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tandard 6: Social Studies
STANDARD 6.1 (SOCIAL STUDIES SKILLS) ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.
Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to fully appreciate, comprehend, and apply knowledge of the other five social studies standards: civics, world history, United States and New Jersey history, geography, and economics. These skills must be integrated across all five standards. Students must understand basic concepts such as time, location, distance, and relationships and must be able to apply these concepts to the study of people, places, events, and issues. These skills focus on the importance of historical research as well as the need to distinguish fact from fiction and to understand cause and effect. These skills should not be taught in isolation; rather, students must use these skills in the study of all social studies disciplines.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Social Studies Skills1. Analyze how historical events shape the modern world. 2. Formulate questions and hypotheses from multiple perspectives, using multiple sources. 3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. 4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. 5. Evaluate current issues, events, or themes and trace their evolution through historical periods. 6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions. 7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events. 8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.
STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.
Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, and responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers, and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. Students must understand how a representative democracy works and the value of citizen participation in the nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans.
The study of politics, government, and society should start in early elementary grades with the identification of the need for rules, laws, and structures for decision-making or governance, and proceed through upper elementary grades to identify key documents and ideas that express democratic principles. Intermediate students should examine the various forms of government, the functions of the various branches of our federal government, as well as local and state levels of government. They must understand the ongoing need to balance individual rights and public needs. High school students should build on their prior knowledge and skills by analyzing the scope of governmental power, the spectrum of political views, and how the United States functions in a global society. Students should be encouraged not only to learn about how government works but also to apply their knowledge and to use their critical thinking, listening, and speaking skills to better understand the value of citizen participation in a representative democracy. Five major topics are addressed in the indicators and are reflected in the following questions:
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Civic Life, Politics, and Government 1. Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).3. Analyze how individual responsibility and commitment to law are related to the stability of American society. 5. Discuss how participation in civic and political life can contribute to the attainment of individual and public good. 6. Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns. 7. Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.
B. American Values and Principles 2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places). 3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States. 5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals). 6. Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.
C. The Constitution and American Democracy 2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power. 3. Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France. 4. Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved. 5. Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues. 6. Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.
D. Citizenship 1. Evaluate the characteristics needed for effective participation in civic and political life.2. Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights. 3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries. 4. Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances). 5. Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.
E. International Education: Global Challenges, Cultures, and Connections 1. Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences. 2. Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War. 3. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7). 4. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions. 5. Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation). 6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions. 7. Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites). 8. Justify an opinion or idea about a global issue while showing respect for divergent viewpoints. 9. Discuss the impact of technology, migration, the economy, politics, and urbanization on culture. 10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues). 11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports). 12. Analyze the impact of communication networks, technology, transportation, and international business on global issues. 14. Connect the concept of universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.
STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.
Descriptive Statement: This standard includes content relating to eight periods of world history, including: · The Birth of Civilization to 1000 BCE (BC) · Early Human Societies to 500 CE (AD) · Developing Human Societies to 1400 CE (AD) · The Age of Global Encounters (1400-1750) · The Age of Revolutionary Change (1750-1914) · The Era of the Great Wars (1914-1945) · The Modern World (1945 to 1979) · Looking to the Future (1980-present) The standards do not outline specific world history content and skills for students in grades K-4. Students in grades K-4 need to develop the social studies skills outlined in Standards 6.1 in order to understand the complex information presented in grades 5-8. Standard 6.2: Civics and Standard 6.4: United States and New Jersey History provide a foundation for the study of home, family, community, culture, international education, and global issues. In addition, as elementary students begin the study of a world language, they will learn about the history and culture of countries where the target language is spoken. Finally, the visual and performing arts standards require that students study works of art from various historical periods and diverse cultures. Thus, K-4 students will have multiple opportunities to study world history from different perspectives through a more integrated approach. The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters, grades 5 to 8 and grades 9 to 12. In order to study the periods of history in more depth, students in grades five through eight study the first four periods, from the development of human civilization in prehistory to the beginning of the post-medieval world. Students in grades 9 through 12 study the last five periods from global encounters to the contemporary world. Throughout the teaching of history, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. Teachers should endeavor to address the following critical questions of historical study: Are there general lessons to be learned from history? How and why do societies change? What is civilization and how has it been defined? Why do civilizations decline and perish? Why is there political and social conflict? How does religion influence the development of individual societies as well as global processes? Are individuals as important as underlying structures in explaining change? How have social institutions and groups failed to function in a positive way when people have behaved in cruel or inhumane ways? How have people worked to combat instances of prejudice, cruelty, and discrimination? (Adapted from: Rabb, Theodore, 1999. History Matters. Newsletter of the National Council for History Education)
The history topics listed for each of the eight eras of world history are organized around the following geographic areas: Eastern Europe, Western Europe, East Asia, Africa, the Middle East, North America, and Latin/Mesoamerica. They are grouped around the following topics:
· Study of a particular civilization · Specific structures within the civilization (political, social, economic) · Comparative civilizations/societies · Connections among civilizations · Global processes such as trade, conflict, and demographic change · World religions · Humanities: arts, sciences, and culture Students need to learn critical and historical thinking as they study history and cultures, the role of geography and the development of social, economic and political structures throughout the world at various times. There should also be a balanced look at some of the political, social, cultural and technological changes that occurred in Europe, Africa, the Middle East and Asia and the Americas from earliest times to the present. Students should trace the evolution of selected important ideas, beliefs, practices, and technologies as they shaped major developments.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. The Birth of Civilization to 1000 BCE Reinforce indicators from previous grade levels.
B. Early Human Societies to 500 CE Reinforce indicators from previous grade levels.
C. Expanding Zones of Exchange and Interaction to 1400 CE Reinforce indicators from previous grade levels.
D. The Age of Global Encounters (1400-1750) 1. Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India, including the Mughal Empire, and the impact of European arrival in the Americas. 2. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas. 3. Describe the significant social and cultural changes that took place during the Renaissance, including advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women. 4. Describe the early influences on the Scientific Revolution and the Enlightenment, including: · Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith · Medieval theology · New global knowledge · The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson 5. Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon. 6. Discuss the major developments in European society and culture, including: · The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church · Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice · European explorations and the establishment of colonial empires · Trans-Atlantic slave trade and its impact on Africa · Commercial Revolution · The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights · Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism · The economic, social, religious, and political impact of the Plague
E. The Age of Revolutionary Change (1750-1914) 1. Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries, including: · The impact of the American Revolution on global political thought · The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and fraternity; political beliefs and writings; development of the empire) · The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code) · The emergence of a politically active middle class and the rise of ideologies which questioned class structure in many European countries contributing to socialism and communism · How the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy · The concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations · Democratic and social reforms, including the struggle for women’s rights and the expansion of parliamentary government · The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany 2. Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations. 3. Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe. 4. Trace the growth of independence movements and the rejection of colonialism including the Haitian Revolution and leaders such as Toussaint L’Ouverture, Simon Bolivar in Venezuela, and Jose Marti in Cuba. 5. Evaluate the changes brought about by the Meiji Restoration period in Japan (e.g., modernization, changes in policies on Western influence). 6. Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of influence and reasons for the growth. 7. Discuss events that shaped the social structure of Russia in the 19th and early 20th century, including: · Peasants, aristocracy, and serfdom · Czarist reforms and the abolition of serfdom · Relations with the Ottoman Empire · Development of the Trans-Siberian railroad and other forms of modernization
F. The Era of the Great Wars (1914-1945) 1. Analyze the causes and aftermath of World War I, including: · The growth of European nationalism and increased competition for resources and markets · Technology and the changing face of war · Disintegration of the Ottoman Empire 2. Analyze the background and global consequences of actions leading to World War II, including: · The Great Depression, including the Stock Market Crash of 1929, massive business and bank failures, and 12 million lost jobs · The rise of totalitarian governments in the Soviet Union, Germany, and Italy · The fall of the democratic Weimar Republic and the rise of Nazism and European anti-Semitism resulting in the Holocaust and its impact on Jewish life and culture and European society · Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced collectivization in the Ukraine, Japan’s occupations in China and Korea) · Evaluate the importance of the beginning of the Atomic Age in science, the technological revolution, and the implications of military technology used in war
G. The Modern World (1945-1979) · The origin and major developments of the Cold War · Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO · The formation, structure, and purpose of the United Nations · The Truman Doctrine and the Marshall Plan · The growth and decline of Communism in Eastern Europe · The rise of nationalism and nation-building movements in Africa, Latin America, and Asia · The international arms race and nuclear proliferation · The non-aligned nations during the Cold War as the voice of the Third World · Growth and adaptation of Communism in China · Japan’s economic and political transformation and growth of East Asian economies · Conflicts in Eastern Europe and the Middle East · The Israel/Palestine conflict · The impact of Gandhi and the nonviolence movement
H. Looking to the Future (1980-present) 1. Analyze global political, economic, and social changes in the 20th century, including: · The Gulf War · The war in Iraq · Growth of a world economy with the information, technological, and communications revolutions · The oil crisis and impact of oil producing countries on world economy · The development of Third World nations 2. Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC. 3. Evaluate the paradoxes and promises of the 21st century, including: · Economic imbalance and social inequalities among the world’s people · New patterns of world migration shaped by international labor demands · Global market, economy, trade, and communications · Rapid population growth and increasing urbanization · The growth of terrorism as a means of warfare 4. Analyze the development and effects of multinational corporations on trade, employment, and the environment.
STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE.
Descriptive statement: This standard introduces students in grades K-4 to the history of the United States and New Jersey through the study of family and community life. Through this study, students also become aware of many cultural traditions and heritages that contribute to the diversity of this country. As a foundation for further study in grades 5-8, students learn about important issues and personalities that have influenced the history of the state and the nation. Within the grades 5-12 cluster, students study the following ten periods in New Jersey and American history:
Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic, scientific/technological, and military aspects of United States history. Throughout the teaching of these periods, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. In addition, the study of New Jersey history provides an excellent laboratory for teaching major themes in American history. New Jersey history, and the many historical sites located throughout the state, provides close-at-hand, immediate examples that make American history real to students.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Family and Community Life Reinforce indicators from previous grade levels.
B. State and Nation Reinforce indicators from previous grade levels.
C. Many Worlds Meet (to 1620) Reinforce indicators from previous grade levels.
D. Colonization and Settlement (1585-1763) 1. Analyze the major issues of the colonial period, including European hegemony over North America and mercantilism and trade. 2. Analyze how American colonial experiences caused change in the economic institutions of Europe, Africa, and the native population by examining indentured servitude and slavery and the rights of men and women. 3. Analyze the cultural reactions and survival techniques used by enslaved Africans to maintain their family structure, culture, and faith. 4. Analyze the political, religious, social, and economic institutions that emerged in colonial New Jersey. 5. Discuss Spanish exploration, settlement, and missions in the American Southwest.
E. Revolution and the New Nation (1754-1820) 1. Discuss the social, political, and religious aspects of the American Revolution, including key decisions leading to the Revolution, efforts by Parliament and the colonies to prevent revolution, the ideas of different religious denominations, and the economic and social differences of Loyalists, Patriots, and those who remained neutral. 2. Analyze the social and economic impact of the Revolutionary War, including problems of financing the war (e.g., wartime inflation, hoarding and profiteering), the impact of the war on women and African Americans, and the personal and economic hardships on families involved with the war. 3. Discuss the involvement of European nations during the Revolution and how their involvement influenced the outcome and aftermath (e.g., the assistance of France and Spain, how the self-interests of France and Spain differed from the United States after the war, the contributions of European military leaders, the creation of the Alien Sedition Acts). 4. Analyze strategic elements used during the Revolutionary War, discuss turning points during the war, and explain how the Americans won the war against superior resources. 6. Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington’s Farewell Address (1796), Locke’s Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). 7. Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). 8. Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. 9. Describe the origin and development of the political parties, the Federalists, and the Democratic Republicans (1793-1801).
F. Expansion and Reform (1801-1861) 1. Discuss the political interests and views of the War of 1812 (e.g., US responses to shipping harassment, role of Native Americans, role of white settlers in the Northwest Territory; congressional positions for and against the war). 2. Analyze American territorial expansion during this period, including the reasons for and consequences of the Louisiana Purchase, the Monroe Doctrine, Manifest Destiny, the Mexican War, the settlement of the frontier, and conflicts with Native-Americans. 3. Analyze the political, economic, and social changes in New Jersey prior to the Civil War, including the growth of New Jersey’s cities, New Jersey’s 1844 Constitution, the early stages of industrialization, including Alexander Hamilton and the Society for the Establishment of Useful Manufacturing, and the political and economic implications of the transportation monopolies. 4. Compare and contrast the characteristics of cultural, religious, and social reform movements in the antebellum period, including the abolition movement, the public school movement, the temperance movement, and the women’s rights movement (e.g., Seneca Falls Declaration of Sentiments).
G. Civil War and Reconstruction (1850-1877) 1. Analyze key issues, events, and personalities of the Civil War period, including New Jersey’s role in the Abolitionist Movement and the national elections, the development of the Jersey Shore, and the roles of women and children in New Jersey factories. 3. Describe New Jersey’s role in the post-Civil War era, including New Jersey’s votes on the 13th, 14th, and 15th amendments to the United States Constitution.
H. The Industrial Revolution (1870-1900) 1. Analyze and evaluate key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation including: · Inventions such as the telephone and electric light · The formation of Standard Oil Trust · The Interstate Commerce Act · The Sherman Anti-Trust Act 3. Analyze social and political trends in post Reconstruction America, including immigration restrictions, Jim Crow Laws and racial segregation, the rise of extra legal organizations such as the Ku Klux Klan, and the Plessy v. Ferguson decision. 4. Describe the economic development by which the United States became a major industrial power in the world and analyze the factors that contributed to industrialization. 5. Discuss the causes and consequences of the Spanish-American War (e.g., United States’ justifications, the role of the United States in Cuba, impact on international relations, the acquisition of new territories). 6. Discuss elements that contributed to late 19th century expansionist foreign policy, including racial ideology, missionary zeal, nationalism, domestic tensions, and economic interests.
I. The Emergence of Modern America (1890-1930) 1. Analyze the Roosevelt Corollary to the Monroe Doctrine (1904) and explain how it modified the Monroe Doctrine (1823), justifying a new direction in United States foreign policy. 2. Discuss the rise of the Progressive Movement, including the relationship between Progressivism and the Populist Movement, Woodrow Wilson as Governor of New Jersey, anti-trust reform, the woman suffrage movement (e.g., Alice Paul), and municipal reform (e.g., Frank Hague). 3. Analyze United States foreign policy through World War I, including relations with Japan and China, the Spanish, Cuban, American War, and the building of the Panama Canal. 4. Describe the major events, personalities, and decisions of World War I, including the causes of United States involvement, social conditions on the home front, significant battles, Wilson’s peace plan, and isolationism. 5. Explore and evaluate the role of New Jersey industry in World War I. 6. Analyze President Woodrow Wilson’s “Fourteen Points” Address to Congress (1918) and explain how it differed from proposals by French and British leaders for a treaty to conclude World War I. 7. Discuss the ratification of the Versailles Treaty and United States non-participation in the League of Nations. 8. Compare and contrast the social, cultural, and technological changes in the inter-war period, including the changing role of women, the rise of a consumer economy, the resurgence of nativism and racial violence, the Harlem Renaissance, and the Great Migration of African Americans to New Jersey from the south. 9. Discuss the working conditions in the Paterson silk mills and the strike of 1913. 10. Discuss the creation of social, labor, political, and economic advocacy organizations and institutions, including the National Association for the Advancement of Colored People (NAACP), the AFL/CIO and other labor organizations, and the Women’s Christian Temperance Union (WCTU). 11. Discuss the role of Chief Sitting Bull, the outcome and impact of the Wounded Knee Tragedy of 1890, and the suppression of the American Indian revivalist movement known as Ghost Dance.
J. The Great Depression and World War II (1929-1945) 1. Explain the economic impact of the Hawley-Smoot Tariff (1930). 3. Analyze how the Great Depression and the New Deal transformed New Jersey, including Work Progress Administration (WPA) projects in New Jersey, the Jersey Homesteads, and New Deal projects. 4. Discuss how the Depression contributed to the development of Social Security, the National Labor Relations Board (NLRB), and the Federal Deposit Insurance Corporation (FDIC). · J. Robert Oppenheimer and the Manhattan Project · Joseph Stalin and the role of the USSR 6. Describe the political background leading to American involvement in World War II, the course of the war in Europe and Asia, the mobilization of women and African Americans into the military and related industries, the segregated military, the use of the Atom Bomb, and the founding of the United Nations. 7. Describe New Jersey’s role in World War II, including: · The recruitment of Japanese-Americans from wartime detention camps to work at Seabrook Farm · The role of women in defense industries · Key military installations in New Jersey · The role of the Battleship New Jersey · The contributions of Albert Einstein
K. Postwar Years (1945-1970s) 1. Discuss how American policies following World War II developed as a result of the failures experienced and lessons learned after World War I. 2. Explain changes in the post war society of the United States and New Jersey, including the impact of television, the interstate highway system, the growth of the suburbs, and the democratization of education. 3. Interpret political trends in post-war New Jersey, including the New Jersey State Constitution of 1947, the impact of legal cases such as Hedgepeth and Williams v. Trenton Board of Education on the banning of segregation in the schools under the new State Constitution, the development and impact of New Jersey’s Law Against Discrimination (P.L. 1945, c.169), and the shift of political power from rural and urban areas to the suburbs. 5. Analyze political trends in post war America, including major United States Supreme Court decisions and the administrations of Harry Truman, Dwight D. Eisenhower, John F. Kennedy, and Lyndon B. Johnson. 6. Analyze the Civil Rights and Women’s Movements, including the Montgomery Bus Boycott, the Civil Rights Act (1957 and 1964), the Little Rock Schools Crisis, the Voting Rights Act, Brown v. Board of Education, the formation of the National Council of La Raza (NCLR), the American Indian Movement (AIM), the formation of the National Organization for Women (NOW), and the passing of Title IX. 7. Describe how changes in federal policy impacted immigration to New Jersey and America, including the shift in places of origin from Western Europe to Latin America, the Caribbean, and Asia.
L. Contemporary America (1968-present) 1. Examine the administration of American presidents, beginning with President Richard M. Nixon, as a means to analyze political and economic issues in contemporary America, including domestic policy and international affairs. 2. Investigate the economic and social patterns in contemporary New Jersey, including shifts in immigration patterns, urban decline and renewal, important New Jersey Supreme Court rulings (e.g., Mount Laurel decision), and the issue of preserving open space. 3. Describe the growth of the technology and pharmaceutical industries in New Jersey. 4. Analyze United States domestic policies, including the civil rights movement, affirmative action, the labor and women’s movements, conservatism vs. liberalism, the post-industrial economy, free trade, and international trade agreements such as the North American Free Trade Agreement (NAFTA) and General Agreement on Tariffs and Trade (GATT). 5. Compare and contrast key events and people associated with foreign policy, including the fall of communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on terrorism. 6. Compare and contrast population trends and immigration and migration patterns in the United States (e.g., growth of Hispanic population, demographic and residential mobility). 7. Discuss major contemporary social issues, such as the evolution of governmental rights for individuals with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement. STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN UNDERSTANDING OF KEY ECONOMIC PRINCIPLES. Descriptive Statement: Economics is the study of human behavior in relation to scarce resources. It is also about responsible citizenship. Effective economic decisions within the roles of consumer, producer, saver, and investor are more likely to be made if students understand economic concepts and their applications. The understanding of economic principles, concepts, and analytical tools is also essential for career development and financial success in the 21st century. Our students live in a world of increasing global interdependence.
Students also need to understand that the economic decisions of institutions, governments, and individuals can have immediate and far-reaching impacts. Another goal of this standard is to provide students with the necessary economic knowledge and skills for a full understanding of political, social, and historical events. These events are often incompletely or inadequately understood without a firm grasp of their economic components. For example, no modern election is without economic aspects and, in fact, economic issues have dominated many recent elections. Therefore, it is essential that New Jersey’s schools provide all students with a strong foundation in the social science of economics. This standard addresses two strands across grades K-12: A. Economic Literacy B. Economics and Society
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Economic Literacy 1. Describe different types of local, state, and federal taxes such as sales, income, and social security, discuss how deductions, exemptions, and credits reduce taxable income, and explain the difference between a progressive and regressive tax.2. Describe the purposes of social security and Medicare.3. Explain and interpret basic economic indicators, including Gross Domestic Product (GDP), Consumer Price Index (CPI) the rate of economic growth, the poverty rate, the deficit and national debt, and the trade deficit. 4. Identify entrepreneurs in the community and describe the risks and rewards of starting a new business. 5. Discuss how a market economy experiences periodic business cycles of prosperity and recession and that the federal government can adjust taxes, interest rates, spending, and other policies to help restore economic health. |