§113.41. United States History Studies Since 1877 (One Credit), Adopted 2018 Beginning with School Year 20112012 .
(a)

General requirements. Students shall be awarded one unit of credit for successful completion of this course.

(b)

Introduction.
(1)

In United States History Studies Since 1877, which is the second part of a two-year study that
begins in Grade 8, students study the history of the United States from 1877 to the present. The
course content is based on the founding documents of the U.S. government, which provide a
framework for its heritage. Historical content focuses on the political, economic, and social events
and issues related to industrialization and urbanization, major wars, domestic and foreign policies,
and reform movements, including civil rights. Students examine the impact of geographic factors
on major events and eras and analyze their causes and effects. Students examine the impact of
constitutional issues on American society, evaluate the dynamic relationship of the three branches
of the federal government, and analyze efforts to expand the democratic process. Students describe
the relationship between the arts and popular culture and the times during which they were
created. Students analyze the impact of technological innovations on American life. Students use
critical-thinking skills and a variety of primary and secondary source material to explain and apply
different methods that historians use to understand and interpret the past, including multiple points
of view and historical context.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich primary
and secondary source material such as biographies, autobiographies, landmark cases of the U.S.
Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged.
Motivating resources are available from museums, historical sites, presidential libraries, and local
and state preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(c) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A)

Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity of

United States History Since 1877
Final Recommendations, September 2018

 our people as a nation of immigrants, the American Revolution, the formulation of the
U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
(B)

(8)
(c)

Each school district shall require that, during Celebrate Freedom Week or other week of
instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text: "We hold these Truths to be self-evident, that all Men
are created equal, that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty and the Pursuit of Happiness--That to secure these
Rights, Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed."

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills.
(1)

History. The student understands the principles included in the Celebrate Freedom Week program.
The student is expected to:

Comment 1(A)

analyze and evaluate the text, intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution, including the Bill of Rights , and identify the
full text of the first three paragraphs of the Declaration of Independence ;

(B)

analyze and evaluate the application of these founding principles to historical events in
U.S. history; and

(C)

explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock,
John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan
Trumbull Sr.

Comment 2(C)

discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In
God We Trust."

(2)

History. 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 characteristics that define an historical era;

(A) (B) identify the major eras in U.S. history from 1877 to the present and describe their
defining characteristics; and
Comment 3(C)

apply absolute and relative chronology through the sequencing of significant individuals,
events, and time periods; and

(B) (D) explain the significance of the following years as turning points: 1898 (SpanishAmerican War), 1914-1918 (World War I), 1929 (the Great Depression begins), 19391945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968 (Martin
Luther King Jr. assassination), 1969 (U.S. lands on the moon), 1968-1969 (Martin Luther
King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist
attacks on World Trade Center and the Pentagon), and 2008 (election of first black
president, Barack Obama).
(3)

History. The student understands the political, economic, and social changes in the United States
from 1877 to 1898. The student is expected to:

1 The law requires the recitation of the excerpt provided in the introduction 7(B). The depth of the founding
documents increase the time required on content outside the time period of this course. [45 minutes]
2 In response to SBOE’s comments the SE has been reinstated and moved from original US 26E.
3 Moved to original US.29B because it is a skill, this also creates VA with Grade 8 and addresses concerns SBOE
related to maintaining chronology as a vocabulary word/skill.

United States History Since 1877
Final Recommendations, September 2018

 (A)

analyze political issues such as Indian policies, the growth of political machines, and civil
service reform , and the beginnings of Populism;

Comment 4(B)

analyze economic issues such as industrialization, the growth of railroads, the growth of
labor unions, farm issues, the cattle industry boom, the growth rise of entrepreneurship,
free enterprise, and the pros and cons of big business; and

Comment 5(C)

analyze social issues affecting women, minorities, children, immigrants, and urbanization
, the Social Gospel, and philanthropy of industrialists; and .

(D)
(4)

History. 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, policies, and individuals , including such as the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore
Roosevelt, and Sanford B. Dole , and missionaries moved the United States into the
position of a world power;

(B)

evaluate American expansionism, including acquisitions such as Guam, Hawaii, the
Philippines, and Puerto Rico;

(C)

identify the causes of World War I and reasons for U.S. entry;

(D)

understand the contributions of the American Expeditionary Forces (AEF) led by General
John J. Pershing , including the Battle of Argonne Forest ;

Comment 6(E)

(5)

(6)

describe the optimism of the many immigrants who sought a better life in America.

analyze the impact of significant technological innovations in World War I such as
machine guns, airplanes, tanks, poison gas, and trench warfare as significant
technological innovations in World War I that resulted in the stalemate on the Western
Front; and

(F)

analyze major issues such as isolationism and neutrality raised by U.S. involvement in
World War I, including isolationism, neutrality, Woodrow Wilson’s Fourteen Points, and
the Treaty of Versailles . ; and

(G)

analyze significant events such as the Battle of Argonne Forest.

History. The student understands the effects of reform and third-party movements in the early 20th
century. The student is expected to:
(A)

analyze evaluate the impact of Progressive Era reforms, including initiative, referendum,
recall, and the passage of the 16th, 17th, 18th, and 19th amendments;

(B)

evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B.
Anthony, Jane Addams, Ida B. Wells, and W. E. B. DuBois on American society; and

(C)

analyze evaluate the impact of third parties, including the Populist and Progressive
parties.

History. The student understands significant events, social issues, and individuals of the 1920s.
The student is expected to:

4 Free Enterprise was moved to US.15B (economic strand) because the SE refers to changes and this is an economic
concept which impacts more periods of time than just this KS addresses. [30 minutes]
5 The Social Gospel and philanthropy of industrialists are responses to social issues not the groups affected by the
social issues. These responses will be covered when teaching US 3B (the pros and cons of big business) and US 5B
(impact of Muckrakers and reform leaders). [60 minutes]
6 The list of technology did not all cause the stalemate on the Western Front, so WG deleted that phrase. Also, this
builds on WH 10B (modern military technology that students must identify). [0 minutes]

United States History Since 1877
Final Recommendations, September 2018

 Comment 7(A)
analyze causes and effects of events
and social issues such as immigration,
Social Darwinism, the Scopes Trial,
eugenics, eugenics, race relations, nativism,
the Red Scare, Prohibition, and the changing
role of women; and
Comment 8(B)
(7)

analyze the impact of significant individuals such as Clarence Darrow, William Jennings
Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.

History. The student understands the domestic and international impact of U.S. participation in
World War II. The student is expected to:
(A)

Comment 9(B)

(C)

identify reasons for U.S. involvement in World War II, including the aggression of Italian,
German, and Japanese dictatorships and their aggression , especially the attack on Pearl
Harbor;
evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry
Truman during World War II, including the U.S. relationship with its allies and domestic
industry's rapid mobilization for the war effort ;

analyze the function of the U.S. Office of War Information;

Comment 10(C) (D)
analyze major issues of
World War II, including the Holocaust;
the internments resulting from internment of
German, Italian, and Japanese Americans
and as a result of Executive Order 9066;
and the development of conventional and
atomic weapons;
(D) (E) analyze major military events of World War II, including fighting the war on multiple
fronts, the Bataan Death March, the US military advancement through the Pacific
Islands, the Battle of Midway, the invasion of Normandy, the Battle of Midway, the U.S.
military advancement through the Pacific Islands, the Bataan Death March, the invasion
of Normandy, fighting the war on multiple fronts, and the liberation of concentration
camps;

7 WG E agrees with both the original WG C rationale and the response to the SBOE Comment regarding the topic
may be covered with Social Darwinism and race relations.
8 Scopes Trial clarifies the essential knowledge better than the individual involved in the actual trial. [20 minutes]
9 Mobilization is an economic effect of WWII and fits better as a concept in US 17A (Economic strand). Previous
WG said it was covered in US17A. At the time of this WG it was not so we added clarification. [30 minutes]
10 Executive Order 9066 covers the internment of German, Italian and Japanese Americans. Taking out the
redundancy of the SE [30 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (E) (F) describe evaluate the military contributions of leaders during World War II, including
Omar Bradley, Dwight Eisenhower, Douglas MacArthur, and Chester W. A. Nimitz ,
George Marshall, and George Patton ; and
Comment 11(F) (G) explain issues affecting the home front , including and how American patriotism inspired
volunteerism, the purchase of war bonds, and Victory Gardens; exceptional actions by
citizens and military personnel, including high levels of military enlistment; volunteerism;
the purchase of war bonds; Victory Gardens; the bravery and contributions of the
Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and
obstacles for women and ethnic minorities . ; and
(G)

(8)

explain how American patriotism inspired high levels of military enlistment and the
bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo
Code Talkers.

History. The student understands the impact of significant national and international decisions and
conflicts in the Cold War on the United States. The student is expected to:
(A)

describe U.S. responses to Soviet aggression after World War II, including the Truman
Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, the
North Atlantic Treaty Organization, and John F. Kennedy's role in the Cuban Missile
Crisis;

(B) describe how Cold War tensions were
intensified by the House Un-American
Activities Committee (HUAC) including the
findings later released in the Venona Papers,
the arms race, the space race,
McCarthyism, and the arms race, and the
space race the House Un-American
Activities Committee (HUAC), the findings
of which were confirmed by the Venona
Papers ;
(C)

explain reasons and outcomes for U.S. involvement in the Korean War and its
relationship to the containment policy;

(D)

explain reasons and outcomes for U.S. involvement in foreign countries and their
relationship to the Domino Theory, including the Vietnam War;

(E)

analyze the major issues and events of the Vietnam War, including such as the escalation
of forces, the Tet Offensive, the escalation of forces, Vietnamization, and the fall of
Saigon; and

(F)

describe the responses to the Vietnam War such as the draft, the 26th Amendment, the
role of the media, the credibility gap, the silent majority, and the anti-war movement.

11 American Patriotism does not inspire obstacles for women and ethnic minorities. Patriotism will be covered in
buying war bonds, volunteerism, etc. This clarification will now direct the teachers to discuss the home front and
volunteer military enlistment. This resolves an issue of redundancy created by the previous WG [15 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (9)

History. The student understands the impact of the American civil rights movement. The student is
expected to:

Comment 12(A)

trace the historical development of the civil rights movement in the 19th, 20th, and 21st
centuries, including the 13th, 14th, 15th, and 19th amendments and responses to Jim
Crow Laws ;

(B)

describe the roles of political organizations that promoted civil rights, including ones
from African American, Chicano, American Indian, and women's civil rights and other
civil rights movements ;

(C)

identify the roles of significant leaders who supported various rights movements,
including Martin Luther King Jr., Cesar Chavez, Dolores Huerta, Rosa Parks, Hector P.
Garcia, and Betty Friedan;

(D)

compare and contrast the approach taken by some civil rights groups such as the Black
Panthers with the nonviolent approach of Martin Luther King Jr.;

(E)

discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream"
speech and "Letter from Birmingham Jail" on the civil rights movement;

(F)

describe presidential actions and congressional votes to address minority rights in the
United States, including desegregation of the armed forces, the Civil Rights Act acts of
1957 and 1964, and the Voting Rights Act of 1965;

(G)

explain how describe the role of individuals such as governors George Wallace, Orval
Faubus, and Lester Maddox and groups, including the Congressional bloc of southern
Democrats , that sought to maintain the status quo;

(H)

evaluate changes and events in the United States that have resulted from the civil rights
movement, including increased participation of minorities in the political process; and

Comment 13(I)
describe how Sweatt v. Painter,
litigation such as the landmark cases of
Brown v. Board of Education , Mendez v.
Westminster, and Hernandez v. Texas ,
Delgado v. Bastrop I.S.D., Edgewood I.S.D.
v. Kirby, and Sweatt v. Painter played a role
in protecting the rights of the minority
during the civil rights movement.
Comment 14(10)

History. The student understands the impact of political, economic, and social factors in the U.S.
role in the world from the 1970s through 1990. The student is expected to:
(A)

describe Richard M. Nixon's leadership in the normalization of relations with China and
the policy of détente;

(B)

describe Ronald Reagan's leadership in domestic and international policies, including
Reagan’s economic policies Reaganomics and Peace Through Strength;

12 Clarifies and responds to SBOE comment and public feedback
13 WG agrees with WG’s response to SBOE comment to not include state cases since state cases do not impact civil
rights throughout the nation.
14 Aligns the KS with KS 11 and clarifies both domestic and foreign issues included under KS 10.

United States History Since 1877
Final Recommendations, September 2018

 (C)

compare the impact of energy on the American way of life over time;

(C) (D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David
Accords, the Iran Hostage Crisis, Marines in Lebanon, and the Iran-Contra Affair IranContra Affair, Marines in Lebanon, and the Iran Hostage Crisis;
(D) (E) describe the causes and key organizations and individuals of the conservative resurgence
of the 1980s such as and 1990s, including Phyllis Schlafly, the Contract with America,
the Heritage Foundation , and the Moral Majority , and the National Rifle Association ;
and
(E) (F) describe significant societal issues of this time period such as the War on Drugs and the
AIDS epidemic .
(11)

History. The student understands the emerging political, economic, and social issues of the United
States from the 1990s into the 21st century. The student is expected to:
(A)

Comment 15(B)

(C)

describe U.S. involvement in world affairs, including the end of the Cold War, the Persian
Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;
identify significant social and political advocacy organizations, leaders, and issues such
as health care, immigration, and education from different viewpoints across the political
spectrum;
evaluate efforts by global organizations to undermine U.S. sovereignty through the use of
treaties;

(C) (D) analyze the impact of third parties on the 1992 and 2000 presidential elections; and
(E)

discuss the historical significance of the 2008 presidential election; and

Comment 16(F)

discuss the solvency of long-term entitlement programs such as Social Security and
Medicare.

Comment 17(D)

identify the impact of international events, multinational corporations, government
policies, and individuals on the 21st century economy.

(12)

(13)

(14)

Geography. The student understands the impact of geographic factors on major events. The student
is expected to:
(A)

analyze the impact of physical and human geographic factors on the settlement of the
Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee
failure in New Orleans after Hurricane Katrina; and

(B)

identify and explain reasons for changes in political boundaries such as those resulting
from statehood and international conflicts.

Geography. The student understands the causes and effects of migration and immigration on
American society. The student is expected to:
(A)

analyze the causes and effects of changing demographic patterns resulting from migration
within the United States, including western expansion, rural to urban, the Great
Migration, and the Rust Belt to the Sun Belt; and

(B)

analyze the causes and effects of changing demographic patterns resulting from legal and
illegal immigration to the United States.

Geography. The student understands the relationship between population growth and
modernization on the physical environment. The student is expected to:

15 This change clarifies the intent of the SE. [no change in time]
16 The concept of taxation, expenditures and their impacts is covered in Gov 4.B and Eco 14.A,B,C
17 Reinstated and moved from US18B to ensure the all concept of the KS are still covered.

United States History Since 1877
Final Recommendations, September 2018

 (15)

(A)

identify the effects of population growth and distribution on the physical environment;
and

(B)

identify the roles of governmental entities and private citizens in managing the
environment such as the establishment of the National Park System, the Environmental
Protection Agency (EPA), and the Endangered Species Act . ; and

(C)

understand the effects of governmental actions on individuals, industries, and
communities, including the impact on Fifth Amendment property rights.

Economics. The student understands domestic and foreign issues related to U.S. economic growth
from the 1870s to 1920. The student is expected to:
(A)

describe how the economic impact of the Transcontinental Railroad and the Homestead
Act contributed to the close of the frontier in the late 19th century;

(B) describe the changing relationship between the
federal government and private business,
including the growth of free enterprise, the costs
and benefits of laissez-faire, the Sherman
Antitrust Act anti-trust acts , the Interstate
Commerce Act, and the Pure Food and Drug
Act;
(C)

explain how foreign policies affected economic issues such as the Chinese Exclusion Act
of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; and

(D)

describe the economic effects of international military conflicts, including the SpanishAmerican War and World War I, on the United States . ; and

Comment 18(E)
(16)

describe the emergence of monetary policy in the United States, including the Federal
Reserve Act of 1913 and the shifting trend from a gold standard to fiat money.

Economics. 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, including Warren
Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;

(B)

identify the causes of the Great Depression, including the impact of tariffs on world trade,
stock market speculation, bank failures, and the monetary policy of the Federal Reserve
System;

Comment 19(C)

analyze the effects of the Great Depression on the U.S. economy and society such as
widespread unemployment and deportation and repatriation of people of European and
Mexican heritage and others ;

(D)

compare the New Deal policies and its opponents' approaches to resolving the economic
effects of the Great Depression; and

(E)

describe how various New Deal agencies and programs, including the Federal Deposit
Insurance Corporation, the Securities and Exchange Commission, and the Social Security
Administration, continue to affect the lives of U.S. citizens.

18 It impacts US history more significantly after the 1920s (which is the scope of this KS); in addition, the concepts
are more appropriate in the Economics course. (12C & D) [90 minutes]
19 Factual error since the SE is limited to the Great Depression Era. [teacher prep time saved]

United States History Since 1877
Final Recommendations, September 2018

 Comment 20(17)

Economics. The student understands the economic effects of government policies from World War
II through the present World War II and the Cold War . The student is expected to:
(A)

describe the economic effects of World War II on the home front such as mobilization, the
end of the Great Depression, rationing, and increased opportunity for women and
minority employment;

(B)

identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of
the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the
1950s such as increased consumption and the growth of agriculture and business;

(C)

describe the economic impact of defense spending on the business cycle and education
priorities from 1945 to the 1990s;

Comment 21(D) identify the actions and outcomes of
government policies intended to create
economic opportunities for citizens and the
private sector such as the Great Society,
affirmative action, and Title IX to create
economic opportunities for citizens and analyze
the unintended consequences of each ; and
(E)

Comment 22(18)

(18) (19)

describe the dynamic relationship between U.S. international trade policies and the U.S.
free enterprise system such as the Organization of Petroleum Exporting Countries
(OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North
American Free Trade Agreement (NAFTA).

Economics. The student understands the economic effects of increased worldwide interdependence
as the United States enters the 21st century. The student is expected to:
(A)

discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder,
Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved
the American dream; and

(B)

identify the impact of international events, multinational corporations, government
policies, and individuals on the 21st century economy.

Government. The student understands changes over time in the role of government. The
student is expected to:
(A)

evaluate the impact of New Deal legislation on the historical roles of state and federal
government;

(B)

explain constitutional issues raised by federal government policy changes during times of
significant events, including World War I, the Great Depression, World War II, the 1960s,
and 9/11;

(C)

describe the effects of political scandals, including Teapot Dome, Watergate, and Bill
Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal
government and its leaders; and

20 Recommendation of previous WG. Clarification of KS improves alignment because the SEs are not all effects of
World War II and the Cold War. This also creates alignment in the Economics strand of the KS.
21 Moving the clause improves readability of SE and adding the word intended opens discussion for both positive
and negative impacts thus improving the balance of the SE. No examples are given for the private sector.
22 WG agrees with WG D and reinstated US18B to US 11 [90 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (D)

Comment 23(E)
(19) (20)

(20) (21)

discuss the role of contemporary government legislation in the private and public sectors
such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the
American Recovery and Reinvestment Act of 2009 . ; and
evaluate the pros and cons of U.S. participation in international organizations and treaties.

Government. The student understands the changing relationships among the three
branches of the federal government. The student is expected to:
(A)

describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers
Act on the relationship between the legislative and executive branches of government;
and

(B)

evaluate the impact of relationships among the legislative, executive, and judicial
branches of government, including Franklin D. Roosevelt's attempt to increase the
number of U.S. Supreme Court justices and the presidential election of 2000.

Government. The student understands the impact of constitutional issues on American
society. The student is expected to:

Comment 24(A) analyze the effects of landmark
U.S. Supreme Court decisions, including
Brown v. Board of Education, and other
U.S. Supreme Court decisions such as
Plessy v. Ferguson, Hernandez v. Texas,
Tinker v. Des Moines, and Wisconsin v.
Yoder, and White v. Regester ; and
(B)
Comment 25(C)

discuss historical reasons why landmark constitutional amendments have been proposed
and ratified from 1877 to the present. the constitution has been amended; and
evaluate constitutional change in terms of strict construction versus judicial
interpretation.

Comment 26(21) (22)
Citizenship. The student understands
the theory concept concept of American
exceptionalism, as identified by Alexis de Tocqueville
. The student is expected to:

23 Redundancy of US 11A, which covers US involvement in world affairs, and US11D, which covers government
policy in international events. As well as US17E, which covers US foreign trade policy.
24 Brown v. Board of Education is addressed in US 9I with civil rights cases. Hernandez v Texas is reinstated in US
9I. Jim Crow Laws are addressed in US 9A. White v. Regester pertains to the concept of reapportionment which is
best addressed in the Government Course with Baker v Carr Gov 3C. Reapportionment is a difficult and time
consuming concept to cover in this course. [90 minutes]
25 This WG agrees with the previous WG response to SBOE’s comment. [45 minutes]
26 Reviewed all feedback and agree with WG revision in response to SBOE comments. [60 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (A) discuss Alexis de Tocqueville's five values
crucial to America's success as a constitutional
republic: such as liberty, egalitarianism,
individualism, populism, and laissez-faire; and

(22) (23)

(B)

describe how the American values identified by Alexis de Tocqueville are different and
unique from those of other nations . ; and

(C)

describe U.S. citizens as people from numerous places throughout the world who hold a
common bond in standing for certain self-evident truths.

Citizenship. 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, non-violent protesting, litigation, and amendments to the
U.S. Constitution;

(B)

evaluate various means of achieving equality of political rights, including the 19th, 24th,
and 26th amendments and congressional acts such as the American Indian Citizenship
Act of 1924; and

Comment 27(C)

explain how participation in the democratic process reflects our national identity ethos ,
patriotism, and civic responsibility as well as our progress to build a "more perfect
union . " ; and

27 This WG agrees with the previous WG response to SBOE’s comment. [30 minutes]

United States History Since 1877
Final Recommendations, September 2018

 Comment 28(D)
(23) (24)

Citizenship. The student understands the importance of effective leadership in a
constitutional republic. The student is expected to :
(A)

29

Comment (B)

(24) (25)

summarize the criteria and explain the process for becoming a naturalized citizen of the
United States.

describe qualities of effective leadership; and
evaluate the contributions of significant political and social leaders in the United States
such as Andrew Carnegie, Thurgood Marshall, Billy Graham, and Barry Goldwater,
Sandra Day O'Connor , and Hillary Clinton .

Culture. 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 in U.S. history have been reflected in various
genres of art, music, film, and literature;

(B)

describe both the positive and negative impacts of significant examples of cultural
movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance,
the Beat Generation, rock and roll, the Chicano Mural Movement, and country and
western music on American society; and

Comment 30(C)

identify the impact of popular American culture on the rest of the world over time; and

(C) (D) identify and analyze the global diffusion of American culture through the entertainment
industry via various media.
(25) (26)

Culture. The student understands how people from various groups contribute to our
national identity. The student is expected to:
(A)

explain actions taken by people to expand economic opportunities and political rights ,
including those for racial, ethnic, gender, and religious groups minorities as well as
women, in American society;

(B)

discuss the Americanization movement to assimilate immigrants and American Indians
into American culture;

(C)

explain how the contributions of people of various racial, ethnic, gender, and religious
groups shape American culture;

(D)

identify the political, social, and economic contributions of women such as Frances
Willard, Jane Addams, Rosa Parks Eleanor Roosevelt, Dolores Huerta, and Sonia
Sotomayor , and Oprah Winfrey to American society; and

(E)

discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In
God We Trust"; and

(E) (F) discuss the importance of
congressional Medal of Honor recipients ,
including individuals of all races and
genders such as Vernon J. Baker, Alvin
York, and Raul “ Roy ” Benavidez.
28 This WG determined that this SE, currently 19E in Grade 8, is more appropriate for this high school course.
29 This WG agrees with the previous WG response to SBOE’s comment. [+10 minutes]
30 This WG agrees with the previous WG response to SBOE’s comment. [15 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (26) (27)

Science, technology, and society. The student understands the impact of science,
technology, and the free enterprise system on the economic development of the United States. The
student is expected to:
(A)

Comment 31(B)

explain the effects of scientific discoveries and technological innovations such as electric
power, telephone and satellite communications, petroleum-based products, steel
production, and computers on the economic development of the United States;
explain how specific needs result in scientific discoveries and technological innovations
in agriculture, the military, and medicine , including vaccines ; and

(C)

describe understand the effect impact of technological and management innovations and
their applications in the workplace and the resulting productivity enhancements for
business and labor such as assembly line manufacturing and time-study analysis, robotics
, computer management, and just-in-time inventory management .

Comment 32(D)

describe the effect of innovations in business management in the workplace such as timestudy analysis and computer management.

(27) (28)

Science, technology, and society. The student understands the influence of scientific
discoveries, technological innovations, and the free enterprise system on the standard of living in
the United States. The student is expected to:
(A)

analyze how scientific discoveries, technological innovations, and the application of these
by the free enterprise system improve the standard of living in the United States,
including changes those in transportation and communication , improve the standard of
living in the United States ;

(B)

explain how space technology and exploration improve the quality of life; and

(C)

describe understand how the free enterprise system drives technological innovation and
its application in the marketplace such as cell phones, inexpensive personal computers,
and global positioning products.

Comment 33(28) (29)
Social studies skills. The student understands how historians use historiography to
interpret the past and applies critical-thinking skills to organize and use information acquired from
a variety of valid sources, including digital electronic technology. The student is expected to:
Comment 34(A)

(B)

Comment 35(C)

analyze use a variety of both primary and secondary valid sources such as maps, graphs,
presentations, speeches, lectures, and political cartoons, and artifacts to acquire
information and to analyze and answer historical questions;
analyze information by applying absolute and relative chronology through sequencing,
categorizing, identifying cause-and-effect relationships, comparing and contrasting,
finding the main idea, summarizing, making generalizations, making predictions,
drawing inferences, and drawing conclusions;
understand how historians interpret the past (historiography) and how their
interpretations of history may change over time;

31 The deletion of vaccines encourages teachers to focus on the three areas of innovation in this SE instead of overt
emphasis on vaccines within the medical area. This increased balance makes the SE more aligned with the KS
statement. [no change in time]
32 This SE is not essential to the course; the concepts are complex and are more appropriate in a CTE course. [60
minutes]
33 In response to SBOE comment, WG removed the term digital. [no change]
34 These deletions narrow the scope to more commonly used sources. The addition of artifacts vertically aligns with
grades 6 through 8. [no change in time]
35 Reinstated in a clarifying manner in response to SBOE’s comment. It helps frame the application of critical
thinking skills into the discipline practice [+45 minutes]

United States History Since 1877
Final Recommendations, September 2018

 (C) (D) apply use the process of historical inquiry to research, interpret, and use multiple types of
sources of evidence;
Comment 36(D) (E) evaluate the validity of a source based on language, corroboration with other sources, and
information about the author, including points of view, frames of reference, and historical
context; and
(F)

identify bias in written, oral, and visual material;

(E) (G) identify bias and support with historical evidence a point of view on a social studies issue
or event . ; and
(H)
(29) (30)

use appropriate skills to analyze and interpret social studies information such as maps,
graphs, presentations, speeches, lectures, and political cartoons.

Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:

Comment 37(A)

create written, oral, and visual presentations of social studies information using effective
written communication skills, including proper citations and avoiding plagiarism ; and

Comment 38(B)

use correct social studies terminology correctly to explain historical concepts . ; and

39

Comment (C)
(30) (31)

(31) (32)

use different forms of media to convey information, including written to visual and
statistical to written or visual, using available computer software as appropriate.

Social studies skills. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(A)

create a visual representation of historical information such as thematic maps, graphs, and
charts representing various aspects of the United States ; and

(B)

pose and answer questions about geographic distributions and patterns shown on maps,
graphs, charts, and available databases.

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 :

Comment 40(A)

(B)

use a problem-solving and decision-making processes 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
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.

36 Language itself does not determine the validity of a source. [no change]
37 No additional instructional materials are needed.
38 This deletion was made to VA with all other grade levels. It applies the skill to the full scope of the course.
39 This SE is redundant; this skill is already covered in multiple places.
40 Combining new 31A and B streamlines the vertical alignment of this skill through grade 12 by using the
language from World Geography 23C. This WG has determined that the steps used in problem solving and decision
making are so similar that it is not necessary to repeat the skills in separate standards.

United States History Since 1877
Final Recommendations, September 2018