Clarifying Objectives: KindergartenK.H.1.1 Explain how people change over time (self and others).

K.H.1.2 Explain how seasons change over time.

K.H.1.3 Explain the impact of how life events bring change (a new sibling, moving to a new house, a new job, a new school, etc.).

K.G.1.1 Use maps to locate places in the classroom, school and home.

K.G.1.2 Use globes and maps to locate land and water features.

K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads, etc.).

K.G.1.4 Identify locations in the classroom using positional words (near/far, left/right, above/beneath, etc.).

K.G.1.1 Use maps to locate places in the classroom, school and home.

K.G.2.1 Explain how people adapt to weather conditions.

K.G.2.2 Explain ways people use environmental resources to meet basic needs and wants (shelter, food, clothing, etc.).

K.E.1.1 Explain how families have needs and wants.

K.E.1.2 Explain how jobs help people meet their needs and wants.

K.C&G.1.1 Exemplify positive relationships through fair play and friendship.

K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood.

K.C.1.1 Explain similarities in self and others.

K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods they eat, etc.).

Clarifying Objectives: 1st Grade1.H.1.1 Explain how and why neighborhoods and communities change over time.

1.H.1.2 Explain the importance of folklore and celebrations and their impact on local communities.1.H.1.3 Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin

Luther King, Jr., Memorial Day, Presidents’ Day, etc.).

1.G.1.1 Use geographic tools to identify characteristics of various landforms and bodies of water.

1.G.1.2 Give examples showing the location of places (home, classroom, school and community).

1.G.1.3 Understand the basic elements of geographic representations using maps (cardinal directions and map symbols).

1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.).

1.G.2.2 Explain how people use natural resources in the community.

1.G.2.3 Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).

1.E.1.1 Summarize the various ways in which people earn and use money for goods and services.

1.E.1.2 Identify examples of goods and services in the home, school and community.

1.E.1.3 Explain how supply and demand affects the choices families and communities make.

1.C&G.1.1 Explain why rules are needed in the home, school and community.

1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc).

1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, schools, classrooms and communities.

1.C.1.1 Compare the languages, traditions, and holidays of various cultures.

1.C.1.2 Use literature to help people understand diverse cultures.

Clarifying Objectives: 2nd Grade2.H.1.1 Use timelines to show sequencing of events.

2.H.1.2 Identify contributions of historical figures (community, state, nation and world) through various genres.

2.H.1.3 Compare various interpretations of the same time period using evidence such as photographs and interviews.

2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions.

2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.).

2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs.

2.G.2.2 Explain how people positively and negatively affect the environment.

2.E.1.1 Give examples of ways in which businesses in the community meet the needs and wants of consumers.

2.E.1.2 Explain the roles and impact producers and consumers have on the economy.

2.E.1.3 Summarize the concept of supply and demand.

2.E.1.4 Explain why people and countries around the world trade for goods and services.

2.E.1.5 Explain how money is used for saving, spending, borrowing and giving.

2.E.1.6 Summarize the role of financial institutions relative to savings.

2.C&G 1.1 Explain government services and their value to the community (libraries, schools, parks, etc.).

2.C&G.1.2 Explain how governments establish order, provide security and create laws to manage conflict.

2.C&G.2.1 Exemplify characteristics of good citizenship through historical figures and everyday citizens.

2.C&G.2.2 Explain why it is important for citizens to participate in their community.

2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.).

2.C.1.2 Recognize the key historical figures and events that are associated with various cultural traditions.

2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.

Clarifying Objectives: 3rd Grade3.H.1.1 Explain key historical events that occurred in the local community and regions over time.

3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.

3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

3.H.2.1 Explain change over time through historical narratives. (events, people and places)

3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.3.G.1.1 Find absolute and relative locations of places within the local community and region.3.G.1.2 Compare the human and physical characteristics of places.3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.3.G.1.4 Explain how the movement of goods, people and ideas impact the community.3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions

(community, state, nation and world).3.G.1.6 Compare various regions according to their characteristics.3.E.1.1 Explain how location impacts supply and demand.3.E.1.2 Explain how locations of regions and natural resources influence economic development

(industries developed around natural resources, rivers and coastal towns).3.E.2.1 Explain why people become entrepreneurs.3.E.2.2 Give examples of entrepreneurship in various regions of our state.3.C&G.1.1 Summarize the historical development of local governments.3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional

communities.3.C.1.2 Exemplify how various groups show artistic expression within the local and regional

communities.3.C.1.3 Use non-fiction texts to explore how cultures borrow and share from each other (foods,

languages, rules, traditions and behaviors).

Clarifying Objectives

4th Grade

4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in North Carolina before and after European exploration.

4.H.1.2 Explain how and why North Carolina was established.4.H.1.3 Explain how people, events and developments brought about changes to communities in various

regions of North Carolina.4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-Colonial period through

Reconstruction.4.H.2.1 Explain why important buildings, statues, monuments and place names are associated with the state's

history.4.H.2.2 Explain the historical significance of North Carolina’s state symbols.

4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication and land use).

4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.

4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.

4.G.1.4 Explain the impact of technology (communication, transportation and inventions) on North Carolina’s citizens, past and present.

4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity, productivity and entrepreneurship.

4.E.1.2 Understand how scarcity and choice in a market economy impact business decisions.

4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation and world.

4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina.

4.E.2.1 Explain how personal financial decisions such as spending, saving and paying taxes can positively and/or negatively affect everyday life.

4.E.2.2 Explain how scarcity of personal financial resources affects the choices people make based on their wants and needs.

4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.

4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.

4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.

4.C&G.1.4 Compare North Carolina’s government with local governments.4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and

responsibilities.4.C&G.2.2 Give examples of rights and responsibilities of citizens according to the North Carolina Constitution.

4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.

4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods and traditions).

4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.

Clarifying Objectives: 6th Grade World Geography, History & Culture

Clarifying Objectives: 5th Grade5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American

Indian groups, based on accuracy of historical information (beliefs, fears and leadership).5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies.

5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.

5.H.2.1 Summarize the contributions of the “Founding Fathers” to the development of our country.5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy.5.H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era

through Reconstruction.5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United

States, past and present.5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed

people to overcome geographic limitations.5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull

factors (why people left/why people came).5.E.1.1 Summarize the role of international trade between the United States and other countries through

Reconstruction.5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic

growth of the United States.5.E.2.1 Explain the importance of developing a basic budget for spending and saving.5.E.2.2 Evaluate the costs and benefits of spending, borrowing and saving.5.C&G.1.1 Explain how ideas of various governments influenced the development of the United States government

(Roman, Greek, Iroquois, European and British).5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative,

judicial and executive branches of government).5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.5.C&G.2.1 Understand the values and principles of a democratic republic.5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of the

"common good" according to the United States Constitution (Bill of Rights).5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the

United States Constitution.5.C&G.2.4 Explain why civic participation is important in the United States.

5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration.

5.C.1.2 Exemplify how the interactions of various groups have resulted in the borrowing and sharing of traditions and technology.

5.C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States.

5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.

6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time.

6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g.,

Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change.6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g.,

agricultural technology, weaponry, transportation and communication).6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa,

Confucius, Charlemagne and Qin Shi Huangdi).6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of

civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).

6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).

6.G.1.3 Compare distinguishing characteristics of various world regions (e.g., physical features, culture, political organization and ethnic make-up).

6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings).

6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.

6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population and resource distribution patterns).

6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).

6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and

constitutional monarchy).6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine

right, equality, liberty, citizen participation and integration of religious principles).6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and

military service) citizenship under various governments.6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal

systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.

6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).

6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism).

6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies).

Clarifying Objectives: 7th Grade World Geography, History and Culture (1400-1800)7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.

Clarifying Objectives: 7th Grade World Geography, History and Culture (1400-1800)7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups

(e.g. war, genocide, imperialism and colonization).7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and

groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non-Governmental Organizations, European Union and Organization of American States).

7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices).

7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.

7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).

7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.

7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.

7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).

7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.

7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).

7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances).

7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).

7.E.1.4 Explain how personal financial decision-making impacts quality of life (e.g. credit, savings, investing, borrowing and giving).

7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).

7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies.

7.C&G.1.3 Compare the requirements for (e.g. age, gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service).

7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).

7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).

7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.

Clarifying Objectives: 8th Grade NC & the United States

Clarifying Objectives: 7th Grade World Geography, History and Culture (1400-1800)8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g.

formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).

8.H.1.5 Analyze the relationship between historical context and decision-making.8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and

citizenship and immigration policies) on the development of North Carolina and the United States.8.H.2.2 Summarize how leadership and citizen actions (e.g. the Founding Fathers, the Regulators, the Greensboro

Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.

8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.

8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).

8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).

8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.

8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.

8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the economy of North Carolina and the United States.

8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving).

8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights).

8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).

8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).

8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).

8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment).

8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United

Clarifying Objectives: 7th Grade World Geography, History and Culture (1400-1800)States (e.g. Columbian Exchange, slavery, and the decline of the American Indian populations).

8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)

8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).

Clarifying Objectives: World HistoryWH.H.1.1

Use Chronological thinking to:1. Identify the structure of a historical narrative or story: (its beginning, middle and end).2. Interpret data presented in time lines and create time lines.

WH.H.1.2

Use Historical Comprehension to:1. Reconstruct the literal meaning of a historical passage.2. Differentiate between historical facts and historical interpretations.3. Analyze data in historical maps.4. Analyze visual, literary and musical sources.

WH.H.1.3Use Historical Analysis and Interpretation to:1. Identify issues and problems in the past.2. Consider multiple perspectives of various peoples in the past.3. Analyze cause-and-effect relationships and multiple causations.4. Evaluate competing historical narratives and debates among historians.5. Evaluate the influence of the past on contemporary issues.

WH.H.1.4

Use Historical Research to:1. Formulate historical questions.2. Obtain historical data from a variety of sources.3. Support interpretations with historical evidence.4. Construct analytical essays using historical evidence to support arguments.WH.H.2.1

Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, Fertile Crescent, confluence, limited fertile lands, etc.).

WH.H.2.2

Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.).

WH.H.2.3

Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.).

WH.H.2.4

Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, imperial states in Africa, etc.).

WH.H.2.5

Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shintoism, etc.).WH.H.2.6

Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts.WH.H.2.7

Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.).WH.H.2.8

Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.WH.H.2.9

Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.WH.H.3.1

Explain how religion influenced political power and cultural unity in various regions of Europe, Asia and Africa (e.g., Carolingian Dynasty, Holy Roman Empire, Ottoman Empire, Mughal Empire, Safavid Empire).WH.H.3.2

Explain how religious and secular struggles for authority impacted the structure of government and society in Europe, Asia, and Africa (e.g., Cluniac Reforms, common law, Magna Carta, conflicts between popes and emperors, Crusades, religious schisms, Hundred Years’ War, etc.).

WH.H.3.3

Analyze how innovations in agriculture, trade and business impacted the economic and social development of various medieval societies (e.g., Feudalism, Agricultural Revolutions, Commercial Revolution and development of a banking system, manorial system, growth of towns, etc.).WH.H.3.4

Analyze how the desire for farmable land created conflict and impacted the physical environments of Europe, Asia, Africa and the Americas (e.g., Agricultural Revolution in Europe, Muslim Agricultural Revolution, Mesoamerican and Andean agricultural innovations, etc.).

WH.H.4.1Explain how interest in classical learning and religious reform contributed to increased global interaction (e.g., Renaissance, Protestant Reformation, Catholic Reformation, printing revolution, etc.).

WH.H.4.2Explain the political, social and economic reasons for the rise of powerful centralized nation-states and empires (e.g., Reformation, absolutism, limited monarchy, empires, etc.).

WH.H.4.3Explain how agricultural and technological improvements transformed daily life socially and economically (e.g., growth of towns, creation of guilds, feudalism and the manorial system, commercialization, etc.).

WH.H.4.4Analyze the effects of increased global trade on the interactions between nations in Europe, Southwest Asia, the Americas and Africa (e.g., exploration, mercantilism, inflation, rise of capitalism, etc.).

WH.H.5.1Explain how and why the motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations (e.g., religious and political motives, adventure, economic investment, Columbian exchange, commercial revolution, conquistador destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage, trading outposts, plantation colonies, rise of capitalism, etc.).

WH.H.5.2Explain the causes and effects of exploration and expansion (e.g., technological innovations and advances, forces that allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, the Americas and the Colombian exchange).

WH.H.5.3Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment (e.g., commercial revolution, Columbian exchange, religious conversion, spread of Christianity, spread of disease, spread of technology, conquistadors, slave trade, encomienda system, enslavement of indigenous people, mixing of populations, etc.).

WH.H.5.4Analyze the role of investment in global exploration in terms of its implications for international trade (e.g., transatlantic trade, mercantilism, joint-stock companies, trading companies, government and monarchial funding, corporations, creation of capital markets, etc.).WH.H.6.1Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions (e.g., Scientific Revolution, Enlightenment, rationalism, secularism, humanism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, Bacon, Descartes, Galileo, Newton, inductive and deductive reasoning, heliocentric, inquisition, woks of Locke, Montesquieu, Rousseau, Bolivar, Jefferson, Paine, Adam Smith, etc.).

WH.H.6.2Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. (e.g., Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Haitian, Mexican, Chinese, etc.).

WH.H.6.3Explain how physical geography and natural resources influenced industrialism and changes in the environment (e.g., agricultural revolutions, technological innovations in farming, land use, deforestation, industrial towns, pollution, etc.).

WH.H.6.4Analyze the effects of industrialism and urbanization on social and economic reform (e.g., Industrial Revolution, urbanization, growth of middle class, increase in productivity and wealth, changes in economic status, new types of labor organizations, etc.).

WH.H.7.1Evaluate key turning points of the modern era in terms of their lasting impact (e.g., conflicts, documents, policies, movements, etc.).

WH.H.7.2Analyze the increase in economic and military competition among nations in terms of the influences of nationalism, imperialism, militarism, and industrialization (e.g., Ottoman Empire, Japanese Empire, Prussian Empire, the German Empire, “Haves and Have Nots” of Europe, industrial America, etc.).

WH.H.7.3Analyze economic and political rivalries, ethnic and regional conflicts, and nationalism and imperialism as underlying causes of war (e.g., WWI, Russian Revolution, WWII).

WH.H.7.4Explain how social and economic conditions of colonial rule contributed to the rise of nationalistic movements (e.g., India, Africa, Southeast Asia).

WH.H.7.5Analyze the emergence of capitalism as a dominant economic pattern and the responses to it from various nations and groups (e.g., utopianism, social democracy, socialism, communism, etc.).

WH.H.7.6Explain how economic crisis contributed to the growth of various political and economic movements (e.g., Great Depression, nationalistic movements of colonial Africa and Asia, socialist and communist movements, effect on capitalist economic theory, etc.).

WH.H.8.1Evaluate global wars in terms of how they challenged political and economic power structures and gave rise to new balances of power (e.g., Spanish American War, WWI, WWII, Vietnam War, Colonial Wars in Africa, Persian Gulf War, etc.).

WH.H.8.2Explain how international crisis has impacted international politics (e.g., Berlin Blockade, Korean War, Hungarian Revolt, Cuban Missile Crisis, OPEC oil crisis, Iranian Revolt, “9-11”, terrorism, etc.).

WH.H.8.3Analyze the “new” balance of power and the search for peace and stability in terms of how each has influenced global interactions since the last half of the twentieth century (e.g., post WWII, Post Cold War, 1990s Globalization, New World Order, global achievements and innovations).

WH.H.8.4Analyze scientific, technological and medical innovations of postwar decades in terms of their impact on systems of production, global trade and standards of living (e.g., satellites, computers, social networks, information highway).

WH.H.8.5Explain how population growth, urbanization, industrialization, warfare and the global market economy have contributed to changes in the environment (e.g., deforestation, pollution, clear cutting, Ozone depletion, climate change, global warming, industrial emissions and fuel combustion, habitat destruction, etc.).

WH.H.8.6Explain how liberal democracy, private enterprise and human rights movements have reshaped political, economic and social life in Africa, Asia, Latin America, Europe, the Soviet Union and the United States (e.g., U.N. Declaration of Human Rights, end of Cold War, apartheid, perestroika, glasnost, etc.).WH.H.8.7Explain why terrorist groups and movements have proliferated and the extent of their impact on politics and society in various countries (e.g., Basque, PLO, IRA, Tamil Tigers, Al Qaeda, Hamas, Hezbollah, Palestinian Islamic Jihad, etc.).

Clarifying Objectives: Civics and Economics

CE.C&G.1.1 Explain how the tensions over power and authority led America’s Founding Fathers to develop a constitutional democracy (e.g., mercantilism, salutary neglect, taxation and representation, boycott and protest, independence, American Revolution, Articles of Confederation, Ben Franklin, George Washington, John Adams, Sons of Liberty, etc.).

CE.C&G.1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty, justice and equality (e.g., natural rights, classical theories of government, Magna Carta, Montesquieu, Locke, English Bill of Rights, etc.).

CE.C&G.1.3 Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (e.g., Hamilton, Jefferson, Madison, Federalist Papers, strong central government, protection of individual rights, Elastic Clause, Bill of Rights, etc.).

CE.C&G.1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (e.g., separation of powers, rule of law, limited government, democracy, consent of the governed / individual rights –life, liberty, pursuit of happiness, self-government, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc.).

CE.C&G.1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.).

CE.C&G.2.1 Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.).

CE.C&G.2.2 Summarize the functions of North Carolina state and local governments within the federal system of government (e.g., local charters, maintain a militia, pass ordinances and laws, collect taxes, supervise elections, maintain highways, types of local governments, etc.).

CE.C&G.2.3 Evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence (e.g., precedents, rule of

law, stare decisis, judicial review, supremacy, equal protections, “establishment clause”, symbolic speech, due process, right to privacy, etc.).

CE.C&G.2.4 Compare the Constitutions and the structures of the United States and North Carolina governments (e.g., the various NC Constitutions, Bill of Rights, Declaration of Rights, Preambles, the organization of, the powers of, responsibilities, etc.).

CE.C&G.2.5 Compare the United States’ system of government within the framework of the federal and state structures as well as in how they relate with governmental systems of other nations (e.g., republicanism, federalism).

CE.C&G.2.6 Evaluate the authority federal, state and local governments have over individuals’ rights and privileges (e.g., Bill of Rights, Delegated Powers, Reserved Powers, Concurrent Powers, Pardons, writ of habeas corpus, Judicial Process, states’ rights, Patriot Act, etc.).

CE.C&G.2.7 Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare (e.g., taxes, immigration, naturalization, civil rights, economic development, annexation, redistricting, zoning, national security, health care, etc.).

CE.C&G.2.8 Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (e.g., Democrat, Republican, promotion of civic responsibility, Federalists, Anti-Federalists, influence of third parties, precincts, “the political spectrum”, straight ticket, canvass, planks, platform, etc.).

CE.C&G.3.1 Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law (e.g., the Fourteenth Amendment, Americans with Disabilities Act, equal opportunity legislation, etc.).

CE.C&G.3.2 Compare lawmaking processes of federal, state and local governments (e.g., committee system, legislative process, bills, laws, veto, filibuster, cloture, proposition, etc.).

CE.C&G.3.3 Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced (e.g., laws, policies, public policy, regulatory, symbolic, procedural, etc.).

CE.C&G.3.4 Explain how individual rights are protected by varieties of law (e.g., Bill of Rights, Supreme Court decisions, constitutional law, criminal law, civil law, Tort, Administrative law, statutory law and international law, etc.).

CE.C&G.3.5 Compare jurisdictions and methods of law enforcement applied at each level of government, the consequences of noncompliance to laws at each level and how each reflects equal protection under the law (e.g., Department of Justice, Regulatory Commissions, FBI, SBI, Homeland Security, Magistrate, State troopers, Sheriff, City police, ordinance, statute, regulation, fines, arrest, etc.).

CE.C&G.3.6 Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (e.g., extension of suffrage, labor legislation, civil rights legislation, military policy, environmental legislation, business regulation and educational policy).

CE.C&G.3.7 Summarize the importance of the right to due process of law for individuals accused of crimes (e.g., habeas corpus, presumption of innocence, impartial tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double jeopardy, right of appeal).

CE.C&G.3.8 Evaluate the rights of individuals in terms of how well those rights have been upheld by democratic government in the United States.

CE.C&G.4.1 Compare citizenship in the American constitutional democracy to membership in other types of governments (e.g., right to privacy, civil rights, responsibilities, political rights, right to due process, equal protection under the law, participation, freedom, etc.).

CE.C&G.4.2 Explain how the development of America’s national identity derived from principles in the Declaration of Independence, US Constitution and Bill of Rights (e.g., inalienable rights, consent of the governed, popular sovereignty, religious and political freedom, separation of powers, etc.).

CE.C&G.4.3 Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, picketing, running for political office, residency, etc.).

CE.C&G.4.4 Analyze the obligations of citizens by determining when their personal desires, interests and involvement are subordinate to the good of the nation or state (e.g., Patriot Act, Homeland Security, sedition, civil rights, equal rights under the law, jury duty, Selective Services Act, rule of law, eminent domain, etc.).

CE.C&G.4.5 Explain the changing perception and interpretation of citizenship and naturalization (e.g., aliens, interpretations of the 14th amendment, citizenship, patriotism, equal rights under the law, etc.).

CE.C&G.5.1 Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (e.g., civic participation, public hearings, forums, at large voting, petition, local initiatives, local referendums, voting amendments, types of elections, etc.).

CE.C&G.5.2 Analyze state and federal courts by outlining their jurisdictions and the adversarial nature of the judicial process (e.g., Appellate, Exclusive, Concurrent, Original, types of federal courts, types of state courts, oral argument, courtroom rules, Supreme Court, opinions, Court Docket, Prosecutor/Prosecution, Complaint, Defendant, Plaintiff, hearing, bail, indictment, sentencing, appeal, etc.).

CE.C&G.5.3 Analyze national, state and local government agencies in terms of how they balance interests and resolve conflicts (e.g., FBI, SBI, DEA, CIA, National Guard and Reserves, magistrates, Better Business Bureau, IRS, Immigration and Naturalization, FEMA, Homeland Security, ATF, etc.).

CE.C&G.5.4 Explain how conflict between constitutional provisions and the requirements of foreign policy are resolved (e.g., the power of Congress to declare war and the need for the president to make expeditious decisions in times of international emergency, the power of the President to make treaties and the need for the Senate to approve them).

CE.C&G.5.5 Analyze the development and implementation of domestic and foreign policy by outlining opposing arguments on major issues and efforts toward resolution (e.g., health care, education, immigration, regulation of business and industry, foreign aid, intervention abroad, etc.).

CE.PFL.1.1 Explain how education, income, career, and life choices impact an individual’s financial plan and goals (e.g., job, wage, salary, college/university, community college, military, workforce, skill development, social security, entrepreneur, rent, mortgage, etc.).

CE.PFL.1.2 Explain how fiscally responsible individuals create and manage a personal budget that is inclusive of income, taxes, gross and net pay, giving, fixed and variable expenses and retirement (e.g., budget, financial plan, money management, saving and investing plan, etc.).

CE.PFL.1.3 Analyze how managing a checking and savings account contributes to financial well-being (e.g., deposits, withdrawals, transfers, automated transactions, fees, etc.).

CE.PFL.1.4 Summarize how debt management and creditworthiness impact an individual’s ability to become responsible consumers and borrowers (e.g., credit card management, monitoring percentage rates and personal credit reports, analyzing loan details, keeping and maintaining records, etc.).

CE.PFL.1.5 Analyze how fiscally responsible individuals save and invest to meet financial goals (e.g., investment, stock market, bonds, mutual funds, etc.).

CE.PFL.1.6 Compare various investing strategies and tax implications for their potential to build wealth (e.g., individual stocks and bonds with investing in stock, giving, bonds, mutual funds, retirement plans, etc.).

CE.PFL.2.1 Explain how consumer protection laws and government regulation contribute to the empowerment of the individual (e.g., consumer credit laws, regulation, FTC-Federal Trade Commission, protection agencies, etc.).

CE.PFL.2.2 Summarize various types of fraudulent solicitation and business practices (e.g., identity theft, personal information disclosure, online scams, Ponzi schemes, investment scams, internet fraud, etc.).

CE.PFL.2.3 Summarize ways consumers can protect themselves from fraudulent and deceptive practices (e.g., do not call lists, reading the fine print, terms and conditions, personal information disclosure, investment protection laws, fees, etc.).

CE.PFL.2.4 Classify the various types of insurance and estate planning including the benefits and consequences (e.g., car, health, renters, life, liability, travel, disability, long-term care, natural disaster, etc.).

CE.PFL.2.5 Summarize strategies individuals use for resolving consumer conflict (e.g., contacting Attorney General, filing claims, Better Business Bureau, Secretary of State, etc.).

CE.E.1.1 Compare how individuals and governments utilize scarce resources (e.g., human, natural and capital) in traditional, command, market and mixed economies.

CE.E.1.2 Analyze a market economy in terms of economic characteristics, the roles they play in decision-making

and the importance of each role (e.g., private property, free enterprise, circular flow, competition and profit motive, and allocation of resources via the price system).

CE.E.1.3 Explain how supply and demand determine equilibrium price and quantity produced (e.g., any market example –apples, tires, etc.).

CE.E.1.4 Analyze the ways in which incentives and profits influence what is produced and distributed in a market system (e.g., supply, demand, What to Produce?, How to Produce It?, How Much to Produce?, For Whom To Produce It?, free enterprise, etc.).

CE.E.1.5 Compare how various market structures affect decisions made in a market economy (e.g., monopoly, oligopoly, monopolistic competition, pure competition, etc.).

CE.E.1.6 Compare national, state and local economic activity (e.g., resources, wages, production, employment, etc.).

CE.E.2.1 Explain the basic concepts of trade (e.g., including absolute and comparative advantage, exchange rates, balance of trade, gains from trade, etc.).

CE.E.2.2 Summarize how nations specialize and become interdependent through trade (e.g., trade restrictions and government policy).

CE.E.2.3 Explain the impact of government policies on international trade (e.g., tariffs, quotas, sanctions, subsidies, banking, embargos, etc.).

CE.E.2.4 Analyze the role of NC and the US in the world economy (e.g., furniture industry, tourism, fishing, etc.).

CE.E.3.1 Summarize basic macroeconomic indicators and how they vary over the course of a business cycle (e.g., gross domestic product, unemployment, consumer price index, etc.).

CE.E.3.2 Explain how fiscal policy and the monetary policy influence overall levels of employment, interest rates, production, price level and economic growth (e.g., business cycle, standard of living, recession, depression, Consumer Price Index, etc.).

CE.E.3.3 Analyze organizations in terms of their roles and functions in the United States economy (e.g., banks, labor unions, federal reserve, nonprofit organizations and cooperatives, Wall Street, etc.).

Clarifying Objectives (American History I)

AH1.H.1.1 Use Chronological thinking to:3. Identify the structure of a historical narrative or story: (its beginning, middle and end).4. Interpret data presented in time lines and create time lines.

AH1.H.1.2 Use Historical Comprehension to:5. Reconstruct the literal meaning of a historical passage.6. Differentiate between historical facts and historical interpretations.7. Analyze data in historical maps.8. Analyze visual, literary and musical sources.

AH1.H.1.3 Use Historical Analysis and Interpretation to:6. Identify issues and problems in the past.7. Consider multiple perspectives of various peoples in the past.8. Analyze cause-and-effect relationships and multiple causation.9. Evaluate competing historical narratives and debates among historians.10. Evaluate the influence of the past on contemporary issues.

AH1.H.1.4 Use Historical Research to:5. Formulate historical questions.6. Obtain historical data from a variety of sources.7. Support interpretations with historical evidence.8. Construct analytical essays using historical evidence to support arguments.

AH1.H.2.1 Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).

AH1.H.2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).

AH1.H.3.1 Analyze how economic, political, social, military and religious factors influenced European exploration and American colonial settlement (e.g., Reformation, mercantilism, improvements in

Clarifying Objectives (American History I)

navigation technology, colonization, defeat of Spanish Armada, Great Awakening, etc.).

AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War (e.g., economic diversity of regions, mercantilism, cash crops, triangular trade, ethnic diversity, American Indian beliefs about land ownership, Lewis & Clark expedition, farming, Industrial Revolution, etc.).

AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups (e.g., Germans, Scotch-Irish, Africans, American Indians, Irish, Chinese, etc.).

AH1.H.3.4 Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response (e.g., Puritans, Pilgrims, American Indians, Quakers, Scotch-Irish, Chinese, Africans, indentured servants, slavery, Middle Passage, farming, ideas of the Enlightenment, etc.).

AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states’ rights, Civil War).

AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary era taxation, National Bank, taxes, tariffs, territorial expansion, Economic “Panics”, Civil War).

AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results (e.g., Second Great Awakening, Transcendentalism, abolition, temperance, mental illness, prisons, education, etc.).

AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, Manifest Destiny, slavery, assimilation, and nativism).

AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition,“slavery as a peculiar institution”, etc.).

AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction (e.g., the Marshall Court, Jacksonian era, nullification, secession, etc.).

Clarifying Objectives (American History I)

AH1.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction (e.g., treaties, embargo, tariffs, Proclamation of Neutrality, Monroe Doctrine, etc.).

AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs (e.g., French and Indian War, War of 1812, Mexican War, Civil War).

AH1.H.7.1 Explain the impact of wars on American politics through Reconstruction (e.g., issues of taxation without representation, Proclamation of 1763, Proclamation of Neutrality, XYZ Affair, Alien & Sedition Acts, War Hawks, Hartford Convention, slavery compromises, scalawags, carpetbaggers, etc.).

AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction (e.g., colonial debts, salutary neglect, protective tariffs, inflation, profiteering, Hamilton’s economic plan, embargo, American System, Homesteaders, etc.).

AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction (e.g., salutary neglect, slavery, breakup of the plantation system, carpetbaggers, scalawags, KKK, relocation of American Indians, etc.).

AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction (e.g., inventions, Industrial Revolution, American System, etc.).

AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction (e.g., City on a Hill, Lowell and other “mill towns”, Manifest Destiny, immigrants/migrants, Gold Rush, Homestead Act, Morrill Act, Exodusters, women, various ethnic groups, etc.).

AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction (e.g., various ethnic, religious, racial, socio-economic groups of people; plantation society; transcendentalism; 49ers; etc.).

AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction (e.g., Hamilton’s Financial Plan; Embargo of 1807; Manifest Destiny, phases of Reconstruction; various ethnic, religious, racial, socio-economic groups of people, etc.).

Clarifying Objectives: American History II

AH2.H.1.1 Use Chronological thinking to:5. Identify the structure of a historical narrative or story: (its beginning, middle and end)6. Interpret data presented in timelines and create timelines.

AH2.H.1.2 Use Historical Comprehension to:9. Reconstruct the literal meaning of a historical passage.10. Differentiate between historical facts and historical interpretations.11. Analyze data in historical maps.12. Analyze visual, literary and musical sources.

AH2.H.1.3 Use Historical Analysis and Interpretation to:11. Identify issues and problems of the past.12. Consider multiple perspectives of various peoples of the past.13. Analyze cause-and-effect relationships and multiple causation.14. Evaluate competing historical narratives and debates among historians.15. Evaluate the influence of the past on contemporary issues.

AH2.H.1.4 Use Historical Research to:9. Formulate historical questions.10. Obtain historical data from a variety of sources.11. Support interpretations with historical evidence.12. Construct analytical essays using historical evidence to support arguments.

AH2.H.2.1 Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).

AH2.H.2.2 Evaluate key turning points since the end of Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).

AH2.H.3.1 Analyze how economic, political, social, military and religious factors influenced United States imperialism (e.g., passing of the western frontier, new markets, Spanish American War, Open Door Policy, Monroe Doctrine, Roosevelt Corollary, canal routes, etc.).

AH2.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the United States since the end of Reconstruction (e.g., gold rush, destruction of the buffalo, reservations, ethnic neighborhoods, etc.).

Clarifying Objectives: American History II

AH2.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion since Reconstruction and the consequences for those groups (e.g., American Indians, African Americans, Chinese, Irish, Hispanics and Latino Americans, Asian Americans, etc.).

AH2.H.3.4 Analyze voluntary and involuntary immigration trends since Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response (e.g., new immigrants, ports of entry, ethnic neighborhoods, settlement houses, immigration restrictions, etc.).

AH2.H.4.1 Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted (e.g., Populism, Progressivism, working conditions and labor unrest, New Deal, Wilmington Race Riots, Eugenics, Civil Rights Movement, anti-war protests, Watergate, etc.).

AH2.H.4.2 Analyze the economic issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted (e.g., currency policy, industrialization, urbanization, laissez-faire, labor unrest, New Deal, Great Society, supply-side economics, etc.).

AH2.H.4.3 Analyze the social and religious conflicts, movements and reforms that impacted the United States since Reconstruction in terms of participants, strategies, opposition, and results (e.g., Prohibition, Social Darwinism, Eugenics, civil rights, anti-war protests, etc.).

AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the compromises that resulted (e.g., nativism, Back to Africa movement, modernism, fundamentalism, black power movement, women’s movement, counterculture, Wilmington Race Riots, etc.).

AH2.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems since Reconstruction (e.g., “separate but equal”, Social Darwinism, social gospel, civil service system, suffrage, Harlem Renaissance, the Warren Court, Great Society programs, American Indian Movement, etc.).

AH2.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government since Reconstruction (e.g., New Deal, Great Society, Civil Rights, etc.).

AH2.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy since Reconstruction (e.g., new markets, isolationism, neutrality, containment, homeland security, etc.).

AH2.H.6.2 Explain the reasons for United States involvement in global wars and the influence each involvement had on international affairs (e.g., Spanish-American War, WWI, WWII, Cold War, Korea, Vietnam, Gulf War, Iraqi War, etc.).

AH2.H.7.1 Explain the impact of wars on American politics since Reconstruction (e.g., spheres of influence, isolationist practices, containment policies, first and second Red Scare movements, patriotism,

Clarifying Objectives: American History II

terrorist policies, etc.).

AH2.H.7.2 Explain the impact of wars on the American economy since Reconstruction (e.g., mobilizing for war, war industries, rationing, women in the workforce, lend-lease policy, WWII farming gains, GI Bill, etc.).

AH2.H.7.3 Explain the impact of wars on American society and culture since Reconstruction (e.g., relocation of Japanese Americans, American propaganda, first and second Red Scare movement, McCarthyism, baby boom, Civil Rights Movement, protest movements, ethnic groups, patriotism, etc.).

AH2.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” since Reconstruction (e.g., Gilded Age, assembly line, transcontinental railroad, highway system, credit, etc.).

AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society since Reconstruction (e.g., Americanization movement, settlement house movement, Dust Bowl, the Great Migration, suburbia, etc.).

AH2.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” since Reconstruction (e.g., immigrants, Flappers, Rosie the Riveter, GIs, blue collar worker, white collar worker, etc.).

AH2.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis since Reconstruction (e.g., Great Depression, Dust Bowl, New Deal, oil crisis, savings and loan crisis, dot.com bubble, mortgage foreclosure crisis, etc.).