presented in time lines.
F. ·Reeonstruct patterns of historical su'"~sion and durBiion.
G. Compare altemative modelS for periodizadon.
Standard 2.
HistoriCal Comprehensjori
A. Reconstruct the literal meaning of a historical passage. B.· Identify the central question(s) the-historical ~tive addresses.
C.. Read historical na.rn1tive.s imaginatively.
:D. Evidence historical perspectives.
E. Draw upon the data in historical maps.
'·
.
F. Utilize visual and mathematical dar.a' pre~d in charts, tables, pie
and bar graphs. tlow chans, Venn.diagrams, 'and other graphic
organizers .
. G.
Draw upon the visuai d~if.a presented in phOtographs, paintings,
canoons, and architectural drawings.
Standard 3. · Historical Analysis and Interpretation
A. Identify the author or source of the historic::il documem or
nanative.
B. Compare and cona-ast differing sets .of ideas, values, personalities,
behaviors,
anq institutions.
'
.
C. Differentiate between hislOrical facts and historical interpretations.
D. ConSider multiple pempectives.
.·
· E. Analyze cause-and-effect relationships and multiple causation,
including the im~rt3J:!Ce of the individual, me influence of ideas,
and the role of chance.
·
F. Challenge· arguments. uf historical inevitability.
�AUG ·30
., '95
02:04PM OFFICE OF SECRETARY
P.B/38
G. Compare competing historical narratives:
H. Hold interpretations of history as tt:nwive,
· I. . E~aluate majo~ debates among historians.
J. Hypothesize .the irifluence of the past.
· Standard 4.
Historical Research Capabilities
A. Formulate historical· questions.
B. Obtain historical data.
C. Ir,nerrogate historical data.
D. Identify the gapS in the available recoi'ds. marshal contextual
knowledge and perspectives of the time and place, and ci:msuua,a:
sound historical interpretation. ·
.
.
Standard 5. . Historical Issues--Analysis and Dt!eision.Making
/.
A. Identify issues and problems in the past
·/
B. M~hal evidence of antecedent circumst.ances and c.Onremporary
factors contributii:lg to l'robl~s and alternative courses of action.
C. Identify relevant historical antecedenrs.
· D. Evaluate alternative courses of action.
E .. Formulate a )X)sition or cou~ of action on an issue.
F. Evaluate the implementation of a decision
'·
I
�· RUG 30 '95
P.9/38
02:04PM OFFICE OF SECRETARY
STANDARDS IN HISTORY-FOR GRADES K.. 4
.
.
· . Topic l!
.
:· """'' :..
Living and Working Together in Families and Communities, Now and Long Ago
Standard 1:
Family Life-Now and iD the Recent' Past;
Family Life in Various Places Long Ago ·
Standard 2:
History of Students' Loca) Community and
How . Communities in North America
. Varied Long. Ago
,_
Topic 2:
The. History
Standard 3:
of the Students' Own State or Region
The People, Events, Problems, and. Ideas thar ·
Created the History of 1beir State
. .
Topic 3:· · The History of the United States: Democratic Principles and Values and the
People from Many Cultures Who Contributed to Its: Cultunl, Economic
a_nd Political Thinking
·
Standard 4:
,.
.
'
....
How J:)emocrati.c Values Came to Be, and How They Have
Been Exemplified by People. Events. and Symbols · .
· ·
Standard 5:
The Causes and Nature of Various· Movemems of Lalge Groups
\
of People i.rito and within l:he United States: Now and Long Ago
Standard 6:
Topic 4:
Standard 8:
!
~r Helped
to
·
Tbe History ofPeoplesofMany CulturesaroWld the World
Standard 7: ·
:.
Regional Folklore and CUltural Contributions
Forni Our National Heritage
Selected Attributes and HistOrical Developments of Various
. Societies in Africa, lhe Americas, Asia,. and Europe
Major Discoveries in SQence and Technology, Their Social
and Economic Effects, and the Scientim ~ Inventors.from
Many Groups. and :Regions .R.esponsibl~
for Them
.
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.\
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,,.
I
·/.
I,
�RUG 30 ·'95
02:05PM OFFICE OF SECRETR8Y
,·UNITED STATES HISTORY STANDARDS
FOR GRADES 5-12 ·
Era I:
,
Three Worlds Meet (Beginnings to 1620)
~
.
.
.
Stmdai'd 1:
The characteristics of societies in the Americas, Westeni
Europe. and West Africa1that increasingly interacted after 1450
Stanchrd 2:
.Early European explorn.tiori and colonization; the resulting_
cultural and ecological interactions
·Era 2:
Era 3:
Colonization and Settlement
(1585~1763).
·
··
Standard 1':
The early arrival of Europeans and Africans in the Americas,
, and how these people interacted with Native Americans -
Standard 2:
How political institutions ~d religious nUdom emerged- ·
in the North American colonies
· Standard 3:
How the values and institutions of European econcmric life
took root in the colonies; how slavery reshaped European
and African J.ife in the Americas
·
·Revolution
and the. New Nation (1754 .. 1820s)
'·
.
Standarci' 1:
·_The causes of the American Revolution, the ideas and
.interests involving in for~g the revolutionary moVement,
and the reasons for the American victory
-
Standard 2:
How the American Revolution mvolved.multiple movements
amdng the new nation's many groups'ro reform American society
Standard 3:
The institUtions and practices C!f government created during
the :revolution and how they were revised, in the Constirution between
1787 and 181S to create' the foundation ofthe~an
political
system
.
- -·
.
'
Era 4:
Expansion and Reform ·(1801~186l)
Sr.an~
1: · United States rerritorial expansion between 1801 and 1861.
and how it affected relations with external powers and - .
Native Americans
·
·
Standard 2:
How the industrial' revolutiont the rapid expansion of
slavery, and the westward movement changed the lives
of Ame~cans and led toward regional tensions
.
Standa:rd.3:
The extension. restriction,
democracy after 1800
and reor,ganiziuion of political .
·
. . •,
~··-
�RUG 30 '95
Standard 4:
EraS:
-.
The sources and character of refonn· movements in the antebellum
period 'and what the reforms accomplished or failed t.o ·accomplish
Civil War and Reconstruction (1850.. 1877)
Standard 1:
The cau'ses Of the Qvil War.
·Standard 2:
The course and charactbr of the Civil
the· American people
Standard 3:
Era 6:
. .P.' 11/38
02:05PM OFFICE OF SECRETARY
War and its effects on
·
How various reconstruction plans succeeded. 6r failed.
Tlie Development of the· Industrial United States (1870-1900)
Standard 1: · How the rise ofbig business, heaVy' industry, aDd ·
mechanized fm:mmg mmsformed the·American peoples
Standard 2:
)
Massive immigration after 1870 and how new social pa~s.
conflicts, and ideas of national unity developed amid growing
.cultural diversity
. Standard 3:
SWldard 4:
Era 7:
of
The rise the American labor movement, and how political ,
issues reflected social~ and economic changes.
Federal Indian policy and United-States foreign policy
aftef the Civil War
The Emergence of Modern America (1890-1930)
Standani 1:
How Progressives and others addressed -Jm)blems· of
industrial capitalism, urbanization, and political corruption
Standard 2:
The changing role of the United Stales in world affairs . ·
.J
through World War 1
.
Standard 3;
Era 8:
I
·
·
/
How the-United States changed from the elld:ofWorld War I
m the eve. of the Great Depression
Tbe Great ·Depression and World War II (1929·1945)
Standard 1:
The causes of the Great Depression and how it affected
. American society
·
Standard 2: . How the New Deal addressed the Great Depression,'
aansformed American federalism, arid initiated the
welfare sta[e
S~dard3:·
The origins and cotme of World Warn. the character of
the war at home and abroad, and its reshaping of the U.S.
rol<: in world affairs
-
.,
�,.,.,
..
RUG 30 '95
Era 9:
. P.12/38
02:05PM OFFICE OF SECRETRRY
Postwar United States. (1945 to earlf 1970s)
Standard 1:
The economic boom and social rransfonnarion of :Postwar America
Standard 2:
Th~ postwar extension of the Ndw Deal
Standard 3:
The Cold War and the Korean and Viemam conflicts in
domestic and international politics
Standard 4:
The struggle for racial and gender equality and for the
extension of civil liberties
·
.
Era 10:
.
Contemporary United States (1963 to the present)
Standard 1:
SWldard 2:
I
Major developments in foreign and domestic policies
during ~e Cold War era
-'
Major social and economic developments in contemporary
AmeriCa .
.
.
-
'.:
.......
�RUG 30 '95
0
P.13/38 .
02:05PM OFFICE OF SECRETARY
• • ••
WORLD HISTORY STANDARDS
FOR GRADES 5-12
'En't:
The Beginnings of Human Society
sWuiard i:
The biological and cultural processes· that gave rise to the'
earliest
human communities
.
·
..
'
.
·Standard 2:
Era 2:
.The processes that led to the etnergenc·e of agricultural societies
around the world
-
Early Civilizations and the Rise. of Pastoral Peoples, 4000-1000 BCE
· Standard 1:
Standard 2:
·· · ·
.
Standard 3:
The major characteristics of civilization and .how civiliZations
· emerged in Mesopotamia, Egypt, and the Indus valley
How agrarian societies spread and new states emerged in the ~
. and second millennia :bCE · ·
·
The political, socialt and-cultural consequences of population
movementS and militarization in Eurasia in the second
millennium BCE
,I
Era 3: . ; Classical Traditions, Major ·Religions, ~nd Giant Empires9 1000 -BCEo·-·
300 CE
'
~ '
i'
Standanll:
, Innovation .and change from 1()()()..600 BCE: horses~ ships.·
iron, and monotheistic faith .
Standard 2:
The emergence of Aegean civilization and how interrelations .
developed among peoples of the eastern· Mediterranean and
. Southwest Asia, 600-200 BCE
.. :
'
Standard 3: · · How major religions and large-scale empires arose in the< ' _ Mediu:rrane'an.basin, China, and India, SOO BCE-300 CE
. -Standard 4:
The development of early agruian civilizations in Mesoamerica
Era 4: . Expanding Zones \of Exchange and Encou.nter, ~1000 CE · ··
Standard 1:
Imperial crises and their aftermath, 300-700 CE
. Standard 2: . Causes and con~uences of the rise of Istamic civilization
in rhe 7th-10th centuries ·
Standard 3:
\
I
'
·Major developmentS in East Asia in the era of the Tang dynaSty.
600-900 CE
.
.
�AUG 30 '95
P. 14/38.
02.: 06PM OFFICE OF SECRETARY
,.
EraS:
·Era 6:
Standard 4:
The search for political, social, and c:ultural reqefinition ·
in J;uropc, 500-1000 CE ,
.
·
Standard 5;
The spread of agrarian populations and rise of states in Aqica
south of the Sahara
·
·.
·.
Standard 6:
The rise of centm; of civilization in Mesoamerica arid Andean
South America~ the' first millennium CE
, ,
...
· Intensified Hemispheric Interactions, 1000-1500. CE
Standard 1:
The maturing of anJnrerregional system of cOmmunication.
trade, cultural e:xchange in an era of Chinese economic power
imd Islamic expansion
-· . ·
·
Sta.ndani.2:
The redefining of European sOciety and culture, 1(00..1300 CE
Standard 3:
The rise of the Mongol empire and itS consequences for Eurasjan
peoples, 1200-1350
Standard 4:
The growth of states, towns. and trade
between the 11th and 15th centuries
.. Standard 5:
Patterns of crisis and recovery ih Afro..EtmlSia., 1300-1450
. Standard 6:
The expansion
;
of states and civilizations mthe_ AmericaS, 1()()0..1500
.Global Expansi~n and Encounter, 1450-1770
Standard 1:
....
mSub-Sah~ Africa
How the transoceanic interlinking of all major regions of the world
from 1450 to 1600 1~ to global transformations
·
..
Standard 2:. . How European society experien~ :Political. economic,· and cultural
transf'oxmations in an age of global intercommunicatioo, 1450..17 SO
'
•
~ ~
Standard 3:
How large territari.al empires dominated much of Eurasia between
· the 16th and 18th centuries
Standaid 4:
Economic. pOlitical, and cultUral interrelations among peoples of
·Africa, Europe, and the Americas, 1500.1750
+
'
• '
Standard -5: .· How Asian societies respan&d to the challentes of_expanding
European power and forces of the world economy
Srandard 6: · Major global trends ~ 1450 to_ 1770
Era 7:
An .Age of Revolutions, 1750~1914
Standard 1:
'
The causes and consequences of,politiccl revolutions in the late
18th and early 19th centimes
·
·
·
�RUG 30 '95
· · .. -·
02:06PM OFFICE OF SECRETARY
. Standard 2:
Staridaid 3;
Po 15/38
The causes and consequences of the agricultural and industrial
revolutions, ·1700-1850
. The mm.sfonnation of Eurasian societies in an era of globall:rade
andrisingEuropean'power,l750-18SO
·
.
. .
.
,
·
~
SWtdard 4:
Standard 5:
Patterns of nationalism, state-building,-andsocial reform in Europe· and the Americas. 18~1914 _ - ·
Patterns of global change in the era of Western militaey and economic
dounnation, 185~1914
·
·
'Standard 6~ ·_ Major global trends from 1750 tO 1914 ·
'-,\
.Era 8:
The 20th Century
Standml 1:
Global and economic trends in the high period of 'Western dOminance
Standard 2:
'fhe q1uses and global consequences of World War I
Standard 3:
The ~h for peace ~ stability in the 1920s
-
·S~4:
Standard 5:
\
-1--,
'
and 1930s '
The causes and global consequence~ of World Warp:·
,
How new intcmadonal.power relations tdok shape following
WorldWarU.
,
Standaid 6:·
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I.
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-
.
-
,
.
Promises and parad()xes of the second half of the 20th cen~
l
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AUG 30.'95
P.16/38
02:06PM OFFICE OF SECRETARY
.Standard 2:
Standard 3:
·I
. Stand.ard 4:
The causes and consequences of the agriculiunU. and industrial '
re-.-olutions, 1700-1850
The transformation of Eurasian societies in an eni. of global :aade ·
and rising European p:>wer, 17 50-1850
·
Panems of nationalism. state-building, and social reform in Emope
and the Americas, 1830-1914
\
'
'
Standard 5: - Panems of global change in the era of Western military and eeonomic
· domination, 1850-1914 ·
.
.
.
·
Standani ~:
Era
8:
Major global trends from1750 to 1914
Tbe lOth Century
Standard 1:
Global arUi economic trends in the high pCrlod of Western donimance
">
·Standard 2:
·'
•
••
The c;t.uses and global consequences ofW~ld War~.
.
.
Standard 3_:.
-The search for peace and stability in the 1920s and 1930s
Standard 4:
·The causes and global consequences of World War~
,··
StandardS:
How new int~ational power relations rook shape following
WorldWarll
Standard 6:
Promises and paradoxes of the second half of the 20th centuiy
. I
�ERA 1: THREE WORLDS MEET (BEGINNINGS TO 16201
• Draw upon legends of Hiawatha apd historical records of ~he Iroquois Nation ro
analyze how the Mohawk, Oneida, Onondaga, Cayuga, and Seneca united to solve
conflicts peaceably.
·
.
Examples of student achievement of Standard lA include:
t Draw upon archaeological sources to construct evidence of.the rnovemem of p.eo- ·
pies inro rhe Americas.
.
.
'
.
.·
·
·
·: .
t Consrrucr a map locating representative Na~ive American peoples such asthe
Mississippian, Aztec, Mayan, Incan, Iroquois, Pueblo, and Inuit societies.
• Wrire a historical narrative· illustrating the. cultural traditions, gender roles, and
parrerns of life of a specific Indian society.
. • Dra~ upori anthropol~gical and historical data to develop a sound historical argu·
· mem on such questions as: Were Native American societies «primitive," as the first
Europeans to encounter' them believed, or had these societies developed complex.
patterns of social organization, trading networks, and political culture?
·
Examples of student achievement· of Standard 1Ainclude: .
• Make connections between the images in Native American origin stories and i:heir
beli~fs abour the peopling of rhe Americas. ·What..' for example, do Native
American origin stories tell ~s about Native American valu~s and beliefs? How are·
symbols 'in origin stories such as wood, rock, rivers, com, and squash used to
explain migration, settlement, and inreracrions with the environment? What are
their significance to understanding a Narive American view o'f the earth?
• Draw upon Native American and European artifacts, visual sources, oral tradi~
. tions, journals and historical nal:ratives to compare the diversiry of European perception·s of Native Americans. Compare, for example, John White's images of
Narive Americans with rhose of Theodore deBty in.rerms of perceptions. of Native ;
·Americans. How do their perceptions differ? ~What factors might account for the/
different representations of Native Americans in these images? ·
t Marshal specific evidence .from s·uch Native American societies as rhe Hopi and
Zuni cultures of 'che Southwest, the Algonkian and Iroquoia~ cultures of the
Nonheasr Woodlanas, and the earlier Moundbuilder and Mississippian cultures of
~he 9hio and Mississippi valleys ro develop a historical argument on such questions as rhe following: Were Narive American societies such as rhe Hopi and Zuni
different in ~heir agricultural practices, gender roles, and social development from
15th-century peasant communities in Europe? To what exrenr did the strikirtg differences between Native American societies reflect different phases of rhe·agricul·
rural revolution
rhe Americas? To what extent did rhey reflect different
·geographic enviro~ments and resources available to these societies?
in,
�RUG'30 '95
P.20/38
02:08PM OFFICE OF-SECRETARY
ERA 1: THREE WORl·DS MEET IBEGINNINGS TO 16201
~5 Sbould Be Able to:
tB Demonstrate undersranding of the characteristics of western European societies in me age.
of exploration by:_
J
· ·
·
·
~.
(ED
Analyzing how geographical, scientific, and technological factors contributed to che age of explor;tion ...
[Draw upon data in historical rnaps]
· ,.
·
. .
.
re!l. Analyzing relationships among the ri~e of centralized scares, rhe dev~lopment of urban centers; the
expansion of commerce, .and overseas exploration: [Analyze cause-and-effect relationships]
.
·
~ Appraising customary European family organization, gender ~oles, acquisition of private property, rela~
. ·
tionship to rhe environment:, and ideas about other cultures. [Examine the influences of ideas] . .
I
'
'
'
.
•
Examples of student achievement of Standard 18 include:
• Using literature, investigate stories of the early exploration of_rhe Americas before
Columbus. Discuss how myths and legends may have played a role in voyages of
exploration using such sources as Brendan the Navigator: A History Myster'J
.abour rhe Discovery of America by Jean Frirz. ·
Examples of student. achievement of Standard 1Binclude:
:--.......
• Analyze how navigational knowledge and shipbuilding conrributed to ~xploration,
How did ·the design of cara11els -help to revolutionite n-.11/igation? Why did
European e;tp/orarion occur in the 15th and 16th centuries and rarely in rhe previc
ous centuries?
..
.
.
'
9 Analyze how their views affected European p-erspectives of different cultures. What
historical evidence illustrates European attitudes toward property and the e_nviron-,
ment during the period of explorarion and early settlemenr? ··
.
. Exampl.es of student achievement of Standard ·1 Blndude:
.. l
D Develop a historical argument of rhe, cause·and-effect'telationships [hat stimulated
. European overseas explor.ation, considering such factors as the Crusades and
Rei::onquisra of!slamic Spain, the rise of cities, the military revolution, 'the develop• .
mem of strong mon'archies, rh~ expansion of inrercontinemal commerce, and t~e
expansion of scientifi~. geographic; ·and technological knowledge.
.
lit~rarure ill~strating the spirit
of individualism rhat sparked overseas exploration .. For example: Analyze exam~
pies of Renaissance art, such as Michelangelo's painting of rhe Sistine Chapel or
the sculpture David for what it says· about the relationship betw'een man and God
· and rhe P.osition and power of the individual. Analyz:e how the character of
Caliban and his.relationship with Antonio in Shakespeare's The·Tempest_il!ustrate ·
the prevailing attitude toward cross-cultural contacts with new people-:- encoun-
.t Analyze representative examples ofideas, an, and
tering the "other." .
�AUG 30 '95
~2:08PM OFFICE-OF SECRETARY
NATIONAl STANDARDS. FOR UNITED STATES ·HISTORY: EXP_lORING THE AMERICAN EXPERIENCE
StudeDtS Should· Be AIIJe.fo:.
lC Demonstrate underst~ding of the characteristics
. European contact by:
of West African societies in the era of.·
Is.-ul Describing the physical and cultural geography of West Africa and analyrlng its impact on settlement
parterns and rrade .. [Draw upon dara iD biuorical maps]
Is-•z I ,Locating the political kingd~ms. of Mali, Songhai, and Benin, and urban c:enters such as Timbuktu and
Jenne, and analyzing their importance and influence. [Analyu c.ause-:-and-effecr relationships]
l'"' 12 1De~ribing how family organization, gender .roles, and ~eligiqn ~haped West African societies. [Analyze
multiple causation] ,
·
11-12/ Appraising the influence of Isl~ and Muslim cultUre on Wesr African soci~es. [Examine rhe inflrience
1
ofideas}
·
Examples of stuclent achievement of Standa~d 1CInclude:
.l··
t Identify and iocare the political kingd~ms of Mali, Songhai, and Benin and major
. urban centers such as Timbuktu and Jenne.
. . •. · ·
• Draw upon stories of Mansa Musa and his great pilgrimage 'to Mecca in 1324 in
' order ro analyze rh~ great wealch of Mali, irs .rrade in gold arid sal[, and the impor· ·
tance of its learning center at Timbukru.
, ·
11
·
& Draw upon West African pro~erbs~ folk tales and artifacts to iUumate and explain
traditional family living and -gender roles. How were children raught about·
expected behavior in traditional West AfriC4n communities? Whar were the roles
of men.rmd women in their families? How did West African people use local marerials to make masks, sculpture and arizfact5 reflecting their beliefs?
·
....
:
:': Gr ades: r-s··~·. ··~;~:· t
1
I
I
t
Examples of student achievement of s,andard 1Cilldude:
.
-· Draw upon historical na;rative~ of Muslim scholars such as 'Ibn Fadi Allah - ·
al·Omari and Ibn Barruta to analyze the achievements and 'grandeur of Mansa
Musa's court; and the social customs and wealth of the kingdom. of Mali. ·
t Analyze representative examples of West ~frican· an such as [erra cotta, wood, and
bronze sculprure in order to illustrate West African social relationships and poliri, cal srructures.
.
·
t Analyze relationships between the geographic features and resources.of Wesr
Africa and the patterns of settlement and tiade that developed between African
states, southwestern Asia, and Europe:
·
I,
I
•
' 44
Drawitr
i..'ibrar}'
�, .·.
ERA 1: THREE WORLDS MEET !BEGINNINGS TO 16201
·I
)
i
Examples of student achievement of Stan'dard 1C. in'clude:
• Describe the major characteristics of African religious prac~ices and explain how
they affecred child-rearing pracrices such as naming ceremonies and age groupingsj
rhe role of rh~ individual and social relationships; and attitudes roward nature and
use of the land.
·
I
I
I
t Develop a historical argument explaining the growing influence of Islam in Wesr
Africa. Why, for example, were merchants and rulers in West Afriea likely to adopt
Islam,? Why wa~ Islam more widespread than Christianity in West Africa? How
I.
J
· were West African religious beliefs and practices affected by Islam? .
• Draw upon historical narratives of Muslim scholars such as Leo Africanus,
Mahmud al-Kati, and Ibn Batruta in order to evaluare the culrunil, political and '
' economic life of the Afiican kingdoms of Mali and Songhai. ··
"·''·
·or,
Drawi,zg of a West African Village,
Library of Congren
�AUG 30 · '95
02=09PM OFFI~E OF SECRETARY
P.23/38
.
NAfiONAL STANDARDS
FOR. UNITED STATES HISTORY: EXPLORING THE AMERICAN EXPERIENCE
.
.
r ·I
i.
--
Students Should Understand:
(
Early European exploration and colonization; the resulting cultural
and ecological interactions.
·
- Students Should Be Able to:
. 2A. Demonstrate understanding of how the stages of European ocean~ and overland exploration from •1492 to 1700 occurred amid intem~tional rivalries by:
·
..
l5-11l Tr;~cing routes taken by early exi>lorers, from the 15th through the 17th centuries, around Afrka, tO the
Americas, and across the Padfic:. [Draw upori ~ta in historiCal maps]
·
.' ·1 7-nl Evaluating the ~igaificance of Columbus's voyages and his interactions with indigenous peoples. [Assess
the importanee of the individual
in history]
.·
·
.
.
I,._•zl Appraising the role of national and religious .civalries iii the age of exploration and evalua~ their long~
. range consequences. [Consider multiple perspectives}.
·
·
\.
•
;11~11 1· Evaluating the consequences of the ·"C9lumbi~ Exchange:
I
II
•
. t '. · , '- · . . :· \ ".
r--
~
,
,,
J •
'J
•
·i , . ,. , , L
". -
I
lH'n'Othesize' the inBumce of the past]
71
•
'~
·,
~
Examples of student achievement of Standard 2A include:
t For major early voyages of exploration, locare the Mediterranean and Atlantic seaports from which they sailed and map the roures each followed .
• Create a time line of European exploration showing names, dates, countrie~ of ori- .
· gin and destinations.
.
·
• Co.mp3:re the perils and p~obl~ms encountered on the high seas with the fears and
superstitions o~ the time.
-
t Create "diaries~ or role-play answers to such questions as: What did sailors expect
to find when rhey reached the .,Indies"? How did explorers think and feel as rhey
moved across rhe uncharted seas? ·
'
.
t Draw evidence from primary sources indu~ing Columbus's log, illustrations) maps,
· and charts to investigate the voyage using, such sources as The Log of Christopher
Col~mbusi Firsr Voyage to America: In the Year 1492, as· Copied Out in Brief br
Banholomew Las Casas.
·
'·
.46
.
�RUG 30 '95
P.24/38
BEGINNINGS
TO
1620).
Examples of student achievement' of Standard 2A include: ·
to
• Draw up_on evid~nce from Columbus's journal and ocher historical sources
appraise his voyages of exploration. How, for example, did Columbus's. description
of the peaceful and pleasant nature of the Carib Indians contrast wirh,his 'treatment of them?
Analyze the immediate and long-rerm significance of the Columbian
developing hisrorical arguments on such questions as; How did the exchange of
food such as maize affect population growth in Europe? How did it lead to the
forced relocation and enslavement of Native Americans and Africans in the .
. Americas"? How did the spread of diseases affect societies? Were these conseq14ences probable could they have been avoided, given the state of medical
knowledge and the lack of'biological immunity ofthe Amerindian populations to
these ,diseases at the time?
·
·
or
t Explain ho:w religious influences affecred colonization in the Americas. Whar infer~
I.
ences may. be drawn from the establishment of the Spanish St. Augustine south of
, the French Protestant colonies of Fort Caroline'and Charlesfort? Why did the
. English government promote the activities of "sea dogs" such as. Hawkins and
Droh~
·
.
D
Examples of student athievement of Standard 2A include:
• Contrast the perceptions ofColumbus- the man and his exploits- in 1892 and
1992. What accounts for the changing ,inrerpretations of Columbus and his
e:r;p/oits?
•
·
I~--' Analyze how religious anr~gonisms unleashed by the Reformation stimulated over·seas expansion by developing historical arguments on such questions as: How was
the Spanish "Black Legend" used to motivate and ;ustify English colonization of
North America? To what extentwas the. "Black
Legend" ProtestantI propaganda? . .
.
To what extent was it. a valid description of the effect of the Spanish conquest?
f Assess the lorig-range social arid ecological irnpact,of the Columbian Exchange in
the Anlericas by developing hisroricaJ arguments on such questions as: How did
the dandelio'n, the horse, and rhe pig bring abo~t changes in the land? What was
the significance of the great populations changes, including the forced relocation io
the America's' of 10·12 millions of A{rica11s, the migration of several million
Europeans, and rh~ decim~tion of Native American popultJtions rhrough disease?
How did sugar connect Caribbean slaves, Indian laborers, and European urban
proletarians, and wir:h what consequences for these populations~
�l
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.
. ·· · \
. ding ofthe Spanish conquest of the Am~ricas by:
28 Danonstrate undersran . . .
.
.
, .
. .
· ..~com posicion of the early settlers and comparing their motives for exploration ~nd
(!-•7}.Descnbutg rhe socJ
d conrra5t differing sets of ideas]
··
·
. · [Compare
.
colon~oon.
. an
. ,
. . .·
· .·
· · · ·. .
d valuaring the Spanish interactions wirh such people as Aztecs, Incas, and Pueblos.
~~b~~~ e.
.
,
.[Examine the ~u~cc: of 1deas]
.
. .
.
.·
·
.: ·
~
· 'bing the evolurion and Iong-rerm ~:::onsequences of labor systems such as encotnienda and slavery
~ 0 esa"l
'
hi
'a}
·• )
.
.
.
· in Spanish America. [Evidence stQnc perspecuve.s
.. · , .
·
·
. 5 6·,J7~Jl:;-,._
._
,~ · rard..
es·" '- . 'I.
· ,,;, :11.! ·.,_.·.
Eia~ples of student. achievement of Standard 21 include:
I
... , , ,. ·G'
,,. .... ,, .., i
· · & Explain Spanish motivations for immigration tO·the Americas .
•. Trace and map Spanish exploradon in rhe Americas for the century following
Columbus's explorations.
·
•
• Use adventure stoi-ies ~uch as The King's Fifrh .by Scott O'D~ll, Ferdinand Magellan
· by Jim Hargrove, and De So to, Finder of the Mississippi by Ronald Syme ro exam~
ine the explora.tion and conquest of Spanish America.
.
• Trace th~ explorations of Cabeza de Vaca and Francisco Vasqu,ez de Coronado
across the American Sciuthwesr with stories such as Walk the World's R.im by Berry
Baker.
I
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'
' . Gro des z-s
- , -r1 ..·, \ "
l
.
.
.
I
I
I
"•"l "
<
I
I
. Examples of student. achievement of Standard 2111nclude: ·
.
.
'
.
t Construct a historical narrative that analyzes the Spanish reasons f~r establishing
'
footholds in rhe Americas and the g~oups that came with rhe conquistadores. Why
did they include Africans'as well as Spaniards, and Catholic missionaries as well as
· soldiers?
~
. I
.
.
• Draw upon· historical narratives and visual data ro chronide the Spanish conquesr
· of rhe Aztec and Incan empires artd develop historical arguments on such questions
as: How were the Spanish able to conquer such great civilizations with limit'ed men .
and resources? Why was it possible for the Spanish conquistadores to recruit
Indian allies to assist in their conquest o(the' Aztecs( What impact did internal
rivalries have on the resistanct;. of the Incas to the Spanish conquest?
..• Draw upon historical documents suth as 1 Co~tes's ·l~tters on first . viewing
Tenochtitlan (Mexico City) to develop historical analyses ofsuc:h questions a~:
How did exploters react to rhe socieries they encountered in Aztec and lncan set·
tlemenrs? Whar kind of ar~hitecture, skills, lll.bor systems, and agriculture did theyfind in these places?
·
B,molome de
Library 9{ Go
HI
I
�AUG· 30 .'95
02:11PM OFFICE OF :;ECRETARY
NATIONAL STANDARDS FOR UNITED STATES H
'.
· Students Should Understand: ··The Cold War and the Korean. and Vietnam conflicts in domestic
and international politics.
···
·students Should Be Able fo: ·
3A · Demo~strate understanding ohhe origins and domestic consequences ohhe Cold War by:
. Is.-n I Evaluating the "flawed peace" resulting from. World Warn and the effectiveness of the United Nati~ns
in reducing international tensions and conflicts. [Draw upon th<: data in hlstoncal maps]
·-
l~nl EXplain~ng the odgins of the Cold War and the ad'Vent of nuclear politics. [Hold interpretations ofbis~
tory as tentative] _
I"'='12! Explaining the relationship betV.Teen the Cold War and .the emergence of the internal security and loyalcy programs under Truman and Eisenhower. (Analyze the cause-and~dfea relationships]
·J
.l
j
!1-12! Explaining .the factors that led to the Korean conflict and analyzing the effects of th~ pol~e action on ~
'
U.S. fo:reign and domestic policy. [Identify rdevant histcm~al antecedents]
·
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~
17-'lzJ Explaining the major Soviet UniC,n-United States clashes .and analyzing the implemeination ofthe.con, tainment policy during the Truman and Eisenhower administrations. [Consider mul.tipJe perspectives]
· lt-12] Explaining the- rise of l\1cCarthyism and eval~ating its effects on civil liberties [Analyze the cause-and- ~
·, effect relationships]
·
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··
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[~nl
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Analyzing the reasons for the demise of McCa~hyism and explaining its o-verall significance 'and legacy.
[Ex~e the influ~ce
of id~s]
.. Examples of'student achievement of Standard 3A ind~de:, .
• Locate and define the area in Europe that fell behind rhe "iron curtain." ·Wh11
Churchill mean when he used the "iron curtain" metaphor?
· t ElCplain basic terms relating to the posr:war pel"iod-~~ch as. Cold War, superpo'
·,
'
arms buildup, nuclear threat, the space race, and hllma" rights ..
t Define Mc:Carthyism. Through activities such as role pla:y, skits, or readers' t!u
show the effect's of McCarthyism and explain how it changed i:he lives of.indi: .
als who were accused of supporting communism. Why did McCarthy's popu.
decline?
214
�P.28/38
30 ..',95.
5 TO E.ARLY 1970s)
· Examples l)f student achievemen·t of Standard 3A include:
by
• Explain what was meant
the terms "containment" and "massive retaliation."
What were the circum~rantes that led to Truman's development of comainmeni as
'·
.
·a strategy fo1' U.S. foreign policy? What evenrs led Eisenhowtr to expand· the policy? Wha.t were rhe international confrontations that fueled the Cold War? What
influence did atomic weapons have in sustaining th~ Cold Wad
'
• Describe the circumstances that led ro the Marshall Plan and assess its accomplish~
merits. Why was the program offered to eastern as well as western Europe? To
n~=::::::::.::w:::h.at extent was the Marshall Plqn an inslrument of the Cold Wat?
I
I
• Construct a historic~l argument: or debate on such questions as:
Did the Hiss and
· Rosenberg cases. contribute to the rise of McCarthyism? Did the Korean War and
. conflicts in EurOpe and the Middle East stimulare "'red-baiting" in rhe United
States?
'
·
)'
& Compare McCarthyism to the post-World War I "red scare." How serious was the
communist threat in the 1920s and the 1950s? Howdid the,rwo "red scares'·' play
upon the fears of.the American people? What methods did Attorney General
Palmer and Senator McCarthy use in their attempts to halt internal subversion?
Were they sinure.in their efforts to "weed out" communists?
.
'
Draw upon primary and secondary sources, including personal narrative~, biograo
phies,'and periodical· literature, to examine rhe impact of McCarthyism on civil
liberties. What were the aausations hrough'r: against people in the film industry,
inisters, government employees, and nrembers of the military? How did
cCarrhyism affect individual lives? To what extent did McCarthyism repress civil ·
What faCtors conrributed to McCarthy's loss of influence? To what extent
McCarthy's anticommunist legacy continue after his fall from power?
Examples of stu.dent achievement of Standard
3A include:
.
.
.
'
t Draw upon a variety of contemporary accounts, including n_ewspapers and periodicals, government documents, and personal memoirs) to analyze the his_torical ori-.
· gins of the Cold War and evaluate the mutual suspicions and divisions fragmeming
the Grand Alliance at the end of World War II. Was the Cold War inevitakler. If
· not,' how.could ir have been avo~ded? How did U.S. support for "'self-determina-
.tion" conflict with the USSR;s desire., for security in Eastern Europe at the end of
rhe war? Did rhe U.S. pursue "atomic diplomacy" in the postwar period? Explain.
'• Compare the "red scare" in the post-World War I period wit:h the "second red
scare" that emerged after World War II in terms of causes and consequences. What
role did]. Edgar Hoover play in the two "red scares"? How did Truman's support
of the Federal Employee Loyalty Program contribute to the growing ''red scar~:" in
the postwar period? What was the basis for McCarthy's arrack on ¥-isenhower?
,How did Eiserthower respond? Why did he not openly confront McCarthy? . ·
t Draw on such examples as the Amerasia, Hiss, Hollywood Ten,
and Rosenberg
cases to explain the emergence of McCanhyism and il:s impact on civil liberties~.
What political, economic, and social groups most supported McCarthy? Least sup·
ported? Why? What was rhe impa~t of rhe McCarran Internal Security Act and the
Dennis v_ U.S. case (1951) on the anticontm;mist crusade?, Did the Army-
McCarthy hearings of 1954 signifocantly under~ine McCarthy!sm?
215
�---------
AUG 30 '95
02:12PM OFFICE OF ·sECRETARY
NATIONAl STANDARDS FOR UNITED STATES HISTORY: EXPlORING THE AMERICAN EXPERIENCE
I
Students Should Be Mle to:
38 Demonstrate understanding ofU.S. foreign policy in Africa, Europe, the Middle East, and
Latin America by:
.
·
· · · . · •· ,
.
· ·
IS.l2j Contrasting ·and evalu~ting the responses of the Truman and Eisenhower administrations t~ nationalism in Africa, Asia, Latin America, and the Middle East [Compare and contrast differing sets of ideas]
17- 12 1 Evaluating and comparing the Kennedy and Johnson admhiiSt-rations' Larin American policy. [Compare
and cont;rast differing sets of ideas]
·
17·12] Analyzing the Kennedy·Johnson policies toward the Soviet Union and the evolution from confrontation
to coexistence. [Examine the influence ofidea.Sl ,
jt-n I Assessing the Kennedy-Johnson response to anticolonial movements in Africa. [Examirie the influence
of ideas]
;.f
~
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, _.': .<l '<-
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•
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..
Examples of_ student achievement of Standard 31, include:
t Work .with maps ro show the- development of nation stares in Africa, Asia, and the
Middle East afrer World War II. Draw "from biographies and stories to explain the
establishment of independent narions. Why did African countries change rheir
names from those itsed by European colonizers? What crJUntries in Asia became
independent nations after World War II?
'
t Locate rhe modern state of Israel on a'map and explain how ir became an indepen·
dent country after .World War It
Examples of student achievement ~f Standard 31. include:
. .
.
.
· • Explain rhe Truman and Eisenhower docrrines in the contexr of the international
tensions tha~ prompted each~
·
.
I
'
,
t Draw evidence from a v·ariety o£ sources including public speeches, memoirs,,
biograph.ies, editorials, and documentary films to construct a sound atgument,.
debate, or hisroiical narrative appraising the Kennedy administration's Cuban pol~
icy. Should President Kennedy have carried out the Eisenhower administration's
plan to overthrow Fidel Castro? Should Kennedy have committed the U.S. military
in the Bay of Pigs affair? How did rhe Cuba11 missile crisis differ from the Bay of
Pigs? How was the Cuban missile crisis resolved?
,
I
•
•
- t Compare Kennedy's Latin America policy to Johnson's.
• Trace changes in U.S. foreign poFcy toward the Sovier Unio~ during the Kenne~y·
and Johnson administrations and explain reasons for the~e changes. How did U.S . .·
.policy toward the Soviet Union change during the Kennedy and Johnson years?
What w(ls zhe significance of rhe Nuclear Test Ban Treaty of 1963? HOw did
escal~rion of the war in Vietnam influence U.S.-Soviet relatiot~S?
oppose
Andl~
intends
�J
. II .
!I
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AUG 30 '95
02=13PM OFFICE OF SECRETARY
P.30/38
ERA 9: p'osTWAR UNITED STATES {1945 TO EARlY 19705)
'I' :'1;::
I
• · .'. -'. !
" , J: :
....
Grad
es 9..-'1'.2"\:'•'.
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·Examples of student achievem~nt of Standard 38 indude:
• Explain U.S. policy regarding the British mandate over Palestine and the establishment of rhe stare of Israel. Why did th~ U.S. State Department oppose recognition
of the new state of Israel in 1948 and why was the U.S. the first country to extend
recognition?
'-
I
t Draw upon such documents as George F. Kennan's "Mr. X" article, "The
So~rces
of Soviet Conducr,'> in Foreign Affairs (1947), and Walter Lippman's The Cold
W'ar (1947) to analyze the major arg-uments supporting and opposing the "con·
tainrhent" policy. How and why did the Truman administration implement the.
containment policy in Europe? Wete they successful?
. • Anaiyze NSC-68 [National Security Council Paper #68], explain how ir reoriented ·
U.S. foreign policy in 1950, and evaluare irs long-range d(ecrs on domescic policies
and institutions. How did the Korean War affect the·basic premises of NSC-68?
Whar W/15 the fundamental disagreement berween Truman and MacAtrhur during
the Korean War? Which individual supported the berter. strategy? Why? How did
the Eise,:,hower-Dulles emphasis on "massive retaliation;" and "pacto,;ania" seek
'ro modify the containment policy?
·
.
'
'
t· J;:xamine documenrs relating to the Bay of Pigs and the Cuban missile crisis, includ~
ing 'rhe recently declassified documenrs ro assess the wisdom ofKennedy's n:spji)nse
'to rhe crisis. How would you acco'unr.for the idealism of Kennedy's A/liancefor
·'.
Progress with .the m;err and covert interventionism of his Cuban policy? How did
··Kennedy's Cuban policy threaten the goals of the Alliance for Progress? What was ·
."Operation Mongoose" arid what were some· of its ma;or consequences? Did
Lyndon Jehnson follow Kennedy's policy in Latin America or did he change it?
Explain. How did Latin American countries and the Organization of American
States respond to the Kennedy-Johnson policies in ~he Americas? .What were the .
"lessons" of the Cuban missile crisis? Did it contribute toward detente or accelerate. the arms race?
. .
.
• Evaluate rhe response of rhe United States
Africa and Asia in the 1960s. ·
'
.
'
uLet all Of.lrneighbors know that we shall join with them to
oppose qggr~sion or subversion anywhere in the Americas.
And let every other power know that this hemisphere
intends to remaiti the .master of its own house."
j OH.N F. KENNEDY
)
217
to "wars of national liberation"
in
�AUG
3~
'95
P.3l/38
02:13PM OFFICE OF SECRETARY.
NATIONAl STANDARDS FOR UNITED STATES HISTORY: EXPLORI~G THE AMERICAN EXPERIENCE
·Students Should Be Able to:
, 3C Demonstrate understanding of the foreign and domestic-consequences of U.S. iriv~lvement
in Vietnam by: · ·
·.
. .
.·
I7·121 ·Analyzing -the Kennedy, Johnson, and Nixon adminlsrrarions' Vietnam policy a_nd the c~nsequences of
escalation of the wat". [Compare and contrast differing sets of ideas]
·
,I
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11-n I Analyzing growing disillusionment with the war. [Analyze multiple causation]
I
C)-
17
1r Assessing the impact of class and race .o~ w~rtime mobilization. [Interro~te historical data]
-I
Is.-u I Evaluating the effect of che war on VietnaiJiese and Americans in Viet~am. [Evidence historical
.persp~tives]
IH21. Explaining the provisions of t:he Paris P~ace Accord of 1973. and evaluating Nixo~'s acc~mplishmen~. . ·
. [Differentiate between historicalfacts and historical interprerations]
I~-nl
r
·
:Anal~ing the consdt~tional issues involved ·in the war and the legacy of Vietnam. [Fonnulate a position ot.course of action on an issue)
'
.
D
Examples of. student achievement
of Standard 3C Include:
'
.
t Locate Southeast Asia on a Pacific Rim map and idendfy counrries in the region.
Construct a time line illustrating. the escalation of the Viernam War during the
1960s. ·
t Draw upon a variety of primary .sources including leuers, diaries, songs, document:ary films, and photographs to explail). the personal impac;,t of rhe war on
Viety;1amese civilians and U.S. and Vietnamese combatants in Southeast Asia.
• Use .children's rrade books such as Charlie Pippin by Candy Dawson Boyd to
a
examine young adult's perspective on the Vietnam war.
Examples of student achievement ~~ Standard 3( lndude:
• Research the early invol..,emenc ofthe Uniced States in Vietnam following World
War II and compare che policies of the Truman and Eisenhower admini~trations.
Why did Eisenhower send military aduisers to Vietnam?. What was the "domino
theory,;? How did it later influenc'e U.S. policy in Vietnam?
• Consuuct a sound argumenr, debate, or narrative which marshals historical evidence
such questions as: Was ir necessCJry to escalate U.S. involvement in
Vietnam to stop the spread of communism in Southeast Asia? Was the Kennedy
·administra_tion's policy toward the Diem regime appropriate?
·
on
• Interrogate historical data from a variety of sources to e":'aluate the 'impact of the ·
Vietnam War on American society. What (a'ctors contribured to the advent of ·
opposition to American involvement in Vietnam? What were the moral and ethical
is.mes involved in rh~ protest movement?
·
t Explain Nixon's Vicrnamizarion policy and construct a hisrorical argument assess·
ing its effectiveness in bringing an end to rhe conflict.
I.
218
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�T
RUG 30 ',95 '02:13PM OFFICE OF SECRETARY
P.·32/38
ERA 9: POSTWAR UNITED STATES ( 1945 TO _EARLY 1970s)
I
t Draw-evide~ce from speeches, contemporary literiuure, documentary films, and
photographs to measure rhe impact of saturation bombing on N~rrh Vietnam af\d
the effect of rhe invasion of Cambodia on rhe antiwar movement in the United
Srares. Whai factors led to .the growth of student radicalism? What was the imp4ct
of the Kent State and jackson State killings on public opinion? To what extent did
tefevision'c.overage of the war advan~e ·the antiwar movement?.
''
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t Examine the conuoversy over rhe Vietnam War using novels such as And One for
.
· ·All by)Theresa Nelson and After the Dancing Days by Margaret Rostkowski.
•
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.·Examples of student achievement oJ Standard 3( include:
'
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t Assemble the evidence and develop a sound historical argu!llenr on such questions
as: How did the ~'fall of China" syndrome affect the response ofDemocratic pres. idenrs to events in Vietnam? How did the overthrow of Diem in 1963 contribute
to political instability in South Vietnam? \Y!hat were the long-term consequences
·for the 'U.S.? How did the Tonkin Resolutio~ e:rpand presidential war powers?
Was Johnson's policy ofmassive bombing of North Vietnam ;ustified in light of
Hanoi's military involvement in South Vietnam? Why was the Ter offensive a .mili·
tary victory but a political disaster for the United States? Did johnson's wirb~
drawal speech of March 31, 1968, represent a sigmficant change in U.S. policy in
Vietnam or an alteration in tactics in order. to offset criticism of a policj increas- .
i~gly under public attack?
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• Drau:ing on contemporary newspapers and periodicals and available secondary
sources, analyze the diverse groups and major arguments advanced against the, war. ·
-\ Analyze why [he war contributed to a generational conflict arid concomitant lack
of respect for traditional a1.1rhority figures. How did the "counterculture~ affect the
~tudent protest movement, music, art, and literarure?
t Use historical sources, including statistical information, ro assess the validity of the
· class basis of combat service in Vietnam.
·• Drawing· on the hiswrical evidence, assess the success and impact of
Viemamization and evaluate Nixon's expansion of the war and bombing in
Southeast Asia. What were the terms of the Paris Peace Accords? What are the·
legacies and lessons of the Vietnatn War?
t Debate [he prbpositi~n rhar,national s~curiry during the Vietnam War necessitated
restriction of individual civil liberties and rhe press. To what extent did voicing-public dissent hinder the American war effori? Does the public's right to know
rake precedence over natior~al security?' Whar were the paramount constitutional
issues raised during the Vietnam War? How were they settled?
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�'30 '95
02:14PM
OFFICE OF SECRETARY.
. . P.33/38-
ERA ) 0: CONTEMrORARY UNITED STATES ( l 968 TO THE
PRHENT)
j
Students Should Understand: Major social and economic developments in contemporary ·
America.
/
Stll!dents Should Be Able to:
2A Demonstrate understanding of continuing reform agendas by:
·
l'~-12 1 Explaining the arguments for and against affirmative action and evaluating its effects on .the social and
economic position of women and minorities. [Consider multiple perspectives)
'
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ls-! 2 1 EXamining the changing goals of the women's movement and an~lyzing the issues currently dividing
. women. [Explain his_torical continuity and charlge]
.
·.
.
·
l'~- 11 1 Explaining the evoh1tion of gov~rrunent suppordor the rights ofthe physically and emotionally challenged, [Reconstruct patterns of hi.stodcal ~uccessioo and duration]..
[7-1 ~] Evaluating the grievances of African Americans, Asian Americans, Hispap.ic ~ericans, and N;ri:iy~
Amer:icans and the steps they· have taken to rectify past injustices. [Explain historical continuity and·
change]
·
'
[.-1 21 Examini~g rhe emergence of the Gay Liberation Movement and analyz~g ~he arguments concerning
the civil rights of gay Americans. [Marshal. evidence. of antecedent circwnstallces].
.
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. \r 17 l Evaluating how diverse peoples and their cultutes have shaped American life. [Consider multiple
. perspecti:ves] .
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E~amplas
of student achievement of Standard 2A include:
• Create a collage using the preamble to the U.S. Constitution to show issues involving justice and the common welfare. Which groups continue to seek rights and·
opportunities to solve their problems? Hot~;' successful have they been.?
.
..
-':::•
. • Draw evidence from biographies, newspapers and maga~ine a'rric!es; and diaries of
. women in the am, science, sports, and professional worldsro compare opportunities for women now and in the past. What accounts {or changes since World War
II? To what extent have womert's·roles remained unchanged?
t Use letters, speeches, documentary photographs, stories, and diaries to show how
interdt groups have tried ~o achieve their goal~ of equaliry and iustke. How have
Americans worked to chartge laws about such things as child labot, unsafe working conditions, and limited suffrage?
. ·
·
·
• Draw evidence &om biogtaphies {0 creare a booklet usi~g illustrations and short.
quotations
reflect: how AfriCan American, Asian Americans, Hispanic
Americans, and Native Americans have retained their cultural b.eritage .
to
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�.-------------------------------
RUG 30 '95
--------------~-------------------
· P.34/38
02=14PM,OFFICE OF SECRETARY
NATIONAL STANDARDS FOR UNITED S,TAJES
I
HISTO~Y:
EXPLORING THE AMERICAN EXPERIENCE
, -
'·
Students ·should Be Ahle to:
2B Demonstrate understanding of the new_ immigration and internal migration by:
17- 12 I Exploring the reasons for the internal migrations from the "Rusrbelt"_ to rhe ''SU:nbelt" and analy~ing
irs impact on politics. [U~lize visual and ~athemarical data]
·
·
Is-nl Explaining the factorS that prompted the new immigration. [Analyie cause-:and-eff~cuelationships]
l'H1j Examining how the -new immigration has raised issues. cpncerning
mental responsibilities. (An~yze cause-and-effect relationships]
~nteqiroup relations and govern· ·
Examples _of student achievement_ of Standurd 2B include:
I.
• Compare current im~igrarion and migration patterns to earlier rimes by preparing
a class charr showing where ancestors lived before moving to their present' ·
residence.
·
-,
·• On a d~ssroom map locate ateas of the U.S. where immigrants have settledjri large .
. numbers. Explain the reasons that sparked increased immigration ro the U.S. in
recent times. From which areas of the world have mos~ iminigri:mts come in recent .
times?
·
Examples of student achievement of Standard 2B'include:
t Draw upon e'lliderice from demographic maps, census reports, and periodicals to.
chart rhe inrernahnigration from the Norrheasc ro rhe Sourh arid Southwest. .Wh'at
prompted the miiration? Why did indusrries relocate in the "Sunbelt"? What have
been rhe effects of the reduction in military spending and the recess~on ofihe 1990s
on growth in the "Surzbelt"?
t Investigate life stories of recem immigran~s to explain the -reasons for their decisions to emigrate and che challenges t~ey ,faced in moving ro a new land. What
, problems· do immigrants face in their new horne? What organizations help immi·
grams? How have immijranrs relied on their families, friends, or religious commu-.
nities to help make life easier in their new homeland?
·
· '
·/ • Conmucr a historical narrative comparing past immigration hiswry with the realicy of present immigracion. What, are the push!p'ull factors that have caused people
to move to the United States in the past? How do they compare t6 the reasons that
impel immigrants today? To what extent is the reception afforded immigrants
today similar ro that of the past? To what exrenr is _it different?
. ~ Explain how the immigration acts o11965, 1986, and 1991 changed immigra[ion
parrems. Do the new immigration policies live up to the ideas expressed in Emma
Lazarus's poem The New Colossus?
240
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�30 '9.5
02:15PM OFFICE OF SECRETARY
P.35/38
- ERA 10: CONTEMPORARY UNITED STATES 11968 TO.TH,E PRESENT)
Examples of student achievemen.t of Standard '28 include:
t Draw on data depicting demographic and residential mobility since 1970 and ana- _·
lyze the factors contributing ro the population shift froin rhe "Rustbelr'' to .the
"Sun belt." Explain how this has affecred representation in Congress. How halle
the major political parties adjus~ed to·such demographic changes?
t Explain d~e demographic cbange5 resUlting from rhe Immigration Act of 1965 and
consider the following questions: What areas of the world have provided the most
immigrancs to the United States since passdge of the acr? What major factors have
promoted immigration to the U.S. from these areas of rhe world? What effects
have the. new immigration had on economic opportunity, educ.arjon, and governrttenr services?
n
zt
• Construct a 'hisrorkal investigarion of the factors that led to the Immigration
Reform and Comrol Act of 1~86 and examine argumenrs for and agains[ the leg·
islation and irs application, Draw evidence from.INS studies, congressional reports,
and public opinion polls. How does the increase in immigration in the 1980s com·pare to that of the early 1900s in ter,ms of the country of origin and size? How did
immigr11rion change after the passage of rhe 1965 and 1991 immigratio~ a'ct.s?
·How did the 1986 act seek to control undocumented immigrants? Does the acr
offer fair and balanced treatment? To what exrent. has the a~r impaCted social ser"
vices and healrh care? What is the general perceprion of the new immigran,~? How
- has ir affeCted their relatiqnship with other groups in society? To ·u.;hat extent is the··
·"melting pot" analogy applicable roday? Is the "'salad bowl" meraphor more
appropriate? Why?
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�RUG 30 '95
02 : 15PM OFFICE OF SECRETARY
P.36/38
.
.
NATIONAL STANDARDS FOR UNITED STATES HISTORY: EXPLQRING THE AMERICAN EXPERIENCE
Students Should Be Al»le to:
2C Demonstrate urid~rstanding of changing religious diversity and its impact on American
institutions and values by:
·
·
·I s.-n] A~~lyzing ho'\\1" changing immigration patterns have affected religi~us diversity. (Explain hlstorical continuity and cltange] ·
'
'·
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•
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•
l1-1zj Analyzing the position of major religious groups on political and social issues., [~nalyze cause-andeffect relationships]
'
,
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· 1 7 -~21 Explaining the gro'Wth of reli~ous fundamentalism and the appeal of television evangelists. [Consider
·multiple perspectives}
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Examples of student a'hievement of Standard 2C include: .
• Use l:he local conununi'cy to prepare a survey of the differenr religious groups represented; What role has im.,nigration played in rhe growth of religious diversity?
· · t IdentifY and describe important issues relating to religious peliefs in conternp~rary.
American society, What solutions have religious groups proposed to solve these
important issues?
,
• Interview fain.ily members and friends to investigate the importance of religious,
beliefs on choices made in rhe family such as the selection of television programs,
movies, and the purchasing ofgoods and services .
.(
Examples of student ~chievement of Standard 2C-include:
.
G
,
•
l
.
t Develop a time line indicating rhe prominent issues regarding the guarantee, of no
/
.
establishment of religion .and rh~ free exercise/ clauses of rhe First Amendment,
Construct a sound historical argument or debate on questions such C!lS: Is school
prayer a violation of rhe First An'Jendment? Is a ''moment' of silence:' consritl'·
tiorral? Should local governments promote public signs of religion in seasonol display$? Is publksupport foi religious schools aviolation. of the Constitution? Has
the Supreme Court raken appropriate action in cases dealing with free exercise of
religion~
.
t Research the growth of religious evangelism in the posr-World :War II era. To what
e:rtent has' the growrh of evangelism been a reaction to secularism in American_
society? What has been the appeal of media evangelists? What social issues are at
-rhe forefront of evangelical crlisades~ To ~hat ~xtent have the major political par·
ries responded to issues raised by Christianfimdamentalisrs?
• -conduct a' local survey on [he significance of religious. groups in the ·local commu·
· nity. Whar are .rhe concerns of local religious groups? Whar differences are evident
· in their approache~ to social issues? . ·
2.42
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�P.37/38
968 TO THE PRESENTl
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qr~des 9~ 12
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Examples of student a'chievement of Standard 2C indude:
t Draw on statistical sources su~:h as census·dataro analyze rhe changing imrri.igra·
'71
!
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•''"•
:-.
tion patterns f~orri the 1970s to rhe present. Comparehow religion andfamily _ _...,
have eased die transitioo·of past and present immigrantS to the U.S.
.
DAnalyze the position of ~ajor religious groups on such issues as abortion;gay ·
·
, rights, women in the clergy, and educational issues. ·
t Analyze the. causes and significance of.ieligious evangelism and its effect on
· American political and rel~gious culture in rhe 1980s. What is religious
~ndamentalism~ How has it been a part of American history? How is· the 1980s
style different? The same?'How was President Reagan personally connected to religious -eva'ngelism? How does television contribute to the growth of religious evan. gelism? How has the continuing controversy over Roe ·v. Wade been affected by
religious fundamentalism? Draw evidence from Par Buchanan's speech.anhe
Republican convenrion of 1992 to analyze issues relating to fundamental values
and_relig!ous convicrions of conserva1:ives within the Republican party. , .
t Analyze_ how Supreme Court decisions since: 1968 ha~e affected the meaning and·
pracrice of religious freedom. Contrast the position ofthe Democratic and
Republican parties on issues arising from the religious clauses of the First
Amendment. How did Jimmy Carter's "born again'' Christianity differ from
Ronald Reagan's supporr for Christian principles?
'1
J
.•
,
-· r,
243
I
�P,38/38
RUG 30 '95 ·02:16PM OFFICE OF 'sECRETARY
·NATIONAL STANDARDS FQR UNITeD STATES HISTORY; 'EXPLORING THE AMERICAN EXPERIENCE , ·
.
.
.• Usingletrets, J~w.s, an~ newspaper arricles, identify Roosevelt's immigrario~ policy
coward Jewish refugees from Hitler's Germany. How did Americans respond ro
news of the 1-fo/ocausr? ·
·
·
·· ·
• Examine the story of Anne Frank and explain how a U.S. citizen might have
reacted had her diary been published during .the war..
·
t Draw evidence from simulations or role-playing activities regarding the decision to
· use atomic weapons during World War II and debate the decision to bomb
Hiroshima and Nagasaki.
. .
.
' .,
t Dcaw upon visual data including documentary photographs, graphs, and charts
· . · indicating casualties co appraise che h~man costs of World War· II. .........
'
\
• Construct historical narratives, oial reporrs, diagrams, or displays which explain
_the structure of rhe United Nations and mmpare it~ goals and objectives with those
of the League of Nations. How did the TJ.nited Nations differ from the League of
Nations? To what extent was the United Narions Security ·council a fair represenration of ~he "New World Order''? To what extent has the United Narions
achieved its stated goals?
. .
'
·;
Examples of student achievement of Standard 38 include:
'
'
• Using maps, newspaper and magazi~e accounts, letters, a,:td speeches, analyze why
.there was a delay in creating a s~cond 'front, the Soviet Union's role: in helping ro
defeat the Axis Powers, and the reasons for the success of "D-Day;,.
• Const(UCt a hisrorical argument or de bare to examine Allied response to the
Holocaust~ When did the Allies discover the. scope of Nazi persecution of
· European jewry, as uiell as the persecution of jehovah's Witness~s, gypsies, homo·
,. . sexuals, and other groups? What actions did E4ropean nations and the United
Slates take to supporr Jewish immigration? Why did the Allies fail to organize res·
.cue attempts and resist appeals to bomb raillirtes leading to Auschwitz and other
camps? .
. ·
· · ':
·
·
.
. !.
'\
• Compare Norman Rockwell's illusrration _of FDR's Four Freedoms specc:h in
January 1941 with rhe ideas presented. in the speech. W~ar images of America do.
they borh convey? Is,Rockwell's porrrayal accurate? To what extent is FDR's
speech. idealistic? Rockwell's paintings?
··
• Dr~w evidence reflecting differ~nc perspe~ti~es to .analyze within its historic~l.co~- ·
· text cbe decision to use the atomic bomb on Japan. Construct a sound argumem,
. debate, or position paper on the appropriaten~ss of Truman's decision considering
various fac:tors such as: the Allied military position in the Pacific in 1945; estimated
·military and civilian casualties in a prolonged war; long-term consequences as
understood in 1945; Japanese surrender overtures; and, the probability of'Soviet .
' entry into the war. .
\
'.,,_
202
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Jonathan Prince
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
Jonathan Prince
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-1998
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36296" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763293" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2006-0466-F
Description
An account of the resource
Jonathan Prince served in various capacities during the two terms of the Administration. He was one of President Clinton’s speechwriters, Deputy Assistant Secretary of State, and directed the public relations effort related to the fallout from the bombing of refugees by NATO forces during the war in Kosovo. This collection consists his speechwriting files which contain speech drafts, handwritten notes, memoranda, correspondence, publications, and schedules. Prince wrote most of President Clinton’s radio addresses from 1993-1997. He also specialized in dealing with domestic issues such as crime, gun control, unemployment, urban development, and welfare.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
187 folders in 11 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
8/95 History Standards [2]
Creator
An entity primarily responsible for making the resource
Office of Speechwriting
Jonathan Prince
Identifier
An unambiguous reference to the resource within a given context
2006-0466-F
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 4
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/2006/2006-0466-F.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763293" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
12/15/2014
Source
A related resource from which the described resource is derived
42-t-7763293-20060466F-004-017-2014
7763293