National Standards
National Standards for History
Standard 1B
The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.
Therefore, the student is able to:
- Compare the policies toward Native Americans pursued by presidential administrations through the Jacksonian Era. [Compare and contrast differing sets of ideas] (Grades: 7-12)
- Compare federal and state Indian policy and explain Whig opposition to the removal of Native Americans. [Consider multiple perspectives] (Grades: 9-12)
- Analyze the impact of removal and resettlement on the Cherokee, Creek, Chickasaw, Choctaw, and Seminole. [Appreciate historical perspectives] (Grades 5-12)
- Investigate the impact of trans-Mississippi expansion on Native Americans. [Analyze cause-and-effect relationships] (Grades 5-12)
- Explain and evaluate the various strategies of Native Americans such as accommodation, revitalization, and resistance. [Compare and contrast differing sets of ideas] (Grades: 7-12)
Standard 2A
The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development.
Therefore, the student is able to:
- Evaluate national and state policies regarding a protective tariff, a national bank, and federally funded internal improvements. [Examine the influence of ideas] (Grades: 7-12)
- Explain how economic policies related to expansion, including northern dominance of locomotive transportation, served different regional interests and contributed to growing political and sectional differences. [Compare and contrast differing sets of ideas] (Grades: 9-12)
Standard 3
The extension, restriction, and reorganization of political democracy after 1800.
Standard 3A
The student understands the changing character of American political life in "the age of the common man."
Therefore, the student is able to:
- Relate the increasing popular participation in state and national politics to the evolving democratic ideal that adult white males were entitled to political participation. [Identify relevant historical antecedents] (Grades: 7-12)
- Analyze the influence of the West on the heightened emphasis on equality in the political process. [Analyze cause-and-effect relationships] (Grades 5-12)
- Explain the combination of sectional, cultural, economic, and political factors that contributed to the formation of the Democratic, Whig, and "Know-Nothing" parties. [Analyze multiple causation] (Grades: 9-12)
- Evaluate the importance of state and local issues, the rise of interest-group politics, and the style of campaigning in increasing voter participation. [Compare and contrast differing sets of ideas] (Grades: 9-12)
- Explain why the election of Andrew Jackson was considered a victory for the "common man." [Assess the importance of the individual in history] (Grades 5-12)
- Analyze how Jackson's veto of the U.S. Bank recharter and his actions in the nullification crisis contributed to the rise of the Whig party. [Analyze cause-and-effect relationships] (Grades: 7-12)
Standard 3B
The student understands how the debates over slavery influenced politics and sectionalism.
Therefore, the student is able to:
- Explain the Missouri Compromise and evaluate its political consequences. [Identify issues and problems in the past] (Grades 5-12)
- Explain how tariff policy and issues of states' rights influenced party development and promoted sectional differences. [Analyze cause-and-effect relationships] (Grades: 7-12)
- Analyze how the debates over slavery–from agitation over the "gag rule" of the late 1830s through the war with Mexico–strained national cohesiveness and fostered rising sectionalism. [Compare and contrast differing sets of ideas] (Grades: 7-12)
Note: While national standards provide recommendations for coverage of content, individual states establish their own curriculum standards. Please reference your own state's standards for specifics regarding grade level and topics.
