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Students analyze the impact of technological innovations on American life.Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.(3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged.
Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process.
Students describe the relationship between the arts and popular culture and the times during which they were created.
The student is expected to: (A) explain why significant events, policies, and individuals such as the Spanish-American War, U. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Du Bois on American society; and (C) evaluate the impact of third parties, including the Populist and Progressive parties. The student understands significant events, social issues, and individuals of the 1920s. The student understands the domestic and international impact of U. Roosevelt and Harry Truman during World War II, including the U. relationship with its allies and domestic industry's rapid mobilization for the war effort; (C) analyze the function of the U. Office of War Information; (D) analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons; (E) analyze major military events of World War II, including the Battle of Midway, the U. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps; (F) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas Mac Arthur, Chester A. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Source: The provisions of this 113.41 adopted to be effective August 23, 2010, 35 Tex Reg 7232. World History Studies (One Credit), Beginning with School Year 2011-2012. Students shall be awarded one unit of credit for successful completion of this course. (1)World History Studies is a survey of the history of humankind.
Dole, and missionaries moved the United States into the position of a world power; (B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico; (C) identify the causes of World War I and reasons for U. entry; (D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. The student is expected to: (A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and (B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Nimitz, George Marshall, and George Patton; and (G) explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. Kennedy's role in the Cuban Missile Crisis; (B) describe how Cold War tensions were intensified by the arms race, the space race, Mc Carthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers; (C) explain reasons and outcomes for U. involvement in the Korean War and its relationship to the containment policy; (D) explain reasons and outcomes for U. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War; (E) analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and (F) describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement. The student understands the impact of the American civil rights movement. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section.