NAS Recommends Further Revisions to Kentucky's Academic Standards for Social Studies

C: Civic and Political Institutions

4.C.CP.1

Describe the diverse forms of self-government used by various groups in Colonial America.

Each colony established a type of self government (grounded in the principles of The Mayflower Compact) but each was ultimately under the control of the British monarchy. This includes, but is not limited to, town hall meetings held in New England colonies and the first permanent English Colony of Jamestown House of Burgesses.

C: Civic and Political Institutions

5.C.CP.2

Analyze the structure of the U.S. government, including separation of power and its system of checks and balances.

The Articles of Confederation formed shortly after the beginning of the Revolutionary War. This governing document ensured state sovereignty, allowing each state to be independent and govern itself. The central government established had very limited power. Later, the United States Constitution was established, creating the structure and rules for government, the powers and checks of each branch (grounded in arguments found in The Federalist Nos. 10 and 51 (James Madison)) and how changes can be made (the amendment process). The legislative branch makes the laws; the executive branch carries out the laws, and the judicial branch interprets the laws. Each branch has powers that allow them to check and balance the powers of the others. For example, the executive branch is responsible for nominating federal judges, who then must be confirmed by the legislative branch.

C: Processes, Rules and Laws

5.C.PR.1

Evaluate whether various rules and laws promote the general welfare, using historical and contemporary examples.

One of the goals of American government laid out in the Preamble to the Constitution of the United States is to promote the general welfare. The government does this in a variety of ways through more formal policies like welfare and informal policies like local food banks.

C: Kentucky Government

5.C.KGO.1

Explain the roles and responsibilities of a Kentucky citizen.

Kentucky citizens have certain roles and responsibilities to the state. Kentuckians also have personal rights as a citizen that are protected by the Constitution of the United States.

E: Macroeconomics

5.E.MA.1

Describe why the government collects taxes and what goods and services it provides society.

Governments need money to operate and provide services for their citizens. This money comes from taxes, as written in the Constitution of the United States. With new goods being created in the young nation, new markets sprang up leading to a new kind of economy, different from the colonial economy.

E: Macroeconomics

5.E.MA.2

Explain how the United States developed into a market economy.

Governments need money to operate and provide services for their citizens. This money comes from taxes, as written in the Constitution of the United States. With new goods being created in the young nation, new markets sprang up leading to a new kind of economy, different from the colonial economy.

H: Change and Continuity

5.H.CH.2

Analyze the impact innovation and human ingenuity had on the development of the United States from Colonization to Constitution.

Innovation, prior to 1789, resulted in a variety of impacts. For example, the inventions of Benjamin Franklin, such as the lightning rod, Franklin Stove and bifocals, helped shaped industry in the early United States.

H: Cause and Effect

5.H.CE.1

Analyze the causes of the American Revolution and the effects individuals and groups had on the conflict.

The American Revolution was caused by a variety of events that compounded over time, including many different British Acts, listed in the Declaration of Independence, that increased taxes on American colonists and limited settlement, such as the Stamp Act and the Proclamation of 1763. Other events that increased tension were the Boston Massacre, Boston Tea Party and Intolerable Acts.

H: Conflict and Compromise

5.H.CO.1

Analyze the role conflict and collaboration played in the founding of the United States.

The creation of the nation’s founding documents was not a simple task; a great deal of debate and compromise was involved to reach consensus and ratification. For example, representatives from both Virginia and New Jersey each wanted a legislature based on differing factors, and this argument ultimately led to the compromise of creating a two-house legislature in the central government. Also, with the ratification of the Constitution of the United States, differing opinions of the Federalists and Anti-Federalists regarding the rights of individuals and the power of the central government (for example in The Federalist No. 1 (Alexander Hamilton) and The Federalist Nos. 10 and 51 (James Madison)), led to the creation of the first ten (10) amendments to the Constitution of the United States, also known as the Bill of Rights.

C: Civic and Political Institutions

8.C.CP.1

Analyze the origin and purposes of rule of law, popular sovereignty, federalism, separation of powers and checks and balances.

Our founding documents derived from experiences with British rule in the colonies. With heavy influence from a variety of philosophers and intellectuals (for instance, the June 8, 1789 speech on amendments to the Constitution of the United States by James Madison), the Constitution and the Bill of Rights lay out the system of democratic rule as well as specified citizen rights.

C: Civic and Political Institutions

8.C.CP.2

Explain the origins, functions and structure of government, with reference to the Mayflower Compact, Declaration of Independence, Articles of Confederation, Federalist Papers 1, 10, and 51, U.S. Constitution, Bill of Rights and other founding documents, and their impacts on citizens.

Our founding documents derived from experiences with British rule in the colonies. With heavy influence from a variety of philosophers and intellectuals (for instance, the June 8, 1789 speech on amendments to the Constitution of the United States by James Madison), the Constitution and the Bill of Rights lay out the system of democratic rule as well as specified citizen rights.

C: Civic and Political Institutions

8.C.CP.3

Explain how a system of checks and balances is intended to prevent a concentration of power in one branch.

Our founding documents derived from experiences with British rule in the colonies. With heavy influence from a variety of philosophers and intellectuals (for instance, the June 8, 1789 speech on amendments to the Constitution of the United States by James Madison), the Constitution and the Bill of Rights lay out the system of democratic rule as well as specified citizen rights.

C: Roles and Responsibilities of a Citizen

8.C.RR.1

Analyze the role of citizens in the U.S. political system, with attention to the definition of who is a citizen, expansion of that definition over time and changes in participation over time.

Citizenship has evolved throughout our nation’s history. Diverse groups, from American Indians to a variety of immigrant groups, have fought long, hard battles to gain U.S. citizenship and recognition of their civil rights. This battle involved people of every race, gender, ethnicity and socio-economic status. For example, the expansion of and restriction on citizenship is seen in the “What to the Slave is the Fourth of July” speech by Frederick Douglass, the United States Supreme Court opinion in Dred Scott v. Sanford, 60 U.S. 393 (1857), the passage of Reconstruction Amendments (13th - 15th) followed by Jim Crow restrictions and the “Declaration of Rights of the Women of the United States” by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton.

C: Roles and Responsibilities of a Citizen

8.C.RR.2

Analyze expansion of and restriction on citizenship and voting rights on diverse groups in the United States from the Colonial Era to Reconstruction from 1600-1877.

Citizenship has evolved throughout our nation’s history. Diverse groups, from American Indians to a variety of immigrant groups, have fought long, hard battles to gain U.S. citizenship and recognition of their civil rights. This battle involved people of every race, gender, ethnicity and socio-economic status. For example, the expansion of and restriction on citizenship is seen in the “What to the Slave is the Fourth of July” speech by Frederick Douglass, the United States Supreme Court opinion in Dred Scott v. Sanford, 60 U.S. 393 (1857), the passage of Reconstruction Amendments (13th - 15th) followed by Jim Crow restrictions and the “Declaration of Rights of the Women of the United States” by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton.

C: Roles and Responsibilities of a Citizen

8.C.RR.3

Analyze how groups in the United States have challenged Constitutional provisions, laws and court rulings denying them the rights of citizens.

Citizenship has evolved throughout our nation’s history. Diverse groups, from American Indians to a variety of immigrant groups, have fought long, hard battles to gain U.S. citizenship and recognition of their civil rights. This battle involved people of every race, gender, ethnicity and socio-economic status. For example, the expansion of and restriction on citizenship is seen in the “What to the Slave is the Fourth of July” speech by Frederick Douglass, the United States Supreme Court opinion in Dred Scott v. Sanford, 60 U.S. 393 (1857), the passage of Reconstruction Amendments (13th - 15th) followed by Jim Crow restrictions and the “Declaration of Rights of the Women of the United States” by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton.

C: Processes, Rules and Laws

8.C.PR.2

Explain how the U.S. Constitution was interpreted and amended through the amendment process, legislative processes, judicial review, executive actions and Supreme Court Cases between 1789 – 1877.

Sometimes, the Constitution needs to be amended. There are a variety of ways for the Constitution to be interpreted and amended, which allows it to remain a viable living document. For example, Judicial Review was established by the United States Supreme Court Opinion in Marbury v. Madison, 5 2 U.S. 137 (1803). While the Constitution did not expressly allow the institution of slavery, the founding fathers did not expressly forbid it. The Dred Scott Decision did ultimately permit slavery, while the Emancipation Proclamation attempted to end slavery in rebelling areas. Eventually the 13th Amendment abolished the institution.

H: Change and Continuity

8.H.CH.1

Explain the role changing political, social and economic perspectives had on the lives of diverse groups of people in the Colonial Era.

The development of an American identity began in the Colonial Era. The colonies were made up of diverse people from immigrants from Europe to enslaved Africans to the indigenous people that inhabited the land. Diverse people led to diverse perspectives, which, in turn, often led to a variety of reform movements, new ideas and technologies. Consequently, this led to conflicting ideas about how the nation should move forward - with regards to issues of voting rights, religion, citizenship and the struggles of newly freed slaves, women, American Indians, European and Asian Immigrants. These concepts are addressed in documents such as The 1796 Farewell Address by George Washington, The Monroe Doctrine, and “What to the Slave is the Fourth of July” by Frederick Douglass.

H: Change and Continuity

8.H.CH.2

Analyze how social and ideological philosophies impacted various movements in the United States from the Colonial Era to Reconstruction from 1600-1877.

The development of an American identity began in the Colonial Era. The colonies were made up of diverse people from immigrants from Europe to enslaved Africans to the indigenous people that inhabited the land. Diverse people led to diverse perspectives, which, in turn, often led to a variety of reform movements, new ideas and technologies. Consequently, this led to conflicting ideas about how the nation should move forward - with regards to issues of voting rights, religion, citizenship and the struggles of newly freed slaves, women, American Indians, European and Asian Immigrants. These concepts are addressed in documents such as The 1796 Farewell Address by George Washington, The Monroe Doctrine, and “What to the Slave is the Fourth of July” by Frederick Douglass.

H: Change and Continuity

8.H.CH.3

Explain how political, social and economic perspectives in the United States led to the rise in sectionalism between 1840-1860.

The development of an American identity began in the Colonial Era. The colonies were made up of diverse people from immigrants from Europe to enslaved Africans to the indigenous people that inhabited the land. Diverse people led to diverse perspectives, which, in turn, often led to a variety of reform movements, new ideas and technologies. Consequently, this led to conflicting ideas about how the nation should move forward - with regards to issues of voting rights, religion, citizenship and the struggles of newly freed slaves, women, American Indians, European and Asian Immigrants. These concepts are addressed in documents such as The 1796 Farewell Address by George Washington, The Monroe Doctrine, and “What to the Slave is the Fourth of July” by Frederick Douglass.

H: Change and Continuity

8.H.CH.4

Evaluate the impact technological innovations made on agriculture, trade and commerce in the years leading up to the Civil War between 1840-1860.

The development of an American identity began in the Colonial Era. The colonies were made up of diverse people from immigrants from Europe to enslaved Africans to the indigenous people that inhabited the land. Diverse people led to diverse perspectives, which, in turn, often led to a variety of reform movements, new ideas and technologies. Consequently, this led to conflicting ideas about how the nation should move forward - with regards to issues of voting rights, religion, citizenship and the struggles of newly freed slaves, women, American Indians, European and Asian Immigrants. These concepts are addressed in documents such as The 1796 Farewell Address by George Washington, The Monroe Doctrine, and “What to the Slave is the Fourth of July” by Frederick Douglass.

H: Change and Continuity

8.H.CH.5

Explain examples of political, geographic, social and economic changes and consistencies in the different regions of the United States between 1860-1877.

The development of an American identity began in the Colonial Era. The colonies were made up of diverse people from immigrants from Europe to enslaved Africans to the indigenous people that inhabited the land. Diverse people led to diverse perspectives, which, in turn, often led to a variety of reform movements, new ideas and technologies. Consequently, this led to conflicting ideas about how the nation should move forward - with regards to issues of voting rights, religion, citizenship and the struggles of newly freed slaves, women, American Indians, European and Asian Immigrants. These concepts are addressed in documents such as The 1796 Farewell Address by George Washington, The Monroe Doctrine, and “What to the Slave is the Fourth of July” by Frederick Douglass.

H: Change and Continuity

8.H.CH.6

Analyze the impact of fundamental documents on the development of the United States.

The fundamental documents shall include but are not limited to:
•The Mayflower Compact
•The Declaration of Independence
•The Constitution of the United States
•The Federalist No. 1 (Alexander Hamilton)
•The Federalist Nos. 10 and 51 (James Madison)
•The June 8, 1789, Speech on Amendments to the Constitution of the United States by James Madison
•The first ten (10) amendments to the Constitution of the United States, also known as the Bill of Rights
•The 1796 Farewell Address by George Washington
•The United States Supreme Court opinion in Marbury v. Madison, 5 1 U.S. 137 (1803)
•The Monroe Doctrine by James Monroe
•What to the Slave is the Fourth of July? speech by Frederick Douglass
•The United States Supreme Court opinion in Dred Scott v. Sandford, 6 60 U.S. 393 (1857)
•Emancipation Proclamation by Abraham Lincoln
•Gettysburg Address by Abraham Lincoln
•Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

H: Conflict and Compromise

8.H.CO.1

Explain how colonial resistance to British control led to the Revolutionary War.

The American colonies resisted British control. Because of various British actions, such as the Proclamation of 1763, Stamp Act, Sugar Act and Intolerable Acts, the colonists resisted British control and ultimately rebelled against Britain to establish a new nation as outlined in the Declaration of Independence.

H: Conflict and Compromise

8.H.CO.3

Analyze how economic, social, ideological and political changes led to sectional and national tensions, inspiring reform movements between 1840-1860.

As increasing sectional differences emerged between the North and South, reform movements, such as the Abolitionist Movement, Seneca Falls Convention and other social movements took place. These concepts are addressed in documents such as “What to the Slave is the Fourth of July?” by Frederick Douglass and “Declaration of Rights of the Women of the United States” by Susan B. Anthony, Matilda Joslyn Gage and Elizabeth Cady Stanton.

H: Conflict and Compromise

8.H.CO.4

Explain how sectionalism and slavery within the United States led to conflicts between 1820-1877.

As increasing sectional differences emerged, the disparity between regions grew and were influenced by differing cultural, geographic, economic and political factors and characteristics. For example, the small farm based economy in the New England Colonies differed from the plantation based economy in the Southern Colonies. These differences gave rise to different labor systems. The South was reliant on the institution of slavery while the North was reliant on wage labor and indentured servitude. This led to conflicts over issues such as the slave trade, the spread of slavery to new territories, abolition, human rights and, ultimately, the Civil War. These concepts are addressed in documents such as the Final Emancipation Proclamation and The Gettysburg Address by Abraham Lincoln.

H: Change and Continuity

HS.UH.CH.2

Analyze changes to economic policies, the size of government and the power of government between 1890-1945.

As the nation changed, so did the demands of meeting the needs of the diverse population. For example, there were changes in infrastructure (roads, railroads) as well as changes to our Constitution which addressed the changing demography and economic needs of our nation. For example, expansion of government regulations in the Progressive period and New Deal reflected new challenges generated by an industrializing economy. These concepts are addressed in documents such as:

The August 31, 1910, New Nationalism speech by Theodore Roosevelt;
The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

H: Change and Continuity

HS.UH.CH.7

Evaluate the impact of fundamental documents on the development of the United States.

The fundamental documents include but are not limited to the following:

•The September 18, 1895, Atlanta Exposition Address by Booker T. Washington;
•Of Booker T. Washington and Others by W.E.B. Du Bois;
•The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896);
•The August 31, 1910, New Nationalism speech by Theodore Roosevelt;
•The January 11, 1944, State of the Union Address by Franklin D. Roosevelt;
•The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education Topeka, 349 U.S. 294 (1955);
•Letter from Birmingham Jail by Martin Luther King, Jr.;
•The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.; and
•A Time for Choosing by Ronald Reagan

H: Cause and Effect

HS.UH.CE.1

Analyze the political, economic and social impacts of industrialization on the United States between 1877-1945.

The identity of Americans and groups within the United States are complex and shaped by diverse factors including migration patterns, culture, economics, geography, and both internal and external forces. While there are continuities in the way Americans view themselves and each other, there are also shifts in perceptions, as the concept of citizenship expanded over time. Some of the many possible examples of the ways diverse groups viewed themselves and contributed to the identity of the United States can be seen in the following documents:

The September 18, 1895, Atlanta Exposition Address by Booker T Washington;
Of Booker T. Washington and Others by W.E.B. Du Bois;
The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.

H: Cause and Effect

HS.UH.CE.2

Analyze the events that caused the United States to emerge as a global power between 1890-1991.

Beginning at the turn of the twentieth century through the end of the twentieth century, the United States emerged as a global power. The United States benefited from industrial might and increased participation in global markets. Immigration to a relatively free and open society caused the population to grow, and the United States became a leader in technological advances, which improved the U.S. economy and citizens’ standards of living. Finally, in this period, the United States became an important actor in global conflicts and compromises, leaving behind its isolationist path and entering conflicts such as the Spanish American War, World War I, World War II and the Cold War and fighting proxy wars in places like Korea and Vietnam while also pioneering the formation of global governance and defense institutions like the United Nations and North Atlantic Treaty Organization (NATO). These concepts are addressed in documents such as:

A Time for Choosing by Ronald Reagan;
The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

H: Cause and Effect

HS.UH.CE.5

Evaluate the ways in which groups facing discrimination worked to achieve expansion of rights and liberties from 1877-present.

Since 1877, various groups have worked to expand rights and liberties. These groups have worked to change legislation, amend the Constitution and improve daily lives for the American people. These groups and individuals participated in marches, protests and acts of civil disobedience to enact change and promote the expansion of rights in the United States. Suffrage movements, civil rights movements and reform movements all worked to improve civil liberties in the U.S. For example, the passage of the Americans with Disabilities Act (ADA) was a result of efforts by individuals and Congress to provide equal accommodations for Americans with disabilities. These concepts are addressed in documents such as:

Of Booker T. Washington and Others by W.E.B. Du Bois;
The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education of Topeka, 349 U.S. 294 (1955);
Letter from Birmingham Jail by Martin Luther King, Jr.;
The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.;
The September 18, 1895, Atlanta Exposition Address by Booker T. Washington;
The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896)

H: Cause and Effect

HS.UH.CE.6

Analyze how global interactions impacted American culture and society from 1890- present.

U.S. global interactions have led to numerous cultural shifts. Immigration, for example, has influenced the United States by infusing each generation with new ideas and customs. As the strength of the U.S. economy grew, industry attracted workers from all over the world, changing American society as new ideas and customs were integrated. As the United States participated in global conflicts, there were changes in values and beliefs, and emerging prejudices led to changes in cultural norms. Global interactions also led to the development of trade agreements like the World Trade Organization (WTO) and North American Free Trade Agreement (NAFTA) and regulatory bodies like the Department of Homeland Security, which impacted society. The concepts are addressed in documents such as:

A Time for Choosing by Ronald Reagan;
The January 11, 1944, State of the Union Address by Franklin D. Roosevelt;
Letter from Birmingham Jail by Martin Luther King, Jr.

H: Conflict and Compromise

HS.UH.CO.4

Analyze the conflicting ideologies and policies of the United States and Soviet Union and their impact, both domestically and globally, during the Cold War Era between 1945-1991.

The United States and the Soviet Union had fundamentally different ideologies concerning economics, political foundations and individual liberties. These differences led to the Cold War, which pitted these two ideological camps against one another on a global scale following WWII. During the Cold War, the United States and the Soviet Union competed for global influence, participated in proxy wars and created organizations of collective security, like NATO and the Warsaw Pact. This also led to policies at home, such as the creation of the House Un-American Activities Committee, and fear of the spread of communism. In the post- Cold War era, the United States played a role in global attempts at compromise and conflicts. The United States has been a part of many trade treaties, such as NAFTA, and other global compromises around the environment and disarmament. At the same time, the United States has participated in armed conflict as part of international peacekeeping forces in places like Bosnia and as part of international alliances fighting against terrorism around the world after 9/11. These concepts are addressed in documents such as:

A Time for Choosing by Ronald Reagan

H: Kentucky History

HS.UH.KH.1

Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.

Throughout U.S. history, Kentuckians have played a role in influencing national developments, such as, but not limited to, the following examples: Justice John Marshall Harlan was the dissenting opinion in the Berea College v. Kentucky and the United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896) cases setting a precedent that segregation was inherently unequal; Governor Breathitt was instrumental in the Civil Rights Movement nationally and in Kentucky and in the implementation of the Civil Rights Act of 1964; Madeline McDowell Breckinridge fought for child labor laws and was critical in the women’s suffrage movement on a national scale; Sophia Alcorn was an advocate for people with disabilities and invented the Tadoma method for people who are deaf and blind to communicate; Willa Beatrice Brown was the first African American woman in the United States to earn a pilot’s license and was a lifelong civil rights advocate; Alice Allison Dunnigan was the first African American journalist to receive White House credentials.

4.C.CP.1 Describe the diverse forms of self-government used by various groups in Colonial America.

The Mayflower Compact

5.C.CP.2 Analyze the structure of the U.S. government, including separation of power and its system of checks and balances.

The Federalist Nos. 10 and 51 (James Madison)

5.C.PR.1 Evaluate whether various rules and laws promote the general welfare, using historical and contemporary examples.

The Constitution of the United States

5.C.KGO.1 Explain the roles and responsibilities of a Kentucky citizen.

The Constitution of the United States

5.E.MA.1 Describe why the government collects taxes and what goods and services it provides society.

The Constitution of the United States

5.E.MA.2 Explain how the United States developed into a market economy.

The Constitution of the United States

5.H.CH.2 Analyze the impact innovation and human ingenuity had on the development of the United States from Colonization to Constitution.

NOT SPECIFIED BY KRS 158.196: the inventions of Benjamin Franklin, such as the lightning rod, Franklin Stove and bifocals,

5.H.CO.1 Analyze the role conflict and collaboration played in the founding of the United States.

The Constitution of the United States

The Federalist No. 1 (Alexander Hamilton)

The Federalist Nos. 10 and 51 (James Madison)

The first ten (10) amendments to the Constitution of the United States, also known as the Bill of Rights

8.C.CP.1 Analyze the origin and purposes of rule of law, popular sovereignty, federalism, separation of powers and checks and balances.

The June 8, 1789, speech on amendments to the Constitution of the United States by James Madison

8.C.CP.2 Explain the origins, functions and structure of government, with reference to the Mayflower Compact, Declaration of Independence, Articles of Confederation, Federalist Papers 1, 10, and 51, U.S. Constitution, Bill of Rights and other founding documents, and their impacts on citizens.

The June 8, 1789, speech on amendments to the Constitution of the United States by James Madison

8.C.CP.3 Explain how a system of checks and balances is intended to prevent a concentration of power in one branch.

The June 8, 1789, speech on amendments to the Constitution of the United States by James Madison

8.C.RR.1 Analyze the role of citizens in the U.S. political system, with attention to the definition of who is a citizen, expansion of that definition over time and changes in participation over time.

What to the Slave is the Fourth of July? speech by Frederick Douglass

The United States Supreme Court opinion in Dred Scott v. Sandford, 60 U.S. 393 (1857)

Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

8.C.RR.2 Analyze expansion of and restriction on citizenship and voting rights on diverse groups in the United States from the Colonial Era to Reconstruction from 1600-1877.

What to the Slave is the Fourth of July? speech by Frederick Douglass

The United States Supreme Court opinion in Dred Scott v. Sandford, 60 U.S. 393 (1857)

Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

8.C.RR.3 Analyze how groups in the United States have challenged Constitutional provisions, laws and court rulings denying them the rights of citizens.

What to the Slave is the Fourth of July? speech by Frederick Douglass

The United States Supreme Court opinion in Dred Scott v. Sandford, 60 U.S. 393 (1857)

Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

8.C.PR.2 Explain how the U.S. Constitution was interpreted and amended through the amendment process, legislative processes, judicial review, executive actions and Supreme Court Cases between 1789 – 1877.

The United States Supreme Court opinion in Marbury v. Madison, 5 U.S. 137 (1803)

8.H.CH.1 Explain the role changing political, social and economic perspectives had on the lives of diverse groups of people in the Colonial Era.

The 1796 Farewell Address by George Washington

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

8.H.CH.2 Analyze how social and ideological philosophies impacted various movements in the United States from the Colonial Era to Reconstruction from 1600-1877.

The 1796 Farewell Address by George Washington

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

8.H.CH.3 Explain how political, social and economic perspectives in the United States led to the rise in sectionalism between 1840-1860.

The 1796 Farewell Address by George Washington

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

8.H.CH.4 Evaluate the impact technological innovations made on agriculture, trade and commerce in the years leading up to the Civil War between 1840-1860.

The 1796 Farewell Address by George Washington

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

8.H.CH.5 Explain examples of political, geographic, social and economic changes and consistencies in the different regions of the United States between 1860-1877.

The 1796 Farewell Address by George Washington

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

8.H.CH.6 Analyze the impact of fundamental documents on the development of the United States.

The Mayflower Compact

The Declaration of Independence

The Constitution of the United States

The Federalist No. 1 (Alexander Hamilton)

The Federalist Nos. 10 and 51 (James Madison)

The June 8, 1789, Speech on Amendments to the Constitution of the United States by James Madison

The first ten (10) amendments to the Constitution of the United States, also known as the Bill of Rights

The 1796 Farewell Address by George Washington

The United States Supreme Court opinion in Marbury v. Madison, 5 1 U.S. 137 (1803)

The Monroe Doctrine by James Monroe

What to the Slave is the Fourth of July? speech by Frederick Douglass

The United States Supreme Court opinion in Dred Scott v. Sandford, 6 60 U.S. 393 (1857)

[Final] Emancipation Proclamation by Abraham Lincoln

Gettysburg Address by Abraham Lincoln

Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

8.H.CO.1 Explain how colonial resistance to British control led to the Revolutionary War.

The Declaration of Independence

8.H.CO.3 Analyze how economic, social, ideological and political changes led to sectional and national tensions, inspiring reform movements between 1840-1860.

What to the Slave is the Fourth of July? speech by Frederick Douglass

Declaration of Rights of the Women of the United States by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton

8.H.CO.4 Explain how sectionalism and slavery within the United States led to conflicts between 1820-1877.

Final Emancipation Proclamation by Abraham Lincoln
Gettysburg Address by Abraham Lincoln

HS.UH.CH.2 Analyze changes to economic policies, the size of government and the power of government between 1890-1945.

The August 31, 1910, New Nationalism speech by Theodore Roosevelt

The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

HS.UH.CH.7 Evaluate the impact of fundamental documents on the development of the United States.

The September 18, 1895, Atlanta Exposition Address by Booker T. Washington

Of Booker T. Washington and Others by W.E.B. Du Bois

The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896)

The August 31, 1910, New Nationalism speech by Theodore Roosevelt

The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education Topeka, 349 U.S. 294 (1955)

Letter from Birmingham Jail by Martin Luther King, Jr.

The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.

A Time for Choosing by Ronald Reagan

HS.UH.CE.1 Analyze the political, economic and social impacts of industrialization on the United States between 1877-1945.

The September 18, 1895, Atlanta Exposition Address by Booker T Washington

Of Booker T. Washington and Others by W.E.B. Du Bois

The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.

HS.UH.CE.2 Analyze the events that caused the United States to emerge as a global power between 1890-1991.

The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

A Time for Choosing by Ronald Reagan.

HS.UH.CE.5 Evaluate the ways in which groups facing discrimination worked to achieve expansion of rights and liberties from 1877-present.

The September 18, 1895, Atlanta Exposition Address by Booker T. Washington

The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896)

Of Booker T. Washington and Others by W.E.B. Du Bois

The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education of Topeka, 349 U.S. 294 (1955)

Letter from Birmingham Jail by Martin Luther King, Jr.

The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.

HS.UH.CE.6 Analyze how global interactions impacted American culture and society from 1890- present.

The January 11, 1944, State of the Union Address by Franklin D. Roosevelt

Letter from Birmingham Jail by Martin Luther King, Jr

A Time for Choosing by Ronald Reagan.

HS.UH.CO.4 Analyze the conflicting ideologies and policies of the United States and Soviet Union and their impact, both domestically and globally, during the Cold War Era between 1945-1991.

A Time for Choosing by Ronald Reagan.

HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.

The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896)