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History
Standards for
Grades 5-12
United States
Era 4
Expansion
and Reform (1801-1861)
Standard 1
United States territorial expansion between 1801 and 1861, and how it
affected relations with external powers and Native Americans
Standard 2
How the industrial revolution, increasing immigration, the rapid
expansion of slavery, and the westward movement changed the lives of
Americans and led toward regional tensions
Standard 3
The extension, restriction, and reorganization of political democracy
after 1800
Standard 4
The
sources and character of cultural, religious, and social reform movements
in the antebellum period
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Overview
The new American
republic prior to the Civil War experienced dramatic territorial
expansion, immigration, economic growth, and industrialization. The
increasing complexity of American society, the growth of regionalism, and
the cross-currents of change that are often bewildering require the
development of several major themes to enable students to sort their way
through the six decades that brought the United States to the eve of
the Civil War.
One theme is the vast
territorial expansion between 1800 and 1861, as restless Americans pushed
westward across the Appalachians, then across the Mississippi,
and finally on to the Pacific Ocean.
Students should study how Americans, animated by land hunger, the
ideology of "Manifest Destiny," and the optimism that anything
was possible with imagination, hard work, and the maximum freedom of the
individual, flocked to the western frontier. While studying how the
frontier experience indelibly stamped the American character, students
should explore its ambivalent aspects: the removal of many Indian nations
in the Southeast and old Northwest, acquisition of a large part of Mexico
through the Mexican-American War, and abrasive encounters with Native
Americans, Mexicans, Chinese immigrants, and others in the West.
A second theme
confronts the economic development of the expanding American republic--a
complex and fascinating process that on the one hand created the sinews
of national identity but on the other hand fueled growing regional
tensions. In the North, the first stage of industrialization brings
students face to face with the role of technology in historical change
and how economic development has had profound environmental effects. In
studying the rise of immigrant-filled cities, the "transportation
revolution" involving railroads, canals, and trans-regional roads,
the creation of a national market system, and the proliferation of family
farming in newly opened territories, students will appreciate how
Tocqueville might have reached the conclusion that the Americans seemed
at one time "animated by the most selfish cupidity; at another by
the most lively patriotism." In studying the expanding South,
students must understand the enormous growth of slavery as an exploitive
and morally corrupt economic and social system; but they should also
comprehend how millions of African Americans struggled to shape their own
lives as much as possible through family, religion, and resistance to
slavery.
A third theme
interwoven with the two themes above, can be
organized around the extension, restriction, and reorganization of
political democracy after 1800. The rise of the second party system and
modern interest-group politics mark the advent of modern politics in the United States.
However, students will see that the evolution of political democracy was
not a smooth, one-way street as free African Americans were
disenfranchised in much of the North and woman's suffrage was blocked
even while white male suffrage spread throughout the states and into the
newly developed territories.
Connected to all of
the above is the theme of reform, for the rapid transformation and
expansion of the American economy brought forth one of the greatest
bursts of reformism in American history. Emerson captured the vibrancy of
this era in asking, "What is man born for but to be a
reformer?" Students will find that the attempts to complete
unfinished agendas of the revolutionary period and to fashion new reforms
necessitated by the rise of factory labor and rapid urbanization partook
of the era's democratic spirit and religious faith and yet also reflected
the compulsion of well-positioned Americans to restore order to a
turbulent society.
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STANDARD 1
United States territorial expansion between 1801 and 1861, and how it affected relations with external powers
and Native Americans.
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Standard 1A
The student understands the international background and
consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
Napoleon's reasons for selling Louisiana
to the United States.
[Draw upon the data in historical
maps]
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7-12
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Compare
the arguments advanced by Democratic Republicans and Federalists
regarding the acquisition of Louisiana.
[Compare and contrast differing
sets of ideas]
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9-12
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Analyze
how the Louisiana Purchase influenced
politics, economic development, and the concept of Manifest Destiny. [Evaluate the implementation of a
decision]
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9-12
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Assess
how the Louisiana Purchase affected relations with Native Americans and
the lives of various inhabitants of the Louisiana Territory.
[Explain historical continuity and
change]
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5-12
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Explain
President Madison's reasons for declaring war in 1812 and analyze the
sectional divisions over the war. [Compare
and contrast differing sets of ideas]
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5-12
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Assess
why many Native Americans supported the British in the War of 1812 and
the consequences of this policy. [Consider
multiple perspectives]
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5-12
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Identify
the origins and provisions of the Monroe Doctrine and how it influenced
hemispheric relations. [Reconstruct
patterns of historical succession and duration]
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Standard 1B
The student understands federal
and state Indian policy and the strategies for survival forged by Native
Americans.
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Grade Level
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Therefore, the student is able
to
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7-12
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Compare
the policies toward Native Americans pursued by presidential
administrations through the Jacksonian era. [Compare and contrast differing sets
of ideas]
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9-12
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Compare
federal and state Indian policy and explain Whig opposition to the
removal of Native Americans. [Consider
multiple perspectives]
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5-12
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Analyze
the impact of removal and resettlement on the Cherokee, Creek, Chickasaw,
Choctaw, and Seminole. [Appreciate
historical perspectives]
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5-12
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Investigate
the impact of trans-Mississippi expansion on Native Americans. [Analyze cause-and-effect
relationships]
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7-12
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Explain
and evaluate the various strategies of Native Americans such as
accommodation, revitalization, and resistance. [Compare and contrast differing sets of ideas]
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Standard 1C
The student understands the
ideology of Manifest Destiny, the nation's expansion to the Northwest, and
the Mexican-American War.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
the economic, political, racial, and religious roots of Manifest Destiny
and analyze how the concept influenced the westward expansion of the
nation. [Examine the influence of
ideas]
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7-12
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Explain
the diplomatic and political developments that led to the resolution of
conflicts with Britain
and Russia
in the period 1815-1850. [Formulate
a position or course of action on an issue]
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9-12
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Analyze
United States trading
interests in the Far East and explain
how they influenced continental expansion to the Pacific. [Analyze cause-and-effect
relationships]
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5-12
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Compare
and explain the peaceful resolution of the Oregon
dispute with Great Britain
and the declaration of war with Mexico. [Challenge arguments of historical inevitability]
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5-12
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Explain
the causes of the Texas War for Independence
and the Mexican-American War and evaluate the provisions and consequences
of the Treaty of Guadalupe Hidalgo. [Analyze
multiple causation]
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9-12
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Analyze
different perspectives on the Mexican-American War. [Consider multiple perspectives]
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STANDARD 2
How the industrial revolution, increasing immigration, the
rapid expansion of slavery, and the westward movement changed the lives of
Americans and led toward regional tensions.
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Standard 2A
The student understands how the factory system and the
transportation and market revolutions shaped regional patterns of economic
development.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
how the major technological developments that revolutionized land and
water transportation arose and analyze how they transformed the economy,
created international markets, and affected the environment. [Analyze cause-and-effect
relationships]
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7-12
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Evaluate
national and state policies regarding a protective tariff, a national
bank, and federally funded internal improvements. [Examine the influence of ideas]
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9-12
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Explain
how economic policies related to expansion, including northern dominance
of locomotive transportation, served different regional interests and
contributed to growing political and sectional differences. [Compare and contrast differing sets
of ideas]
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9-12
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Compare
how patterns of economic growth and recession affected territorial
expansion and community life in the North, South, and West. [Analyze cause-and-effect
relationships]
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5-12
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Analyze
how the factory system affected gender roles and changed the lives of
men, women, and children. [Analyze
cause-and-effect relationships]
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7-12
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Evaluate
the factory system from the perspectives of owners and workers and assess
its impact on the rise of the labor movement in the antebellum period. [Consider multiple perspectives]
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Standard 2B
The student understands the first era of American
urbanization.
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Grade Level
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Therefore, the student is able
to
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5-12
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Identify
and explain the factors that caused rapid urbanization and compare the
new industrialized centers with the old commercial cities. [Explain historical continuity and
change]
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7-12
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Analyze
how rapid urbanization, immigration, and industrialization affected the
social fabric of early 19th-century cities. [Analyze cause-and-effect relationships]
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7-12
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Explain
the growth of free African American communities in the cities and account
for the rise of racial hostility. [Examine
the influence of ideas]
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5-12
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Compare
popular and high culture in the growing cities. [Compare and contrast differing sets of ideas]
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Standard 2C
The student understands how
antebellum immigration changed American society.
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Grade Level
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Therefore, the student is able
to
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5-12
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Analyze
the push-pull factors which led to increased immigration, for the first
time from China but
especially from Ireland
and Germany.
[Analyze cause-and-effect
relationships]
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7-12
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Assess
the connection between industrialization and immigration. [Analyze cause-and-effect relationships]
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7-12
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Explain
how immigration intensified ethnic and cultural conflict and complicated
the forging of a national identity. [Interrogate
historical data]
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5-12
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Assess
the ways immigrants adapted to life in the United States and to the
hostility sometimes directed at them by the nativist
movement and the Know Nothing party. [Assess the importance of the individual in history]
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Standard 2D
The student understands the
rapid growth of "the peculiar institution" after 1800 and the
varied experiences of African Americans under slavery.
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Grade Level
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Therefore, the student is able
to
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7-12
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Analyze
the impact of the Haitian Revolution and the ending of the Atlantic slave
trade. [Analyze cause-and-effect
relationships]
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5-12
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Explain
how the cotton gin and the opening of new lands in the South and West led
to the increased demand for slaves. [Analyze
cause-and-effect relationships]
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9-12
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Analyze
the argument that the institution of slavery retarded the emergence of
capitalist institutions and values in the South. [Evaluate major debates among historians]
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5-12
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Describe
the plantation system and the roles of their owners, their families,
hired white workers, and enslaved African Americans. [Consider multiple perspectives]
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5-12
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Identify
the various ways in which African Americans resisted the conditions of
their enslavement and analyze the consequences of violent uprisings. [Analyze cause-and-effect
relationships]
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7-12
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Evaluate
how enslaved African Americans used religion and family to create a
viable culture and ameliorate the effects of slavery. [Obtain historical data]
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Standard 2E
The student understands the
settlement of the West.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explore
the lure of the West and the reality of life on the frontier. [Examine the influence of ideas]
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5-12
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Contrast
the causes and character of the rapid settlement of California
and Oregon
in the late 1840s and 1850s. [Compare
and contrast different patterns of settlement]
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5-12
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Examine
the origins and political organization of the Mormons, explaining the
motives for their trek west and evaluating their contributions to the
settlement of the West. [Appreciate
historical perspectives]
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7-12
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Analyze
cultural interactions among diverse groups in the trans-Mississippi
region. [Consider multiple
perspectives]
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9-12
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Assess
the degree to which political democracy was a characteristic of the West
and evaluate the factors influencing political and social conditions on
the frontier. [Differentiate
between historical facts and historical interpretations]
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STANDARD 3
The extension, restriction, and reorganization of political
democracy after 1800.
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Standard 3A
The student understands the changing character of
American political life in "the age of the common man."
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Grade Level
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Therefore, the student is able
to
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7-12
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Relate
the increasing popular participation in state and national politics to
the evolving democratic ideal that adult white males were entitled to
political participation. [Identify
relevant historical antecedents]
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5-12
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Explain
the contradictions between the movement for universal white male suffrage
and the disenfranchisement of free African Americans as well as women in New Jersey. [Evaluate the implementation of a
decision]
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5-12
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Analyze
the influence of the West on the heightened emphasis on equality in the
political process. [Analyze
cause-and-effect relationships]
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9-12
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Explain
the combination of sectional, cultural, economic, and political factors
that contributed to the formation of the Democratic, Whig, and
"Know-Nothing" parties. [Analyze
multiple causation]
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9-12
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Evaluate
the importance of state and local issues, the rise of interest-group
politics, and the style of campaigning in increasing voter participation.
[Compare and contrast differing
sets of ideas]
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5-12
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Explain
why the election of Andrew Jackson was considered a victory for the
"common man." [Assess
the importance of the individual in history]
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7-12
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Analyze
how Jackson's
veto of the U.S. Bank recharter and his actions
in the nullification crisis contributed to the rise of the Whig party. [Analyze cause-and-effect
relationships]
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Standard 3B
The student understands how the debates over slavery
influenced politics and sectionalism.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
the Missouri Compromise and evaluate its political consequences. [Identify issues and problems in the
past]
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7-12
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Explain
how tariff policy and issues of states' rights influenced party
development and promoted sectional differences. [Analyze cause-and-effect relationships]
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7-12
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Analyze
how the debates over slavery--from agitation over the "gag
rule" of the late 1830s through the war with Mexico--strained national
cohesiveness and fostered rising sectionalism. [Compare and contrast differing sets of ideas]
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STANDARD 4
The sources and character of cultural, religious, and social
reform movements in the antebellum period.
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Standard 4A
The student understands the abolitionist movement.
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Grade Level
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Therefore, the student is able
to
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7-12
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Analyze
changing ideas about race and assess the reception of proslavery and
antislavery ideologies in the North and South. [Examine the influence of ideas]
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5-12
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Explain
the fundamental beliefs of abolitionism and compare the antislavery
positions of the "immediatists" and
"gradualists" within the movement. [Consider multiple perspectives]
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9-12
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Compare
the positions of African American and white abolitionists on the issue of
the African American's place in society. [Compare and contrast differing sets of ideas]
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Standard 4B
The student understands how Americans strived to reform
society and create a distinct culture.
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Grade Level
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Therefore, the student is able
to
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5-12
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Explain
the importance of the Second Great Awakening and the ideas of its
principal leaders. [Examine the
influence of ideas]
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7-12
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Assess
how the Second Great Awakening impinged on antebellum issues such as
public education, temperance, women's suffrage, abolition, and
commercialization. [Analyze
cause-and-effect relationships]
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7-12
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Define
Transcendentalism, account for the rise of the first American
renaissance, and analyze ideas concerning the individual, society, and
nature expressed in the literary works of major Transcendentalists. [Examine the influence of ideas]
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5-12
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Examine
how literary and artistic movements fostered a distinct American identity
among different groups and in different regions. [Draw upon literary and artistic sources]
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9-12
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Identify
the major utopian experiments and analyze the reasons for their
formation. [Consider multiple
perspectives]
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Standard 4C
The student understands changing gender roles and the
ideas and activities of women reformers.
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Grade Level
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Therefore, the student is able
to
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9-12
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Compare
the North, South, and West in terms of men's and women's occupations,
legal rights, and social status. [Interrogate
historical data]
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5-12
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Analyze
the activities of women of different racial and social groups in the
reform movements for education, abolition, temperance, and women's
suffrage. [Examine the importance
of the individual]
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7-12
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Analyze
the goals of the 1848 Seneca Falls
"Declaration of Sentiments" and evaluate its impact. [Reconstruct the literal meaning of a
historical passage]
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9-12
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Compare
and contrast the antebellum women's movement for equality and
20th-century feminism. [Hypothesize
the influence of the past]
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NEXT: Civil
War and Reconstruction (1850-1877)
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