​Curriculum Standards

Era 6, Standard 1C: The student understands how agriculture, mining, and ranching were transformed.

• Grades 7–12: Explain the gender composition and ethnic diversity of farmers, miners, and ranchers and analyze how this affected the development of the West. [Examine the influence of ideas]
   

Era 6, Standard 2A: The student understands the sources and experiences of the new immigrants.

• Grades 7–12: Distinguish between the “old” and “new” immigration in terms of its volume and the immigrants’ ethnicity, religion, language, place of origin, and motives for emigrating from their homelands. [Analyze multiple causation]

• Grades 5–12: Trace patterns of immigrant settlement in different regions of the country and how new immigrants helped produce a composite American culture that transcended group boundaries. [Reconstruct patterns of historical succession and duration]

• Grades 5–12: Assess the challenges, opportunities, and contributions of different immigrant groups. [Examine historical perspectives]

• Grades 7–12: Evaluate how Catholic and Jewish immigrants responded to religious discrimination. [Obtain historical data]
   

Era 6, Standard 2B: The student understands “scientific racism,” race relations, and the struggle for equal rights.

• Grades 5–12: Explain the rising racial conflict in different regions, including the anti-Chinese movement in the West and the rise of lynching in the South. [Explain historical continuity and change]

• Grades 9–12: Analyze the role of new laws and the federal judiciary in instituting racial inequality and in disfranchising various racial groups. [Evaluate the implementation of a decision]

• Grades 9–12: Analyze the arguments and methods by which various minority groups sought to acquire equal rights and opportunities guaranteed in the nation’s charter documents. [Identify issues and problems in the past]
   

Era 6, Standard 3A: The student understands how the “second industrial revolution” changed the nature and conditions of work.

• Grades 9–12: Account for employment in different regions of the country as affected by gender, race, ethnicity, and skill. [Formulate historical questions]
   

Era 7, Standard 2A: The student understands how the American role in the world changed in the early 20th century.

• Grades 7–12: Explain relations with Japan and the significance of the “Gentleman’s Agreement.” [Consider multiple perspectives]
   

Era 7, Standard 3A: The student understands social tensions and their consequences in the postwar era.

• Grades 5–12: Analyze the factors that lead to immigration restriction and the closing of the “Golden Door.” [Interrogate historical data]

• Grades 7–12: Examine rising racial tensions, the resurgence of the Ku Klux Klan, and the emergence of Garveyism. [Analyze cause-and-effect relationships]
   

Era 8, Standard 3C: The student understands the effects of World War II at home.

• Grades 7–12: Explore how the war fostered cultural exchange and interaction while promoting nationalism and American identity. [Analyze cause-and-effect relationships]

• Grades 7–12: Evaluate how minorities organized to gain access to wartime jobs and how they confronted discrimination. [Formulate a position or course of action on an issue]

• Grades 5–12: Evaluate the internment of Japanese Americans during the war and assess the implication for civil liberties. [Evaluate the implementation of a decision]
   

Era 9, Standard 4A: The student understands the “Second Reconstruction” and its advancement of civil rights.

• Grades 5–12: Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. [Explain historical continuity and change]
   

Era 9, Standard 4C: The student understands the Warren Court’s role in addressing civil liberties and equal rights.

• Grades 9–12: Assess the effectiveness of the judiciary as opposed to the legislative and executive branches of government in promoting civil liberties and equal opportunities. [Challenge arguments of historical inevitability]
   

Era 10, Standard 2A: The student understands economic patterns since 1968.

• Grades 7–12: Analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants. [Analyze cause-and-effect relationships]
   

Era 10, Standard 2B: The student understands the new immigration and demographic shifts.

• Grades 5–12: Analyze the new immigration policies after 1965 and the push-pull factors that prompted a new wave of immigrants. [Analyze cause-and-effect relationships]

• Grades 9–12: Identify the major issues that affected immigrants and explain the conflicts these issues engendered. [Identify issues and problems in the past]
   

Era 10, Standard 2E: The student understands how a democratic polity debates social issues and mediates between individual or group rights and the common good.

• Grades 7–12: Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]

• Grades 9–12: Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]
   

World History

Era 8, Standard 5A: The student understands major global trends from 1900 to the end of World War II.

• Grades 7–12: Identify patterns of social and cultural continuity in various societies, and analyze ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in this era of recurrent world crises. [Explain historical continuity and change]