1992 Bill Clinton and Banks Lend to Minorities - DOC

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					                                         Scope and Sequence
                                             2009-2010
                           TEXARKANA INDEPENDENT SCHOOL DISTRICT

                        I = Introduced         P = Practiced             M= Mastered

 113.32 United States History Studies Since Reconstruction                          Grading Period
(One Credit). High School                                                 1     2      3     4     5   6
(c.1) The student understands traditional historical points of
     reference in U.S. history from 1877 to the present. The
     student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present
     and describe their defining characteristics; {Social Studies
     Grade 11 Obj. 1}
     Gilded Age (Industrialization, Urbanization, Political
     Machines)
     Imperialism (Spanish American War, Panama Canal, Roosevelt
     Corollary)
                          th   th   th   th
     Progressive Era (16 , 17 , 18 19 Amendment)
     World War I 1914-1918 (Wilson, League of Nations);
     Twenties 1920-1929, Isolationism, immigration and Red Scare,
     Jazz Age, economic boom);                                            IP    P      P     P    P    PM
     Depression 1929-1940 (Crash of stock market, Great
     Depression, New Deal, FDR) ;
     World War II 1941-1945 ;
     Postwar World 1945-1960 (Cold War, UN, Korean War,
     economic boom of 50s);
     Social Reform Era 1954-1976 (Civil Rights Movement,
     Vietnam War, Protest Movements, end of economic boom);
     Conservatism 1976-1992 (collapse of communism,
     postindustrial economy);
     New Century 1990s- today (internationalism, terrorism)
(B) apply absolute and relative chronology through the sequencing
     of significant individuals, events, and time periods; and {Social
     Studies Grade 11 Obj. 1}                                             IP    P      P     P    P    PM
     Refer frequently to the events placed in the timeline of U.S.
     History
(C) explain the significance of the following dates: 1898, 1914,
     1918, 1929, 1941?1945, [and 1957]. {Social Studies Grade 11
     Obj. 1}
     1898: Spanish-American War
                                                                                I      P     P   PM
     1914-1918: World War I
     1929: Stock Market Crash, Beginning of the Great Depression
     1941-1945: World War II
     1957: Sputnik
(c.2) The student understands the political, economic, and social
     changes in the United States from 1877 to 1898. The student
     is expected to:
(A) analyze political issues such as Indian policies, the growth of
     political machines, and civil service reform
     Indian policies - Worchester v Georgia, Trail of Tears, Little
     Big Horn, Chief Joseph, treaties, Dawes Act, Indian removal,
     destruction of buffalo and Plains Culture, reservation system  IPM
     Political realities – Hayes-Tilden election, solid democratic
     South, assassination of Garfield, political machines, Boss
     Tweed, Pendleton Act of 1883 and Civil Service Reform,
     Thomas Nast
(B) analyze economic issues such as industrialization, the growth
     of railroads, the growth of labor unions, farm issues, and the
     rise of big business; and {Social Studies Grade 11 Obj. 3}
     Urbanization, westward expansion, and development of the
     market economy
    New South                                                          IPM
    Grange, Populist, William Jennings Bryant, silverites and gold
    bugs
    Industrialists (Carnegie, Vanderbilt, Rockefeller), Interstate
    Commerce Act, Sherman Anti-trust Act, technological
    innovations, tariff issues, AFL – Samuel Gompers.
(C) analyze social issues such as the treatment of minorities, child
    labor, growth of cities, and problems of immigrants. {Social
    Studies Grade 11 Obj. 3}
    Triangle Shirtwaist Factory Fire, Robber Barons vs. Captains
    of Industry
    Gospel of Wealth, Social Darwinism
    Tenements, “new” immigrants from southern and eastern
    Europe,
    treatment of minorities, child labor, growth of cities, problems
                                                                       IP    P   P   P   P   PM
    of immigrants, women's rights, growing class conflict, and
    reform movements
    Plessy Vs. Ferguson, Jim Corw, lynching
     Nativism and anti-foreign sentiments, KKK, Chinese Exclusion
     Act, Immigrant quotas.
     Jane Adams and Hull House Urban growth, slums, tenements,
     unsafe living and working conditions, child labor.
     Immigrants' problems - isolated, scared, unable to speak
     language, used by politicians
(c.3) The student understands the emergence of the United
     States as a world power between 1898 and 1920. The student
    is expected to:
(A) explain why significant events and individuals, including the
    Spanish-American War, U.S. expansionism, [Henry Cabot
    Lodge, Alfred Thayer Mahan,] and Theodore Roosevelt,
    moved the United States into the position of a world power;               IPM
    {Social Studies Grade 11 Obj. 1}
    Underlying causes for American Imperialism and the long
    running effects of same.
(B) identify the reasons for U.S. involvement in World War I,
    including unrestricted submarine warfare; and {Social Studies
    Grade 11 Obj. 1}
    Underlying causes of European World War I                            I    PM
    Causes for American introduction into World War I: the
    Lusitania and the Zimmermann Note, British propaganda, anti-
    German sentiment
(C) analyze significant events such as the battle of Argonne Forest
    and the impact of significant individuals including John J.
    Pershing during World War I
    Events-Battle of the Somme, Battle of the Marne and Argonne          I    PM
    Forest, Russian Revolution Individuals – Sergant York, Eddie
    Rickenbaker, JJ Pershing, Kaiser Wilhelm, Yanks, Lenin,
    Woodrow Wilson
(D) analyze major issues raised by U.S. involvement in World War
    I, Wilson's Fourteen Points, and the Treaty of Versailles.
    {Social Studies Grade 11 Obj. 1}
    Isolation v. internationalism, self-determination of all peoples,
    US relations to communist Russia/USSR and changes in
    morality
                                                                         I    PM
    Issues-Mobilization for war, Home front- volunteer, League of
    Nations and it’s defeat in US, fear of entangling alliances,
    failure of Fourteen Points, cruel treatment of Germans in
    Treaty of Versailles
     Conferences and major treaties between the wars and the role
     isolationism played in US positions
(c.4) The student understands the effects of reform and third
     party movements on American society. The student is
     expected to:
(A) evaluate the impact of Progressive Era reforms including
     [initiative, referendum, recall, and] the passage of the 16th and
                                                                         IP   PM
     17th amendments. {Social Studies Grade 11 Obj. 4}
     16th –19th Amendments
(B) evaluate the impact of reform leaders such as Susan B.
     Anthony, W.E.B. DuBois, [and Robert LaFollette] on
                                                                         IP   PM
     American society. {Social Studies Grade 11 Obj. 3}
     Elizabeth Cady Stanton, Booker T. Washington, Jane Adams,
    Teddy Roosevelt, and Muckrakers-Upton Sinclair, Ida Tarbell,
    Ida B. Wells, Lincoln Steffens, Jacob Riis.
(C) evaluate the impact of third parties and their candidates such as
    Eugene Debs, H. Ross Perot, and George Wallace
    Impact – Third parties often focus on issues the main parties
    ignore; third party candidates can split the major party they are
    most similar to leading to the other major party's victory;         IP   P    P    PM
    election of 1912: Bull Moose Party
    Dixiecrats – Strom Thurmond (1948)
     Socialist Party, Progressive Party, and Populist Party, Ralph
     Nader
(c.5) The student understands significant individuals, events,
     and issues of the 1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as
     immigration, the Red Scare, Prohibition, and the changing role
     of women; and {Social Studies Grade 11 Obj. 1}
     Al Capone
            th                                                          IP   PM
     The 18 amendment, the Volstead Act,
     Red Scare – (Sacco and Vanzetti)
     The changing role of women (flappers)
     Causes/effects – Nativism
(B) analyze the impact of significant individuals such as Clarence
     Darrow, William Jennings Bryan, Henry Ford, and Charles A.
     Lindbergh. {Social Studies Grade 11 Obj. 1}                        IP   PM
     John Scopes, figures from popular culture such as Babe Ruth,
     Charlie Chapman
(c.6) The student understands the impact of significant national
     and international decisions and conflicts from World War
     II and the Cold War to the present on the United States.
     The student is expected to:
(A) identify reasons for U.S. involvement in World War II,
     including the growth of dictatorships and the attack on Pearl           IP   PM
     Harbor; {Social Studies Grade 11 Obj. 1}
(B) analyze major issues and events of World War II such as
     fighting the war on multiple fronts, the internment of Japanese-
     Americans, the Holocaust, the battle of Midway, the invasion
     of Normandy, and the development of and Harry Truman's
     decision to use the atomic bomb; {Social Studies Grade 11 Obj.
     1}                                                                      IP   PM
     Battle of the Bulge
     Rise of dictators, use of the atomic bomb, launching of Sputnik,
    Iwo Jima, Potsdam, Yalta, the Atlantic Charter, Kellogg-Briand
    Pact, Creation of the United Nations, missile treaties and their
    affect on foreign policy; connection to Cold War.
(C) explain the roles played by significant military leaders during          IP   PM
    World War II, including Omar Bradley, Dwight Eisenhower,
    Douglas MacArthur, George Marshall, and George Patton
    Rommel Including Chester Nimitz, Bernard Montgomery,
    Erwin and Yamamoto
(D) describe U.S. responses to Soviet aggression after World War
    II, including the Truman Doctrine, the Marshall Plan, the North
    Atlantic Treaty Organization, [and the Berlin airlift]; {Social
    Studies Grade 11 Obj. 1}
    Bay of Pigs, containment, the Cuban Missile Crisis, the                         IP   PM
    creation of the Joint Chiefs, NSA, Department of Defense/Sec.
    Of Defense
     Warsaw Pact, Iron Curtain, U2 incident
(E) analyze the conflicts in Korea and Vietnam and describe their
     domestic and international effects; and {Social Studies Grade
     11 Obj. 1}
                                                                                         IPM
     United Nations and Douglas MacArthur, domino theory,
     escalation, Vietnamization, anti-war protests, Tet Offensive,
     Ho Chi Mihn Trail
(F) describe the impact of the GI Bill, [the election of 1948,]
     McCarthyism, and Sputnik I. {Social Studies Grade 11 Obj. 1}
                                                                                    IPM IPM
     HUAC, Truman, Dewey, Thurmond, and the Dixiecrats,
     Senator Joe McCarthy
(G) analyze reasons for the Western victory in the Cold War and
     the challenges of changing relationships among nations
     Soviet economic difficulties, Gorbachev’s policies of glasnost
                                                                                    IP    P    PM
     and perestroika, breakup of the Soviet Union into separate
     states. Fall of the Berlin Wall
     Changing ethnic relationships
(H) identify the origins of major domestic and foreign policy issues
                                                                       IP   P   P   P     P    PM
     currently facing the United States
(c.7) The student understands the impact of the American civil
     rights movement. The student is expected to:
(A) trace the historical development of the civil rights movement in
     the 18th, 19th, and 20th centuries, including the 13th, 14th,
     15th amendments; and {Social Studies Grade 11 Obj. 4}
     18th Century – Growth of slavery in South and anti-slavery
     sentiments among
     groups like the Quakers;
     19th Century – Abolitionists, Civil War, Reconstruction,
                                                                       IP   P   P   P     P    PM
     KKK, and 13,14,15th Amendments, Booker T. Washington;
     Plessy Vs. Ferguson
     20th Century –Civil Rights Act of 1964 and Voting Rights Act
     of 1965
     20th Century –George Washington Carver, W.E.B. DuBois,
     Marcus Garvey, NAACP, new KKK, desegregation, Brown v.
     Board of Education, Jim Crow laws, Martin Luther King, Jr.
     and Montgomery bus boycott, Rosa Parks, SCLC, sit-ins, Civil
     Rights Acts of 50s and 60s, Voting Rights Act
(B) identify significant leaders of the civil rights movement,
     including Martin Luther King, Jr. {Social Studies Grade 11
     Obj. 3}
                                                                                        IPM
     Martin Luther King, Jr.; such as Thurgood Marshall, Malcolm
     X, Caesar Chavez, Betty Friedan and Jesse Jackson, Phillip
     Randolph, Stokely Carmichael
(C) evaluate government efforts, including the Civil Rights Act of
     1964 to achieve equality in the United States. {Social Studies                     IPM
     Grade 11 Obj. 4}
(D) identify changes in the United States that have resulted from
     the civil rights movement such as increased participation of                       IPM
     minorities in the political process
(c.8) The student uses geographic tools to collect, analyze, and
     interpret data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases
     representing various aspects of the United States
     Urbanization, Patterns of settlement, Immigration,
     Environmental Impacts                                             IP   P   P   P    P    PM
     World War II, The Cold War, Civil Rights, and Modern
     America
(B) [pose and] answer questions about geographic distributions and
     patterns shown on maps, graphs, charts, models, [and
     databases]. {Social Studies Grade 11 Obj. 2}
     Including :
     •Opening of the Great Plains
     •Transcontinental Railroad
     •Variety and quantity of natural resources on the Industrial      IP   P   P   P    P    PM
     Revolution
     •The building of the Panama Canal
     •Conservation of lands by Roosevelt
     •Dust Bowl;
     •Environmental issues and concerns
(c.9) The student understands the impact of geographic factors
     on major events. The student is expected to:
(A) analyze the effects of physical and human geographic factors
     on major events including the building of the Panama Canal.       IP   P   P   P    P    PM
     {Social Studies Grade 11 Obj. 2}
(B) identify and explain reasons for changes in political boundaries
     such as those resulting from statehood and international
     conflicts                                                         IP   P   P   P    P    PM
     Such as those resulting from statehood and international
     conflicts.
    Jay's Treaty
    Northwest Ordinance
    Anaconda Plan
    Spanish American War and the Treaty of Paris
    Iron Curtain
       th
    38 Parallel
       th
     17 Parallel
(c.10) The student understands the effects of migration and
     immigration on American society. The student is expected to:
(A) analyze the effects of changing demographic patterns resulting
     from migration within the United States; and {Social Studies
     Grade 11 Obj. 2}
     The First Great Migration,
     Patterns evolving from World Wars I and II,
     The Great Depression                                              IP   P    P   P   P   PM
     Growth of urban areas from industrialization;
     Movement of Blacks to Northern cities;
     Western migration;
     Growth of suburbs;
     Population movement to the Sun Belt
(B) analyze the effects of changing demographic patterns resulting
     from immigration to the United States. {Social Studies Grade      IP   P    P   P   P   PM
     11 Obj. 2}
(c.11) The student understands the relationship between
     population growth and modernization on the physical
     environment. The student is expected to:
(A) identify the effects of population growth [and distribution and
     predict future effects] on the physical environment. {Social
     Studies Grade 11 Obj. 2}
     Urbanization and pollution (analyze the effects of physical and
     human geographic patterns and processes on events in the past     IP   P    P   P   P   PM
     and describe their effects on present conditions Modern
     migration to the Sun Belt and the impact on water reserves
    The establishment and protection of the National Park System
    and efforts of private nonprofit organizations
(B) trace the development of the conservation of natural resources,
    including the establishment of the National Park System and
    efforts of private nonprofit organizations
    Including the establishment of the National Park System and
    efforts of private nonprofit organizations.                             IP   P   P   P   PM
    John Muir, Gifford Pinchot, and Yosemite
    George Catlin suggested national policy to preserve lands – 1st
    national park, Yellowstone, came from his efforts;
     Desert Land Act of 1877;
     Forest Reserve Act of 1891;
     Teddy Roosevelt’s Newlands Act of 1902 and conservation
     policies;
     Sierra Club – 1892 BEFORE EPA
(c.12) The student understands domestic and foreign issues
     related to U.S. economic growth from the 1870s to 1920. The
     student is expected to:
(A) analyze the relationship between private property rights and the
     settlement of the Great Plains
     Homestead Act Effect of barbed wire on the open range               IPM
    Dawes Act
(B) compare the purpose of the Interstate Commerce Commission
    with its performance over time
    ICC was government’s first large-scale attempt to regulate
    business in the interest of society at large. Effects - Spawned a
                                                                         IP    P    P   P   M
    series of regulatory commissions in the 1900s to whether they
    were good or bad trusts. Not very effective. 1914 changes made
    Act stronger; Effect - Act served notice that private greed must
    be subordinated to public good.
(C) describe the impact of the Sherman Antitrust Act on businesses
    1890 Act forbade combinations of businesses in restraint of          IP    P    P   P   PM
    trade
(D) analyze the effects of economic policies including the Open
    Door Policy and Dollar Diplomacy on U.S. diplomacy
    Open Door Policy – Sect'y of State John Hay's economic policy
    in China giving the imperial powers equal trading rights in the
    country 1899-1900; Boxers rebelled, U.S. forces suppressed the
    uprising.                                                            IP    P    P   P   PM
    Dollar Diplomacy - Taft encouraged investment by U.S.
    banks/businesses in Latin America & Far East. He promised
    military protection to those who invested abroad. WWI
    reoriented the priorities of the emerging world power and U.S.
    foreign policy makers returned to a goal of isolationism.
(E) describe the economic effects of international military conflicts,
    including the Spanish-American War and World War I, on the
    United States
    Including the Spanish-American War and World War I, on the
    United States.
                                                                               IP   P   P   M
    GI Bill, Taft-Hartley Act –weakened labor groups;
    Employment Act of 1946; Federal Housing Authority; NAFTA
    Spanish- American War and World War I, on the United States.
    ˜˜Wars fueled the economy, and in the case of Spanish
    American War, led to America becoming an imperial power.
    WW I led to great levels of industrialization in the US.
     increased exports, increased agricultural production
(c.13) The student understands significant economic
     developments between World War I and World War II. The
     student is expected to:
(A) analyze causes of economic growth and prosperity in the
     1920s; {Social Studies Grade 11 Obj. 3}
     Causes – WW I, tax policies favoring capital investment, new
     inventions powered by cheap energy, buying on credit, and
     assembly line production
    U.S. banks/businesses in Latin America & Far East.               IP   PM
    Military protection promised to those who invested abroad.
    WWI reoriented the priorities of the emerging world power and
    U.S. foreign policy makers returned to a goal of isolationism.
    Automobile industry, mass production of consumer goods,
    advertising, and installment plans
(B) analyze the causes of the Great Depression, including the
    decline in worldwide trade, the stock market crash, and bank
    failures; {Social Studies Grade 11 Obj. 3}
    Margin buying, over-speculation, income gap, and the
    stagnation of “real” wages                                       IP   PM
    Including the decline in worldwide trade, the stock market
    crash, and bank failures;
    Hawley-Smoot Tariff plunging US into economic isolation, and
    overproduction by farms and factories
(C) analyze the effects of the Great Depression on the U.S.
    economy and government; and {Social Studies Grade 11 Obj.
    3}
    The expanded role and power of the federal government            IP   PM
    Effects – Unemployment, hunger, business and bank failures,
    Republicans voted out of House and Senate, unpopularity of
    Hoover, shift of Black voter to Democratic Party
(D) evaluate the effectiveness of New Deal measures in ending the
    Great Depression
    Effectiveness limited, but democracy in US was preserved
    when it was lost elsewhere in the world. Brought in big
    government era.                                                  IP   PM
    Expanded role of the federal government - the U.S. gov’t.
    became the largest single employer in the country. State
    governments lost power
(E) analyze how various New Deal agencies and programs such as
    the Federal Deposit Insurance Corporation, [the Securities and   IP   PM
    Exchange Commission,] and Social Security continue to affect
    the lives of U.S. citizens. {Social Studies Grade 11 Obj. 3}
    Federal Deposit Insurance Corporation, the Securities and
    Exchange Commission, and Social Security, TVA, NLRB
     Expectation that government should step in during economic
     crises or when the people are suffering.
(c.14) The student understands the economic effects of World
     War II, the Cold War, and increased worldwide
     competition on contemporary society. The student is
     expected to:
(A) describe the economic effects of World War II on the home
     front, including rationing, female employment, and the end of
     the Great Depression; and {Social Studies Grade 11 Obj. 3}
     Including rationing, female employment, and the end of the
     Great Depression; halting production of non-essential items                     IP   PM
     such as cars and shifting of Black workers to West and North.
     WW II brought economic prosperity and affluence to US but
     greatly increased the national debt. cities; Western migration;
     Growth of suburbs; Population movement to the Sun Belt
(B) identify the causes and effects of prosperity in the 1950s
     Increased military spending and the growth of the suburbs
     impact on middle class teens and suburban youth, increased
     spending during peacetime, more women working out of the
     home, increase in international trade
     ˜Causes - WW II, Korean War, cheap energy, high productivity                         IPM
     from workers, more educated work force, huge levels of farm
     production, G.I. Bill, increased capital spending, highway
     construction
     ~Effects – Population shift to Sunbelt, growth of suburbs
     (white flight), baby boom
(C) describe the impact of the Cold War on the business cycle and
     defense spending
     Industrial complex and weapons of mass destruction
    Cold War fueled businesses, especially high tech industries and                  IP    P    PM
    research and development (Rand Corp.) and steadily increased
    gov’t. defense spending. Cold War led to creation of a huge
    national security apparatus (Military Industrial Complex)
    NASA, Space Race
(D) identify actions of government and the private sector to expand
    economic opportunities to all citizens
    GI Bill, Taft-Hartley Act –weakened labor groups;                       IP   P   P     P    PM
    Employment Act of 1946; Federal Housing Authority; NAFTA
    Head Start and Upward Bound Great Society
(E) describe the dynamic relationship between U.S. international
    trade policies and the U.S. free enterprise system. {Social        IP   P    P   P     P    PM
    Studies Grade 11 Obj. 3}
     Marshall Plan
     Berlin Airlift
     OPEC
     Glasnost
     Desert Storm
     NAFTA
(c.15) The student understands changes in the role of
     government over time. The student is expected to:
(A) evaluate the impact of New Deal legislation on the historical
     roles of state and federal governments
     AAA
     Court Packing
     FDIC
     SEC                                                               IP   P   P   PM
     Social Security
     Subsidies
     TVA
     CCC
     WPA
(B) explain the impact of significant international events such as
     World War I and World War II on changes in the role of the
     federal government
     Financing the war and debate on membership in League of
     Nations, (Neutrality Acts and the end of isolationism
     Schenck vs. United States                                         IP   P   P   PM
     Korematsu vs. United States
     Lend Lease Program
     Gulf of Tonkin
     War Powers Act
(C) evaluate the effects of political incidents such as Teapot Dome
     and Watergate on the views of U.S. citizens concerning the role
     of the federal government
     Such as Teapot Dome and Watergate on the views of U.S.
     citizens concerning the role of the federal government;
    Little Rock High School integration and Eisenhower's use of        IP   P   P   PM
    federal troops
    Kent State
    Branch Davidians
    Impeachment, Andrew Johnson, Nixon, Clinton, Watergate
(D) predict the effects of selected contemporary legislation on the
                                                                                    IPM
    roles of state and federal governments
     Patriot Act
     No Child Left Behind
     Gay Marriage
     American's with Disabilities Act
(c.16) The student understands the changing relationships
     among the three branches of the federal government. The
     student is expected to:
(A) evaluate the impact of events, including the Gulf of Tonkin
     Resolution and the War Powers Act, on the relationship
     between the legislative and executive branches of government
     Nixon vs. United States- executive privilege                               IP   P   PM
     including the Gulf of Tonkin Resolution and the War Powers
     Act
     Elections of 1800, 1876, 2000
(B) evaluate the impact of events, including Franklin Roosevelt's
     attempt to increase the number of U.S. Supreme Court justices,
     on the relationships among the legislative, executive, and
     judicial branches of government
     Franklin Roosevelt's attempt to increase the number of U.S.
     Supreme Court justices,                                              IPM
    Impact –each branch of government became more aware of the
    fragile yet important nature of the checks and balances ideal;
    Include recent examples of checks and balances at work, e.g.,
    confirmation by Congress of executive office dept. chiefs
     Judicial Reorganization Bill, “Court packing plan”
(c.17) The student understands the impact of constitutional
     issues on American society in the 20th century. The student
     is expected to:
(A) analyze the effects of 20th-century landmark U.S. Supreme
     Court decisions such as Brown v. Board of Education, [Regents
     of the University of California v. Bakke, and Reynolds v.
     Sims]. {Social Studies Grade 11 Obj. 4}
    Baker vs. Carr
    Roe v. Wade and Miranda v. Arizona
    Right to vote, participation in various levels of politics, recall,         IP   P   PM
    referendum, etc. Brown v. Board of Education, Regents of the
    University of California v. Bakke, and Reynolds v. Sims, Roe v.
    Wade and Gideon v. Wainwright, Brown V. Board, U.S. v. Nixon;

    Effects – Courts took far-reaching actions that allowed them more
    power that at any other time in history. (Court assumed role of
    legislators for reform.)
(B) analyze reasons for the adoption of 20th-century constitutional
                                                                          IP    P    P   PM
    amendments
(c.18) The student understands efforts to expand the democratic
     process. The student is expected to:
(A) identify and analyze methods of expanding the right to
     participate in the democratic process, including lobbying,
     protesting, court decisions, and amendments to the U.S.
     Constitution                                                          IP   P    P    P   M
     Including: Tinker vs. Des Moines School District
    Sit-ins, SCLC, SNCC
    Civil disobedience
(B) evaluate various means of achieving equality of political
    rights, including the 19th, 24th, and 26th amendments. {Social
                                                                                IP   P    P   PM
    Studies Grade 11 Obj. 4}
    Protest marches and rallies
(C) explain how participation in the democratic process reflects our
    national identity
    Include right to vote, participation in various levels of politics,
    recall, referendum
                                                                      IP   P    P    P    P   PM
     Comparison of the elections of:1932, 1960, 1980, 1992, 2000
     and such as the apathy of the baby boomer generation and how
     the emergence of suburban and Beat culture and the 60’s Social
     Revolution affected civic participation and national identity.
(c.19) The student understands the importance of effective
     leadership in a democratic society. The student is expected
     to:
(A) describe qualities of effective leadership
                                                                      IP   P    P    P    P   PM
     Include honesty, fairness, a sense of justice, responsibility,
(B) evaluate the contributions of significant political and social
     leaders in the United States such as Andrew Carnegie, Shirley
                                                                      IP   P    P    P    P   PM
     Chisholm, and Franklin D. Roosevelt
     Plus presidents and politicians of note and social reformers
(C) identify the contributions of Texans who have been President
     of the United States
                                                                                     IP   P   PM
     D. Eisenhower, Lyndon B. Johnson, George H.W. Bush,
     George W. Bush
(c.20) The student understands the relationship between the arts
     and the times during which they were created. The student is
     expected to:
(A) describe how the characteristics and issues of various eras in
     U.S. history have been reflected in works of art, music, and
     literature such as the paintings of Georgia O'Keeffe, rock and
     roll, and John Steinbeck's The Grapes of Wrath
                                                                      IP   P    P    P    P   PM
     ˜Plus F. Scott Fitzgerald, Ernest Hemingway, Wm. Faulkner,
     Robert Frost, Langston Hughes, and Arthur Miller, musicians
     like Louis Armstrong, rock musicians (esp. 50s and 60s), artists
     like Warhol, and been reflected in works of art, music, and
    literature
    Photography: Matthew Brady, Dorothea Lange
    Architecture: Frank Lloyd Wright
    Cartoons: Thomas Nast
(B) describe the impact of significant examples of cultural
    movements in art, music, and literature on American society,
    including the Harlem Renaissance
    Langston Hughes, Jazz Age, Louis Armstrong, and Duke                 IP   P   P   P   P   PM
    Ellington , rock music, protest movements of the 60s, modern
    and pop art, disco, punk, rap, voices of minorities in literature,
    Bessie Smith
(C) identify examples of American art, music, and literature that
    transcend American culture and convey universal themes
    F. Scott Fitzgerald, Ernest Hemingway, and William Faulkner,
    Ashcan School, Jazz                                                  IP   P   P   P   P   PM
    Include examples of struggles for identity, freedom, and
    equality in art, music, and literature architects like Frank Lloyd
    Wright and Phillip Johnson
(D) analyze the relationship between culture and the economy and
    identify examples such as the impact of the entertainment
    industry on the U.S. economy
    Talking movies, sports, and advertising                              IP   P   P   P   P   PM
     The influence of TV., pop culture and consumption, Internet
     advertising and target marketing and consumer demographics
(E) identify the impact of popular American culture on the rest of
     the world.
     World-wide transmission of US culture – music, clothes, foods,      IP   P   P   P   P   PM
     art, etc. Positive and negative aspects of this transmission
     “Kitchen Debates” Nixon and Kruchev
(c.21) The student understands how people from various
     groups, including racial, ethnic, and religious groups, adapt
     to life in the United States and contribute to our national
     identity. The student is expected to:
(A) explain actions taken by people from racial, ethnic, and
     religious groups to expand economic opportunities and political
     rights in American society; and {Social Studies Grade 11 Obj.
     3}                                                                  IP   P   P   P   P   PM
     Nation of Islam, NAACP, SCLC, SNCC, the Black Panthers,
     League of United Latin American Citizens, American Indian
     Movement, NAWSA, NO, United Farm Workers
(B) explain efforts of the Americanization movement to assimilate
                                                                         IP   P   P   P   P   PM
     immigrants into American culture
(C) analyze how the contributions of people of various racial,
                                                                         IP   P   P   P   P   PM
     ethnic, and religious groups have helped to shape the national
    identity
(D) identify the political, social, and economic contributions of
    women to American society. {Social Studies Grade 11 Obj. 3}
    Elizabeth Cady Stanton, Susan B. Anthony, Carrie Chapman
    Catt, Mary Harris Jones, Jane Addams, Eleanor Roosevelt,
    Rosie the Riveter, Betty Friedan, Gloria Steinem, Barbara           IP   P   P   P   P   PM
    Jordan, Sandra Day O'Connor and Ruth Bader Ginsburg, role
    of NOW, Geraldine Ferraro, Hillary Rodham Clinton
    Extension of suffrage and participation in politics, concern
     Ida B Wells
(c.22) The student understands the impact of science and
     technology on the economic development of the United
     States. The student is expected to:
(A) explain the effects of scientific discoveries and technological
     innovations such as electric power, the telegraph and telephone,
     petroleum-based products, medical vaccinations, and
     computers on the development of the United States; and {Social
     Studies Grade 11 Obj. 3}
     Such as electric power, the telegraph and telephone, petroleum-
     based products, medical vaccinations, and computers on the
     development of the United States;
                                                                        IP   P   P   P   P   PM
    Thomas Edison, Alexander Graham Bell, electric power, the
    telegraph and telephone, petroleum-based product
     Impacts such as assembly line, automation, and
     computerization on productivity and number of employed,
     labor organizations attempts to protect and advance workers,
     movement into the services sector of the economy, the “chip”
     as it has transformed production, the internet and companies
     spawned from that
(B) explain how scientific discoveries and technological
     innovations such as those in agriculture, the military, and
     medicine resulted from specific needs
     McCormick Reaper, steel plow, gas mask, tanks, airplanes,      IP       P   P   P   P   PM
     polio vaccine, need to increase agricultural output to feed
     population, Sputnik for space program and education, Cold
     War for military weapons
(C) analyze the impact of technological innovations on the nature
     of work, the American labor movement, and businesses.
     {Social Studies Grade 11 Obj. 3}                               IP       P   P   P   P   PM
     Impacts such as assembly line, automation, and
     computerization on productivity
(c.23) The student understands the influence of scientific
     discoveries and technological innovations on daily life in the
     United States. The student is expected to:
(A) analyze how scientific discoveries and technological
    innovations, including those in transportation and
    communication, have changed the standard of living in the
    United States. {Social Studies Grade 11 Obj. 3}
    Including those in transportation and communication                  IP   P   P   P    P   PM
    Automobile, electricity, telephone, computers
    Light bulb
    Suspension bridges and street cars
    Television, the interstate highway system, and the H-bomb
(B) explain how technological innovations in areas such as space
    exploration have led to other innovations that affect daily life
    and the standard of living
    Space exploration, GPS, cellular phones, and plastics
     Satellites, transportation innovations, etc. Velcro developed for                IP   P   PM
     space travel has become an every day item.
     Telecommunications developed for the military have led to the
     widespread use of cell phones and micro-technology. The
     internet was developed for military use and has now spread
     worldwide.
(c.24) The student applies critical-thinking skills to organize and
     use information acquired from a variety of sources
     including electronic technology. The student is expected to:
(A) [locate and] use primary and secondary sources [such as
     computer software, databases, media and news services,
     biographies, interviews, and artifacts] to acquire information      IP   P   P   P    P   PM
     about the United States (correlates with 8.30A and WH25B);
     {Social Studies Grade 11 Obj. 5}
(B) analyze information by sequencing, categorizing, identifying
     cause-and-effect relationships, comparing, contrasting, finding
     the main idea, summarizing, making generalizations [and
                                                                         IP   P   P   P    P   PM
     predictions], and drawing inferences and conclusions
     (correlates with 8.30B and WH25C); {Social Studies Grade 11
     Obj. 5}
(C) explain and apply different methods that historians use to
     interpret the past, including the use of primary and secondary
     sources, points of view, frames of reference, and historical        IP   P   P   P    P   PM
     context (correlates with 8.30D and WH25D); and {Social
     Studies Grade 11 Obj. 5}
(D) use the process of historical inquiry to research, interpret, and
                                                                         IP   P   P   P    P   PM
     use multiple sources of evidence
(E) evaluate the validity of a source based on language,
     corroboration with other sources, and information about the         IP   P   P   P    P   PM
     author
(F) identify bias in written, [oral,] and visual material (correlates
                                                                         IP   P   P   P    P   PM
     with 8.30F and WH25G). {Social Studies Grade 11 Obj. 5}
(G) support a point of view on a social studies issue or event            IP   P   P   P   P   PM
(H) use appropriate mathematical skills to interpret social studies
                                                                          IP   P   P   P   P   PM
     information such as maps and graphs
(c.25) The student communicates in written, oral, and visual
     forms. The student is expected to:
(A) use social studies terminology correctly                              IP   P   P   P   P   PM
(B) use standard grammar, spelling, sentence structure, and
                                                                          IP   P   P   P   P   PM
     punctuation
(C) transfer information from one medium to another, including
     written to visual and statistical to written or visual, using        IP   P   P   P   P   PM
     computer software as appropriate
(D) create written, oral, and visual presentations of social studies
                                                                          IP   P   P   P   P   PM
     information
(c.26) The student uses problem-solving and decision-making
     skills, working independently and with others, in a variety
     of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather
     information, list and consider options, consider advantages and
                                                                          IP   P   P   P   P   PM
     disadvantages, choose and implement a solution, and evaluate
     the effectiveness of the solution
(B) use a decision-making process to identify a situation that
     requires a decision, gather information, identify options, predict   IP   P   P   P   P   PM
     consequences, and take action to implement a decision

				
DOCUMENT INFO
Description: 1992 Bill Clinton and Banks Lend to Minorities document sample