History. The student understands how conflict
between the American colonies and Great Britain led to American independence.
The student is expected to:
(1) Citizenship. The student understands the fundamental
rights of American citizens guaranteed in the Bill of Rights and other amendme...
History. The student understands how conflict
between the American colonies and Great Britain led to American independence.
The student is expected to:
(1) Citizenship. The student understands the fundamental
rights of American citizens guaranteed in the Bill of Rights and other amendments
to the U.S. Constitution. The student is expected to:
(2) describe
the fundamental rights guaranteed by each amendment in the Bill of Rights, including
freedom of religion, speech, and press; the right to assemble and petition the
government; the right to keep and bear arms; the right to trial by jury; and
the right to an attorney; and
(A) describe various
amendments to the U.S. Constitution such as those that extended voting rights
of U.S. citizens.
(B) Culture. The student understands the relationship
between the arts and the times during which they were created. The student is
expected to:
(3) identify significant examples of art, music,
and literature from various periods in U.S. history such as the painting American
Progress, "Yankee Doodle," and "Paul Revere's Ride";
and
(A) explain how examples of art, music, and
literature reflect the times during which they were created.
(B) Culture. The student understands the contributions
of people of various racial, ethnic, and religious groups to the United States.
The student is expected to:
(4) identify the similarities and differences
within and among various
racial, ethnic, and religious groups in the United States;
(A) describe customs
and traditions of various
racial, ethnic, and religious groups in the United States; and
(B) summarize the contributions of people of
various
racial, ethnic, and religious groups to our national identity.
(C) Science,
technology, and society. The student understands the impact of science and technology
on society in the United States. The student is expected to:
(5) identify the
accomplishments of notable individuals in the fields of science and technology,
including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander
Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong;
(A) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have
advanced the economic development of the United States, including the transcontinental railroad and the space program;
(B) explain how scientific discoveries and technological
innovations in the fields of medicine, communication, and transportation have
benefited individuals and society in the United States; and
(C) predict how future scientific discoveries
and technological innovations could affect society in the United States.
(D) Social studies skills. The student applies
critical-thinking skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student is expected to:
(6) differentiate between, locate, and use valid
primary and secondary sources such as computer software; interviews; biographies;
oral, print, and visual material; documents;
and artifacts to acquire information about the United States;
(A) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;
(B) organize and interpret information in outlines,
reports, databases, and visuals, including graphs, charts, timelines, and maps;
(C) identify different points of view about
an issue, topic, or current event; and
(D) identify the historical context of an event.
(E) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(7) use social studies terminology correctly;
(A) incorporate main and supporting ideas in
verbal and written communication;
(B) express ideas orally based on research and
experiences;
(C) create written and visual material such
as journal entries, reports, graphic organizers, outlines, and bibliographies;
and
(D) use standard grammar, spelling, sentence
structure, and punctuation.
(E) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others, in a variety
of settings. The student is expected to:
(8) use a problem-solving process to identify
a problem, gather information, list and consider options, consider advantages
and disadvantages, choose and implement a solution, and evaluate the effectiveness
of the solution; and
(A) use a decision-making process to identify
a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
(B) identify
and analyze the causes and effects of events
prior to and during the American Revolution, including the French and Indian
War and the Boston Tea Party;
(C) identify the Founding Fathers and Patriot
heroes, including John Adams, Samuel Adams,
Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George
Washington, and their motivations and contributions during the revolutionary
period; and
(D) summarize the results of the American Revolution,
including the establishment of the United States and the development of the
U.S. military.
