Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
Note: The Quality Core (QC) standards seem to be more compacted in some of its subcategories. The rigor may or may not be there when you unwrap the QC standards.
2010 ALCOS SOCIAL STUDIES
1.
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2.
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United States History I: Beginnings to the Industrial Revolution
Building a Nation (Colonization–ca. 1877)
1. Colonization and Forging a New Nation
QUALITY CORE (QC) COURSE STANDARD
COMMENTS
Compare effects of economic, geographic,
social, and political conditions before and
after European explorations of the fifteenth
through seventeenth centuries on Europeans,
American colonists, Africans, and indigenous
Americans.
Describing the influence of the Crusades,
Renaissance, and Reformation on European
exploration
Comparing European motives for establishing
colonies, including mercantilism, religious
persecution, poverty, oppression, and new
opportunities
Analyzing the course of the Columbian
Exchange for its impact on the global economy
Explaining triangular trade and the
development of slavery in the colonies
QC (a) Colonization and Forging a New Nation: Identify
the reasons for colonization, evaluate its impacts, and
analyze the success or failure of settlements in North
America
QC (b) Colonization and Forging a New Nation: Analyze
religious development and its significance in colonial
America (e.g., religious settlements, the Great
Awakening)
QC (c) Colonization and Forging a New Nation: Describe
significant aspects of the variety of social structures of
colonial America
Compare regional differences among early
New England, Middle, and Southern colonies
regarding economics, geography, culture,
government, and American Indian relations.
Explaining the role of essential documents in
the establishment of colonial governments,
including the Magna Carta, the English Bill of
Rights, and the Mayflower Compact Explaining
the significance of the House of Burgesses and
New England town meetings in colonial
politics
Describing the impact of the Great Awakening
on colonial society
QC (d) Colonization and Forging a New Nation:
Compare the economies of the various colonies, and
analyze the development and impact of indentured
servitude and African slavery in North America (e.g.,
social, political, and economic)
QC (e) Colonization and Forging a New Nation: Explain
the origins and development of colonial governments
QC (f) Colonization and Forging a New Nation: Evaluate
the influence of Enlightenment ideas on the
development of American government as embodied in
the Declaration of Independence
ADDITIONAL COMMENTS
QC (a) Colonization is dealt with in previous ALCOS
standards in earlier grades. Example: ALCOS 9.2
Describe the role of mercantilism and imperialism in
European exploration and colonization in the sixteenth
century, including the Columbian Exchange. The rigor in
QC (a) Colonization may have a little more rigor
(“evaluate the impact”)
QC (b) Colonization, ALCOS 10.1.1, and 10.1.2 (portion
of) have same focus. The QC standard has a little more
rigor in that it asks “to analyze.”
QC (c) Colonization, ALCOS 10.1.0, 10.1.3, 10.1.4, and
10.1.5 deal with the social structures. The rigor is more
in the ALCOS standard and bullets.
NOTE: In ALCOS 10.1, there is more emphasis placed on
ethnic groups such as Europeans, Africans, and
indigenous Americans. The rigor is higher also.
Example: “Compare the effects…” vs. “Identify reasons
for (recall)…”
QC (d) Colonization and ALCOS 10.2 are equal in rigor.
ALCOS 10.2.1 has more rigor in explaining essential
documents.
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
3. Trace the chronology of events leading to the
American Revolution, including the French and Indian
War, passage of the Stamp Act, the Boston Tea Party,
the Boston Massacre, passage of the Intolerable Acts,
the Battles of Lexington and Concord, the publication of
Common Sense, and the signing of the Declaration of
Independence.
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Explaining the role of key revolutionary
leaders, including George Washington; John
Adams; Thomas Jefferson; Patrick Henry;
Samuel Adams; Paul Revere; Crispus Attucks;
and Gilbert du Motier, Marquis de Lafayette
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Explaining the significance of revolutionary
battles, including Bunker Hill, Trenton,
Saratoga, and Yorktown
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Summarizing major ideas of the Declaration of
Independence, including the theories of John
Locke, Charles de Montesquieu, and JeanJacques Rousseau
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Comparing perspectives of differing groups in
society and their roles in the American
Revolution, including men, women, white
settlers, free and enslaved African Americans,
and American Indians
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Describing how provisions of the Treaty of
Paris of 1783 affected relations of the United
States with European nations and American
Indians
4. Describe the political system of the United States
based on the Constitution of the United States.
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Interpreting the Preamble to the Constitution
of the United States; separation of powers;
federal system; elastic clause; the Bill of
Rights; and the Thirteenth, Fourteenth,
Fifteenth, and Nineteenth Amendments as
key elements of the Constitution of the
United States
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Describing inadequacies of the Articles of
Confederation
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Distinguishing personalities, issues,
ideologies, and compromises related to the
QC (g) Colonization and Forging a New Nation: Identify
and evaluate the ideas and events that contributed to
the outbreak of the American Revolution, and determine
the key turning points of the war
QC (f) Colonization and 10.3.3 have about the same
amount of rigor.
ALCOS 10.3.4 has more rigor.
ALCOS 10.3.5 builds on previous standards in earlier
grades. “Comparing perspectives…”
QC (g) and ALCOS 10.3.5 build on previous standards in
earlier grades.
QC (h) Colonization and Forging a New Nation: Identify
the impetus for the Constitutional Convention
(limitations of government under the Articles of
Confederation), and analyze the events and outcomes of
the Convention (i.e., the “bundle of compromises”)
QC (i) Colonization and Forging a New Nation: Interpret
the ideas and principles expressed in the U.S.
Constitution
QC (j) Colonization and Forging a New Nation: Explain
the development of the Bill of Rights, and assess various
debates of the day
QC (i) Colonization and AL 10.4.1 have the same focus
and rigor.
AL 10.4.2 and AL 10.4.3 are more rigorous than QC (h)
Colonization
AL 10.4.4 goes further to explain the political party
system, the differing views of Jefferson and Hamilton,
Washington’s Farewell Address, and the election of 1800
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
Constitutional Convention and the ratification
of the Constitution of the United States,
including the role of the Federalist papers
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Identifying factors leading to the development
and establishment of political parties,
including Alexander Hamilton’s economic
policies, conflicting views of Thomas Jefferson
and Alexander Hamilton, George
Washington’s Farewell Address, and the
election of 1800
5. Explain key cases that helped shape the United States
Supreme Court, including Marbury versus Madison,
McCullough versus Maryland, and Cherokee Nation
versus Georgia.
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Explaining concepts of loose and strict
interpretations of the Constitution of the
United States
6. Describe relations of the United States with Britain
and France from 1781 to 1823, including the XYZ Affair,
the War of 1812, and the Monroe Doctrine.
7. Describe causes, courses, and consequences of United
States’ expansionism prior to the Civil War, including the
Treaty of Paris of 1783, the Northwest Ordinance of
1785, the Northwest Ordinance of 1787, the Louisiana
Purchase, the Indian Removal Act, the Trail of Tears,
Manifest Destiny, the Mexican War and Cession, Texas
Independence, the acquisition of Oregon, the California
Gold Rush, and the Western Trails.
8. Compare major events in Alabama from 1781 to
1823, including statehood as part of the expanding
nation, acquisition of land, settlement, and the Creek
War, to those of the developing nation.
9. Explain dynamics of economic nationalism during the
Era of Good Feelings, including transportation systems,
Henry Clay’s American System, slavery and the
emergence of the plantation system, and the beginning
of industrialism in the Northeast.
QC (j) Colonization and Forging a New Nation: Explain
the development of the Bill of Rights, and assess various
debates of the day
QC (j) Colonization, AL 10.5.0, and AL 10.5.1 calls for
assessing various debate issues of the day and they have
about the same amount of rigor.
QC (l) Colonization and Forging a New Nation: Analyze
and evaluate federal and state policies toward American
Indians in the first half of the nineteenth
century
QC (m) Colonization and Forging a New Nation:
Evaluate, take, and defend positions on the
development of U.S. foreign policy during the early
nineteenth century (e.g., Embargo Act, Monroe
Doctrine)
Antebellum America
QC (k) Colonization and Forging a New Nation: Identify
and evaluate the political and territorial changes
resulting from westward expansion of the United States
in the early nineteenth century
QC (l) Colonization and Forging a New Nation has more
rigor and depth of knowledge.
QC (b) Antebellum: Identify and evaluate the major
events and issues that promoted sectional conflicts and
strained national cohesiveness in the antebellum period
QC (b) Antebellum has the same amount of rigor.
QC (a) Antebellum: Describe and evaluate the impacts
of the First Industrial Revolution during the nineteenth
century (e.g., the Lowell system, immigration, changing
technologies, transportation innovations)
QC (m) Colonization has more rigor than 10.6.
QC (k) Colonization and Forging a New Nation has a
little more rigor than AL 10.7.0 simply because it calls
for “evaluating” these changes.
Alabama History standard, however, information
included in the standard may be relevant to US History
such as the Creek Wars and the War of 1812, land
acquisition and this nation expanding.
Both standards (QC and ALCOS) are packed with an era
of technological advancements and domestic policies.
The QC standards is more rigorous however it does not
come right out and call this time period the “Era of Good
Feelings.”
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
10. Analyze key ideas of Jacksonian Democracy for their
impact on political participation, political parties, and
constitutional government.
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Explaining the spoils system, nullification,
extension of voting rights, the Indian Removal
Act, and the common man ideal
11. Evaluate the impact of American social and political
reform on the emergence of a distinct culture.
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Explaining the impact of the Second Great
Awakening on the emergence of a national
identity
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Explaining the emergence of uniquely
American writers
Examples: James Fenimore Cooper, Henry
David Thoreau, Edgar Allen Poe
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Explaining the influence of Elizabeth Cady
Stanton, Dorothea Lynde Dix, and Susan B.
Anthony on the development of social reform
movements prior to the Civil War
QC (c) Antebellum: Identify significant religious,
philosophical, and social reform movements of the 19th
century and their impact on American society
QC (c) Antebellum: Identify significant religious,
philosophical, and social reform movements of the 19th
century and their impact on American society.
AL 10.0 and 10.1 are more rigorous with more depth of
this era known as Jacksonian Democracy.
QC (c) Antebellum: Identify significant religious,
philosophical, and social reform movements of the
nineteenth century and their impact on American
society
AL 11.0, 11.1, and 11.2 are more rigorous than QC (c).
QC (e) Antebellum: Analyze the women’s rights and the
suffrage movements and the impact of women on other
reform movements in the antebellum period
AL 11.3 is less rigorous and depth but has greater clarity.
2. Antebellum America
12. Describe the founding of the first abolitionist
societies by Benjamin Rush and Benjamin Franklin and
the role played by later critics of slavery, including
William Lloyd Garrison, Frederick Douglass, Sojourner
Truth, Angelina and Sarah Grimké, Henry David Thoreau,
and Charles Sumner.
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Describing the rise of religious movements in
opposition to slavery, including objections of
the Quakers
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Explaining the importance of the Northwest
Ordinance of 1787 that banned slavery in new
states north of the Ohio River
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Describing the rise of the Underground
Railroad and its leaders, including Harriet
Tubman and the impact of Harriet Beecher
Stowe’s Uncle Tom’s Cabin, on the abolitionist
movement
QC (d) Antebellum: Identify the major characteristics of
the abolition movement in the antebellum period, its
achievements, failures, and Southern opposition to it
QC (f) Antebellum: Compare and contrast the economic,
social, and cultural differences of the North and South
during the antebellum period
QC (d) would include 12.0, 12.1, and 12.3. The QC
standard is less rigorous.
QC (f) and 12.2 call for explaining and identifying the
economic, social, and cultural differences.
Note: QC (f) can also be found in previous standards in
ALCOS.
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
13. Summarize major legislation and court decisions
from 1800 to 1861 that led to increasing sectionalism,
including the Missouri Compromise of 1820, the
Compromise of 1850, the Fugitive Slave Acts, the
Kansas-Nebraska Act, and the Dred Scott decision.
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Describing Alabama’s role in the developing
sectionalism of the United States from 1819 to
1861, including participation in slavery,
secession, the Indian War, and reliance on
cotton
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Analyzing the Westward Expansion from 1803
to 1861 to determine its effect on
sectionalism, including the Louisiana Purchase,
Texas Annexation, and the Mexican Cession
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Describing tariff debates and the nullification
crisis between 1800 and 1861
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Analyzing the formation of the Republican
Party for its impact on the 1860 election of
Abraham Lincoln as President of the United
States
QC (b)Antebellum : Identify and evaluate the major
events and issues that promoted sectional conflicts and
strained national cohesiveness in the antebellum period
AL 13.1: Even though this bullet relates to Alabama,
“sectionalism” and “the Indian Wars” are covered in this
bullet.
QC (d) Antebellum: Identify the major characteristics of
the abolition movement in the antebellum period, its
achievements, failures, and Southern opposition to it
AL 13.2: Alabama gives more emphasis to “sectionalism”
and “expansionism.”
14. Describe how the Civil War influenced the United
States, including the Anaconda Plan and the major
battles of Bull Run, Antietam, Vicksburg, and Gettysburg
and Sherman’s March to the Sea.
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Identifying key Northern and Southern Civil
War personalities, including Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, Thomas Jonathan “Stonewall” Jackson,
and William Tecumseh Sherman
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Analyzing the impact of the division of the
nation during the Civil War regarding
resources, population distribution, and
transportation
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Explaining reasons border states remained in
the Union during the Civil War
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Describing nonmilitary events and life during
the Civil War, including the Homestead Act,
the Morrill Act, Northern draft riots, the
Emancipation Proclamation, and the
QC (a) Civil War and Reconstruction: Identify and
analyze the technological, social, and strategic aspects of
the Civil War
QC (b) Civil War and Reconstruction: Explain the
influence of Abraham Lincoln’s philosophy of the Union
and his executive actions and leadership on
the course of the Civil War
AL 13.3. Alabama covers more information on the tariff
debates, the nullification crisis, etc.
QC (b) Antebellum could possibly cover expansionism—
not clear.
3. Civil War and Reconstruction
AL 14.0-14.4 lend more detail than embedded in these
standards.
QC (b) has more detail and rigor than AL 14.4.
AL 14.6 deals with Alabama’s role in the Civil War.
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
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Gettysburg Address
Describing the role of women in American
society during the Civil War, including efforts
made by Elizabeth Blackwell and Clara Barton
Tracing Alabama’s involvement in the Civil
War
Rebuilding a Nation (ca. 1877–ca. 1914)
15. Compare congressional and presidential
reconstruction plans, including African-American
political participation.
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Tracing economic changes in the post-Civil
War period for whites and African Americans
in the North and South, including the
effectiveness of the Freedmen’s Bureau
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Describing social restructuring of the South,
including Southern military districts, the role
of carpetbaggers and scalawags, the creation
of the black codes, and the Ku Klux Klan
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Describing the Compromise of 1877
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Summarizing post-Civil War constitutional
amendments, including the Thirteenth,
Fourteenth, and Fifteenth Amendments
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Explaining causes for the impeachment of
President Andrew Johnson
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Explaining the impact of the Jim Crow laws
and Plessey versus Ferguson on the social and
political structure of the New South after
Reconstruction
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Analyzing political and social motives that
shaped the Constitution of Alabama of 1901 to
determine their long-term effect on politics
and economics in Alabama
QC (c.) Civil War and Reconstruction: Describe the basic
provisions and immediate impact of the Thirteenth,
Fourteenth, and Fifteenth Amendments to the
Constitution
QC (d.) Civil War and Reconstruction: Evaluate different
Reconstruction plans and their social, economic, and
political impact on the South and the rest of the United
States
QC (e.) Civil War and Reconstruction: Analyze the
immediate and long-term influences of Reconstruction
on the lives of African Americans and U.S. society as a
whole
QC (c.) Civil War and Reconstruction and AL 10.15.4 call
for the same.
QC (d.) Civil War and Reconstruction is a little more
rigorous than AL 10.15.0 because it calls for students
“to evaluate” the plans.
AL 10.15.0, 10.15.2, 10.15.5, and 10.15.6 all can be
embedded in QC (e.) Civil War and Reconstruction
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
United States History II: The Industrial Revolution to the Present
1. Industrialization and Urbanization
1.
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Explain the transition of the United States
from an agrarian society to an industrial
nation prior to World War I.
Describing the impact of Manifest Destiny on
the economic and technological development
of the post-Civil War West, including mining,
the cattle industry, and the transcontinental
railroad
Identifying the changing role of the American
farmer, including the establishment of the
Granger movement and the Populist Party and
agrarian rebellion over currency issues
Evaluating the Dawes Act for its effect on
tribal identity, land ownership, and
assimilation of American Indians between
Reconstruction and World War I
Comparing population percentages, motives,
and settlement patterns of immigrants from
Asia, Africa, Europe, and Latin America,
including the Chinese Immigration Act
regarding immigration quotas
Interpreting the impact of change from
workshop to factory on workers’ lives,
including the New Industrial Age from 1870 to
1900, the American Federation of LaborCongress of Industrial Organizations (AFL-CIO),
the Industrial Workers of the World (IWW),
the Pullman Strike, the Haymarket Square
Riot, and the impact of John D. Rockefeller,
Andrew Carnegie, Samuel Gompers, Eugene V.
Debs, A. Philip Randolph, and Thomas Alva
Edison
a. Evaluate the impact of new inventions and
technologies of the late nineteenth century
b. Identify and evaluate the influences on business and
industry in the late nineteenth and early twentieth
centuries
c. Identify labor and workforce issues of the late
nineteenth century, including perspectives of
owners/managers and Social Darwinists
d. Explain the challenges and contributions of
immigrants of the late nineteenth century
e. Explain the causes and impact of urbanization in the
late nineteenth century
f. Compare and contrast the experiences of African
Americans in various U.S. regions in the late nineteenth
century
g. Identify and evaluate the influences on the
development of the American West
h. Analyze significant events for Native American Indian
tribes, and their responses to those events, in the late
nineteenth century
QC (a.) Industrialization and Urbanization and AL
11.1.1. calls for the students to do the same thing;
however, QC (a) calls for a little more rigor because it
asks the student to “evaluate the impact.”
QC (b.) Industrialization and Urbanization, AL
11.1.0, and 11.1.2 are similar. QC (b) has a lot more
rigor.
QC (c) and (d) Industrialization and Urbanization
have more rigor than AL 11.1.4.
QC (c) and (d) Industrialization and Urbanization are
less rigorous than AL 11.1.5. When unwrapped, AL
11.1.5 will include 1870-1900 and the personalities.
QC (e) Industrialization and Urbanization:
Urbanization’s impact in the late 19th century is in a
previous standard with the same rigor. ALCOS 6.1.0
standard: “Explain the impact of industrialization,
urbanization, communication, and cultural changes on
life in the United States from the late nineteenth
century to World War I.”
QC (f) Industrialization and Urbanization and ALCOS
11.1.4 call for the same
2. Increasing Influence and Challenges
2. Evaluate social and political origins, accomplishments,
and limitations of Progressivism.
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Explaining the impact of the Populist
Movement on the role of the federal
government in American society
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Assessing the impact of muckrakers on public
QC (a.) Increasing Influence and Challenges Identify
and explain significant issues and components of the
Populist movement and their impacts
QC (b.) Increasing Influence and Challenges: Explain the
origins and accomplishments of the Progressive
movement
QC (a) (b) Increasing Influence and Challenges, AL
11.2.0, and AL 11.2.1 call for students to know the same
thing. The rigor seems to be higher in the AL standards.
QC (c) Increasing Influence and Challenges is included in
AL 11.2.2. The rigor is greater in the Alabama standard.
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
opinion during the Progressive movement,
including Upton Sinclair, Jacob A. Riis, and Ida
M. Tarbell
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Explaining national legislation affecting the
Progressive movement, including the Sherman
Antitrust Act and the Clayton Antitrust Act
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Determining the influence of the Niagara
Movement, the National Association for the
Advancement of Colored People (NAACP),
Booker T. Washington, W. E. B. Du Bois,
Marcus Garvey, and Carter G. Woodson on the
Progressive Era

Assessing the significance of the public
education movement initiated by Horace
Mann
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Comparing the presidential leadership of
Theodore Roosevelt, William Howard Taft, and
Woodrow Wilson in obtaining passage of
measures regarding trust-busting, the
Hepburn Act, the Pure Food and Drug Act, the
Federal Trade Commission, the Federal
Reserve Act, and conservation
3. Explain the United States’ changing role in the early
twentieth century as a world power.

Describing causes of the Spanish-American
War, including yellow journalism, the sinking
of the Battleship USS Maine, and economic
interests in Cuba

Identifying the role of the Rough Riders on the
iconic status of President Theodore Roosevelt

Describing consequences of the SpanishAmerican War, including the Treaty of Paris of
1898, insurgency in the Philippines, and
territorial expansion in the Pacific and
Caribbean

Analyzing the involvement of the United
States in the Hawaiian Islands for economic
and imperialistic interests

Appraising Alabama’s contributions to the
United States between Reconstruction and
World War I, including those of William
Crawford Gorgas, Joseph Wheeler, and John
QC (c.) Increasing Influence and Challenges: Analyze the
efforts to achieve women’s suffrage in the early
twentieth century
centuries and the ensuing debate over imperialism
The ALCOS addresses foreign policies of the early 20th
century of nationalism, militarism, imperialism, and
alliances. However, QC (d) Increasing Influence and
Challenges [Evaluate, take, and defend positions on the
various U.S. foreign policies in the late nineteenth and
early twentieth centuries] is with much more rigor and
challenging.
QC (e) Increasing Influence and Challenges is included
in AL 11.2.2 with less rigor than the Alabama standard.
AL 11.2.4 is about African American personalities and
organizations formed during this period. QC (f)
Industrialization and Urbanization: Compare and
contrast the experiences of African Americans in various
U.S. regions in the late nineteenth century.
QC (d.) Increasing Influence and Challenges: Evaluate,
take, and defend positions on the various U.S. foreign
policies in the late nineteenth and early twentieth
centuries.
QC (e.) Increasing Influence and Challenges: Analyze the
causes and consequences of the Spanish-American War.
QC (f) Increasing Influence and Challenges: Identify and
evaluate the factors that influenced U.S. imperialism in
the late 19th and early 20th centuries and the ensuing
debate over imperialism.
QC (f) Increasing Influence and Challenges: Identify and
evaluate the factors that influenced U.S. imperialism is
addressed in AL 9.11.0 and 9.12.0 (World History). A lot
of information about global transformation, economic
roots of imperialism, imperialist ideology, colonialism,
national rivalries, and United States’ imperialism are
covered in QC (f).
QC (d, e, f) Increasing Influence and Challenges:
Correlate with this standard (AL 11.3.0) and the bullets
(AL 11.3.1-11.3.7).
QC (d.) Increasing Influence and Challenges: Asks
students “to evaluate, take, and defend positions” on
the various U.S. foreign policies. This standard has way
more rigor than AL 11.3.6 and AL 11.3.7.
AL 11.3.5. deals with Alabama’s contributions and
personalities.
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
United States History
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
Tyler Morgan
Evaluating the role of the Open Door policy
and the Roosevelt Corollary on America’s
expanding economic and geographic interests
Comparing the executive leadership
represented by William Howard Taft’s Dollar
Diplomacy, Theodore Roosevelt’s Big Stick
Diplomacy, and Woodrow Wilson’s Moral
Diplomacy
Challenges at Home and Abroad (ca. 1914–1941)
1. The United States in a Changing World
4. Describe causes, events, and the impact of military
involvement of the United States in World War I,
including mobilization and economic and political
changes.

Identifying the role of militarism, alliances,
imperialism, and nationalism in World War I

Explaining controversies over the Treaty of
Versailles of 1919, Woodrow Wilson’s
Fourteen Points, and the League of Nations

Explaining how the Treaty of Versailles led to
worsening economic and political conditions in
Europe, including greater opportunities for the
rise of fascist states in Germany, Italy, and
Spain

Comparing short- and long-term effects of
changing boundaries in pre- and post-World
War I in Europe and the Middle East, leading
to the creation of new countries
5. Evaluate the impact of social changes and the
influence of key figures in the United States from World
War I through the 1920s, including Prohibition, the
passage of the Nineteenth Amendment, the Scopes
Trial, limits on immigration, Ku Klux Klan activities, the
Red Scare, the Harlem Renaissance, the Great
Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald.

Analyzing radio, movies, newspapers, and
popular magazines for their impact on the
QC (f) Increasing Influence and Challenges: Identify and
evaluate the factors that influenced U.S. imperialism in
the late 19th and early 20th centuries and the ensuing
debate over imperialism.
QC (f) Increasing Influence and Challenges has more
rigor than AL 11.4.0 and 11.4.1.
QC (a.) U.S. in a Changing World: Identify and analyze
the causes and significant events of World War I and
their impact; evaluate the impact of the Treaty of
Versailles.
QC (a.) U.S. in a Changing World, AL 11.4.2, and 11.4.3
are similar in content. QC (a) has a little more rigor by
asking students to evaluate the impact of the Treaty of
Versailles.
QC (b.) U.S. in a Changing World: Describe and evaluate
the impact of scientific and technological innovations of
the 1920s
QC (b.) U.S. in a Changing World and AL 11.5.3 are
similar in content but 11.5.3 focus is more an increase in
leisure time.
QC (c.) U.S. in a Changing World: Identify and evaluate
the impact of new cultural movements on American
society in the 1920s
QC (b.) U.S. in a Changing World and AL 11.5.0—11.5.3
are equal in rigor.
QC (d.) U.S. in a Changing World: Identify the
characteristics of social conflict and social change that
took place in the early 1920s
QC (d.) U.S. in a Changing World: Identify the
characteristics of social conflict and social change that
took place in the early 1920s—the characteristics of
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

creation of mass culture
Analyzing works of major American artists and
writers, including F. Scott Fitzgerald, Ernest
Hemingway, Langston Hughes, and H. L.
Mencken, to characterize the era of the 1920s
Determining the relationship between
technological innovations and the creation of
increased leisure time
6. Describe social and economic conditions from the
1920s through the Great Depression regarding factors
leading to a deepening crisis, including the collapse of
the farming economy and the stock market crash of
1929.

Assessing effects of overproduction, stock
market speculation, and restrictive monetary
policies on the pending economic crisis

Describing the impact of the Smoot-Hawley
Tariff Act on the global economy and the
resulting worldwide depression

Identifying notable authors of the 1920s,
including John Steinbeck, William Faulkner,
and Zora Neale Hurston

Analyzing the Great Depression for its impact
on the American family
7. Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through
relief, recovery, and reform programs, including the
Tennessee Valley Authority (TVA), the Works Progress
Administration (WPA), the Civilian Conservation Corps
(CCC), and the Social Security Act.

Analyzing conditions created by the Dust Bowl
for their impact on migration patterns during
the Great Depression
social conflict are implied and not spelled out in AL
11.6.0.
QC (e.) U.S. in a Changing World: Identify and explain
the economic factors that contributed to the stock
market crash of 1929 and the Great Depression
QC (f.) U.S. in a Changing World: Explain the economic,
environmental, and social impact of the Great
Depression on American society
AL 11.6.0—11.6.1. have more rigor than QC (d.) U.S. in
a Changing World.
QC (g.) U.S. in a Changing World: Evaluate the impact of
the New Deal on various elements of American society
(e.g., social, political, environmental, economic)
QC (g.) U.S. in a Changing World is more rigorous than
AL 11.7.0-11.7.1.
AL 11.6.2-11.6.4 have more rigor than QC (f.) U.S. in a
Changing World.
America Since World War II (1941–Present)
1. America at War
8. Summarize events leading to World War II, including
the militarization of the Rhineland, Germany’s seizure of
Austria and Czechoslovakia, Japan’s invasion of China,
and the Rape of Nanjing.

Analyzing the impact of fascism, Nazism, and
QC (a.) America at War: Describe circumstances at
home and abroad prior to U.S. involvement in World
War II
QC (b.) America at War: Identify the significant military
and political aspects of World War II
AL 11.8.0—11.8.2 is more rigorous than QC (a.) America
at War.
QC (b.) America at War: The significant military and
political aspects of WWII can be found in previous 9th
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communism on growing conflicts in Europe.
Explaining the isolationist debate as it evolved
from the 1920s to the bombing of Pearl
Harbor and the subsequent change in United
States’ foreign policy

Identifying roles of significant World War II
leaders
Examples: Franklin D. Roosevelt, Harry S. Truman,
Dwight D. Eisenhower, George S. Patton, Sir Winston
Churchill, Bernard Montgomery, Joseph Stalin, Benito
Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin
Rommel, Adolf Hitler

Evaluating the impact of the Munich Pact and
the failed British policy of appeasement
resulting in the invasion of Poland
9. Describe the significance of major battles, events, and
consequences of World War II campaigns, including
North Africa, Midway, Normandy, Okinawa, the Battle of
the Bulge, Iwo Jima, and the Yalta and Potsdam
Conferences.

Locating on a map or globe the major battles
of World War II and the extent of the Allied
and Axis territorial expansion

Describing military strategies of World War II,
including blitzkrieg, island-hopping, and
amphibious landings

Explaining reasons for and results of dropping
atomic bombs on Japan

Explaining events and consequences of war
crimes committed during World War II,
including the Holocaust, the Bataan Death
March, the Nuremberg Trials, the post-war
Universal Declaration of Human Rights, and
the Genocide Convention
10. Describe the impact of World War II on the lives of
American citizens, including wartime economic
measures, population shifts, growth in the middle class,
growth of industrialization, advancements in science
and technology, increased wealth in the AfricanAmerican community, racial and ethnic tensions, the G.
I. Bill of Rights of 1944, and desegregation of the
military.
grade Alabama standards such as:
AL 9.14.0—9.14. Describe causes and consequences of
World War II.

Explaining the rise of militarist and totalitarian
states in Italy, Germany, the Soviet Union, and
Japan

Identifying turning points of World War II in
the European and Pacific Theaters

Depicting geographic locations of world events
between 1939 and 1945

QC (c.) America at War: Analyze dimensions of the
Holocaust and the Allies’ response to the Holocaust and
war crimes
QC (c.) America at War is more rigorous than AL 11.9.4.
However, QC (c.) America at War does not all of the
details in AL 11.9.0—11.9.4.
QC (d.) America at War: Evaluate the social, political,
and economic impacts of World War II on the home
front
QC (d.) America at War is more rigorous than AL
11.10.0.
QC (e.) America at War: Identify and evaluate the
scientific and technological developments in America
during and after World War II
QC (e.) America at War is more rigorous than AL
11.10.1.
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United States History

Describing Alabama’s participation in World
War II, including the role of the Tuskegee
Airmen, the Aliceville Prisoner of War (POW)
camp, growth of the Port of Mobile,
production of Birmingham steel, and the
establishment of military bases
2. Changes at Home
11. Describe the international role of the United States
from 1945 through 1960 relative to the Truman
Doctrine, the Marshall Plan, the Berlin Blockade, and the
North Atlantic Treaty Organization (NATO).

Describing Cold War policies and issues, the
domino theory, McCarthyism, and their
consequences, including the institution of
loyalty oaths under Harry S. Truman, the Alger
Hiss case, the House Un-American Activities
Committee, and the execution of Julius and
Ethel Rosenberg

Locating areas of conflict during the Cold War
from 1945 to 1960, including East and West
Germany, Hungary, Poland, Cuba, Korea, and
China
12. Describe major initiatives of the John F. Kennedy and
Lyndon B. Johnson Administrations.

Describing Alabama’s role in the space
program under the New Frontier

Describing major foreign events and issues of
the John F. Kennedy Administration, including
construction of the Berlin Wall, the Bay of Pigs
invasion, and the Cuban missile crisis
13. Trace the course of the involvement of the United
States in Vietnam from the 1950s to 1975, including the
Battle of Dien Bien Phu, the Gulf of Tonkin Resolution,
the Tet Offensive, destabilization of Laos, secret
bombings of Cambodia, and the fall of Saigon.

Locating on a map or globe the divisions of
Vietnam, the Ho Chi Minh Trail, and major
battle sites

Describing the creation of North and South
Vietnam
14. Trace events of the modern Civil Rights Movement
QC (f.) America at War: Analyze the social, cultural, and
economic changes at the onset of the Cold War era
QC (f.) America at War (f),(g) is more rigorous than AL
11.11.0—11.11.2.
QC (g.) America at War: Analyze the origins of the Cold
War, foreign policy developments, and major events of
the administrations from Truman to present
QC (h.) America at War: Describe and evaluate the
political and social impact of the Vietnam War
QC (h.) America at War is more rigorous than AL
11.13.0—11.13.2.
QC (c.) Changes at Home: Identify the events and
QC (c.) Changes at Home calls for students to assess the
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from post-World War II to 1970 that resulted in social
and economic changes, including the Montgomery Bus
Boycott, the desegregation of Little Rock Central High
School, the March on Washington, Freedom Rides, the
Sixteenth Street Baptist Church bombing, and the
Selma-to-Montgomery March.

Tracing the federal government’s involvement
in the modern Civil Rights Movement,
including the abolition of the poll tax, the
nationalization of state militias, Brown versus
Board of Education in 1954, the Civil Rights
Acts of 1957 and 1964, and the Voting Rights
Act of 1965

Explaining contributions of individuals and
groups to the modern Civil Rights Movement,
including Martin Luther King, Jr.; James
Meredith; Medgar Evers; Thurgood Marshall;
the Southern Christian Leadership Conference
(SCLC); the Student Nonviolent Coordinating
Committee (SNCC); the Congress of Racial
Equality (CORE); the National Association for
the Advancement of Colored People (NAACP);
and the civil rights foot soldiers

Appraising contributions of persons and
events in Alabama that influenced the modern
Civil Rights Movement, including Rosa Parks,
Autherine Lucy, John Patterson, George C.
Wallace, Vivian Malone Jones, Fred
Shuttlesworth, the Children’s March, and key
local persons and events

Describing the development of a Black Power
movement, including the change in focus of
the SNCC, the rise of Malcolm X, and Stokely
Carmichael and the Black Panther movement

Describing the economic impact of AfricanAmerican entrepreneurs on the modern Civil
Rights Movement, including S. B. Fuller and A.
G. Gaston
15. Describe changing social and cultural conditions in
the United States during the 1950s, 1960s, and 1970s.
influential individuals of the civil rights, human rights,
and counterculture movements and assess their impact
impact of the civil rights, human rights, and
counterculture movements and AL 11.14.0—11.14.5
calls for students to explain and appraise the
contributions of the personalities involved as well as the
movements during this era.
QC (a.) Changes at Home: Analyze major domestic
issues and responses of the administrations from
Truman to present
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United States History
16. Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to
the present.
Examples: Nixon’s policy of détente; Cambodia;
Watergate scandal; pardon of Nixon; Iranian hostage
situation; Reaganomics; Libyan crisis; end of the Cold
War; Persian Gulf War; impeachment trial of William
“Bill” Clinton; terrorist attack of September 11, 2001;
Operation Iraqi Freedom; war in Afghanistan; election of
the first African-American president, Barack Obama
QC (b.) Changes at Home: Evaluate the impact of
innovations in technology and communication on
American society
QC (a.) Changes at Home: Analyze major domestic
issues and responses of the administrations from
Truman to present
QC (b.) Changes at Home: Evaluate the impact of
changes in the national economy on contemporary
American society
QC (a),(b),(e), (f) Changes at Home all have more rigor
and depth of knowledge than AL 11.16.0
QC (e.) Changes at Home: Identify the major
contemporary social, environmental, and political issues
(e.g., immigration, global warming, terrorism), the
groups involved, and the controversies engendered by
those issues
QC (f.) Changes at Home: Assess increasing global
interdependence, the potential for conflict, and the U.S.
role in world events in the present and future
Exploring the Skills and Strategies Underlying U.S. History
Unit 1 Exploration and Colonization
B.1. Colonization and Forging a New Nation
A.1. Process Skills
a.
Apply terms relevant to the content appropriately and accurately
b.
Identify and interpret different types of primary and secondary sources of
fundamental importance and relevance to topical inquiry and understanding
g. Compose arguments/position papers, and participate in debates on different
interpretations of the same historical events; synthesize primary and secondary
sources to justify position
Comments
a. Identify the reasons for colonization, evaluate its impacts, and analyze the success
or failure of settlements
in North America
b. Analyze religious development and its significance in colonial America (e.g., religious
settlements, the Great
Awakening)
c. Describe significant aspects of the variety of social structures of colonial America
i.
Identify, analyze, and understand elements of historical cause and
effect; recognize and understand patterns of change and continuity in
history
d.
Compare the economies of the various colonies, and analyze the
development and impact of indentured servitude and African slavery in
North America (e.g., social, political, and economic)
e.
Explain the origins and development of colonial governments
Unit 2 Creating A Nation
A.1. Process Skills
a.
b.
Apply terms relevant to the content appropriately and accurately
Identify and interpret different types of primary and secondary sources of
B.1. Colonization and Forging a New Nation
Comments
f. Evaluate the influence of Enlightenment ideas on the development of American
government as embodied in the Declaration of Independence
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Alabama Course of Study: Social Studies/Quality Core Correlation Document
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fundamental importance and relevance to topical inquiry and understanding
d. Analyze the importance of context and point of view in historical
interpretation (e.g., interpret past events and issues in historical context rather
than in terms of present norms and values); recognize that historians interpret
the same events differently due to personal values and societal norms
g. Compose arguments/position papers, and participate in debates on different
interpretations of the same historical events; synthesize primary and secondary
sources to justify position
h. Compose an analytical, historical essay containing a thesis, supporting
evidence, and a conclusion
k. Analyze how the past influences the lives of individuals and the development
of societies
A.1. Process Skills
a. Apply terms relevant to the content appropriately and accurately
c. Interpret timelines of key historical events, people, and periods; locate significant
historical places and events on maps
e. Analyze and evaluate historical sources and interpretations (e.g., credibility,
perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation)
f. Utilize research strategies, methods, and sources to obtain, organize, and interpret
historical data
g. Compose arguments/position papers, and participate in debates on different
interpretations of the same
historical events; synthesize primary and secondary sources to justify position
i. Identify, analyze, and understand elements of historical cause and effect; recognize
and understand patterns of change and continuity in history
j. Develop open-ended historical questions that can be addressed through historical
research and interpretation
g. Identify and evaluate the ideas and events that contributed to the outbreak of the
American Revolution, and determine the key turning points of the war
h. Identify the impetus for the Constitutional Convention (limitations of government
under the Articles of Confederation), and analyze the events and outcomes of the
Convention (i.e., the “bundle of compromises”)
i. Interpret the ideas and principles expressed in the U.S. Constitution
j. Explain the development of the Bill of Rights, and assess various debates of the day
m. Evaluate, take, and defend positions on the development of U.S. foreign policy
during the early nineteenth century (e.g., Embargo Act, Monroe Doctrine)
Unit 3 Antebellum America
B.1. Colonization and Forging
a New Nation
k. Identify and evaluate the political and
territorial changes resulting from
westward expansion of the United States
in the early nineteenth century
l. Analyze and evaluate federal and state
policies toward American Indians in the
first half of the nineteenth century
B.2. Antebellum America
Comments
a. Describe and evaluate the impacts of
the First Industrial Revolution during the
nineteenth century (e.g., the Lowell
system, immigration, changing
technologies, transportation innovations)
b. Identify and evaluate the major events
and issues that promoted sectional
conflicts and strained national
cohesiveness in the antebellum period
c. Identify significant religious,
philosophical, and social reform
movements of the nineteenth century
and their impact on American society
d. Identify the major characteristics of the
abolition movement in the antebellum
period, its achievements,
failures, and Southern opposition to it
e. Analyze the women’s rights and the
suffrage movements and the impact of
women on other reform
movements in the antebellum period
f. Compare and contrast the economic,
social, and cultural differences of the
North and South during the
antebellum period
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A.1. Process Skills
Unit 4 Civil War And Reconstruction
B.3. Civil War and Reconstruction
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and relevance
to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and events on
maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of
change and continuity in history
k. Analyze how the past influences the lives of individuals and the development of societies
Unit 5 Industrialization and Urbanization in the North and East: The Benefits and Costs of Modernization
A.1. Process Skills
C.1. Industrialization and Urbanization
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and relevance
to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and events on
maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
g. Compose arguments/position papers, and participate in debates on different interpretations of the same
historical events; synthesize primary and secondary sources to justify position
h. Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of
change and continuity in history
A.1. Process Skills
Comments
a. Evaluate the impact of new inventions and
technologies of the late nineteenth century
b. Identify and evaluate the influences on business and
industry in the late nineteenth and early twentieth
centuries
c. Identify labor and workforce issues of the late
nineteenth century, including perspectives of
owners/managers and Social Darwinists
d. Explain the challenges and contributions of
immigrants of the late nineteenth century
e. Explain the causes and impact of urbanization in the
late nineteenth century
Unit 6 Reintegration of the South and the Incorporation of the West
B.3. Civil War and Reconstruction
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and relevance
to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and
events on maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
Comments
a. Identify and analyze the technological, social, and
strategic aspects of the Civil War
b. Explain the influence of Abraham Lincoln’s philosophy
of the Union and his executive actions and leadership
on the course of the Civil War
c. Describe the basic provisions and immediate impact
of the Thirteenth, Fourteenth, and Fifteenth
Amendments to the Constitution
d. Evaluate different Reconstruction plans and their
social, economic, and political impact on the South and
the rest of the United States
Comments
e. Analyze the immediate and long-term influences of
Reconstruction on the lives of African Americans and
U.S. society as a whole
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issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
f. Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of
change and continuity in history
j. Develop open-ended historical questions that can be addressed through historical research and
interpretation
k. Analyze how the past influences the lives of individuals and the development of societies
C.1. Industrialization and Urbanization
Comments
f. Compare and contrast the experiences of African
Americans in various U.S. regions in the late nineteenth
century
g. Identify and evaluate the influences on the
development of the American West
h. Analyze significant events for Native American Indian
tribes, and their responses to those events, in the late
nineteenth century
C.2. Increasing Influences and Challenges
Comments
a. Identify and explain significant issues and components
of the Populist movement and their impacts
A.1. Process Skills
Unit 7 Increasing Influences and Challenges
C.2. Increasing Influences and Challenges
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and
relevance to topical inquiry and understanding
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians
interpret the same events differently due to personal values and societal norms
g. Compose arguments/position papers, and participate in debates on different interpretations of the same
historical events; synthesize primary and secondary sources to justify position
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns
of change and continuity in history
k. Analyze how the past influences the lives of individuals and the development of societies
A.1. Process Skills
Unit 8 The United States in a Changing World
D.1.The United States in a Changing World
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and
relevance to topical inquiry and understanding
Comments
b. Explain the origins and accomplishments of the
Progressive movement
c. Analyze the efforts to achieve women’s suffrage in the
early twentieth century
d. Evaluate, take, and defend positions on the various
U.S. foreign policies in the late nineteenth and early
twentieth centuries
e. Analyze the causes and consequences of the SpanishAmerican War
f. Identify and evaluate the factors that influenced U.S.
imperialism in the late nineteenth and early twentieth
centuries and the ensuing debate over imperialism
Comments
a. Identify and analyze the causes and significant events
of World War I and their impact; evaluate the impact
of the Treaty of Versailles
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United States History
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
f. Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand
patterns of change and continuity in history
j. Develop open-ended historical questions that can be addressed through historical research and
interpretation
k. Analyze how the past influences the lives of individuals and the development of societies
A.1. Process Skills
b. Describe and evaluate the impact of scientific and
technological innovations of the 1920s
c. Identify and evaluate the impact of new cultural
movements on American society in the 1920s
d. Identify the characteristics of social conflict and social
change that took place in the early 1920s
e. Identify and explain the economic factors that
contributed to the stock market crash of 1929 and the
Great Depression
f. Explain the economic, environmental, and social
impact of the Great Depression on American society
g. Evaluate the impact of the New Deal on various
elements of American society (e.g., social, political,
environmental, economic)
Unit 9 America at War
E.1. America at War
b. Identify and interpret different types of primary and secondary sources of fundamental importance and relevance
to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and events on
maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
g. Compose arguments/position papers, and participate in debates on different interpretations of the same
historical events; synthesize primary and secondary sources to justify position
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand
patterns of change and continuity in history
k. Analyze how the past influences the lives of individuals and the development of societies
Comments
a. Describe circumstances at home and abroad prior to
U.S. involvement in World War II
b. Identify the significant military and political aspects of
World War II
c. Analyze dimensions of the Holocaust and the Allies’
response to the Holocaust and war crimes
d. Evaluate the social, political, and economic impacts of
World War II on the home front
e. Identify and evaluate the scientific and technological
developments in America during and after World War II
Unit 10 Changes at Home
A.1. Process Skills
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and
events on maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events
and issues in historical context rather than in terms of present norms and values); recognize that historians
interpret the same events differently due to personal values and societal norms
f. Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand
patterns of change and continuity in history
j. Develop open-ended historical questions that can be addressed through historical research and
E.2. Changes at Home
Comments
a. Analyze major domestic issues and responses of the
administrations from Truman to present
b. Evaluate the impact of innovations in technology and
communication on American society
c. Identify the events and influential individuals of the
civil rights, human rights, and counterculture
movements and assess their impact
d. Evaluate the impact of changes in the national
economy on contemporary American society
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interpretation
k. Analyze how the past influences the lives of individuals and the development of societies
Unit 11 Post-War Foreign Policy
A.1. Process Skills
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and
relevance to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and
events on maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events
and issues in historical context rather than in terms of present norms and values); recognize that historians
interpret the same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
g. Compose arguments/position papers, and participate in debates on different interpretations of the same
historical events; synthesize primary and secondary sources to justify position
h. Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand
patterns of change and continuity in history
k. Analyze how the past influences the lives of individuals and the development of societies
E.1. America at War
Comments
f. Analyze the social, cultural, and economic changes at
the onset of the Cold War era
g. Analyze the origins of the Cold War, foreign policy
developments, and major events of the administrations
from Truman to present
h. Describe and evaluate the political and social impact
of the Vietnam War
A.1. Process Skills
E.2. Changes at Home
a. Apply terms relevant to the content appropriately and accurately
b. Identify and interpret different types of primary and secondary sources of fundamental importance and relevance
to topical inquiry and understanding
c. Interpret timelines of key historical events, people, and periods; locate significant historical places and events on
maps
d. Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and
issues in historical context rather than in terms of present norms and values); recognize that historians interpret the
same events differently due to personal values and societal norms
e. Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and
authenticity; verifiable or unverifiable; fact or interpretation)
g. Compose arguments/position papers, and participate in debates on different interpretations of the same
historical events; synthesize primary and secondary sources to justify position
h. Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion
i. Identify, analyze, and understand elements of historical cause and effect; recognize and understand
patterns of change and continuity in history
k. Analyze how the past influences the lives of individuals and the development of societies
e. Identify the major contemporary social,
environmental, and political issues (e.g., immigration,
global warming, terrorism), the groups involved, and the
controversies engendered by those issues
f. Assess increasing global interdependence, the
potential for conflict, and the U.S. role in world events in
the present and future
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