4

The student will demonstrate an understanding of political influences on historical issues and events.

(8.3)

History. The student understands the foundations of representative government in the United States. The student is expected to

(A)

explain the reasons for the growth of representative government and institutions during the colonial period; and

(B)

evaluate the importance of the Mayflower Compact, [the Fundamental Orders of Connecticut,] and the Virginia House of Burgesses to the growth of representative government.

(8.16)

Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to

(A)

identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government;

(B)

summarize the strengths and weaknesses of the Articles of Confederation;

(C)

identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and

(D)

analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

(8.17)

Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to

(A)

summarize the purposes for and processes of changing the U.S. Constitution;

(B)

describe the impact of 19^th-century amendments including the 13^th, 14^th, and 15^th amendments on life in the United States.

(8.18)

Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to

(A)

analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, [and George Mason]; and

(B)

describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

(8.19)

Citizenship.  The student understands the rights and responsibilities of citizens of the United States.  The student is expected to

(A)

summarize the issues, decisions, an dsignificance of landmark Supreme Court cases including Marbury v. Madison, [McCullock v. Maryland, and Gibbons v. Ogden]; and 

(B)

evaluate the impact of several landmark Supreme Court decisions including Dred Scott v. Sanford on life in the United States.

(8.20)

Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to

(A)

define and give examples of unalienable rights; and

(B)

summarize rights guaranteed in the Bill of Rights.

(8.22)

Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to

(B)

describe the importance of free speech and press in a democratic society.

(8.23)

Citizenship.  The student understands the importance of effective leadership in a democratic society.  The student is expected to

(B)

describe the contributions of significant political, social, [and military] leaders of the United States such as Frederick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton.