Indiana Academic Standards United States History (1877 to Present)

Indiana Academic Standards United States History (1877 to Present)

United States - Page 1 - January 31, 2020

Introduction

The Indiana Academic Standards for United States History (1877-Present) are the result of a process designed to identify, evaluate, synthesize, and create the most high-quality, rigorous standards for Indiana students. The standards are designed to ensure that all Indiana students, upon graduation, are prepared for both college and career opportunities. In alignment with Indiana's Every Student Succeeds Act (ESSA) plan, the academic standards reflect the core belief that all students can achieve at a high level.

What are the Indiana Academic Standards?

The Indiana Academic Standards are designed to help educators, parents, students, and community members understand what students need to know and be able to do at each grade level, and within each content strand, in order to exit high school college and career ready. The academic standards should form the basis for strong Tier 1 instruction at each grade level and for each content area for all students, in alignment with Indiana's vision for Multi-Tiered Systems of Supports (MTSS). While the standards have identified the academic content or skills that Indiana students need in order to be prepared for both college and career, they are not an exhaustive list. Students require a wide range of physical, social, and emotional support in order to be successful. This leads to a second core belief outlined in Indiana's ESSA plan that learning requires an emphasis on the whole child.

While the standards may be used as the basis for curriculum, the Indiana Academic Standards are not a curriculum. Curricular tools, including textbooks, are selected by the district/school and adopted through the local school board. However, a strong standards-based approach to instruction is encouraged, as most curricula will not align perfectly with the Indiana Academic Standards. Additionally, attention should be given at the district and school level to the instructional sequence of the standards as well as to the length of time needed to teach each standard. Every standard has a unique place in the continuum of learning omitting one will certainly create gaps - but each standard will not require the same amount of time and attention. A deep understanding of the vertical articulation of the standards will enable educators to make the best instructional decisions. The Indiana Academic Standards must also be complemented by robust, evidencebased instructional practices, geared to the development of the whole child. By utilizing well-chosen instructional practices, social-emotional competencies and employability skills can be developed in conjunction with the content standards.

Acknowledgments

The Indiana Academic Standards were developed through the time, dedication, and expertise of Indiana's K-12 teachers, higher education professors, and other representatives. We wish to specially acknowledge the committee members who dedicated many hours to the review and evaluation of these standards designed to prepare Indiana students for college and careers.

United States History - Page 2 - January 31, 2020

Social Studies: United States History (1542)

United States History is a two-semester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the late nineteenth century into the twenty-first century. After reviewing fundamental themes in the early development of the nation, students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present as they relate to life in Indiana and the United States. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time. Please Note: Examples, when provided, are intended to help illustrate what is meant by the standards. They are only a starting point and are not exclusive. Many additional possibilities exist.

United States History - Page 3 - January 31, 2020

United States History

Standard 1: Students review and summarize key ideas, events, people, and developments from the Founding Era through the Civil War and Reconstruction (1775-1877).

Early National Development: 1775 to 1877

USH.1.1

Read key documents from the Founding Era and analyze major ideas about government, individual rights, and the general welfare embedded in these documents.

USH.1.2

Summarize major themes in the early history of the United States such as federalism, sectionalism, nationalism, and states' rights.

USH.1.3 Identify and tell the significance of controversies pertaining to slavery, abolitionism, and social reform movements.

USH.1.4

Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time such as Andrew Johnson's impeachment, the Black Codes, and the Compromise of 1877.

United States History - Page 4 - January 31, 2020

United States History

Standard 2: Students examine the political, economic, social, and cultural development of the United States during the period from 1870 to 1900.

Development of the Industrial United States: 1870 to 1900

USH.2.1 Explain the causes and consequences of the Industrial Revolution.

USH.2.2 Explain the urban and rural responses to the challenges of the Gilded Age.

USH.2.3

Analyze the factors associated with the development of the West and how these factors affected the lives of those who settled there, including Buffalo Soldiers, the Irish, and the Chinese.

USH.2.4

Articulate the causes and consequences of Indian wars in the West and explain how the lives of American Indians changed with the development of the West.

USH.2.5

Summarize the impact industrialization and immigration had on social movements of the era including the contributions of specific individuals and groups.

USH.2.6

Describe the growth of unions and the labor movement and evaluate various approaches and methods used by different labor leaders and organizations.

United States History - Page 5 - January 31, 2020

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