U.S. National Standards
N.NSCG. National Standards for Civics and Government (NSCG)
II.B. What are the foundations of the American political system? What are the distinctive characteristics of American society?
II.B.1. Distinctive characteristics of American society. Students should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society. To achieve this standard, students should be able to
II.B.1.1. Explain important factors that have helped shape American society
II.B.1.1.d. A history of slavery
II.B.3. Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life. To achieve this standard, students should be able to
II.B.3.3. Explain why conflicts have arisen from diversity, using historical and contemporary examples, e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflict about civil rights of minorities and women; present day ethnic conflict in urban settings
II.C. What are the foundations of the American political system? What is American political culture?
II.C.2. The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity. To achieve this standard, students should be able to
II.C.2.1. Describe political conflict in the United States both historically and at present, such as conflict about
II.C.2.1.a. Geographic and sectional interests
II.C.2.1.b. Slavery and indentured servitude
II.C.2.1.g. Engaging in wars
II.D. What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?
II.D.3. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities. To achieve this standard, students should be able to
II.D.3.4. Describe historical and contemporary efforts to reduce discrepancies between ideals and the reality of American public life, e.g., abolition, suffrage, civil rights, and environmental protection movements
III.B. How does the government established by the constitution embody the purposes, values, and principles of American democracy? What does the national government do?
III.B.1. Major responsibilities for domestic and foreign policy. Students should be able to explain the major responsibilities of the national government for domestic and foreign policy. To achieve this standard, students should be able to
III.B.1.3. Identify historical and contemporary examples of important foreign policies, e.g., Monroe Doctrine, Marshall Plan, immigration acts, foreign aid, arms control, promoting democracy and human rights throughout the world
III.F. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How does the American political system provide for choice and opportunities for participation?
III.F.4. Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able to
III.F.4.1. Describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations
V.E. What are the roles of the citizen in American democracy? How can citizens take part in civic life?
V.E.3. Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government. To achieve this standard, students should be able to
V.E.3.2. Describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements
N.NCHS. National Center for History in Schools (NCHS)
NCHS.HT. Historical Thinking Standards
HT.2. Historical Comprehension
HT.2.B. Reconstruct the literal meaning of a historical passage.
NCHS.USH. United States History Content Standards
USH.4. Era 4: Expansion and Reform (1801-1861)
USH.4.1. United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
USH.4.1A. The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.
USH.4.2. How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.
USH.4.2D. The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.
USH.4.4. The sources and character of cultural, religious, and social reform movements in the antebellum period.
USH.4.4A. The student understands the abolitionist movement.
USH.4.4B. The student understands how Americans strived to reform society and create a distinct culture.
NCHS.WH. World History Content Standards
WH.7. Era 7: An Age of Revolutions, 1750-1914
WH.7.2. The causes and consequences of the agricultural and industrial revolutions, 1700-1850.
WH.7.2C. The student understands the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas.
WH.7.4. Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.
WH.7.4D. The student understands the political, economic, and social transformations in the Americas in the 19th century.