AGCR012668 - Case of Lake View accused of Eluding dismissed.pdf
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75
DOCUMENT RESUME ED 441 715 SO 031 339 TITLE Nevada Academic Standards in the Social Studies: History. INSTITUTION Nevada State Dept. of Edtcation, Carson City. PUB DATE 1999-09-00 NOTE 106p.; For other Nevada Academic Standards in the Social Studies, see SO 031 337-340. For most current version, see Nevada State Department of Education Web site. AVAILABLE FROM Nevada Department of Education, 700 East Fifth Street, Carson City, NV 89701-5096. Tel: 775-687-9217; Fax: 775-687-9202. For full text: http://www.nsn.k12.nv.us/nvdoe/. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Academic Standards; Benchmarking; Elementary Secondary Education; *History Instruction; Public Schools; *Social Studies; *State Standards; Student Educational Objectives; *United States History; *World History IDENTIFIERS *Nevada; Student Performance Models ABSTRACT Noting that knowledge of history is the precondition of political intelligence, Nevada's academic standards for history are intended to provide the framework for a comprehensive K-12 history education to prepare students for the responsibilities and challenges of life in the 21st century. It is imperative in today's global economy for Nevada students to understand the history of their community, state, nation, and the world and to realize that knowledge of a person's roots and a sense of an individual's place in humanity allow the individual the fullest sense of self and shared community on which both personal development and responsible citizenship depend. Standards 1 and 2 represent skills needed by students to understand the events of the past. Using chronology, students will organize as well as understand the sequence and relationship of events. Standards 3 through 10 cover the major eras and concepts to be learned in the study of world history, U.S. history, and Nevada history. Performance level descriptors are provided for grades 2, 3, 5, 8, and 12. (Includes a glossary.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that …nomic growth of ancient Egypt classical...
DOCUMENT RESUME
ED 441 715 SO 031 339
TITLE Nevada Academic Standards in the Social Studies: History.
INSTITUTION Nevada State Dept. of Edtcation, Carson City.PUB DATE 1999-09-00NOTE 106p.; For other Nevada Academic Standards in the Social
Studies, see SO 031 337-340. For most current version, seeNevada State Department of Education Web site.
AVAILABLE FROM Nevada Department of Education, 700 East Fifth Street,Carson City, NV 89701-5096. Tel: 775-687-9217; Fax:775-687-9202. For full text:http://www.nsn.k12.nv.us/nvdoe/.
PUB TYPE Legal/Legislative/Regulatory Materials (090)
EDRS PRICE MF01/PC05 Plus Postage.
DESCRIPTORS *Academic Standards; Benchmarking; Elementary SecondaryEducation; *History Instruction; Public Schools; *SocialStudies; *State Standards; Student Educational Objectives;*United States History; *World History
IDENTIFIERS *Nevada; Student Performance Models
ABSTRACTNoting that knowledge of history is the precondition of
political intelligence, Nevada's academic standards for history are intendedto provide the framework for a comprehensive K-12 history education toprepare students for the responsibilities and challenges of life in the 21stcentury. It is imperative in today's global economy for Nevada students tounderstand the history of their community, state, nation, and the world andto realize that knowledge of a person's roots and a sense of an individual'splace in humanity allow the individual the fullest sense of self and sharedcommunity on which both personal development and responsible citizenshipdepend. Standards 1 and 2 represent skills needed by students to understandthe events of the past. Using chronology, students will organize as well asunderstand the sequence and relationship of events. Standards 3 through 10cover the major eras and concepts to be learned in the study of worldhistory, U.S. history, and Nevada history. Performance level descriptors areprovided for grades 2, 3, 5, 8, and 12. (Includes a glossary.) (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
NevadaAcademicStandards
in theSocial Studies
History
September 1999
http://www.nsn.k12.nv.us/nvdoe/
Nevada Department of Education700 East Fifth Street
Carson City, NV 89701-5096702-687-9217 office 702-687-9202 fax
BEST COPY AVAILABLE
2
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
M L (len
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATJPNAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OEM position or policy.
Nev
ada
His
tory
Sta
ndar
dsIn
trod
uctio
n
His
tory
is th
e w
itnes
s th
at te
stif
ies
to th
e pa
ssin
g of
tim
e;it
illum
ines
rea
lity,
vita
lizes
mem
ory,
[an
d] p
rovi
des
guid
ance
in d
aily
life
.M
arcu
s T
ulliu
s C
icer
o
Kno
wle
dge
of h
isto
ry is
the
prec
ondi
tion
of p
oliti
cal i
ntel
ligen
ce. W
ithou
t his
tory
, ind
ivid
uals
sha
re n
o co
mm
on m
emor
y of
whe
re th
ey h
ave
been
, wha
t the
ir c
ore
valu
es a
re, o
r w
hat d
ecis
ions
of
the
past
acc
ount
for
pre
sent
cir
cum
stan
ces.
With
out
hist
ory,
indi
vidu
als
cann
ot u
nder
take
any
sen
sibl
e in
quir
y in
to th
e po
litic
al, e
cono
mic
, or
soci
al is
sues
of
toda
y. H
isto
rica
lkn
owle
dge
and
hist
oric
al in
quir
y co
ntri
bute
to th
e sk
ills
nece
ssar
y to
be
info
rmed
citi
zens
, who
can
fun
ctio
n ef
fect
ivel
y in
the
dem
ocra
tic p
roce
ss o
f a
dive
rse
soci
ety.
The
com
plex
ities
of
mod
ern
life
plac
e a
prem
ium
on
thos
e w
ho tr
ansc
end
ster
eoty
pica
l thi
nkin
g an
d w
ho e
xam
ine
wha
tha
ppen
ed in
the
past
, why
it h
appe
ned,
wha
t the
con
sequ
ence
s w
ere,
and
how
impr
ovem
ents
can
be
mad
e in
the
futu
re f
or th
ebe
tterm
ent o
f so
ciet
y. I
t is
impe
rativ
e in
toda
y's
glob
al e
cono
my
for
Nev
ada
stud
ents
to u
nder
stan
d th
e hi
stor
y of
thei
rco
mm
unity
, sta
te, n
atio
n, a
nd th
e w
orld
.
Kno
wle
dge
of o
ne's
roo
ts a
nd a
sen
se o
f on
e's
plac
e in
hum
anity
allo
w th
e in
divi
dual
the
fulle
st s
ense
of
self
and
sha
red
com
mun
ity o
n w
hich
bot
h pe
rson
al d
evel
opm
ent a
nd r
espo
nsib
le c
itize
nshi
p de
pend
. Thr
ough
the
stud
y of
his
tory
, our
stud
ents
will
dev
elop
an
appr
ecia
tion
of th
e co
ntri
butio
ns m
ade
by a
ll na
tions
as
the
hum
aniti
es a
re in
tegr
ated
with
pol
itica
lsc
ienc
e, e
cono
mic
s, a
nd g
eogr
aphy
.
The
his
tory
str
and
is d
ivid
ed in
to te
n st
anda
rds
enco
mpa
ssin
g hi
stor
y sk
ills
and
cont
ent.
Stan
dard
s on
e an
d tw
o re
pres
ent s
kills
need
ed b
y st
uden
ts in
ord
er to
und
erst
and
the
even
ts o
f th
e pa
st. U
sing
chr
onol
ogy
stud
ents
will
org
aniz
e as
wel
l as
unde
rsta
ndth
e se
quen
ce a
nd r
elat
ions
hip
of e
vent
s. I
n or
der
to s
tudy
his
tory
suc
cess
fully
, stu
dent
s m
ust a
lso
deve
lop
the
voca
bula
ry a
ndco
ncep
ts o
f hi
stor
y, a
nd e
ngag
e in
inqu
iry,
res
earc
h, a
naly
sis,
and
dec
isio
n m
akin
g. C
urre
nt te
chno
logy
tool
s fo
rco
mm
unic
atio
n an
d re
sear
ch p
rovi
de s
tude
nts
with
opp
ortu
nitie
s fo
r hi
stor
ical
inve
stig
atio
ns a
nd p
rese
ntat
ions
of
know
ledg
e.St
anda
rds
thre
e th
roug
h te
n co
ver
the
maj
or e
ras
and
conc
epts
to b
e le
arne
d in
the
stud
y of
Wor
ld H
isto
ry, U
nite
d St
ates
His
tory
and
Nev
ada
His
tory
.
The
Nev
ada
His
tory
Sta
ndar
ds a
re in
tend
ed to
pro
vide
the
fram
ewor
k fo
r a
com
preh
ensi
ve K
-12
hist
ory
educ
atio
n in
prep
arat
ion
for
the
resp
onsi
bilit
ies
and
chal
leng
es o
f lif
e in
the
twen
ty-f
irst
cen
tury
.
4
His
tory
Stan
dard
1.0
: Chr
onol
o.: S
tude
nts
use
chro
nolo
Gra
de 3
Gra
de 2
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:1.
3.1
Iden
tify
a cu
rren
tev
ent.
14
Gra
de 5
to o
r an
ize
and
unde
rsta
nd th
e se
Stud
ents
kno
w a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Gra
de 8
uenc
e an
d re
latio
nshi
o e
vent
s.
Stud
ents
kno
w a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
eto
do
ever
ythi
ng r
equi
red
inea
rlie
r gr
ades
and
:
1.5.
1Id
entif
y cu
rren
t eve
nts
from
mul
tiple
sou
rces
.
1.8.
1D
escr
ibe
how
a c
urre
ntev
ent i
s pr
esen
ted
by m
ulti-
ple
sour
ces.
1.12
.1A
naly
ze a
cur
rent
eve
nt a
ndde
velo
p a
posi
tion.
Chr
onol
ogy
1.2.
2Id
entif
y pa
st,
pres
ent,
and
futu
re.
1.3.
2R
ecor
d ev
ents
on
agr
aphi
c or
gani
zer
such
as
a ca
lend
ar o
rtim
e lin
e.
1.5.
2C
reat
e a
time
line.
1.8.
2E
xpla
in th
e se
quen
ce a
ndre
latio
nshi
p of
eve
nts.
1.12
.2In
terp
ret t
iere
d tim
e lin
es.
Cur
rent
Eve
nts
Gra
phic
org
aniz
er: A
vis
ual r
epre
sent
atio
n of
info
rmat
ion
such
as
a ch
art,
time
line,
or
cale
ndar
.T
ime
line:
A li
near
dia
gram
indi
catin
g pe
ople
, eve
nts,
and
/or
issu
es in
chr
onol
ogic
al o
rder
.T
iere
d tim
e lin
e: A
com
bina
tion
of tw
o or
mor
e lin
ear
diag
ram
s on
whi
ch in
form
atio
n co
ncer
ning
peop
le, e
vent
s, a
nd/o
r is
sues
of
the
sam
e tim
e pe
riod
is d
ispl
ayed
for
com
pari
son.
5
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
1
6
His
tory
Stan
dard
2.0
: His
tory
Ski
lls: S
tude
nts
will
use
soc
ial s
tudi
es v
ocab
ular
y an
d co
ncep
ts to
eng
age
in in
quir
y, in
res
earc
h,in
ana
lysi
s, a
nd in
dec
isio
n-m
akin
Gra
de 2
Stud
ents
kno
w a
ndar
e ab
le to
:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
erad
es a
nd:
Cir
ade
5St
uden
ts k
now
and
are
abl
eto
do
ever
ythi
ng r
equi
red
inea
rlie
r gr
ades
and
:
Gra
de 8
Stud
ents
kno
w a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
eto
do
ever
ythi
ng r
equi
red
inea
rlie
r gr
ades
and
:
2.3.
1A
sk h
isto
ry-r
elat
edqu
estio
ns.
2.5.
1A
sk a
his
tori
cal q
uest
ion
and
iden
tify
reso
urce
s to
be
used
in r
esea
rch.
2.8.
1Fr
ame
hist
oric
al q
uest
ions
,w
hich
exa
min
e m
ultip
levi
ewpo
ints
.
2.12
.1Fr
ame
and
eval
uate
his
tori
-ca
l que
stio
ns f
rom
mul
tiple
view
poin
ts.
Inqu
iry
2.5.
22.
8.2
2.12
.2R
esea
rch
and
Org
aniz
e hi
stor
ical
info
r-E
valu
ate
sour
ces
of h
isto
ri-
Inte
grat
e, a
naly
ze a
nd o
r-A
naly
sis
mat
ion
from
a v
arie
ty o
fca
l inf
orm
atio
n ba
sed
on:
gani
ze h
isto
rica
l inf
orm
atio
nso
urce
s.cr
edib
ility
from
a v
arie
ty o
f so
urce
s.re
liabi
lity
bias
cultu
ral c
onte
xttim
e pe
riod
.2.
8.3
2.12
.3R
esea
rch
and
Rea
d an
d us
e in
form
atio
nal
tool
s in
clud
ing:
char
ts
Res
earc
h, a
naly
ze, a
nd in
ter-
pret
info
rmat
iona
l too
ls in
-cl
udin
g:
Ana
lysi
s
diag
ram
sch
arts
grap
hsdi
agra
ms
map
sgr
aphs
polit
ical
car
toon
sta
bles
phot
ogra
phs
map
sta
bles
polit
ical
car
toon
sph
otog
raph
s
Fram
e: T
o cr
eate
or
desi
gn a
his
tori
cal q
uest
ion
on th
e to
pic
bein
g le
arne
d.In
form
atio
nal t
ools
: Any
gra
phic
sou
rce
of d
ata
or in
form
atio
n.
7D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
92
8
His
tory
Stan
dard
3.0
: Pre
-his
tory
to 4
00 C
E: S
tude
nts
unde
rsta
nd th
e de
velo
pmen
t of
hum
an s
ocie
ties,
civ
iliza
tions
, and
em
pire
sth
row
h 4
00 C
EG
rade
2S
tude
nts
know
and
are
able
to:
Gra
de 3
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
tirad
es a
nd:
Gra
de 5
Stu
dent
s kn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earli
er g
rade
s an
d:
Gra
de 8
Stu
dent
s kn
ow a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earli
er g
rade
s an
d:
Gra
de 1
2S
tude
nts
know
and
are
abl
eto
do
ever
ythi
ng r
equi
red
inea
rlier
gra
des
and:
3.5.
1D
efin
e hu
nter
-gat
here
r.3.
8.1
Exp
lain
cha
ract
eris
tics
and
envi
ronm
ents
of h
unte
r-ga
ther
er.
3.12
.1Id
entif
y an
d de
scrib
e th
ech
arac
teris
tics
of p
re-
agric
ultu
ral s
ocie
ties.
Wor
ld
3.8.
23.
12.2
Wor
ldId
entif
y si
gnifi
cant
cha
rac-
Des
crib
e te
chno
logi
cal i
nno-
teris
tics
of e
arly
agr
icul
tura
lva
tions
of e
arly
agr
icul
tura
lso
ciet
ies
incl
udin
g:so
ciet
ies,
incl
udin
g:fa
rmin
gde
velo
pmen
t of a
gric
ul-
dom
estic
atio
n of
cure
anim
als
dom
estic
atio
n of
ani
-m
als
deve
lopm
ent o
f per
ma-
nent
com
mun
ities
3.8.
33.
12.3
Wor
ldLo
cate
anc
ient
and
cla
ssic
alE
xpla
in a
nd d
emon
stra
teci
viliz
atio
ns in
tim
e an
dho
w g
eogr
aphy
influ
ence
dpl
ace
incl
udin
g:th
e po
litic
al, s
ocia
l, an
d ec
o-C
hina
nom
ic g
row
th o
f anc
ient
Egy
ptcl
assi
cal c
ivili
zatio
ns in
-
Gre
ece
elud
ing:
Indi
aA
fric
a
Mes
opot
amia
Chi
na
Rom
eG
reec
eIn
dia
Mes
opot
amia
Rom
e
CE
: A te
rm fo
r da
ting
even
ts o
r er
as u
sed
in m
oder
n hi
stor
ical
writ
ing
mea
ning
"C
omm
on E
ra,"
syn
onym
ous
with
the
olde
r fo
rm "
AD
"H
unte
r-ga
ther
er: t
he te
rm u
sed
to d
escr
ibe
a pe
rson
from
a c
ultu
re w
here
the
mem
bers
hun
t and
/or
gath
er th
eir
food
.P
re-a
gric
ultu
ral s
ocie
ty: A
soc
iety
in w
hich
eco
nom
ic a
ctiv
ities
are
ass
ocia
ted
with
hun
ting
or g
athe
ring,
and
whi
ch a
re n
ot a
ssoc
iate
d w
ith th
e do
mes
ticat
ion
of a
nim
als
or th
e pr
oduc
tion
of c
rops
.D
omes
ticat
ion:
The
tam
ing
of a
nim
als
for
hum
an u
ses,
or
to a
dapt
wild
pla
nts
for
culti
vatio
n.M
esop
otam
ia: C
ivili
zatio
ns lo
cate
d be
twee
n th
e T
igris
and
Eup
hrat
es R
iver
s in
the
Mid
dle
Eas
t.
DR
AF
T N
evad
a S
ocia
l Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
93
10
His
tory
Stan
dard
3.0
: Pre
-his
tory
to 4
00 C
E: S
tude
nts
unde
rsta
nd th
e de
velo
pmen
t of
hum
an s
ocie
ties,
civ
iliza
tions
, and
em
pire
sth
rou
h 40
0 C
EG
rade
2St
uden
ts k
now
and
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier:
:ra
des
and:
Gra
de 5
Stud
ents
kno
w a
nd a
re a
ble
to d
o ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Gra
de S
Stud
ents
kno
w a
nd a
re a
ble
todo
,ev
eryt
hing
req
uire
d in
earl
ier
grad
es a
nd:
Gra
de It
?St
irs:
lent
s Im
ci*
and
are,
abl
e ;
to d
o ev
eryt
hing
req
iiiie
d in
earl
ier
grad
es a
nd:
3.8.
4D
escr
ibe
achi
evem
ents
mad
e by
anc
ient
and
cla
ssi-
cal c
ivili
zatio
ns in
clud
ing:
Chi
naE
gypt
3.12
.4D
escr
ibe
the
uniq
ue p
oliti
-ca
l, ec
onom
ic, r
elig
ious
, so-
cial
, tec
hnol
ogic
al, a
nd c
ul-
tura
l con
trib
utio
ns o
f an
cien
tan
d cl
assi
cal c
ivili
zatio
ns.
Wor
ld
Gre
ece
Afr
ica
Indi
aC
hina
Mes
opot
amia
Gre
ece
Rom
eH
ebre
w k
ingd
oms
Indi
aM
esop
otam
iaPh
oeni
cia
Rom
e3.
5.5
3.8.
5N
evad
aId
entif
y N
evad
a's
Nat
ive
Des
crib
e th
e lif
esty
les
ofA
mer
ican
cul
ture
s, in
clud
-in
g:N
evad
a's
Nat
ive
Am
eric
ancu
lture
s.N
orth
ern
Paiu
teSo
uthe
rn P
aiut
eW
asho
eW
este
rn S
hosh
one
Mes
opot
amia
: Civ
iliza
tions
loca
ted
betw
een
the
Tig
ris
and
Eup
hrat
es R
iver
s in
the
Mid
dle
Eas
t.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
11
OC
TO
BE
R 1
999
412
His
tory
Stan
dard
4.0
: 1 C
E to
140
0: S
tude
nts
unde
rsta
nd th
e ch
arac
teri
stic
s, id
eas,
and
sig
nifi
canc
e of
civ
iliza
tions
and
rel
ig-
ions
rom
1 C
E to
140
0.
Stud
ents
kno
w a
nd a
reab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
ndla
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
4.5.
1Id
entif
y ex
plor
atio
nsof
the
Vik
ings
inN
orth
Am
eric
a.
4.8.
1D
escr
ibe
the
Nor
th A
mer
ican
expl
orat
ions
and
set
tlem
ents
of
the
Vik
ings
.
4.12
.1L
ocat
e an
d de
scri
be c
ivili
zatio
nsin
term
s of
geo
grap
hy, s
ocia
lst
ruct
ure,
rel
igio
n, p
oliti
cal s
ys-
tem
s, a
nd c
ontr
ibut
ions
incl
ud-
ing: A
fric
aIn
dia
Byz
antin
eJa
pan
Chi
naV
ikin
gs4.
12.2
Des
crib
e th
e M
aya,
Azt
ec, a
ndIn
ca c
ivili
zatio
ns in
term
s of
geog
raph
y, s
ocia
l str
uctu
re, r
e-lig
ion,
pol
itica
l sys
tem
s, a
ndco
ntri
butio
ns.
Wor
ld
Wor
ld4.
8.2
Loc
ate
and
desc
ribe
con
trib
u-tio
ns o
f th
e M
ayan
, Azt
ec, a
ndIn
ca c
ivili
zatio
ns.
4.8.
3L
ocat
e th
e ge
ogra
phic
ori
gins
of
maj
or w
este
rn a
nd e
aste
rn r
e-lig
ions
, inc
ludi
ng:
Bud
dhis
mIs
lam
Chr
istia
nity
Juda
ism
Hin
duis
m
4.12
.3D
escr
ibe
the
orig
in, t
radi
tions
,cu
stom
s, a
nd s
prea
d of
wes
tern
and
east
ern
wor
ld r
elig
ions
in-
elud
ing:
Bud
dhis
mIs
lam
Chr
istia
nity
Juda
ism
Hin
duis
m
Wor
ld
4.8.
4Id
entif
y ch
arac
teri
stic
s of
Eur
o-pe
an f
euda
lism
.
4.12
.4D
escr
ibe
the
char
acte
rist
ics
ofE
urop
ean
feud
alis
m.
Wor
ld
4.12
.5D
escr
ibe
the
rise
of
com
mer
cial
trad
ing
cent
ers
and
thei
r ef
fect
son
soc
ial,
polit
ical
, and
eco
-no
mic
inst
itutio
ns.
Wor
ld
Feud
alis
m: T
he e
cono
mic
, pol
itica
l, an
d so
cial
sys
tem
in m
edie
val E
urop
e, in
whi
ch la
nd w
as h
eld
by v
assa
ls in
exc
hang
e fo
r m
ilita
ry a
nd o
ther
ser
vice
s gi
ven
to o
ver-
lord
s.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
II
isto
ry
13
OC
TO
BE
R 1
999
5
14
Inst
itutio
ns: S
yste
ms
or m
etho
ds o
f or
gani
zing
act
iviti
es. E
cono
mic
Ins
titut
ions
- w
ays
by w
hich
pro
duct
ion,
dis
trib
utio
n, a
nd e
xcha
nge
are
orga
nize
d. S
ocia
l Ins
titut
ions
- w
ays
in w
hich
cul
tura
l act
iviti
es a
re o
rgan
ized
. Pol
itica
l Ins
titut
ions
- w
ays
in w
hich
gov
erna
nce
is o
rgan
ized
.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
616
His
tory
Con
tent
Sta
ndar
d 5.
0: 1
200
to 1
750:
Stu
dent
s un
ders
tand
the
impa
ct o
f th
e in
tera
ctio
n of
peo
ples
, cul
ture
s, a
nd id
eas
rom
120
0 to
175
0.G
rade
2St
uden
ts k
now
and
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Gra
de 5
Stud
ents
kno
w a
nd a
re'
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Gra
de S
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
5.8.
1D
efin
e th
e R
enai
ssan
ce in
term
sof
sci
ence
and
fin
e ar
ts.
5.12
.1E
xam
ine
the
impa
ct o
f te
chno
-lo
gica
l and
art
istic
dev
elop
men
tsof
the
Ren
aiss
ance
.
Wor
ld
5.12
.2E
xpla
in th
e de
velo
pmen
t of
Eur
opea
n he
redi
tary
mon
ar-
chie
s an
d th
eir
effe
ct o
n:ce
ntra
lized
gov
ernm
ent
relig
ion
com
mer
ce a
nd tr
ade
Wor
ld
5.12
.3E
xpla
in th
e ca
uses
of
the
Ref
or-
mat
ion
and
its e
ffec
ts in
Eur
ope
and
the
Am
eric
as.
Wor
ld/U
nite
d St
ates
5.12
.4Id
entif
y th
e in
flue
nce
of th
e E
n-lig
hten
men
t on
scie
nce,
fin
ear
ts, l
itera
ture
, gov
ernm
ent,
and
philo
soph
y of
the
Wes
tern
wor
ld.
Wor
ld/U
nite
d St
ates
Ren
aiss
ance
: The
rev
ival
of
art,
liter
atur
e, a
nd le
arni
ng in
Eur
ope
in th
e 14
th, 1
5th,
and
16t
h ce
ntur
ies,
beg
inni
ng in
Ita
ly a
nd s
prea
ding
gra
dual
ly to
oth
erE
urop
ean
coun
trie
s.Fi
ne a
rts:
Art
, pho
togr
aphy
, dan
ce, s
culp
ture
, arc
hite
ctur
e, a
nd m
usic
.H
ered
itary
mon
arch
y: A
kin
gshi
p in
whi
ch p
ower
is b
esto
wed
fro
m o
ne g
ener
atio
n to
the
next
.
DR
AFT
Nev
J,d7
Soci
al S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
187
His
tory
Con
tent
Sta
ndar
d 5.
0: 1
200
to 1
750:
Stu
dent
s un
ders
tand
the
impa
ct o
f th
e in
tera
ctio
n of
peo
ples
, cul
ture
s, a
ndid
eas
from
120
0 to
175
0.G
rade
2G
rade
3G
rade
5G
rade
SG
rade
12
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Stud
ents
kno
w a
nd a
re.
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd,a
re a
ble,
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
5.3.
5Id
entif
y N
orth
Am
eri-
can
life
prio
r to
Eur
o-pe
an c
onta
ct, i
nclu
d-in
g: food
clot
hing
shel
ter
5.5.
5D
escr
ibe
Nor
thA
mer
ican
life
pri
or to
Eur
opea
n co
ntac
t, in
-el
udin
g:fo
odcl
othi
ngsh
elte
rtr
ansp
orta
tion
wea
pons
5.8.
5D
escr
ibe
Nat
ive
Am
eric
an c
ul-
ture
s in
the
Nor
thw
est,
Sout
h-w
est,
Sout
heas
t, N
orth
east
, Cal
i-fo
rnia
, Pla
ins,
Gre
at B
asin
, Pla
-te
au, A
rctic
and
Sub
-Arc
tic.
5.12
.5C
ompa
re c
omm
on e
lem
ents
of
Nat
ive
Am
eric
an s
ocie
ties
in-
elud
ing
econ
omic
sys
tem
sfa
mily
org
aniz
atio
nho
usin
gre
ligio
n an
d va
lues
lang
uage
polit
ical
sys
tem
sso
cial
sys
tem
s
Uni
ted
Stat
es/N
evad
a
5.5.
6D
escr
ibe
expe
ditio
nsof
ear
ly e
xplo
rers
,in
clud
ing:
Chr
isto
pher
Col
um-
bus
Ferd
inan
d M
agel
lan
5.8.
6D
escr
ibe
mot
ivat
ions
for
Sca
n-di
navi
an a
nd E
urop
ean
expl
ora-
tions
:al
l-w
ater
rou
te to
Asi
atr
ade
relig
ion
5.12
.6A
naly
ze th
e ro
le o
f na
tiona
lism
,ec
onom
ics,
and
rel
igio
us r
ival
-ri
es in
the
age
of e
xplo
ratio
n.
Wor
ld/U
nite
d St
ates
5.2.
7T
ell w
hy w
e ce
lebr
ate
Tha
nksg
ivin
g D
ay.
5.5.
7D
escr
ibe
rela
tions
hips
amon
g N
ativ
e A
mer
i-ca
ns, E
urop
eans
, and
Afr
ican
s.
5.8.
7E
xpla
in in
tera
ctio
ns b
etw
een
Nat
ive
Am
eric
ans,
Eur
opea
ns,
and
Afr
ican
s.
5.12
.7A
naly
ze in
tera
ctio
ns a
mon
g N
a-tiv
e A
mer
ican
s, E
urop
eans
, and
Afr
ican
s.
Wor
ld/U
nite
d St
ates
Nat
iona
lism
: The
doc
trin
e th
at n
atio
nal i
nter
est,
secu
rity
, and
issu
esar
e m
ore
impo
rtan
t tha
t int
erna
tiona
l con
side
ratio
ns.
Age
of
expl
orat
ion:
A p
erio
d of
tim
e in
Eur
opea
n hi
stor
y du
ring
whi
ch c
ount
ries
spo
nsor
ed e
xplo
ratio
ns o
f A
fric
a, th
e Fa
r E
ast,
and
the
Am
eric
as. (
16th
-17t
h ce
ntur
ies.
)
19D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
9
208
His
tory
Con
tent
Sta
ndar
d 5.
0: 1
200
to 1
750:
Stu
dent
s un
ders
tand
the
impa
ct o
f th
e in
tera
ctio
n of
peo
ples
, cul
ture
s, a
ndid
eas
rom
120
0 to
175
0.
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rer
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
erad
es a
nd:
Stud
ents
kno
w a
nd.a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
5.8.
8C
ompa
re th
e lif
esty
les
of N
orth
Am
eric
an n
ativ
es w
ith th
e co
lo-
nist
s.
5.12
.8A
naly
ze h
ow th
e in
terr
elat
ion-
ship
s of
Nat
ive
Am
eric
ans,
Afr
i-ca
ns, a
nd E
urop
eans
res
ulte
d in
a un
ique
ly A
mer
ican
cul
ture
.
Wor
ld/U
nite
d St
ates
5.8.
9C
ompa
re w
hy e
arly
col
onie
sw
ere
esta
blis
hed
by E
urop
ean
natio
ns in
the
Am
eric
as, a
ndho
w th
ey w
ere
gove
rned
.
5.12
.9D
escr
ibe
how
Eur
opea
n co
loni
alco
mm
uniti
es in
Nor
th A
mer
ica
wer
e si
mila
r an
d di
ffer
ent i
nte
rms
of p
oliti
cs, r
elig
ion,
lan-
guag
e, e
cono
mic
, and
soc
ial
cust
oms.
Wor
ld/U
nite
d St
ates
5.5.
10D
escr
ibe
colo
nial
life
in N
orth
Am
eric
a.
5.8.
10D
escr
ibe
lifes
tyle
s in
the
New
Eng
land
, Mid
dle,
Sou
ther
n, a
ndco
loni
es.
5.12
.10
Com
pare
and
con
tras
t lif
e in
the
New
Eng
land
, Mid
dle,
and
Sout
hern
Col
onie
s.
Uni
ted
Stat
es
5.8.
11D
escr
ibe
Afr
ican
sla
ve tr
ade.
5.12
.11
Exp
lain
the
impa
ct o
f w
orld
com
mer
ce, i
nclu
ding
the
Afr
ican
slav
e tr
ade.
Wor
ld
5.12
.12
Des
crib
e th
e so
cial
, pol
itica
l,an
d ec
onom
ic c
hara
cter
istic
s an
dco
ntri
butio
ns o
f ci
viliz
atio
ns in
Afr
ica,
Chi
na, I
ndia
, and
Jap
an.
Wor
ld
5.12
.13
Des
crib
e ho
w th
e Is
lam
ic e
m-
pire
s w
ere
a lin
k be
twee
n A
fric
a,E
urop
e an
d A
sia.
Wor
ld
Cul
ture
: The
idea
s, c
usto
ms,
lang
uage
and
art
of
a gi
ven
peop
le a
t a g
iven
tim
e. (
Civ
iliza
tion)
21D
RA
FTN
evad
a S
ocia
l Stu
dies
Sta
ndar
dsH
isto
ryO
CT
OB
ER
199
9
2' 9
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
nd c
onfl
icts
that
led
to th
e cr
eatio
n an
dro
wth
o a
dis
tinct
ive
cultu
re.
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
tirad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
6.8.
1D
escr
ibe
maj
or in
vent
ions
of
the
Indu
stri
al R
evol
utio
n, in
clud
-in
g:e
stea
m e
ngin
e.
text
ile m
achi
nes
6.12
.1E
xpla
in th
e ca
uses
and
res
ults
of
the
Indu
stri
al R
evol
utio
n.
Wor
ld/U
nite
d St
ates
6.12
.2D
escr
ibe
the
caus
es a
nd e
ffec
tsof
Eur
opea
n w
ars,
incl
udin
g th
eFr
ench
and
Ind
ian
War
.
Wor
ld/U
nite
d St
ates
6.8.
3D
escr
ibe
the
effe
ct o
f la
ws
and
taxe
s en
acte
d by
the
Bri
tish
onth
e A
mer
ican
col
onie
s, in
clud
-in
g:o
Stam
p A
ct0
Into
lera
ble
Act
so
Qua
rter
ing
Act
6.12
.3E
xpla
in th
e po
litic
al, a
nd e
co-
nom
ic c
ause
s an
d ef
fect
s of
the
Am
eric
an R
evol
utio
n.
Uni
ted
Stat
es
6.2.
4T
ell w
hy w
e ce
lebr
ate
the
Four
th o
f Ju
ly.
6.5.
4Id
entif
y th
e D
ecla
ra-
Lio
n of
Ind
epen
denc
e.
6.8.
4E
xpla
in th
e m
ajor
idea
s ex
-pr
esse
d in
the
Dec
lara
tion
ofIn
depe
nden
ce, i
nclu
ding
:0
equa
lity
righ
t to
chan
ge g
over
nmen
t*
life,
libe
rty
and
the
purs
uit
of h
appi
ness
6.12
.4Id
entif
y th
e id
eas
of J
ohn
Loc
ke,
Tho
mas
Pai
ne, a
nd T
hom
as J
ef-
fers
on a
nd th
eir
infl
uenc
e on
the
Am
eric
an R
evol
utio
n.
Uni
ted
Stat
es
Indu
stri
al R
evol
utio
n A
per
iod
of te
chno
logi
cal a
nd e
cono
mic
inno
vatio
ns d
urin
g th
e ea
rly
18th
cen
tury
in E
urop
e an
d A
mer
ica.
23D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
910
24
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
nd c
onfl
icts
that
led
to th
e cr
eatio
n an
dro
wth
o a
dis
tinct
ive
cultu
re.
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rer
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
wad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
6.3.
5Id
entif
y pa
trio
tic s
ym-
bols
incl
udin
g:ea
gle
flag
Lib
erty
Bel
lSt
atue
of
Lib
erty
6.5.
5Id
entif
y ke
y pe
ople
of
the
Am
eric
an R
evol
u-tio
n, in
clud
ing:
Geo
rge
Was
hing
ton
Ben
Fra
nklin
6.8.
5D
escr
ibe
key
peop
le a
nd e
vent
sof
the
Am
eric
an R
evol
utio
n,in
clud
ing:
Kin
g G
eorg
e II
IG
eorg
e W
ashi
ngto
nB
attle
of
Sara
toga
Val
ley
Forg
e
6.12
.5D
escr
ibe
the
even
ts, c
ours
e, a
ndre
sults
of
the
Am
eric
an R
evol
u-tio
nary
War
, inc
ludi
ng th
e co
n-tr
ibut
ions
of
Afr
ican
and
Nat
ive
Am
eric
ans.
Uni
ted
Stat
es
Lex
ingt
on &
Con
cord
6.8.
66.
12.6
Uni
ted
Stat
esId
entif
y th
e A
rtic
les
of C
on f
ed-
Exp
lain
the
issu
es o
f th
e C
on-
erat
ion.
fede
ratio
n pe
riod
, inc
ludi
ng:
war
deb
ts/f
inan
cew
este
rn la
ndtr
ade
taxa
tion
6.8.
76.
12.7
Uni
ted
Stat
esE
xpla
in w
hy th
e C
onst
itutio
nD
escr
ibe
the
Con
stitu
tion'
s un
-w
as w
ritte
n.dc
rlyi
ng p
rinc
iple
s, in
clud
ing:
chec
ks a
nd b
alan
ces
fede
ralis
m.
limite
d go
vern
men
tpo
pula
r so
vere
ignt
yse
para
tion
of p
ower
sC
onfe
dera
tion
Peri
od T
he p
erio
d of
tim
e du
ring
whi
ch th
e U
nite
d St
ates
ope
rate
d un
der
the
Art
icle
s of
Con
fede
ratio
n. T
he A
rtic
les
wer
e pr
opos
ed in
177
7, r
atif
ied
in17
81, a
nd w
ere
used
unt
il th
e ra
tific
atio
n of
the
Con
stitu
tion
in 1
789.
Fede
ralis
m: A
for
m o
f go
vern
men
t con
sist
ing
of a
uni
on o
f st
ates
in w
hich
eac
h m
embe
r ag
rees
to s
ubor
dina
te it
s go
vern
men
tal p
ower
to th
at o
f ac
entr
al a
utho
rity
inco
mm
on a
ffai
rs.
Popu
lar
sove
reig
nty:
A p
rinc
iple
of
gove
rnm
ent i
n w
hich
the
vote
of
the
citiz
ens
is c
onsi
dere
d th
e fi
nal a
utho
rity
; als
o: A
term
app
lied
duri
ng th
e Pr
e-C
ivil
War
Era
to th
epr
opos
ed p
opul
ar e
lect
ions
on
the
issu
e of
sla
very
in p
revi
ousl
y un
orga
nize
d te
rrito
ries
.
25D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
911
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
ndco
nflic
ts th
at le
d to
the
crea
tion
and
row
th o
a d
istin
ctiv
e cu
lture
.G
rade
2St
uden
ts k
now
and
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de 8
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
6.8.
8Id
entif
y th
e pr
inci
ples
of
the
Bill
of R
ight
s.
6.12
.8D
escr
ibe
the
issu
es in
volv
ed in
the
ratif
icat
ion
of th
e C
onst
itu-
tion,
incl
udin
ge
mai
n id
eas
of th
e Fe
dera
list
Pape
rso
mai
n id
eas
of th
e A
nti-
Fede
ralis
tso
the
Bill
of
Rig
hts
Uni
ted
Stat
es
6.12
.9D
escr
ibe
the
infl
uenc
e of
the
Am
eric
an R
evol
utio
n on
Eur
ope
and
the
Am
eric
as.
Wor
ld/U
nite
d St
ates
6.12
.10
Dis
cuss
the
polit
ical
eve
nts,
peop
le, a
nd id
eas
that
infl
uenc
edE
urop
ean
polit
ics,
incl
udin
g:0
Nap
oleo
no
Met
tern
ich
0 M
arx
e C
ongr
ess
of V
ienn
a
Wor
ld
Rat
ific
atio
n: T
he a
ppro
val o
r co
nfir
mat
ion
of a
gov
ernm
enta
l pro
posa
l; th
e co
nfir
mat
ion
of th
e ad
optio
n of
a c
onst
itutio
n.A
nti-
Fede
ralis
ts: A
term
ref
erri
ng to
thos
e w
ho o
ppos
ed th
e ra
tific
atio
n of
the
Uni
ted
Stat
es C
onst
itutio
n.
27D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
9
28 12
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
nd c
onfl
icts
that
led
to th
e cr
eatio
n an
dro
wth
o a
dis
tinct
ive
cultu
re.
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rw
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
iequ
ired
in e
arlie
rgr
ades
and
:
6.12
.11
Des
crib
e ac
hiev
emen
ts o
f E
uro-
pean
fin
e ar
ts, a
nd li
tera
ture
,in
clud
ing:
Bee
thov
enB
yron
Dic
kens
Wor
ld
6.8.
126.
12.1
2W
orld
/Uni
ted
Stat
esD
efin
e ca
pita
lism
and
fre
eD
escr
ibe
the
rise
of
natio
nal
mar
ket e
cono
my.
econ
omie
s, th
e em
erge
nce
ofca
pita
lism
and
the
free
mar
ket
econ
omy.
6.8.
136.
12.1
3U
nite
d St
ates
Des
crib
e th
e ea
rly
deve
lopm
ent
Exp
lain
issu
es, e
vent
s, a
nd th
eof
the
Uni
ted
Stat
es g
over
nmen
t,in
clud
ing:
role
s of
key
peo
ple
rela
ted
to th
ede
velo
pmen
t of
Uni
ted
Stat
esE
stab
lishm
ent o
f pr
esid
entia
lpo
litic
al in
stitu
tions
, inc
ludi
ng:
prec
eden
ts d
urin
g W
ashi
ng-
Geo
rge
Was
hing
ton'
s ad
min
i-to
n's
adm
inis
trat
ion
stra
tion
polit
ical
par
ties
The
Mar
shal
l Cou
rtth
e po
wer
of
the
Supr
eme
exte
nsio
n of
suf
frag
eC
ourt
and
judi
cial
rev
iew
polit
ical
par
ties
Cap
italis
m: A
n ec
ono
nic
syst
em in
whi
ch a
ll or
mos
t of
the
mea
ns o
f pr
oduc
tion,
dis
trib
utio
n, a
nd e
xcha
nge
are
priv
atel
y ow
ned
and
oper
ated
for
pro
fit.
Free
mar
ket e
cono
my.
An
econ
omy
in w
hich
the
buyi
ng a
nd s
ellin
g of
goo
ds a
nd s
ervi
ces
may
be
carr
ied
on w
ithou
t res
tric
tions
as
to p
rice
and
valu
atio
n.Ju
dici
al r
evie
w: A
fea
ure
of
the
Uni
ted
Stat
es C
onst
itutio
nal s
yste
m s
et f
orth
in M
arbu
ry v
. Mad
ison
in w
hich
the
Supr
eme
Cou
rt o
f th
e U
nite
dSt
ates
may
dec
lare
an
ac-
tion
of th
e ex
ecut
ive
or le
gisl
ativ
e br
anch
es u
ncon
stitu
tiona
l.Su
ffra
ge: T
he r
ight
to v
ote.
29D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds t1
isto
ry
30
OC
TO
BE
R 1
999
13
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s,an
d co
nflic
ts th
at le
d to
the
crea
tion
and
row
th o
a d
istin
ctiv
e cu
lture
.
Stu
dent
s,kn
owan
dar
e ab
le to
:S
tude
nts
know
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
'Stu
dent
s kn
ow a
nd a
re:
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
i'Stti
dent
s kn
ow a
nd a
re a
ble ::
todo
:-
eVev
eryt
hing
req
uire
d. in
ear
lier'
I.
grad
es a
nd:
..,S
tUde
nts
knO
W a
ndar
eabl
eev
eryt
hing
req
iiiie
il in
ear
lier
grad
es a
nd:
.
6.5.
14D
escr
ibe
the
rela
tion-
ship
bet
wee
n th
e W
arof
181
2 an
d th
e na
-tio
nal a
nthe
m.
6.8.
14D
escr
ibe
the
sign
ifica
nce
of th
efo
llow
ing
in c
reat
ing
a na
tiona
lec
onom
ic id
entit
y an
d fo
reig
npo
licy,
incl
udin
g:th
e co
tton
gin
the
fact
ory
syst
emW
ar o
f 181
2o
Eric
Can
alra
ilroa
dsM
onro
e D
octr
ine
imm
igra
tion/
nativ
ism
6.12
.14
Exp
lain
issu
es, e
vent
s, a
nd th
ero
les
of k
ey in
divi
dual
s as
soci
-ac
ed w
ith th
e de
velo
pmen
t of a
natio
nal e
cono
mic
iden
tity
and
fore
ign
polic
y, in
clud
ing:
deve
lopm
ent o
f the
fact
ory
syst
ems/
impa
cts
of s
igni
fican
tin
vent
ions
suc
h as
the
cotto
n
gin
and
inte
rcha
ngea
ble
part
ste
rrito
rial,
trad
e, a
nd s
hipp
ing
issu
es w
ith G
reat
Brit
ain
War
of 1
812
the
crea
tion
of a
nat
iona
l
tran
spor
tatio
n sy
stem
Mon
roe
Doc
trin
egr
owth
and
impa
ct o
f im
mi-
grat
ion
Uni
ted
Sta
tes
6.8.
156.
12.1
5U
nite
d S
tate
s
Iden
tify
key
peop
le a
nd e
vent
s in
Des
crib
e th
e so
cial
ref
orm
and
the
soci
al r
efor
m m
ovem
ents
of
relig
ious
mov
emen
ts o
fan
tebe
llum
Uni
ted
Sta
tes,
in-
ante
bellu
m U
nite
d S
tate
s
elud
ing:
Dor
othe
a D
ixw
hich
atte
mpt
ed to
enh
ance
life
,
incl
udin
g:Lu
cret
ia M
ott
educ
atio
n re
form
Soj
ourn
er T
ruth
pris
on &
men
tal h
ealth
ref
orm
Sen
eca
Fal
ls D
ecla
ratio
nre
ligio
us r
eviv
alI l
orac
e M
ann
Uto
pian
mov
emen
tw
omen
's r
ight
s
Fac
tory
sys
tem
: A s
yste
m o
f man
ufac
turin
g in
whi
ch th
e st
eps
or s
tage
s of
pro
duct
ion
are
hous
ed in
one
or
mor
e bu
ildin
gs in
clo
se p
roxi
mity
.
Nat
ivis
m: T
he p
ract
ice
or p
olic
y of
favo
ring
nativ
e-bo
rn c
itize
ns a
s ag
ains
t im
mig
rant
s.A
nteb
ellu
m U
nite
d S
tate
s: A
per
iod
of U
nite
d S
tate
s H
isto
ry p
rior
to th
e U
nite
d S
tate
s C
ivil
War
in 1
861.
The
ref
eren
ce g
ener
ally
exte
nds
from
the
1830
's to
the
1860
's.
Rel
igio
us r
eviv
als:
A te
rm d
esig
natin
g th
e G
reat
Aw
aken
ing,
and
the
Sec
ond
Gre
at A
wak
enin
g in
ear
ly U
nite
d S
tate
s H
isto
ry.
Uto
pian
mov
emen
t: A
term
ref
errin
g to
sev
eral
atte
mpt
s to
est
ablis
h "p
erfe
ct"
com
mun
ities
in th
e U
nite
d S
tate
s in
the
mid
dle
of th
e 19
th c
entu
ry, i
nclu
ding
the
New
Har
-
mon
y an
d O
neid
a ex
perim
ents
.
DR
AF
T N
evad
34ia
l Stu
dies
Sta
ndar
ds H
isto
ry
31
OC
TO
BE
R 1
999
14
32
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
nd c
onfl
icts
that
led
to th
e cr
eatio
n an
d
row
th o
a d
istin
ctiv
e cu
lture
.
Stud
ents
kno
w a
nar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rG
rade
s an
d:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
6.8.
16R
ecog
nize
the
deve
lopm
ent o
f a
dist
inct
ive
Am
eric
an c
ultu
re,
incl
udin
g co
ntri
butio
ns f
rom
:po
etry
liter
atur
ela
ngua
ge d
evel
opm
ent
6.12
.16
Des
crib
e th
e co
ntri
butio
ns in
lang
uage
, lite
ratu
re, a
rt a
nd m
u-si
c th
at le
d to
the
deve
lopm
ent
of a
dis
tinct
ive
Am
eric
an c
ul-
ture
, inc
ludi
ng:
Step
hen
Fost
erN
atha
niel
Haw
thor
neH
udso
n R
iver
Sch
ool o
f A
rtH
enry
Dav
id T
hore
au
Uni
ted
Stat
es
6.3.
17D
escr
ibe
the
life
ofpi
onee
rs.
6.5.
17D
escr
ibe
expe
rien
ces
of p
ione
ers
mov
ing
wes
t, in
clud
ing:
Don
ner
Part
yO
rego
n/C
alif
orni
aT
rails
6.8.
17D
escr
ibe
Man
ifes
t Des
tiny
and
the
expa
nsio
n of
the
Uni
ted
Stat
es, i
nclu
ding
:L
ewis
and
Cla
rk/L
ouis
iana
Purc
hase
Tra
il of
Tea
rsth
e B
attle
of
the
Ala
mo
Tre
aty
of G
uada
lupe
-Hid
algo
Ore
gon/
Cal
ifor
nia
Tra
ilsSp
anis
h T
rail/
Cen
tral
Ove
r-la
nd T
rail/
Mor
mon
Tra
ilD
onne
r Pa
rty
Cal
ifor
nia
Gol
d R
ush
6.12
.17
Exp
lain
the
issu
e of
Man
ifes
tD
estin
y an
d th
e ev
ents
rel
ated
toth
e ex
pans
ion
of th
e U
nite
dSt
ates
, inc
ludi
ng:
Lou
isia
na P
urch
ase
rem
oval
of
the
Eas
tern
trib
esO
rego
n/C
alif
orni
a T
rails
Mex
ican
War
and
acq
uisi
-tio
nsC
alif
orni
a G
old
Rus
hH
omes
tead
Act
Uni
ted
Stat
es
Man
ifes
t Des
tiny:
An
idea
pop
ular
in th
e U
nite
d St
ates
dur
ing
the
1840
's h
at h
eld
that
the
Uni
ted
Stat
es w
as d
estin
ed to
exp
and
its b
ound
arie
s ov
er m
uch
of th
e N
orth
Am
eric
an c
ontin
ent,
and
perh
aps
into
Cen
tral
Am
eric
a as
wel
l.M
exic
an W
ar a
cqui
sitio
ns: A
term
ref
erri
ng to
that
par
t of
Mex
ico
whi
ch b
ecam
e pa
rt o
f th
e U
nite
dSt
ates
as
a re
sult
of th
e T
reat
y of
Gua
dalu
pe-H
idal
go a
nd th
e G
adse
n
Purc
hase
of
1853
.
33D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
915
34
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
nd c
onfl
icts
that
led
to th
e cr
eatio
n an
dro
wth
o a
dis
tinct
ive
cultu
re.
Stu
dent
s kn
ow a
ndar
e ab
le to
:S
tude
nts
know
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rer
ades
and
:
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
erad
es a
nd:
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
6.5.
18
Iden
tify
expl
orer
s an
dse
ttler
s in
pre
-te
rrito
rial N
evad
a,in
clud
ing:
6.8.
18D
escr
ibe
the
cont
ribut
ions
of t
heex
plor
ers
and
settl
ers
in p
re-
terr
itoria
l Nev
ada
and
thei
r in
-flu
ence
on
the
futu
re, i
nclu
ding
:
Nev
ada
Kit
Car
son
Kit
Car
son
John
C. F
rem
ont
John
C. F
rem
ont
Jam
es B
eck-
wou
rth
Jam
es B
eckw
ourt
hP
eter
Ske
ne O
gden
Pet
er S
kene
Jose
ph W
alke
rO
gden
Jede
diah
Sm
ithJo
seph
Wal
ker
Jede
diah
Sm
ith6.
8.19
Des
crib
e th
e M
orm
on in
fluen
ceon
the
polit
ical
and
eco
nom
ic
deve
lopm
ent o
f pre
-ter
ritor
ial
Nev
ada.
6.8.
206.
12.2
0U
nite
d S
tate
sD
efin
e ab
oliti
on a
nd id
entif
y th
eke
y pe
ople
and
eve
nts
of th
e
mov
emen
t, in
clud
ing:
Exp
lain
abo
litio
nism
and
sum
-m
ariz
e th
e im
port
ant a
bolit
ion-
ists
and
sla
ve r
evol
ts, i
nclu
ding
:
Fre
deric
k D
ougl
ass
Har
riet T
ubm
anJo
hnB
row
n,F
rede
rick
Dou
glas
sU
nder
grou
nd R
ailro
adW
illia
m L
loyd
Gar
rison
Soj
ourn
er T
ruth
Har
riet B
eech
er S
tow
eN
at T
urne
rA
bolit
ion,
abo
litio
nism
: A m
ovem
ent i
n th
e U
nite
d S
tate
s ca
lling
for
the
proh
ibiti
on o
f sla
very
.
3D
RA
FT
Nev
ada
Soc
ial S
tudi
es S
tand
ards
II is
tory
OC
TO
BE
R 1
999
3616
His
tory
Stan
dard
6.0
: 170
0 to
186
5: S
tude
nts
unde
rsta
nd th
e pe
ople
, eve
nts,
idea
s, a
ndco
nflic
ts th
at le
d to
the
crea
tion
and
row
th o
a d
istin
ctiv
e cu
lture
.
Stu
dent
s kn
ow a
ndar
e ab
le to
:S
tude
nts
know
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
grades_an
d:
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
6.5.
21Id
entif
y th
e C
ivil
War
and
final
out
com
e,in
clud
ing:
6.8.
21Id
entif
y th
e ca
uses
, key
peo
ple,
even
ts, a
nd o
utco
me
of th
e C
ivil
War
, inc
ludi
ng:
6.12
.21
Des
crib
e th
e ca
uses
, key
peo
ple,
even
ts, a
nd o
utco
me
of th
e C
ivil
War
, inc
ludi
ng:
Uni
ted
Sta
tes
Uni
on a
nd C
onfe
d-S
tate
s' R
ight
s/sl
aver
yS
tate
s' R
ight
s/sl
aver
yer
acy
Ele
ctio
n of
186
0E
lect
ion
of 1
860
Gen
eral
s Le
e an
dP
resi
dent
Lin
coln
Fre
deric
k D
ougl
ass
Gra
ntE
man
cipa
tion
Pro
clam
a-tio
nV
icks
burg
and
( ic
ttysb
urg
Pre
side
nt L
inco
lnE
man
cipa
tion
Pro
cla
ma-
tion
Get
tysb
urg
Add
ress
Vic
ksbu
rg a
nd G
etty
sbur
g
Gen
eral
s Le
e an
d G
rant
Get
tysb
urg
Add
ress
Gen
eral
s Le
e an
d G
rant
6.5.
226.
8.22
Uni
ted
Exp
lain
the
sym
bols
,m
otto
es, a
nd s
loga
nsre
late
d to
Nev
ada,
incl
udin
g:
Exp
lain
why
Nev
ada
was
ad-
mitt
ed in
to th
e U
nion
.S
tate
s/N
evad
a
"Bat
tle B
orn-
Sta
le s
eal
Silv
er S
tate
Sta
te fl
agE
man
cipa
tion
Pro
clam
atio
n: A
dire
ctiv
e is
sued
by
Pre
side
nt A
brah
am L
inco
ln, J
anua
ry I,
186
3, in
whi
ch e
nsla
ved
peop
le in
des
igna
ted
area
s of
the
Con
fede
rate
sta
tes
wer
e de
clar
ed fr
ee. 37
DR
AF
T N
evad
a S
ocia
l Stu
dies
Sta
ndar
ds -
LI is
tory
BE
ST
CO
PY
AV
AIL
AB
LE
OC
TO
BE
R 1
999
38 17
His
tory
Stan
dard
7.0
: 186
0 to
192
0: S
tude
nts
unde
rsta
nd th
e im
ort
ance
and
imG
rade
2St
uden
ts k
now
an
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
erad
es a
nd:
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Gra
de S
act o
oliti
cal,
econ
omic
and
soc
ial i
deas
.
Stud
ents
kno
w a
ndar
e ab
le to
do.
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
Gra
de 1
2
Stud
ents
kno
w a
nd a
re a
ble
to d
o.ev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd
7.8.
1Id
entif
y th
e 13
th, 1
4th,
and
15t
hA
men
dmen
ts to
the
Con
stitu
tion.
7.12
.1Su
mm
ariz
e th
e su
cces
ses
and
failu
res
of th
e R
econ
stru
ctio
npe
riod
.
Uni
ted
Stat
es
.
7.8.
2Id
entif
y th
e Ji
m C
row
law
s.7.
12.2
Des
crib
e th
e ke
y pe
ople
and
sign
ific
ant i
ssue
s co
ncer
ning
Afr
ican
-Am
eric
an r
ight
s, in
-cl
udin
g:B
ooke
r T
Was
hing
-to
n/T
uske
gee
Inst
itute
Jim
Cro
w la
ws
Ples
sy v
s. F
ergu
son
W.B
. DuB
ois/
NA
AC
PId
a B
. Wel
ls/N
AC
W
Uni
ted
Stat
es
7.8.
3D
iscu
ss th
e co
nflic
t bet
wee
nse
ttler
s an
d N
ativ
e A
mer
ican
sdu
ring
, the
wes
twar
d ex
pans
ion.
7.12
.3D
escr
ibe
fede
ral p
olic
y to
war
dN
ativ
e A
mer
ican
s in
term
s of
:Pl
ains
War
sre
serv
atio
n sy
stem
Daw
es A
ct
Uni
ted
Stat
es
7.8.
4D
escr
ibe
the
role
pla
yed
bySa
rah
Win
nem
ucca
Hop
kins
.
Nev
ada
Rec
onst
ruct
ion:
A p
erio
d of
Uni
ted
Stat
es H
isto
ry im
med
iate
ly f
ollo
win
g th
e U
nite
d St
ates
Civ
il W
ar d
urin
g w
hich
sou
ther
n st
ates
wer
e re
orga
nize
d po
litic
ally
. The
pe-
riod
is g
ener
ally
con
side
red
to h
ave
ende
d w
ith th
e w
ithdr
awal
of
Fede
ral t
roop
s fr
om th
e re
gion
in 1
877.
Jim
Cro
w la
ws:
Law
s en
acte
d th
at le
galiz
ed s
egre
gatio
n of
and
dis
crim
inat
ion
agai
nst A
fric
an-A
mer
ican
s af
ter
the
Uni
ted
Stat
es C
ivil
War
. The
exp
ress
ion
"Jim
Cro
w"
refe
rs to
an
earl
y m
inst
rel s
ong.
Res
erva
tion
syst
em: A
pol
icy
of th
e U
nite
d St
ates
gov
ernm
ent t
o es
tabl
ish
desi
gnat
ed la
nds
for
Nat
ive
Am
eric
ans.
39D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
918
40
His
tory
Stan
dard
7.0
: 186
0 to
192
0: S
tude
nts
unde
rsta
nd th
e im
ort
ance
and
imG
rade
2St
uden
ts. k
now
and
are
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
erad
es a
nd:
Gra
de 5
Stud
ents
kno
w a
nd a
re;
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Gra
de S
act o
iolit
ical
, eco
nom
ic a
nd s
ocia
l ide
as.
Stu
dent
skn
ow a
nd a
re,a
ble
todo
ever
ythi
ng r
eqiii
reci
in e
arlie
rgr
ades
and
:
Gra
de 1
2St
uden
ts k
now
and
.are
able
tO.L
oev
eryt
hing
req
Uir
ed in
ear
lier
grad
es a
nd:
7.8.
57.
12.5
Des
crib
e th
e w
este
rn f
ront
ier,
incl
udin
g:D
escr
ibe
the
role
of
the
railr
oads
in th
e se
ttlem
ent o
f th
e W
est.
com
mun
icat
ion
(i.e
. pon
y ex
pres
s)fa
rmin
gm
inin
gra
nchi
ngtr
ansp
orta
tion
7.12
.6U
nite
d St
ates
Des
crib
e th
e ca
uses
, iss
ues,
and
effe
cts
of th
e po
pulis
t mov
e-m
ent.
7.5.
77.
8.7
7.12
.7U
nite
d St
ates
iden
tify
the
cont
ribu
-D
escr
ibe
effe
cts
of in
dust
rial
i-D
escr
ibe
the
effe
ct o
f in
dust
rial
tions
of
the
inve
ntor
sna
tion
and
new
tech
nolo
gies
on
tech
nolo
gy in
nova
tions
and
ur-
and
disc
over
ers,
in-
the
tran
sfor
mat
ion
of th
e U
nite
dba
niza
tion
on U
nite
d St
ates
elud
ing:
Stat
es, i
nclu
ding
:so
cial
and
eco
nom
ic d
evel
op-
Tho
mas
Edi
son
stee
l ind
ustr
ym
ent.
Wri
ght b
roth
ers
mas
s pr
oduc
tion
Ale
xand
er G
ra-
ham
Bel
lm
echa
nize
d as
sem
bly
line
com
mun
icat
ion
Geo
rge
Was
h-in
gton
Car
ver
Pop
ulis
t mov
emen
t: A
mov
emen
t in
the
rura
l are
as o
f th
e U
nite
d St
ates
see
king
ref
orm
s in
tran
spor
tatio
n (r
ailr
oad
regu
latio
n) a
nd m
onet
ary
polic
y (s
ilver
coi
nage
).In
dust
rial
izat
ion:
The
est
ablis
hmen
t of
an e
cono
mic
and
soc
ial s
yste
m c
hara
cter
ized
by
larg
e in
dust
ries
, mac
hine
pro
duct
ion,
and
the
conc
entr
atio
n of
wor
kers
in u
rban
area
s.M
echa
nize
d as
sem
bly
line:
An
asse
mbl
y lin
e in
whi
ch a
wor
ker
perf
orm
s a
spec
ializ
ed ta
sk in
ass
embl
ing
a pr
oduc
t as
it is
pas
sed
alon
g a
mec
hani
cal c
onve
yor
syst
em,
usua
lly c
onsi
stin
g of
bel
ts o
r ro
llers
.U
rban
izat
ion:
The
dem
ogra
phic
pro
cess
in w
hich
citi
es d
evel
op a
nd g
row
.
41D
RA
FT
Nev
ada
Soc
ial S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
42 19
His
tory
Stan
dard
7.0
: 186
0 to
192
0: S
tude
nts
unde
rsta
nd th
e im
ort
ance
and
impa
ct o
Stud
ents
kri
oWar
e ab
le to
:St
uden
ts k
now
and
are
'St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rre
quir
ed in
ear
lier
grad
es a
nd:
grad
es a
nd:
oliti
cal,
econ
omic
and
soc
ial i
deas
.
Stud
ents
kno
w a
ild,a
re a
ble
"(10
,
ever
ythi
ngie
qUir
ed in
ear
lier
grad
es a
nd
Stnd
ents
ktio
w a
nd 4
1.0,
0* f
ordo
.;ev
eryt
hing
req
uire
d in
eai
liei"
grad
ei a
nd:
7.8.
8Id
entif
y A
mer
ican
indu
stri
alis
ts,
and
thei
r co
ntri
butio
ns, i
nclu
d-in
g:A
ndre
w C
arne
gie
Hen
ry F
ord
John
D. R
ocke
felle
r
7.12
.8D
escr
ibe
the
deve
lopm
ent o
fco
rpor
ate
capi
talis
m, i
nclu
d-in
g:J.
P. M
orga
nm
ass
prod
uctio
nve
rtic
al a
nd h
oriz
onta
lin
tegr
atio
n
Uni
ted
Stat
es
7.5.
9D
escr
ibe
the
cont
ribu
-tio
ns o
f im
mig
rant
grou
ps to
the
Uni
ted
Stat
es
7.8.
9Id
entif
y im
mig
rant
and
nat
ive
grou
ps in
volv
ed in
min
ing,
ranc
hing
, rai
lroa
ds, a
nd c
om-
mer
ce in
Nev
ada
and
the
Uni
ted
Stat
es
7.12
.9E
xpla
in th
e m
otiv
atio
ns f
orgr
oups
com
ing
to th
e U
nite
dSt
ates
and
des
crib
e th
eir
cont
ri-
butio
ns to
Uni
ted
Stat
es s
ocie
ty.
Uni
ted
Stat
es/N
evad
a
7.12
.10
Des
crib
e na
tivis
m a
nd e
xpla
inth
e re
spon
se to
imm
igra
tion
into
the
Uni
ted
Stat
es
Uni
ted
Stat
es
7.5.
1 1
Des
crib
e th
e si
gnif
i-ca
nce
of L
abor
Day
.
7.8.
11D
escr
ibe
the
goal
s an
d ac
com
-pl
ishm
ents
of
labo
r un
ions
.
7.12
.1 I
Exp
lain
the
orig
ins
and
issu
esin
volv
ed in
the
labo
r m
ovem
ent.
Wor
ld/U
nite
d St
ates
7.12
.12
Des
crib
e th
e de
velo
pmen
t and
impa
ct o
f th
e Pr
ogre
ssiv
eM
ovem
ent,
incl
udin
g:go
vern
men
t ref
orm
Proh
ibiti
ontr
ust b
ustin
g
Wor
ld/U
nite
dSt
ates
/Nev
ada
Cor
pora
te c
apita
lism
: An
econ
omic
sys
tem
in w
hich
cor
pora
tions
(co
mpa
nies
ow
ned
by s
tock
hold
ers)
ow
n al
lch
ange
and
ope
rate
thes
e fo
r pr
ofit.
Ver
tical
inte
grat
ion:
An
econ
omic
term
ref
erri
ng to
the
orga
niza
tion
of a
mon
opol
y of
all
the
mea
ns, r
aw m
ate
Hor
izon
tal i
nteg
ratio
n: A
n ec
onom
ic te
rm r
efer
ring
to th
e m
onop
oliz
ed c
ontr
ol o
f th
e m
anuf
actu
re o
f a
give
nPr
ogre
ssiv
e M
ovem
ent:
A m
ovem
ent i
n ur
ban
area
s ca
lling
for
ref
orm
s in
gov
ernm
ent,
soci
al in
stitu
tions
, and
43D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
9
or m
ost o
f th
e m
eans
of
prod
uctio
1, d
istr
ibut
ion,
and
cx-
rial
s, a
nd p
rodu
ctio
n of
a g
iven
pro
duct
.pr
oduc
t.so
cial
wel
fare
.
20
44
His
tory
Stan
dard
7.0
: 186
0 to
192
0: S
tude
nts
unde
rsta
nd th
e im
ort
ance
and
imG
rade
2St
uden
ts k
now
an
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
Gra
des
and:
Gra
de 8
act o
pol
itica
l, ec
onom
ic a
nd s
ocia
l ide
as.
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de I
2St
uden
ts k
now
and
are
abl
e to
do
.i
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
7.8.
13D
escr
ibe
the
wom
en's
suf
frag
em
ovem
ent a
nd th
e 19
th A
men
d-m
ent.
7.12
.13
Des
crib
e th
e de
velo
pmen
t of
the
wom
en's
suf
frag
e m
ovem
ent
and
the
pass
age
of 1
9th
Am
end-
men
t.
Uni
ted
Stat
es
7.8.
14D
escr
ibe
Uni
ted
Stat
es e
xpan
-si
on, i
nclu
ding
:A
lask
aH
awai
iPa
nam
a C
anal
Span
ish-
Am
eric
an W
ar.
7.12
.14
Dis
cuss
the
caus
es, c
hara
cter
is-
tics,
and
con
sequ
ence
s of
Uni
ted
Stat
es e
xpan
sion
and
dip
lom
acy,
incl
udin
g:A
lask
aH
awai
iO
pen
door
pol
icy
Span
ish-
Am
eric
an W
arPa
nam
a C
anal
Roo
seve
lt fo
reig
n po
licy
Dol
lar-
dipl
omac
y
Wor
ld/U
nite
d St
ates
7.12
.15
Exp
lain
the
caus
es a
nd e
ffec
ts o
fth
e M
exic
an R
evol
utio
n of
191
1.
Wor
ld/U
nite
d St
ates
7.12
.16
Dis
cuss
the
caus
es, c
hara
cter
is-
tics,
and
con
sequ
ence
s of
Eur
o-pe
an a
nd J
apan
ese
expa
nsio
n.
Wor
ld
Suff
rage
: The
rig
ht to
vot
e.O
pen
Doo
r Po
licy:
A p
ropo
sal m
ade
in 1
899
by U
nite
d St
ates
Sec
reta
ry o
f St
ate
John
Hay
ask
ing
that
thos
e E
urop
ean
natio
ns w
ith le
aseh
olds
or
sphe
res
of in
flue
nce
inC
hina
res
pect
cer
tain
Chi
nese
rig
hts,
and
the
idea
l of
fair
com
petit
ion.
Dol
lar
Dip
lom
acy:
A p
opul
ar te
rm r
efer
ring
to th
e fo
reig
n po
licy
of th
e W
illia
m H
owar
d T
aft A
dmin
istr
atio
n us
ing
dipl
omac
y to
pro
tect
Uni
ted
Stat
es in
vest
men
ts a
broa
d,an
d ut
ilizi
ng e
cono
mic
ince
ntiv
es to
uph
old
or d
irec
t for
eign
pol
icy.
45D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ryO
CT
OB
ER
199
9
46 21
His
tory
Stan
dard
7.0
: 186
0 to
192
0: S
tude
nts
unde
rsta
nd th
e im
ort
ance
and
imG
rade
2S
tude
nts
know
and
are
able
to:
Gra
de 3
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
erad
es a
nd:
Gra
de 5
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
rade
s an
d:
Gra
de 8
act o
pol
itica
l, ec
onom
ic a
nd s
ocia
l ide
as.
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2S
tude
nts
know
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
7.3.
17Id
entif
y th
e re
ason
sM
emor
ial D
ay a
ndV
eter
an's
Day
are
7.5.
17D
escr
ibe
the
dist
inc-
lion
betw
een
Vet
-er
an's
Day
and
Mem
o-
7.8.
17Id
entif
y ca
uses
, out
com
e, a
ndco
nseq
uenc
es o
f Wor
ld W
ar I,
incl
udin
g:
7.12
.17
Des
crib
e th
e ca
uses
, cou
rse,
char
acte
r, a
nd e
ffect
s of
Wor
ldW
ar 1
, inc
ludi
ng:
Wor
ld/U
nite
d S
tate
s
natio
nal h
olid
ays.
rial D
ay.
Sar
ajev
oim
peria
lism
Arm
s ra
ce/a
llian
ces
arm
s ra
ce/a
llian
ces
natio
nalis
mna
tiona
lism
wea
pons
/tact
ics
wea
pons
/tact
ics
Fou
rtee
n P
oint
sF
ourt
een
Poi
nts
Tre
aty
of V
ersa
illes
Tre
aty
of V
ersa
illes
7.12
.18
Wor
ldD
escr
ibe
the
caus
es a
nd e
ffect
sof
the
Rus
sian
Rev
olut
ion.
Rom
anov
sLe
nin
Bol
shev
iks
Red
Rus
sian
sW
hite
Rus
sian
s7.
12.2
0W
orld
/Uni
ted
Sta
tes
Exp
lain
how
fine
art
s, li
tera
ture
,an
d le
isur
e ac
tiviti
es w
ere
a re
-fle
ctio
n of
the
times
.Im
peria
lism
: A p
olic
y by
whi
ch s
tron
ger
natio
ns a
ttem
pt to
cre
ate
empi
res
by d
omin
atin
g w
eake
r na
tions
eco
nom
ical
ly, p
oliti
cally
, or
mili
tary
, als
o ca
lled
expa
nsio
nism
.A
llian
ces
(Wor
ld W
ar I)
: Trip
le E
nten
te -
con
sist
ing
of G
reat
Brit
ain,
Fra
nce
and
Rus
sia;
Trip
le A
llian
ceco
nsis
ting
of G
erm
any,
Aus
tria
-Hun
gary
, and
Tur
key
(late
ral
so B
ulga
ria).
Nat
iona
lism
: The
doc
trin
e th
at n
atio
nal i
nter
est,
secu
rity,
and
issu
es a
rc m
ore
impo
rtan
t tha
t int
erna
tiona
l con
side
ratio
ns.
"Red
" R
ussi
ans:
A te
rm r
efer
ring
to th
e B
olsh
evik
s, m
embe
rs o
f the
maj
ority
Soc
ial D
emoc
ratic
Par
ty o
f Rus
sia,
who
sei
zed
pow
er in
the
1917
Rus
sian
Rev
olut
ion.
"Whi
te"
Rus
sian
s: N
ame
give
n to
the
Rus
sian
s th
at o
ppos
ed a
nd fo
ught
the
Bol
shev
iks
("R
ed R
ussi
ans"
) in
the
1917
Rus
sian
civ
il w
ar.
47D
RA
FT
Nev
ada
Soc
ial S
tudi
es S
tand
ards
II is
tory
OC
TO
BE
R 1
999
22
48
His
tory
Stan
dard
8.0
: Tw
entie
th C
entu
ry, a
Cha
ngin
g W
orld
: 192
0 to
194
5: S
tude
nts
unde
rsta
nd th
e im
port
ance
and
impa
ctof
°U
tica!
, eco
nom
ic, t
echn
olo:
ical
, and
soc
ial c
han:
es in
the
wor
ld r
om 1
920
to 1
945.
Gra
de 2
Gra
de 3
Stu
dent
s kn
ow a
ndar
e ab
le to
:S
tude
nts
know
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
Gra
de 5
Stu
dent
s kn
ow a
nd a
reab
le to
do
ever
ythi
ngre
quire
d in
ear
lier
rade
s an
d:
Gra
de 8
Stu
dent
s kn
ow a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2S
tude
nts
know
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
8.8.
1D
efin
e to
talit
aria
nism
.8.
12.1
Des
crib
e th
e ris
e of
tota
litar
ian
soci
etie
s in
Eur
ope,
Asi
a, a
ndLa
tin A
mer
ica.
.W
orld
8.8.
2Id
entif
y sc
ient
ific
and
tech
no-
logi
cal a
dvan
cem
ents
and
ex-
plai
n th
eir
impa
ct, i
nclu
ding
:ai
rpla
nera
dio
auto
mob
ileho
useh
old
appl
ianc
es
8.12
.2D
iscu
ss th
e ef
fect
s on
soc
iety
of
new
tech
nolo
gies
of t
his
era,
incl
udin
g:co
mm
unic
atio
ntr
ansp
orta
tion
man
ufac
turin
g
Wor
ld/U
nite
d S
tate
s
8.12
.3D
escr
ibe
soci
al te
nsio
ns in
the
post
war
era
incl
udin
g:ra
dica
l pol
itics
imm
igra
tion
rest
rictio
nsre
ligio
us fu
ndam
enta
lism
raci
sm
Uni
ted
Sta
tes
8.8.
4E
xpla
in h
ow li
tera
ture
, mus
ic,
and
visu
al a
rts
wer
e a
refle
ctio
nof
the
times
.
8.12
.4D
escr
ibe
how
cul
tura
l dev
elop
-m
ents
in e
duca
tion,
med
ia, l
ei-
sure
act
iviti
es, a
nd th
e ar
ts r
e-fle
cted
and
cha
nged
Uni
ted
Sta
tes
soci
ety.
Uni
ted
Sta
tes
Tot
alita
riani
sm: A
gov
ernm
ent o
r st
ate
in w
hich
one
pol
itica
l par
ty o
r gr
oup
mai
ntai
ns c
ompl
ete
cont
rol u
nder
a d
icta
tors
hip,
and
ban
s al
l oth
ers.
Rad
ical
s, r
adic
alis
m (
radi
cal p
oliti
cs):
A r
efer
ence
to v
ario
us m
ovem
ents
in th
e U
nite
d S
tate
s in
the
early
20t
h ce
ntur
y in
clud
ing
synd
ical
ism
(a
prop
osed
eco
nom
icsy
stem
in w
hich
pro
duct
ion
and
dist
ribut
ion
arc
cont
rolle
d by
trad
e un
ion
fede
ratio
ns),
ana
rchi
sm, c
omm
unis
m, a
nd s
ocia
lism
.R
elig
ious
fund
amen
talis
m: A
set
of r
elig
ious
bel
iefs
bas
ed o
n a
liter
al in
terp
reta
tion
of e
very
thin
g in
the
Bib
le a
nd r
egar
ded
as fu
ndam
enta
l to
Chr
istia
n fa
ith a
ndm
or-
als;
a 2
0th
cent
ury
mov
emen
t am
ong
som
e P
rote
stan
ts in
the
Uni
ted
Sta
tes
base
d on
thes
e be
liefs
49D
RA
FT
Nev
ada
Soc
ial S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
5023
His
tory
Stan
dard
8.0
: Tw
entie
th C
entu
ry, a
Cha
ngin
g W
orld
: 192
0 to
194
5: S
tude
nts
unde
rsta
nd th
e im
port
ance
and
impa
ctof
olit
ical
, eco
nom
ic, t
echn
olog
ical
, and
soc
ial c
hang
es in
the
wor
ld f
rom
192
0 to
194
5.G
rade
2G
rade
3G
rade
5G
rade
8G
rade
12
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rgr
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
Icn
ow a
nd a
re a
ble
to d
o,
ever
ythi
ng r
equi
red
in e
ailie
rgr
ades
and
:
8.8.
6D
escr
ibe
how
the
Gre
at D
e-pr
essi
on a
nd th
e N
ew D
eal a
f-fe
cted
life
in th
e U
nite
d St
ates
8.12
.6D
escr
ibe
the
polic
ies
and
pro-
gram
s of
the
New
Dea
l and
thei
ref
fect
s on
soc
ial,
polit
ical
, dip
-lo
mat
ic a
nd e
cono
mic
inst
itu-
tions
.
Uni
ted
Stat
es
8.8.
7Id
entif
y ca
uses
, eff
ects
and
out
-co
me
of W
orld
War
11,
incl
ud-
ing:
lega
cy o
f W
W1
Pear
l Har
bor
The
Big
Fou
rA
xis
pow
ers/
lead
ers
atom
ic b
omb
Uni
ted
Nat
ions
8.12
.7D
escr
ibe
the
caus
es, c
ours
e,ch
arac
ter,
and
eff
ects
of
Wor
ldW
ar I
I, in
clud
ing:
lega
cy o
f W
W1
cam
paig
ns a
nd s
trat
egie
sat
omic
bom
bsi
gnif
ican
t mili
tary
, pol
iti-
cal,
and
scie
ntif
ic le
ader
sT
he B
ig T
hree
Uni
ted
Nat
ions
Uni
ted
Stat
es c
hang
ing
wor
ld s
tatu
sw
ar c
rim
es tr
ials
Wor
ld/U
nite
dSt
ates
/Nev
ada
Gre
at D
epre
ssio
n: A
term
des
igna
ting
the
econ
omic
pro
blem
s of
the
Uni
ted
Stat
es a
nd o
ther
nat
ions
dur
ing
the
1930
's.
Inst
itutio
ns:
Sys
tem
sor
met
hods
of
orga
nizi
ng a
ctiv
ities
. Eco
nom
ic I
nstit
utio
ns -
way
s by
whi
ch p
rodu
ctio
n, d
istr
ibut
ion,
and
exc
hang
e ar
c or
gani
zed.
Soc
ial I
nstit
utio
ns-
way
sin
whi
ch c
ultu
ral a
ctiv
ities
are
org
aniz
ed. P
oliti
cal I
nstit
utio
ns -
way
s in
whi
ch g
over
nanc
e is
org
aniz
ed.
Big
Thr
ee (
or F
our,
if F
ree
Fran
ce is
incl
uded
): W
orld
War
II
Gre
at B
rita
in, R
ussi
a, U
nite
d St
ates
; tha
t is,
thos
e na
tions
par
ticip
atin
g in
the
Yal
ta C
onfe
renc
e 19
45.
51D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds 1
1 is
tory
52
OC
TO
BE
R 1
999
24
His
tory
Stan
dard
8.0
: Tw
entie
th C
entu
ry, a
Cha
ngin
g W
orld
: 192
0 to
194
5: S
tude
nts
unde
rsta
nd th
e im
port
ance
and
impa
ctof
olit
ical
, eco
nom
ic, t
echn
olo
ical
, and
soc
ial t
han:
es
in th
e w
orld
rom
192
0 to
194
5.
Stud
ents
kno
w a
nar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rer
ades
and
:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
wad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
8.8.
8Id
entif
y ke
y el
emen
ts o
f th
eH
oloc
aust
, inc
ludi
ng:
8.12
.8D
escr
ibe
the
caus
es, c
ours
e, a
ndef
fect
s of
the
Hol
ocau
st, i
nclu
d-
Wor
ld/U
nite
d St
ates
"Ary
an S
upre
mac
y"in
g:
Kri
stal
lnac
ht"A
ryan
Sup
rem
acy"
"Fin
al S
olut
ion"
Nur
embu
rg L
aws
inte
rnm
ent/d
eath
cam
psK
rist
alln
acht
"Fin
al S
olut
ion"
ain
tern
men
t/dea
th c
amps
crea
tion
of I
srae
l
8.8.
98.
12.9
Uni
ted
Iden
tify
the
effe
cts
of W
WII
on
Exp
lain
the
effe
cts
of W
WII
on
Stat
es/N
evad
ath
e ho
me
fron
t in
the
Uni
ted
the
Uni
ted
Stat
es, i
nclu
ding
:St
ates
and
Nev
ada,
incl
udin
g:in
tern
men
t cam
psen
d of
the
Gre
at D
epre
ssio
na
tech
nolo
gies
inte
rnm
ent c
amps
econ
omic
dev
elop
men
tsra
tioni
ngci
vil r
ight
spr
opag
anda
GI
Bill
"Ros
ie th
e R
ivet
er"
"Ary
an S
upre
mac
y": A
n et
hnol
ogic
al te
rm w
ith n
o re
cogn
ized
sch
olar
ly v
alid
ity u
sed
by N
azis
to m
ean
the
supe
rior
ity o
f C
auca
sian
s of
non
-Jew
ish
heri
tage
. (A
ryan
re
fcrs
to a
n In
do-I
rani
an la
ngua
ge f
amily
).K
ryst
alna
cht:
A te
rm g
iven
to th
e "N
ight
of1
3rok
en G
lass
" du
ring
whi
ch N
azi t
roop
s st
orm
ed J
ewis
h gh
etto
s in
Ger
man
y, N
ovem
ber
1935
, kill
ing
or c
aptu
ring
app
roxi
-m
atel
y 30
,000
Jew
s, a
nd d
estr
oyin
g sy
nago
gues
, hom
es, a
nd p
rope
rty.
"Fin
al S
olut
ion"
: A e
uphe
mis
m a
dopt
ed b
y th
e N
azi g
over
nmen
t for
the
prop
osal
at t
he W
anse
e C
onfe
renc
e to
ext
erm
inat
e Je
ws
in G
erm
any
and
in c
onqu
ered
terr
itori
es.
Inte
rnm
ent/d
eath
cam
ps: A
set
of
term
s re
ferr
ing,
in th
is b
ench
mar
k, to
the
Wor
ld W
ar I
I ca
mps
that
inte
rred
and
/or
kille
d th
ose
peop
le c
onsi
dere
d po
litic
al e
nem
ieso
fth
e N
azis
.In
tern
men
t cam
ps: D
eten
tion
cam
ps e
stab
lishe
d pr
imar
ily f
or p
erso
ns o
f Ja
pane
se d
esce
nt in
the
Uni
ted
Stat
es d
urin
g W
orld
War
11.
CI
Bill
: A r
efer
ence
to le
gisl
atio
n en
acte
d by
Con
gres
s af
ter
Wor
ld W
ar 1
1 gi
ving
cer
tain
edu
catio
nal,
voca
tiona
l tra
inin
g, h
ousi
ng, h
ealth
, and
insu
ranc
e be
nefi
ts.
53D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds H
isto
ry
54
OC
TO
BE
R 1
999
25
His
tory
Stan
dard
9.0
: The
Tw
entie
th C
entu
ry, A
Cha
ngin
g W
orld
: 194
5 to
199
0: S
tude
nts
unde
rsta
nd th
e sh
ifto
f in
tern
a-tio
nal r
elat
ions
hi s
and
ow
er a
s w
ell a
s th
e si
m c
ant d
evel
o m
ents
in A
mer
ican
cul
ture
.G
rade
2St
uden
ts k
now
and
are
able
to:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de 8
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
=,
9.8.
1Id
entif
y th
e C
old
War
, inc
lud-
ing:
o M
arsh
all P
lan
o B
erlin
Blo
ckad
eo
NA
TO
o W
arsa
w P
act
Cub
an M
issi
le C
risi
s
9.12
.1D
escr
ibe
the
caus
es a
nd e
ffec
tsof
the
Col
d W
ar o
n fo
reig
n po
l-ic
y an
d ec
onom
ic is
sues
rel
ated
to:
Eur
ope:
Wor
ld/U
nite
d St
ates
Mar
shal
l Pla
nB
erlin
NA
TO
Mid
dle
Eas
t:E
gypt
and
Isr
ael
Afg
hani
stan
Asi
a:A
mer
icas
:Ja
pan
cp C
uba
Chi
narp
Uni
ted
Stat
esK
orea
Vie
tnam
SEA
TO
9.8.
2Id
entif
y th
e ef
fect
s of
the
Col
dW
ar o
n th
e U
nite
d St
ates
, in-
clud
ing:
oar
ms
race
/nuc
lear
test
ing
oM
cCar
thyi
smo
spac
e ra
ce
9.12
.2D
escr
ibe
the
effe
cts
of th
e C
old
War
on
the
Uni
ted
Stat
es, i
n-el
udin
g: arm
s ra
ce/n
ucle
ar te
stin
gM
cCar
thyi
smsp
ace
race
Cub
an M
issi
le C
risi
s
Uni
ted
Stat
es
McC
arth
yism
: An
expr
essi
on a
pplie
d to
the
sear
ch f
or C
omm
unis
ts in
var
ious
Uni
ted
Stat
es in
stitu
tions
dur
ing
the
1950
's, t
he te
rm s
peci
fica
lly r
efer
s to
inci
dent
s in
whi
ch th
is s
earc
h w
as c
hara
cter
ized
by
over
zeal
ousn
ess.
55D
RA
FT N
evad
a So
cial
Stu
dies
Sta
ndar
ds I
I is
tory
OC
TO
BE
R 1
999
26
56
His
tory
Stan
dard
9.0
: The
Tw
entie
th C
entu
ry, A
Cha
ngin
g W
orld
: 194
5 to
199
0: S
tude
nts
unde
rsta
nd th
e sh
ift o
f in
tern
a-tio
nal r
elat
ions
hi s
and
ow
er a
s w
ell a
s th
e si
m s
cant
dev
elo
men
ts in
Am
eric
an c
ultu
re.
Gra
de 2
Stud
ents
kno
w a
nar
e ab
le to
:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de S
Stud
ents
kno
w; a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Gra
de 1
2St
uden
ts k
now
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
:
9.8.
3E
xpla
in w
hy th
e U
nite
d N
atio
nsw
as in
volv
ed in
the
Kor
ean
War
and
the
outc
ome
of it
s in
volv
e-m
ent.
9.12
.3D
escr
ibe
the
caus
e, c
ours
e, a
ndch
arac
ter
of th
e K
orea
n W
ar,
incl
udin
g:U
nite
d N
atio
ns S
ecur
ityC
ounc
ilPu
san
peri
met
erM
acA
rthu
rIn
chon
Yal
u R
iver
Panm
unjo
n38
11' P
aral
lel
Wor
ld/U
nite
d St
ates
9.12
.4E
xpla
in h
ow a
nd w
hy A
fric
anan
d A
sian
peo
ples
ach
ieve
d in
-de
pend
ence
fro
m c
olon
ial r
ule.
9.12
.5A
naly
ze h
ow p
ostw
ar s
cien
cean
d te
chno
logy
aug
men
ted
Uni
ted
Slat
es e
cono
mic
str
engt
h,tr
ansf
orm
ed d
aily
life
, and
infl
u-en
ced
the
wor
ld e
cono
my
and
polit
ics.
Wor
ld
Wor
ld/U
nite
d St
ates
9.5.
5Id
entif
y m
ajor
ad-
vanc
emen
ts in
sci
ence
and
tech
nolo
gy, i
n-el
udin
g: tele
visi
onco
mpu
ters
9.8.
5D
iscu
ss h
ow s
cien
ce a
nd te
ch-
nolo
gy c
hang
ed li
fe in
the
Uni
ted
Stat
es a
fter
WW
II, i
n-el
udin
g: tele
visi
onel
ectr
onic
s/co
mpu
ter
rock
etry
med
ical
adv
ance
s9.
8.6
Sum
mar
ize
the
chan
ges
inU
nite
d St
ates
' dem
ogra
phic
s.
9.12
.6D
escr
ibe
the
caus
es a
nd e
ffec
tsof
cha
ngin
g de
mog
raph
ics
and
deve
lopi
ng s
ubur
hani
zatio
n in
the
Uni
ted
Stat
es.
Uni
ted
Stat
es
Dem
ogra
phic
s: T
he c
hara
cter
istic
s of
a p
opul
at. o
n as
cla
ssif
ied
by a
ge, g
ende
r, in
com
e, lo
catio
n, o
r em
ploy
men
t for
the
purp
ose
of r
esea
rch.
Subu
rban
izat
ion:
The
mov
emen
t, es
peci
ally
aft
er W
orld
War
11,
of
peop
le f
rom
citi
es to
are
as a
djac
ent t
o ur
ban
area
s an
d co
nnec
ted
to th
em b
y so
me
form
of c
omm
uter
tran
spor
tatio
n ne
twor
ks.
DR
AFT
Nev
ada
Soei
alat
ddie
s St
anda
rds
H is
tory
OC
TO
BE
R 1
999
2758
His
tory
Stan
dard
9.0
: The
Tw
entie
th C
entu
ry, A
Cha
ngin
g W
orld
: 194
5 to
199
0: S
tude
nts
unde
rsta
nd th
e sh
ift o
f in
tern
a-tio
nal r
elat
ions
hi s
s an
d #o
wer
as
wel
l as
the
si m
wan
t dev
elo
men
ts in
Am
eric
an c
ultu
re.
Stud
ents
kno
w a
ndar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
9.8.
7D
escr
ibe
the
impa
ct o
f th
eU
nite
d St
ates
mili
tary
and
atom
ic te
stin
g in
Nev
ada.
Nev
ada
9.3.
8Id
entif
y M
artin
Lut
her
Kin
g, J
r. a
nd e
xpla
inw
hy w
e re
cogn
ize
his
birt
hday
.
9.5.
8Id
entif
y th
e m
ajor
poin
ts in
Mar
tin L
u-th
er K
ing'
s "I
1-l
ave
AD
ream
" sp
eech
.
9.8.
8Id
entif
y th
e m
ajor
issu
es, e
vent
s,an
d pe
ople
of
the
mod
ern
Civ
ilR
ight
s m
ovem
ent i
n th
e U
nite
dSt
ates
and
Nev
ada,
incl
udin
g:
9.12
.8D
escr
ibe
the
maj
or is
sues
,ev
ents
, and
key
peo
ple
of th
eC
ivil
Rig
hts
and
min
ority
rig
hts
mov
emen
ts.
Uni
ted
Stat
es/N
evad
a
Ros
a 'P
arks
Bla
ck P
ower
Mov
emen
tM
artin
Lut
her
Kin
g, J
r.U
nite
d Fa
rm W
orke
rsB
row
n vs
. Boa
rd o
f Edu
catio
nA
mer
ican
Ind
ian
Mov
emen
tvo
ting
righ
tsV
iva
La
Raz
a.
inte
grat
ion
Wom
en's
Rig
hts
Mov
emen
tG
rant
Saw
yer
Am
eric
an D
isab
ilitie
s A
ct9.
8.9
9.12
.9W
orld
/Uni
ted
Stat
esId
entif
y th
e ca
uses
and
eff
ects
of
the
Vie
tnam
war
, inc
ludi
ng:
Des
crib
e th
e ca
uses
, cou
rse,
char
acte
r, a
nd e
ffec
ts o
f th
eT
ct O
ffen
sive
Vie
tnam
war
, inc
ludi
ng:
Gul
f of
Ton
kin
Res
olut
ion
I lo
Chi
Min
han
ti-w
ar m
ovem
ent
Dic
nhic
nphu
Dra
ft/lo
ttery
Ngo
Din
h D
iem
POW
/MIA
Gul
f of
Ton
kin
Res
olut
ion
Dra
ft/lo
ttery
Tet
Off
ensi
vean
ti-w
ar m
ovem
ent
Pari
s Pe
ace
Acc
ord
POW
/MIA
59D
RA
FT
Nev
ada
Soci
al S
tudi
es S
tand
ards
II
isto
ryO
CT
OB
ER
199
928
60
His
tory
Stan
dard
9.0
: The
Tw
entie
th C
entu
ry, A
Cha
ngin
g W
orld
: 194
5 to
199
0: S
tude
nts
unde
rsta
nd th
e sh
ift o
f in
tern
a-tio
nal r
elat
ions
hi s
and
ow
er a
s w
ell a
s th
e si
m s
cant
dev
elo
men
ts in
Am
eric
an c
ultu
re.
Stud
ents
kno
w a
nar
e ab
le to
:St
uden
ts k
now
and
are
able
to d
o ev
eryt
hing
requ
ired
in e
arlie
rra
des
and:
Stud
ents
kno
w .a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
Stud
ents
kno
w a
nd a
re a
ble
to d
oev
eryt
hing
req
uire
d in
ear
lier
grad
es a
nd:
9.12
.10
Des
crib
e th
e ch
ange
s in
Uni
ted
Stat
es p
oliti
cal c
ultu
re, i
nclu
d-in
g:th
e ro
le o
f th
e m
edia
Wat
erga
teU
nite
d St
ates
hos
tage
cri
sis
in I
ran
Iran
/Con
tra
Aff
air
Gre
nada
/Pan
ama
9.12
:11
Des
crib
e ho
w th
e fo
reig
n po
li-ci
es o
f N
ixon
, Rea
gan,
and
Bus
hco
ntri
bute
d to
the
end
of th
eC
old
War
, inc
ludi
ng:
Rec
ogni
tion
of C
hina
Dét
ente
Dis
arm
amen
t Tre
atie
s"S
tar
War
s"
Wor
ld/U
nite
d St
ates
9.g.
I2
Des
crib
e th
e si
gnif
ican
ce o
f th
ebr
eaku
p of
the
USS
R, i
nclu
ding
:fa
ll of
the
Ber
lin W
all
colla
pse
of C
omm
unis
men
d of
the
Col
d W
ar
9.12
.12
Des
crib
e th
e ge
opol
itica
lch
ange
s in
the
wor
ld d
ue to
the
disi
nteg
ratio
n of
Com
mun
ism
.
Wor
ld/U
nite
d St
ales
9.8.
13D
escr
ibe
the
effe
cts
of to
uris
man
d ga
min
g on
Nev
ada.
Nev
ada
9.8.
14Id
entif
y ex
ampl
es o
f ar
ts, m
usic
,lit
erat
ure,
and
the
med
ia o
nU
nite
d. S
tate
s So
ciet
y.
9.12
.14
Sum
mar
ize
the
infl
uenc
e of
art
,m
usic
, lite
ratu
re, a
nd th
e m
edia
on U
nite
d St
ates
soc
iety
.
Uni
ted
Stat
es
Dét
ente
: Rel
axat
ion
of s
trai
ned
rela
tions
bet
wee
n na
tions
, esp
ecia
lly a
mon
g th
e U
nite
d St
ates
, the
Sov
iet U
nion
, and
Chi
na in
the
1970
s an
d la
te 1
980s
."S
tar
War
s": (
Stra
tegi
c D
efen
se I
nitia
tive)
Sat
ellit
e-op
erat
ed d
efen
se s
yste
m p
ropo
sed
by P
resi
dent
Ron
ald
Rea
gan
in 1
983.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
61O
CT
OB
ER
199
929
6 2
His
tory
Con
tent
Sta
ndar
d 10
.0: N
ew C
halle
nges
199
0 to
the
Pres
ent:
Stud
ents
und
erst
and
the
polit
ical
, eco
nom
ic, s
ocia
l, an
dte
chno
lo !
cal i
ssue
s ch
alle
n in
the
wor
ld a
s it
aro
ache
s an
d en
ters
the
new
mill
enni
um.
Gra
de 2
Stud
ents
, kno
w a
ndar
e ab
le to
:
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
if
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
rade
s an
d:
Gra
de S
Stud
ents
kno
,w,a
ncla
re a
ble
to d
oev
eryt
hing
ieqi
iiied
iii e
arlie
rgr
ades
and
:
Gra
de 1
2St
uden
ts k
now
and
ate.
Ole
to d
oev
eryt
hing
teqi
iired
iii e
arlie
tgr
ades
and
:
10.8
.1D
escr
ibe
scie
ntif
ic a
nd te
chno
-lo
gica
l dev
elop
men
ts, i
nclu
ding
:pe
rson
al c
ompu
ters
Inte
rnet
sate
llite
sm
edic
al a
dvan
ces
10.1
2.1
Iden
tify
and
expl
ain
the
impl
i-ca
tions
of
scie
ntif
ic a
nd te
chno
-lo
gica
l ach
ieve
men
ts, i
nclu
ding
:pe
rson
al c
ompu
ters
Inte
rnet
sate
llite
sbi
otec
hnol
ogy
Wor
ld/U
nite
d St
ates
10.1
2.2
Des
crib
e th
e ef
fect
s of
pol
itica
lan
d ec
onom
ic a
llian
ces
on r
e-gi
onal
and
glo
bal l
evel
s.
_W
orld
/Uni
ted
Stat
es
10.5
.5Id
entif
y m
ajor
new
sev
ents
on
the
loca
l,st
ate,
nat
iona
l, an
dw
orld
leve
l.
10.8
.3D
escr
ibe
maj
or w
orld
issu
es,
incl
udin
g:et
hnic
/rel
igio
us c
onfl
icts
envi
ronm
enta
l iss
ues
heal
th is
sues
10.1
2.3
Des
crib
e ho
w g
loba
l iss
ues
af-
fect
nat
ions
dif
fere
ntly
, inc
lud-
ing: hu
man
rig
hts
the
envi
ronm
ent
wor
ld/U
nite
d St
ates
reg
iona
lco
nflic
tsm
edic
al c
once
rns
Wor
ld/U
nite
dSt
ates
/Nev
ada
10.1
2.4
Exp
lain
the
caus
es a
nd e
ffec
ts o
fth
e Pe
rsia
n G
ulf
War
, inc
ludi
ng:
Kuw
ait i
nvas
ion
wor
ld o
il su
pply
chan
ging
alli
ance
s
Wor
ld/U
nite
d St
ates
Bio
tech
nolo
gy: T
he u
se o
f da
ta a
nd te
chni
ques
of
engi
neer
ing
and
tech
no o
gy f
or th
e st
udy
of p
robl
emsc
once
rnin
g liv
ing
orga
nism
s.Po
litic
al, e
cono
mic
alli
ance
s: T
erm
s re
ferr
ing
to th
e cr
eatio
n of
mili
tary
and
eco
nom
ic a
gree
men
ts a
nd c
ompa
ctsi
n th
e 20
th c
entu
ry, i
nclu
ding
NA
TO
, NA
FTA
, and
the
Eur
opea
n E
cono
mic
Com
mun
ity, a
mon
g ot
hers
.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
63O
CT
OB
ER
199
930
64
His
tory
Con
tent
Sta
ndar
d 10
.0: N
ew C
halle
nges
199
0 to
the
Pres
ent:
Stud
ents
und
erst
and
the
polit
ical
, eco
nom
ic, s
ocia
l, an
dte
chno
logi
cal i
ssue
s ch
alle
ngin
g th
e w
orld
as
it ap
proa
ches
and
ent
ers
the
new
mill
enni
um.
Gra
de 2
Stud
ents
kno
w a
ndar
e ab
le to
Gra
de 3
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de 5
Stud
ents
kno
w a
nd a
reab
le to
do
ever
ythi
ngre
quir
ed in
ear
lier
grad
es a
nd:
Gra
de S
Stud
ents
kno
w a
ndar
e ab
le to
do
ever
ythi
ng r
equi
red
in e
arlie
rgr
ades
and
Gra
de 1
2St
uden
ts k
now
and
are
abl
e to
do
ever
ythi
ng r
equi
red
in e
arlie
r.
grad
es a
nd:
10.1
2.5
Uni
ted
Stat
esD
escr
ibe
the
chan
ging
pol
itica
lcl
imat
e in
the
Uni
ted
Stat
es,
incl
udin
g:th
e ro
le o
f th
e m
edia
the
Clin
ton
impe
achm
ent
the
chan
ging
pol
itica
l spe
c-tr
um10
.12.
6W
orld
/Uni
ted
Stat
esE
xpla
in h
ow li
tera
ture
, mus
ic,
and
the
visu
al a
rts
are
a re
flec
-tio
n of
the
times
.
Polit
ical
spe
ctru
m: T
he d
esig
natio
n of
pol
itica
l bel
iefs
on
a co
ntin
uum
fro
m r
adic
al to
rea
ctio
nary
.
DR
AFT
Nev
ada
Soci
al S
tudi
es S
tand
ards
H is
tory
OC
TO
BE
R 1
999
6531
66
Social Studies Performance Level DescriptorsHistoryGrade 2
Content Standard 1.0 Chronology Students use chronology to organize and understand the sequence andrelationship of events.
EXCEEDSSTANDARD
Gives examples of past and present events and make a prediction.
MEETSSTANDARD
Student can identify the difference between past, present and future
APPROACHESSTANDARD
Confuses past, present, and future events.
BELOWSTANDARD
Even with prompting, student continues to confuse past, present, and future events.
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 1.0 Chronology Students use chronology to organize and understand the sequence andrelationship of events.
EXCEEDS Can accurately recount the source and content of the current event.STANDARD Accurately records and describes events in chronological order.
MEETS Identify the source of information for the current event.STANDARD Accurately records events in chronological order.
_APPROACHES Attempts to identify a current event source inaccurately.
STANDARD Can record events in chronological order with errors.
BELOW Even with prompting, unable to identify a current event source.STANDARD Even with assistance, unable to put events in chronological order.
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 1.0 Chronology Students use chronology to organize and understand the sequence andrelationship of events.
EXCEEDS Evaluate how different sources describe a current event.STANDARD Can accurately create and annotate a time line.
MEETS Identify current events from multiple sources.STANDARD Can accurately create a single tier time line.
APPROACHES Distinguish between sources but unable to describe differences in presentation.STANDARD Can create a single tier timeline with inaccuracies.
BELOW Unable to identify multiple sources of current events.STANDARD Unable to create an accurate timeline.
6 7
Nevada History Performance Standards - 1 - September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 1.0 Chronology Students use chronology to organize and understand the sequence andrelationship of events.
EXCEEDS Explain multiple viewpoints of current events.STANDARD Explain and interpret the sequence and causal relationship of events.
MEETS Describe how a current event is presented by multiple sources.STANDARD Explain the sequence and relationship of events.
APPROACHES Occasionally able to recognize multiple sources of a current events.STANDARD Can explain sequence but not relationship of events.
BELOW Unable to recognize multiple viewpoints.STANDARD Confuses the sequence of events.
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 1.0 Chronology Students use chronology to organize and understand the sequence andrelationship of events.
EXCEEDS Analyze a current event. Develop and defend a position.STANDARD Analyze the relationship between events in a tiered timeline.
MEETS Analyze a current event and develop a position.STANDARD Interpret tiered time lines.
APPROACHES When taking a position, demonstrate a limited understanding of the current event.STANDARD Can identify a tiered timeline, but has difficulty interpreting.
BELOW Develops an unsubstantiated position or one unrelated to the current event.STANDARD Displays limited understanding to a tiered timeline.
Nevada History Performance Standards
68- 2 - September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 2.0 History Skills Students will use social studies vocabulary and concepts to engage in inquiry,research, social studies analysis, and decision-making skills.
EXCEEDSSTANDARD
Ask a question relating to the historical topic, which shows the need for a complex answer.
MEETSSTANDARD
Ask history-related questions.
APPROACHESSTANDARD
With prompting, can ask history-related questions.
BELOWSTANDARD
Unable to ask a history-related question.
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 2.0 History Skills Students will use social studies vocabulary and concepts to engage in inquiry, inresearch, in social studies analysis, and in decision-making.
EXCEEDS Develop insightful historical questions and uses multiple and appropriate resources.STANDARD Systematically organize ideas and restate facts and details of historical information from a
variety of resources.
_MEETS Ask a historical question and identify resources to be used in research.
STANDARD Organize historical information from a variety of sources.
APPROACHES Ask a historical question that lacks insight about the topic.STANDARD Select historical information from multiple sources, which may be unfocused, insufficient, or
from a limited number of sources.
BELOW Unable to ask a historical question.STANDARD Provide historical information that may be extraneous, insufficient or may not answer the
question.
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 2.0 History Skills Students will use social studies vocabulary and concepts to engage in inquiry, inresearch, in social studies analysis, and in decision-making. ..
EXCEEDS Summarize the significance of historical questions, which examine multiple viewpoints.STANDARD Compare and contrast multiple sources of historical information based on credibility,
reliability, personal bias, cultural context and time period.Interpret and apply historical information found in charts, diagrams, graphs, maps,photographs, political cartoons, and tables.
MEETS Frame historical questions, which examine multiple viewpoints.STANDARD Evaluate sources of historical information based on credibility, reliability, personal bias,
cultural context and time period.Read and use historical information, including charts, diagrams, graphs, maps, photographs,political cartoons, and tables.
APPROACHES Frame historical questions, which examine a single point of view.STANDARD Identifies some sources of historical information based on credibility, reliability, personal
bias, cultural context and time period.
Nevada History Performance Standards -3-69
September 24, 1999
Inaccurately applies historical information from charts, diagrams, graphs, maps, photographs,political cartoons, and tables.
BELOW Unable to frame historical questions which examine a single point of view.STANDARD Unable to evaluate sources of historical information based on credibility, reliability, personal
bias, cultural context and time period.Unable to coherently apply historical information from charts, diagrams, graphs, maps,photographs, political cartoons, and tables.
Nevada History Performance Standards - 4 - 70 September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 2.0 History Skills Students will use social studies vocabulary and concepts to engage in inquiry, inresearch, in social studies analysis, and in decision-making.
EXCEEDS Compare and contrast historical questions from multiple viewpoints.STANDARD Provides multiple examples that demonstrate the integration, analyze and organization of
historical information.Develop and defend a position using multiple sources of historical information.Synthesize a variety of historical information obtained through use of charts, diagrams,tables. graphs. maps, political cartoons, and photographs.
MEETS Frame and evaluate historical questions from multiple viewpoints.STANDARD Integrate, analyze, and organize historical information based on credibility, reliability,
personal bias, cultural context and time period.Analyze multiple sources of historical information and develop a position.Research, analyze, and interpret using historical informational tools, including charts,diagrams. tables, graphs, maps, political cartoons, and photographs.
APPROACHES Frame and evaluate historical questions from a single point of view.STANDARD Organizes historical information from a single source.
Analyze a single source of historical information and develop a position.Research using historical informational tools, including charts, diagrams, tables, graphs,maps, political cartoons, and photographs.
BELOW Frame but unable to evaluate historical questions from a single point of view.STANDARD Unable to organize historical information.
Develop a position using a single historical source.Draw erroneous conclusions from charts, diagrams, tables, graphs, maps, political cartoons,and photographs.
Nevada History Performance Standards - 5 - 71 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 3.0 Pre-History to 400 CE Students understand the development of human societies, civilizations,and empires through 400 CE.
EXCEEDS Provide details and give examples of hunter-gatherers.STANDARD Describe characteristics of Nevada's Native American cultures.
MEETS Define hunter-gatherer.STANDARD Identify Nevada's Native American cultures, including Northern Paiute, Southern Paiute,
Washoe. and the Western Shoshone.
APPROACHES Defines hunter-gatherer, but is missing major characteristics.STANDARD Identify some Nevada's Native American cultures.
BELOW Recall few facts about hunters or gatherers.STANDARD Confuses Nevada's Native American cultures.
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 3.0 Pre-History to 400 CE Students understand the development of human societies, civilizations,and empires through 400 CE.
EXCEEDS Describe in detail and give examples of the characteristics and environment of a hunter-STANDARD gatherer culture, in terms of housing, food, clothing and weapons.
Compare and contrast significant characteristics of early agricultural societies, includingfarming and domestication of animals.Locate and describe the ancient and classical civilizations in time and place, including China,Egypt, Greece, India, Mesopotamia, and Rome.Describe and provide examples of ancientand classical civilizations, including China, Egypt,Greece, India, Mesopotamia, and Rome.Compare Nevada's Native American cultures, including Northern Paiute, Southern Paiute,Washoe, and the Western Shoshone.
MEETS Explain the characteristics and environments of a hunter-gatherer culture, in terms ofSTANDARD housing, food, clothing, and weapons.
Identify significant characteristics of early agricultural societies, including farming anddomestication of animals.Locate ancient and classical civilizations in time and place including, China, Egypt, Greece,India, Mesopotamia, and Rome.Describe achievements made by ancient and classical civilizations, including China, Egypt,Greece, India, Mesopotamia, and Rome.Describe the lifestyles of Nevada's Native American cultures, including Northern Paiute,Southern Paiute, Washoe, and the Western Shoshone.
APPROACHES List limited characteristics and environment of a hunter-gatherer culture.STANDARD Identify only obvious characteristics of early agricultural societies, including farming and
domestication of animals.Locate some but not all ancient and classical civilizations in time and place, including China,Egypt, Greece, India, Mesopotamia, and Rome.Limited description of achievements made by some ancient and classical civilizations.Identify obvious characteristics and/or some locations of Nevada's Native American cultures,including Northern Paiute, Southern Paiute, Washoe, and the Western Shoshone.
BELOW Confuse characteristics and environment of a hunter-gatherer culture.STANDARD Confuse characteristics of early agricultural societies.
Confuse the location of ancient and classical civilizations in time and place, including China,Egypt, Greece, India, Mesopotamia, and Rome.Fails to describe the achievements of ancient and classical civilizations.Can identify of Nevada's Native American cultures, including Northern Paiute, SouthernPaiute, Washoe, and the Western Shoshone.
Nevada History Performance Standards - 6 - September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 3.0 Pre-History to 400 CE Students understand the development of human societies, civilizations,and empires through 400 CE.
EXCEEDS Compare and contrast with accuracy the characteristics of pre-agricultural societies.STANDARD Analyze technological innovations that led to the development of agriculture, domestication
of animals, and formation of stable communities.Draw inferences on how geography influenced the political, social and economic growth ofancient classical civilizations, including Africa, China, Greece, India, Mesopotamia, andRome.Cite and analyze the political, economic, religious, social, technological and culturalcontribution of ancient classical civilizations, including Africa, China, Greece, Hebrewkingdoms, India, Mesopotamia, Phoenicia, and Rome.
MEETS Identify and describe the characteristics of pre-agricultural societies.STANDARD Describe technological innovations that led to the development of agriculture, domestication
of animals, and formation of stable communities.Explain and demonstrate how geography influenced the political, social and economicgrowth of ancient classical civilizations, including Egypt, China, Greece, India,Mesopotamia, and Rome.Describe the political, economic, religious, social, technological and cultural contribution ofancient classical civilizations, including Africa, China, Greece, Hebrew kingdoms, India,Mesopotamia, Phoenicia, and Rome.
APPROACHES Identify but inaccurately describes the characteristics of pre-agricultural societies.STANDARD Identify a technological innovation that led to the development of agriculture, domestication
of animals, and formation of stable communities.Display limited knowledge how geography influenced the political, social and economicgrowth of ancient classical civilizations including Africa, China, Greece, India,Mesopotamia, and Rome.Share information that describes the political, economic, religious, social, technological andcultural contribution of ancient classical civilizations, including Africa, China, Greece,Hebrew kingdoms, India, Mesopotamia, Phoenicia, and Rome.
BELOW Unable to describe characteristics of the characteristics of pre-agricultural societies.STANDARD Displays limited understanding of technological innovations that led to the development of
agriculture, domestication of animals, and formation of stable communities.Fails to demonstrate any understanding of how geography influenced the political, social andeconomic growth of ancient classical civilizations, including Africa, China, Greece, India,Mesopotamia, and Rome.Give descriptions of ancient classical civilization, which are incomplete and/or erroneous.
Nevada History Performance Standards - 7 - 73 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 4.0 1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizationsand religions from 1 CE to 1400.
EXCEEDSSTANDARD
Provide detailed examples of the Vikings exploration from Scandinavia to North World.
MEETSSTANDARD
Identify explorations of the Vikings to North America.
APPROACHESSTANDARD
Identifies the Viking presence in North America but confuses or is unable to accuratelydescribe their explanations.
BELOWSTANDARD
Identify the Viking presence in North America.
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 4.0 1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizationsand religions from 1 CE to 1400.
EXCEEDS List specific examples of the Vikings' exploits through Europe and their exploration routeSTANDARD and settlement in North America.
Compare, with detailed examples, contributions of the Maya, Aztec, and Inca civilizations.Compare the characteristics of major western and eastern religions.Describe, with examples, some political and economic characteristics of European feudalism.
MEETS Describe the North American explorations and settlements of the Vikings.STANDARD Locate and describe contributions of the. Maya, Aztec, and Inca civilizations.
Locate the geographical origins of major western and eastern religions, including Buddhism,Christianity, Hinduism, Islam, and Judaism.Identify characteristics of European feudalism.
APPROACHES Able to describe, with limited recall, the Vikings' exploration of North America.STANDARD Locate, but inaccurately describe, contributions of the Maya, Aztec, and Inca civilizations.
Locate the geographical origins of some major western and eastern religions.Identify some characteristics of European feudalism.
BELOW Aware of the Vikings' exploits, but unable to provide specific examples.STANDARD Unable to locate and/or describe contributions of the Maya, Aztec, and Inca civilizations.
Confuse the geographical origins of major western and eastern religions.Confuse characteristics of European feudalism.
Nevada History Performance Standards - 8 - 74 September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 4.0 1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizationsand religions from 1 CE to 1400.
EXCEEDS Explain and interpret the relationship between civilizations in terms of geography, socialSTANDARD structure, religion, political systems and contributions, including Africa, Byzantine, China,
India, Japan and Scandinavia.Explain and interpret the relationship between the Maya, Aztec and Inca civilizations interms of geography, social structure, religion, political systems and contributions.Explain and interpret the origins, traditions, customs, and spread of western and easternworld religions, including but not limited to Buddhism, Christianity, Hinduism, Islam,Judaism.Draw inferences of characteristics and effects of European feudalism.Trace the rise of commercial trading centers and compare their effects on social, political andeconomic institutions.
MEETS Locate and describe civilizations in terms of geography, social structure, religion, politicalSTANDARD systems and contributions, including Africa, Byzantine, China, India, Japan and Scandinavia.
Describe the Maya, Aztec and Inca civilizations in terms of geography, social structure,religion, political systems and contributions.Describe the origins, traditions, customs, and spread of western and eastern world religions,including Buddhism, Christianity, Hinduism, Islam, and Judaism.Describe the characteristics of European feudalism.Describe the rise of commercial trading centers and compare their effects on social, politicaland economic institutions.
APPROACHESSTANDARD
Locate but unable to accurately describe civilizations in terms of geography, social structure,religion, political systems and contributions, Africa, Byzantine, China, India, Japan andScandinavia.Locate but unable to accurately describe the Maya, Aztec and Inca civilizations in terms ofgeography, social structure, religion, political systems and contributions.Locate but unable to accurately describe the origins, traditions, customs, and spread ofwestern and eastern world religions including Buddhism, Christianity, Hinduism, Islam,Judaism.Distinguish between characteristics of European feudalism.Describe the rise of commercial trading centers.
BELOWSTANDARD
Unable to locate or describe civilizations in terms of geography, social structure, religion,political systems and contributions, Africa, Byzantine, China, India, Japan and Scandinavia.Unable to locate or describe the Maya, Aztec and Inca civilizations in terms of geography,social structure, religion, political systems, and contributions.Unable to locate or describe the origins, traditions, customs, and spread of western andeastern world religions including Buddhism, Christianity, Hinduism, Islam, and Judaism.Identify characteristics of European feudalism.Inaccurately describes the rise of commercial trading centers.
Nevada History Performance Standards
75- 9 - September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 2
Content Standard 5.0 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideasfrom 1200 to 1750 CE.
EXCEEDSSTANDARD
Give examples of how the first United States Thanksgiving Day was celebrated.
MEETSSTANDARD
Tell why we celebrate Thanksgiving Day.
APPROACHESSTANDARD
Tell why we celebrate Thanksgiving Day with inaccuracies.
BELOWSTANDARD
Confuses Thanksgiving with other holidays.
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 5.0 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideasfrom 1200 to 1750 CE.
EXCEEDSSTANDARD
Describe characteristics of North American life.
MEETSSTANDARD
Identify characteristics of North American life prior to European contact, include food,clothing, and shelter.
APPROACHESSTANDARD
Identify some, but not all, characteristics of North American life.
BELOWSTANDARD
Confuses characteristics of North American life.
Nevada History Performance Standards _10- 76 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 5.0 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideasfrom 1200 to 1750 CE.
EXCEEDSSTANDARD
Compare and contrast the characteristics of North American life prior to European contact,.including food, clothing, shelter, transportation, and weapons.Trace and describe expeditions of early explorers.Provide multiple examples illustrating relationships between Native Americans, Europeans,and Africans.Recognize and provide examples of regional differences in colonial life in North America.
MEETS Describe some characteristics of North American life prior to European contact, includingSTANDARD food, clothing, shelter, transportation, and weapons.
Describe expeditions of early explorers, including Christopher Columbus and FerdinandMagellan.Describe relationships between Native Americans, Europeans, and Africans.Describe colonial life in North America.
APPROACHES Describe some, but not all, characteristics of North American life prior to European contact.STANDARD Confuses explorers and their respective expeditions.
Share information on relationships between Native Americans, Europeans, and Africans, butlacks accuracy and organization.Identify some characteristics of colonial life in North American.
BELOW Inconsistently describe some characteristics of North American life prior to EuropeanSTANDARD contact.
Can name some early explorers.Attempt to share information on the relationships between Native Americans, Europeans, andAfricans, but is inaccurate.Confuses characteristics of colonial life in North America.
Nevada History Performance Standards - 11 _77 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 5.0 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideasfrom 1200 to 1750 CE.
EXCEEDSSTANDARD
Provide detailed examples of how the Renaissance influenced science, transportation,government and the fine arts.Compare and contrast the Native American cultures in the Northwest, Southwest, Southeast,Northeast, California, Plains, Great Basin, Plateau, and Arctic and Subarctic.Critique motivations for European explorations.Compare relationships between the Native Americans, Europeans, and Africans.Compare the lifestyles of Native North Americans and colonists, including housing, food,clothing, weapons, and transportation.Compare why early colonies were established by European nations in the Americas and howthey were governed.Compare how lifestyles differed in the Middle, Southern, and New England colonies.Explain the relationship between trade routes and the effects of slavery on commerce inAfrica.
MEETS Define the Renaissance in terms of science and the fine arts.STANDARD Describe Native American cultures in the Northwest, Southwest, Southeast, Northeast,
California, Plains, Great Basin, Plateau, and Arctic and Subarctic.Describe motivations for Scandinavian and European explorations, including an all-waterroute to Asia, trade, and religion.Explain interactions between Native Americans, Europeans, and Africans.Compare the lifestyles of Native Americans and colonists, including housing, food, clothing,weapons, and transportation.Explain why early colonies were established by European nations in the Americas and howthey were governed.Describe lifestyles in the New England Middle, and Southern, colonies.Describe African slave trade.
APPROACHES Can define the Renaissance, but has limited understanding of how it influenced science andSTANDARD the fine arts.
Can identify most Native American cultures, but not all.Gives incomplete description of reasons for European explorations.Confuses relationships between the North American, Europeans, and Africans.Describe, with inaccuracies, the lifestyles of Native North Americans and colonists,including housing, food, clothing, weapons, and transportation.Can explain why most, but not all, early colonies were established by European nations in theAmericas, and how they were governed.Describe some, but not all, lifestyle characteristics in the Middle, Southern and New Englandcolonies.Describe African slave trade with errors.
BELOW Has difficulty defining the Renaissance influence on science, transportation, government andSTANDARD fine arts.
Can identify some of the Native American cultures, but not all.Unable to explain why Europeans wanted to explore.Unable to define relationships between the Native Americans, Europeans, and Africans.Confuses the lifestyles of Native North Americans and colonists.Can explain why some early colonies were established by European nations in the Americasand how they were governed.Confuses lifestyle characteristics in Middle, Southern, and New England colonies.Can define slavery.
Nevada History Performance Standards - 12 - September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 5.0 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideasfrom 1200 to 1750 CE.
EXCEEDS Clarify and connect the impact of technological and artistic development of the Renaissance.STANDARD Compare and contrast the development of European hereditary monarchies and their effect
on centralized government, religion, commerce and trade, industry, and class structure.Critically analyze, using specific examples, the causes of the Reformation, and its effect onEurope and the Americas.Explain the influence of the Enlightenment on science, art, government and philosophy in theWestern world.Compare and contrast, using significant detail, common elements of Native Americansocieties including, family organization, religion and values, language, housing, economicsystems, political structures, and social systems.Using in-depth analysis, critically discuss the role of nationalism, economics, and religiousrivalries in the age of exploration.Analyze using multiple examples, the interactions between Native Americans, Europeans,and Africans.Analyze, using detailed significant examples, how the interrelationships of NativeAmericans, Africans, and Europeans resulted in a uniquely American culture.Systematically organize ideas, facts, and details describing how European colonialcommunities in North America were similar and different, in terms of-politics, religion,language, economics, and social customs.Compare and contrast the social, political and economic institutions in the North Americancolonies.Provide detailed significant examples of the impact of world commerce and its effect onculture, social, political, and economic institutions in Africa, including the impact of theslave trade.Provide detailed significant examples of social, political, and economic characteristics andcontributions of civilizations in China, Japan and India.Provide detailed, significant examples of the social, political and economic institutionscreated by the spread of Islam, including its role as a link between Africa, Europe and Asia.
MEETS Examine the impact of technological and artistic developments of the Renaissance.STANDARD Explain the development of European hereditary monarchies and their effect on centralized
government, religion, commerce and trade.Explain the causes of the Reformation and its effect in Europe and the Americas.Identify the influence of the Enlightenment on science, fine arts, literature, government andphilosophy of the Western world.Compare common elements of Native American societies including, family organization,religion and values, language, housing, economic systems, political structures, socialsystems.Analyze the role of nationalism, economics, and religious rivalries in the age of exploration.
. Analyze interactions between Native Americans, Europeans, and Africans.Analyze how the interrelationships of Native Americans, Africans, and Europeans resulted ina uniquely American culture.Describe how European colonial communities in North America were similar and different interms of politics, religion, language, economics and social customs.Compare and contrast life in the New England, Middle and Southern colonies.Explain the impact of world commerce including the slave trade. Describe the social,political, and economic characteristics and contributions of civilizations in China, India, andJapan.Describe how the Islamic empires were a link between Africa, Europe and Asia.
Nevada History Performance Standards - 13 - 79 September 24, 1999
APPROACHESSTANDARD
Share information on the impact of technological and artistic development of theRenaissance.Define hereditary monarchies and display minimal knowledge of their effect on centralizedgovernment, religion, commerce and trade, industry, and class structure.Give incomplete explanation of the causes of the Reformation and its effect on Europe andthe Americas.Identify most, but not all, of the influences of the Enlightenment on science, art, governmentand philosophy of the Western world.Explain and compare most, but not all, of the common elements of Native Americansocieties, including, family organization, religion and values, language, housing, economicsystems, political structures, and social systems.Identify with some errors the role of nationalism, economics, and religious rivalries in theAge of Exploration.Identify interactions between Native Americans, Europeans, and Africans.Explain how the interrelationships of Native Americans, Africans, and Europeans resulted ina uniquely American culture.Describe with limited detail how European colonial communities in North America weresimilar and different in terms of politics, religion, language, economics and social customs.Describe New England, Middle and Southern colonies.Identify with some errors the impact of commerce, including the slave trade.Identify, with some errors, the social, political, and economic characteristics andcontributions of civilizations in China, India and Japan.Identify, with some errors, how the Islam was a link between Africa, Europe and Asia.
BELOW Identifies the Renaissance, but is unable to list any technological and artistic developments ofSTANDARD the Renaissance.
Defines hereditary monarchy, but cannot make connections to their effects on centralizedgovernment, religion, commerce and trade, industry, and class structure.Confuses the causes of the Reformation and its effect on Europe and the Americas.Identify some but not all, of the influence of the Enlightenment on science, art, governmentand philosophy of the Western world.Identifies some common elements of Native American societies, including familyorganization, religion and values, language, housing, economic systems, political structures,and social systems.Describe inadequately the role of nationalism, economics and religious rivalries in the age ofexploration.Unable to identify interactions between Native Americans, Europeans, and Africans.Unable to explain how the interrelationships of Native Americans, Africans, and Europeansresulted in a uniquely American culture.Identify European colonial communities in North America.
e Fails to locate or differentiate New England, Middle and Southern colonies.Identify world commerce and the slave trade, but is unable to show a relationship.Identify with limited success the social, political, and economic characteristics andcontributions of civilizations in China, India and Japan.Identify with limited success the influence of Islam.
Nevada History Performance Standards - 14 - 30 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 2
Content Standard 6.0 1700-1865: Students understand the people, events, ideas, and conflicts that led to the creationand growth of a distinctive culture.
EXCEEDSSTANDARD
Explain that July 4 was the day the Declaration of Independence was signed.
MEETSSTANDARD
Explain that the Fourth of July is celebrated to remember America's birthday.
APPROACHESSTANDARD
Explain how the Fourth of July is celebrated.
BELOWSTANDARD
Unaware of the meaning associated with the Fourth of July.
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 6.0 1700-1865: Students understand the people, events, ideas, and conflicts that led to the creationand growth of a distinctive culture.
EXCEEDS Describe significance of patriotic symbols, including the eagle, the flag, the Liberty Bell, andSTANDARD the Statue of Liberty.
Give examples of the hardships endured by pioneers.
MEETS Identify patriotic symbols, including the eagle, the flag, the Liberty Bell, and the Statue ofSTANDARD Liberty.
Describe the life of pioneers, including food, transportation, and clothing.
APPROACHES Demonstrate limited recall of patriotic symbols.STANDARD Identify some characteristics of pioneer life.
BELOW Unable to accurately identify the patriotic symbols of the United States.STANDARD Unable to provide a description of pioneer life.
Nevada History Performance Standards - 15 - 31 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 6.0 1700-1865: Students understand the people, events, ideas, and conflicts that led to the creationand growth of a distinctive culture.
EXCEEDS Explain the importance and significance of the Declaration of Independence to the birth ofSTANDARD our country and identify its authors.
Explain the significant contribution of several key people in the American Revolution.Explain in detail facts about the War of 1812 and how it relates to the national anthem.Cite specific examples of experience hardships of the pioneers along the Oregon andCalifornia trails such as the rate of illness and death, lack of food, and conflicts.Accurately describe, with examples, how the explorers and settlers contributed to thedevelopment of Nevada, including James Beckworth, Kit Carson, John C. Fremont, PeterSkene Ogden, Jedidiah Smith, and Joseph Walker.Describe the role of Generals Lee and Grant on the final outcome of the United States CivilWar.Describe the significance of when and why the symbols, mottoes, and slogans of Nevada,including "Battle Born," the state seal, Silver State, and the state flag were created.
MEETS Describe the Declaration of Independence as the first step toward American independence.STANDARD Identify key people of the American Revolution, including George Washington and
Benjamin Franklin.Describe the relationship between the war of 1812 and the national anthem.Describe the experiences along the Oregon and California Trails of pioneers such as theDonner Party.Identify explorers and settlers in pre-territorial Nevada, including James Beckworth, KitCarson, John C. Fremont, Peter Skene Ogden, Jedidiah Smith, Joseph Walker.Identify the United States Civil War, its final outcome, including the Union and C_ onfederacyand Generals Grant and Lee.Explain the symbols, mottoes, and slogans related to Nevada, including "Battle Born," thestate seal, Silver State, and the state flag.
APPROACHES Identify the Declaration of Independence as an important document.STANDARD Confuse key people of the American Revolution.
Confuse the relationship between the War of 1812 and the national anthem.Cite experiences of the pioneers, but cannot identify and locate the trails or the pioneerparties.Identify some explorers and settlers and their contributions.Recall some facts concerning the United States Civil War, but cannot distinguish between theUnion and the Confederacy.Identify most, but not all, of the slogans, symbols, and mottoes related to Nevada.
BELOW Unable to provide any information concerning the Declaration of Independence.STANDARD Identify George Washington as the first President.
Unable to identify the connection between the national anthem and the War of 1812.Unable to provide any description of westward pioneer movement.Confuse early explorers and settlers.Unable to identify the final outcome of the United States Civil War.Confuse and omits many of the slogans, symbols, and mottoes related to Nevada.
Nevada History Performance. Standards -16- 32 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 6.0 1700-1865: Students understand the people, events, ideas, and conflicts that led to the creationand growth of a distinctive culture.
EXCEEDS Summarize the changes in life as a result of the major inventions of the Industrial Revolution,STANDARD including the steam engine and textile machines.
Provide multiple examples of, and trace the effects of, laws and taxes enacted by the Britishon the American colonies, including the Stamp Act, Intolerable Acts, and the Quartering Act.Provide detailed, significant examples of the ideas of the Declaration of Independence,including equality, the right to change government, and life, liberty, and the pursuit ofhappiness.Identify the cause and effect connections between key people and events of the AmericanRevolution, including King George III, George Washington, Battle of Saratoga, ValleyForge, Lexington and Concord.Describe why the Articles of Confederation was necessary.Describe the events that led to the development of the Constitution and explain how theyimpact for formation of the United States government.Describe the debate over the ratification of the Constitution and explain why the Bill ofRights was added to the Constitution.Provide detailed and significant examples of capitalism and free market economies.Chronologically trace how the establishment of presidential precedents during Washington'sadministration, political parties, and the power of the Supreme Court and judicial reviewresult in the early development of the United States.Describe how the following are significant in creating a national economic identity andforeign policy: the cotton gin, the factory system, the War of 1812, the Erie Canal, railroads,the Monroe Doctrine, immigration, and nativism.Summarize the contribution of key people and events in the social reform movements ofantebellum United States, including Dorothea Dix, Lucretia Mott, Sojourner Truth, theSeneca Falls Declaration, and Horace Mann.Provide examples that explain how individual poets, writers, and linguists contributed to thedevelopment of a distinctive American Culture.Describe how the expansion of the United States, including Lewis and Clark and theLouisiana Purchase, the Trail of Tears, the Battle of the Alamo, the Treaty of GuadalupeHidalgo, the Oregon, California, Central Overland, Spanish, and Mormon Trails, the DonnerParty, and the California Gold Rush are examples of the motivations behind ManifestDestiny.Describe the significance of the contributions of the explorers and settlers in pre-territorialNevada.Compare Mormon influence on the political and economic development in different areas ofpre-territorial Nevada.Describe connections between key people and significant events of the abolition movement,including Frederick Douglass, Harriet Tubman, the Underground Railroad, and SojournerTruth.Summarize the connections and the significance of the causes, key people, events, andoutcome of the Civil War, including States' Rights and slavery, the election of 1860,President Lincoln, the Emancipation Proclamation, the battles of Vicksburg and Gettysburg,the Gettysburg Address, and Generals Lee and Grant.Describe the relationships between the key people and events that influenced Nevada'sentrance into the Union.
Nevada History Performance Standards September 24, 1999
MEETSSTANDARD
Describe major inventions of the Industrial Revolution, including the steam engine andtextile machines.Describe the effects of laws and taxes enacted by the British on the American colonies,including the Stamp Act, Intolerable Acts, and the Quartering Act.Explain the major ideas expressed in the Declaration of Independence, including equality, theright to change government, and life, liberty, and the pursuit of happiness.Describe key people and events of the American Revolution, including King George III,George Washington, Battle of Saratoga, Valley Forge, Lexington and Concord.Identify the Articles of Confederation.Explain why the Constitution was written.Identify the principles of the Bill of Rights.Define capitalism and free market economy.Describe the early development of the United States government, including establishmentpresidential of precedents during Washington's administration, political parties, and thepower of the Supreme Court and judicial review.Describe the significance of the following in creating a national economic identity andforeign policy including, the cotton gin, the factory system, the War of 1812, the Erie Canal,railroads, the Monroe Doctrine, immigration, and nativism.Identify key people and events in the social reform movements of antebellum United States,including Dorothea Dix, Lucretia Mott, Sojourner Truth, the Seneca Falls Declaration, andHorace Mann.Recognize the development of a distinctive American culture, including contributions fromliterature, poetry, and language development.Describe Manifest Destiny and the expansion of the United States, including the Lewis andClark and the Louisiana Purchase, the Trail of Tears, the Battle of the Alamo, the Treaty ofGuadalupe Hidalgo, the Oregon, California, Central Overland, Spanish, and Mormon Trails,the Donner Party, and the California Gold Rush.Describe the contributions of the explorers and settlers in pre-territorial Nevada and theirinfluence on- the future, including Kit Carson, John Freemont, James Beckwourth, PeterSkene Ogden, Joseph Walker, Jedediah Smith, and the Mormons.Describe the Mormon influence on the political and economic development of pre-territorialNevada.Define abolition and identify key people and events of the movement, including FrederickDouglass, Harriet Tubman, the Underground Railroad, and Sojourner Truth.Identify the causes, key people, and events, and outcome of the Civil War, including States'Rights and slavery, the election of 1860, President Lincoln, the Emancipation Proclamation,the battles of Vicksburg and Gettysburg, the Gettysburg Address, and Generals Lee andGrant.Explain why Nevada was admitted into the Union.
APPROACHESSTANDARD
Identify some inventions from the Industrial Revolution.Describe some of the effects of laws and taxes enacted by the British on the Americancolonies.Explain some of the major ideas expressed in the Declaration of Independence.Describe some key people and events of the American Revolution.Identify some of the Articles of Confederation.Demonstrates limited understanding of why the Constitution was written.Identify some principles of the Bill of Rights.Unable to accurately define both capitalism and free market economy.Describe some areas of the early development of the United States government.Describe how some of the following created a national economic identity and foreign policy,including the cotton gin, the factory system, the War of 1812, the Erie Canal, railroads, theMonroe Doctrine, immigration, and nativism.Identify some key people and events in the social reform movement of antebellum UnitedStates.Identify some contributors to the development of a distinctive American culture.Identify some elements of the expansion of the United States.
Nevada History Performance Standards - 18 - 8 September 24, 1999
Identify some contributions of the explorers and settlers in pre-territorial Nevada.Provide some descriptions of Mormon influence.Define abolition and identify some key people and events.Identify some causes, key people, and events of the Civil War.Identify some reasons Nevada was admitted to the Union.
BELOW Confuse inventions and their use.STANDARD Confuse the different laws and taxes enacted by the British on the American colonies.
Unable to identify the basic concepts expressed in the Declaration of Independence.Confuse key people and events of the American Revolution.Display limited understanding of the Articles of Confederation.Unable to provide a reason for why the Constitution was written.Confuse the principles of the Bill of Rights.Unable to define either capitalism or free market economy.Demonstrate limited understanding of the early development of the United Statesgovernment.Demonstrate limited understanding of the development of a national economic identity andforeign policy.Confuse key people and events in the social reform movement of antebellum United States.Fail to demonstrate an understanding of a distinctive American culture.Unable to provide a coherent description of United States expansion.Confuse contributions of the explorers and settlers in pre-territorial United States.Unable to provide descriptions of Mormon influence.Define abolition, but confuse key people and events.Confuse causes, key people, and events of the Civil War.Even with prompting, unable to identify reasons Nevada was admitted to the Union.
Nevada History Performance Standards - 19 - 35 September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 6.0 1700-1865: Students understand the people, events, ideas, and conflicts that led to the creationand growth of a distinctive culture.
EXCEEDS Provide detailed and significant examples of the causes and results of the IndustrialSTANDARD Revolution.
Provide a detailed description of European and American conflicts, including the politicaland diplomatic issues and their impact on the French and Indian War.Explain the interrelationship of the political and economic causes and effects of the AmericanRevolution.Describe the ideas of John Locke, Thomas Paine, and Thomas Jefferson and how theyinfluenced the American Revolution.Explain the importance of the events, major campaigns, and results of the AmericanRevolution, including contributions of African and Native Americans.Explain how the main political and economic issues of the Confederation period, includingwar debts, western land, trade, and taxation resulted in the need for the ConstitutionalConvention.Describe the development of the Constitution's underlying principles, including checks andbalances, federalism, limited government, popular sovereignty, and separation of powers.Explain, with examples, the ramifications of the Bill of Rights, the Federalist Papers, and theideas of the Anti-federalists, the personalities involved, and how these factors affected theratification of the Constitution.Explain, with specific examples, how the American Revolution impacted Europe and theAmericas.Compare and contrast the influence of Napoleon, Metternich, Marx, and the Congress ofVienna on European politics.Describe how Beethoven, Byron,-and Dickens are representative of their artistic period andstyle.Describe, providing specific examples, the rise of national economies, the emergence ofcapitalism and the free market system.Explain how the precedents set by the George Washington's administration, the MarshallCourt, the extension of suffrage, and the creation of the two political parties led to thedevelopment of United States political institutions.Explain, by using specific examples, how interchangeable parts and the factory system, trade,issues with Great Britain, the War of 1812, transportation systems, the Monroe Doctrine, andimmigration influenced the development of United States foreign policy and a nationaleconomic identity.Explain, in detail, how educational, prison, and mental health reform, religious revival, theUtopian movement, and women's rights affected the development of United States socialinstitutions before the Civil War.Describe, in significant detail, how the contributions of individuals in language, literature,and the fine arts led to the development of a distinctive American culture.Explain, in detail, the relationship between Manifest Destiny and the specific events relatedto the expansion of the United States, including the Louisiana Purchase, the removal of theEastern tribes, the Oregon and California trails, the Mexican War and subsequentacquisitions, the California Gold Rush, and the Homestead Act.Describe the abolitionist movement, and describe the relationship of Nat Turner, JohnBrown, Frederick Douglass, William Lloyd Garrison, and Harriet Beecher Stowe to themovement.Describe, using significant details, the cause and effect relationships, key personalities,events, and the final outcome of the United States Civil War including States' Rights andslavery, the election of 1860, Frederick Douglass, Abraham Lincoln, the EmancipationProclamation, Vicksburg, and Gettysburg, the Gettysburg Address, and Generals Lee andGrant.
MEETS Explain the causes and results of the Industrial Revolution.
Nevada History Performance Standards -20-86
September 24, 1999
STANDARD Describe the causes and effects of European wars, including the French and Indian War.Explain the political and economic causes and effects of the American Revolution.Identify the ideas of John Locke, Thomas Paine, and Thomas Jefferson and their influence onthe American Revolution.Describe the events, course, and results of the American Revolution, including thecontributions of African and Native Americans.Explain the issues of the Confederation period, including war debts, western land, trade, andtaxation under the Articles of Confederation.Describe the Constitution's underlying principles of checks and balances, federalism, limitedgovernment, popular sovereignty, and separation of powers.Describe the issues involved in the ratification of the Constitution including the Bill ofRights, the main ideas of the Federalist Papers, and ideas of the Anti-federalistsDescribe the influence of the American Revolution on European and American countries.Discuss the political events, people, and ideas that influenced European politics includingNapoleon, Metternich, Marx, and the Congress of Vienna.Describe the achievements of European fine arts and literature including, Beethoven, Byron,and Dickens.Describe the rise of national economies and the emergence of capitalism and the free marketeconomy.Explain the issues, events, and the roles of key people related to the development of UnitedStates political institutions including George Washington's administration, the MarshallCourt, the extension of suffrage, and the creation of the two political partiesExplain issues, events, and the roles of key individuals associated with the development of anational economic identity and foreign policy. Include how the development of the factorysystems and the impact of significant inventions such as the cotton gin and interchangeableparts, territorial, trade, and shipping issues with Great Britain, the War of 1812, the creationof a national transportation system, the Monroe Doctrine, and the growth and impact ofimmigration affected the development of United States.Describe the social reform and religious movements of antebellum United States,-whichattempted to enhance American life. Include education reform, prison and mental healthreform, religious revival, the Utopian movement, and women's rights.Describe the contributions in language, literature, art and music that led to the developmentof a distinctive American culture include Stephen Foster, Nathaniel Hawthorne, Henry DavidThoreau, and the Hudson River school of art.Explain the issue of Manifest Destiny and the events related to the expansion of the UnitedStates, including the Louisiana Purchase, the removal of the Eastern tribes, the Oregon andCalifornia trails, the Mexican War and subsequent acquisitions, the California Gold Rush,and the Homestead Act.Explain abolitionism and summarize the important abolitionists and slave revolts, includingNat Turner, John Brown, Frederick Douglass, William Lloyd Garrison, and Harriet BeecherStowe.Describe the causes, key people, events, and the final outcome of the United States CivilWar, including States' Rights and slavery, the election of 1860, Frederick Douglass,Abraham Lincoln, the Emancipation Proclamation, Vicksburg, and Gettysburg, theGettysburg Address, and Generals Lee and Grant.
APPROACHESSTANDARD
Describe the causes and results of the Industrial Revolution with a lack of clarity and limiteddetails.Identify major European wars and their final outcomes but unable to provide causes andresults.Explain the political and economic causes of the American Revolution but unable to describethe effects.Identify the ideas of John Locke, Thomas Paine, and Thomas Jefferson.Describe some major events of the American Revolution but shows little understanding ofcontributions made.Identify some of the political and economic issues that existed under the Articles ofConfederation with limited information.
Nevada History Performance Standards -21-87
September 24, 1999
Identify checks and balances, federalism, limited government, popular sovereignty, andseparation of powers as elements in the Constitution.Identify the Bill of Rights, the Federalist Papers, and the Anti-federalists and that theyaffected the ratification of the Constitution but cannot tell why.Provide in general terms, one example of the influence of the American Revolution onEuropean and other American countries.Identify Napoleon, Metternich, Marx, and the Congress of Vienna.Identify Beethoven, Byron, and Dickens and some of their achievements.Define national economies, capitalism, and free market economy.Identify George Washington's administration, the Marshall Court, the extension of suffrage,and the creation of the political party system but unable to explain how they relate to thedevelopment of American political institutions.Explain, with significant omissions, how the factory system developed, the territory and tradewith Great Britain, the War of 1812, the formation of national transportation systems, theMonroe Doctrine, and the growth of immigration. Unable to identify how these eventsaffected the development of United States foreign policy and national economic identity.Identify the education, prison, and mental health reforms, religious revival, and Utopian andwomen's rights movements but unable to describe how they affected the development ofUnited States social institutions before the Civil War.Identify the work of Stephen Foster, Nathaniel Hawthorne, Henry David Thoreau, and theHudson River school of art.Explain some of the events related to the expansion of the United States but cannot explainthe concept of Manifest Destiny.Explain that slavery was a problem addressed by the abolition movement, but unable toprovide specifics.Identify major personalities and the final outcome of the United States Civil War, but cannotdescribe causation or effects.
BELOW Define the Industrial Revolution without explaining the causes and results.STANDARD Identify the French and Indian War, but unable to identify the results.
Provide limited information regarding the American Revolution.Identify Thomas Jefferson and/or Thomas Paine with the American Revolution but unable toexplain his role.Identify the two parties involved in the American Revolution.Unable to identify the political and economic issues occurring during the Confederationperiod.List a few of the underlying principles of the Constitution, with limited understanding.Identify the Bill of Rights as the first ten Amendments to the Constitution.Unable to provide specific examples of the influence of the American Revolution on othercountries.Identify Napoleon and Karl Marx.Unable to accurately identify Beethoven, Byron, and Dickens.Define capitalism with no relationship to national economics or free market economy.Unable to describe Washington's administration, the Marshall Court, extension of suffrage,and/or the creation of the two political party system with any detail or clarity.Identify that the factory system, the War of 1812, the national transportation systems, theMonroe Doctrine, or the growth of immigration took place in the United States but unable todescribe them or their impact.Unable to explain the reform movements developing before the United States Civil War.Confuse Stephen Foster, Nathaniel Hawthorne, Henry David Thoreau, or the Hudson Riverschool of art.Unable to explain the concept of Manifest Destiny or the events that took place in theexpansion of the United StatesDefine abolitionism.Identify the final outcome of the United States Civil War.
Nevada History Performance Standards - 22 - 88 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 7.0 1860-1920 -- Students understand the importance and impact of political economic, and socialideas.
EXCEEDSSTANDARD
Describe why Memorial Day and Veterans Day are national holidays and know thedistinction between them.
MEETSSTANDARD
Identify the reasons Memorial Day and Veterans Day are national holidays.
APPROACHESSTANDARD
Know that Memorial Day and Veterans Day are holidays, but are confused about why theyare celebrated.
BELOWSTANDARD
Unable to identify Memorial Day and/or Veterans Day as a holiday.
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 7.0 1860-1920 -- Students understand the importance and impact of political economic, and socialideas.
EXCEEDS Provide detail about the inventors' and discoverers' lives and why their contributions areSTANDARD important.
Explain reasons specific immigrant groups settled in an area and their contributions.Cite specific reasons why Labor Day originated and how it became a national holiday.Cite reasons for celebrating Memorial Day and Veterans Day and provide details about theirorigin.
MEETS Identify the contributions of the inventors and discoverers, including Thomas Edison, WrightSTANDARD brothers, Alexander Graham Bell, and George Washington Carver.
Describe the contributions of immigrant groups to the United StatesDescribe the significance of Labor Day.Describe the distinction between Memorial Day and Veteran's Day.
APPROACHES Confuse inventors and discoverers with their contributions.STANDARD Define immigration with limited knowledge of the contributions made by immigrants to the
United States.o Identify Labor Day as a national holiday, but is unable to explain its significance.
Identify Memorial Day and/or Veterans Day as national holidays but confuses why they arecelebrated.
BELOW Unable to provide examples of discoverers and their contributions.STANDARD Unable to define immigration.
Unable to identify Labor Day as a national holiday.Unable to identify Memorial Day and/or Veteran's Day as national holidays.
Nevada History Performance Standards - 23 - September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 7.0 1860-1920 -- Students understand the importance and impact of political economic, and socialideas.
EXCEEDS Describe the motivations for the 13th, 14th, and 15th Amendments to the Constitution.STANDARD Summarize and describe the impact of the Jim Crow laws.
Describe, with specific examples, the conflict between settlers and Native Americans duringwestward expansion.Describe the significance to Native Americans of the actions taken by Sarah WinnemuccaHopkins.Chronologically trace the development and impact of communication, farming, mining,ranching, and transportation on the western frontier.Provide detailed descriptions of the new technologies that contributed to the industrializationof the United States.Describe the impact of industrialists on industrialization of the United StatesDescribe the significance of immigrant and native groups to the development of Nevada andUnited StatesDescribe the events that led to the formation of labor unions, the goals set andchronologically trace their accomplishments.Explain the relationship between the women's suffrage movement and the 19th Amendment.Describe the significance of the Panama Canal, the Spanish-American War, and theexpansion into Alaska and Hawaii to the United States.Explain the causes, outcome, and consequences of World War I, including Sarajevo, the armsrace, alliances, nationalism, weapons and tactics, the Fourteen Points, and the Treaty ofVersailles.
MEETS Identify the 13th, 14th, and 15th Amendments to the Constitution.STANDARD Identify the Jim Crow laws.
Discuss the conflict between settlers and Native Americans during the westward expansion.Describe the role played by Sarah Winnemucca Hopkins.Describe the western frontier, in terms of communication, farming, mining, ranching, andtransportation.Describe effects of industrialization and new technologies on the transformation of theUnited States, including the steel industry, mass production, the mechanized assembly line,and communication tools.Identify American industrialists and their contributions, including Andrew Carnegie, HenryFord, and John D. Rockefeller.Identify immigrant and native groups involved in mining, ranching, railroads, and commercein Nevada and the United States.Describe the goals and accomplishments of labor unions.Describe the women's suffrage movement and the 19th Amendment.Describe the United States expansion, including Alaska, Hawaii, Panama Canal, and theSpanish-American War.. Identify causes, outcome, and consequences of World War I, including Sarajevo, the armsrace, alliances, nationalism, weapons and tactics, the Fourteen Points, and the Treaty ofVersailles.
APPROACHES Identify, some but not all, of the 13th, 14th, and 15th Amendments to the Constitution.STANDARD Identify, with teacher prompting, some of the Jim Crow laws.
Display limited understanding of the conflict between settlers and Native Americans duringwestward expansion.Describe, with limited knowledge, of Sarah Winnemucca Hopkins.Identify some characteristics of the western frontier.Define industrialization and identify some of the new technologies but unable to identify theeffects on the United States.Confuse American industrialists and their contributions.
Nevada History Performance Standards - 24 -
90September 24, 1999
Identify some of the immigrant and native groups involved in mining, ranching, railroads,and commerce in Nevada and the United States.Inaccurately identify goals or accomplishments of the labor unions.Identify the women's suffrage movement and the 19th Amendment.Identify some of the United States expansion activities with limited or inaccurateinformation.Identify, with limited detail and errors, the participants, causes and consequences of WorldWar I.
BELOW Confuse the 13`h, 14th, and 15th Amendments to the Constitution.STANDARD Unable to identify Jim Crow laws.
Inaccurately describes the conflict between settlers and Native Americans during westwardexpansion.Unable to identify of Sarah Winnemucca Hopkins.Inaccurately describes the western frontier.Unable to identify the effects of industrialization and/or new technologies.Identify an American industrialist.Unable to identify immigrant or native groups that contributed to mining, ranching, railroads,and commerce in Nevada or the United States.Unable to identify the goals and accomplishments of the labor unions.Provide no details of the women's suffrage movement and cannot state the purpose of the19th Amendment.Unable to cite examples of United States expansion.Identify the final outcome of World War I but unable to identify causes, or consequences.
Nevada History Performance Standards - 25 - September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 7.0 1860-1920 -- Students understand the importance and impact of political economic, and socialideas.
EXCEEDS Describe the impact of the successes and failures of the Reconstruction period.STANDARD Explain, in significant detail, the importance of the formation of the Tuskegee Institute by
Booker T. Washington, the NAACP by W.E.B. DuBois, the NACW by Ida Wells, theprevalence of Jim Crow Laws, and Plessy vs. Ferguson concerning African-American CivilRights.Describe the Plains Wars, reservation system, and Dawes Act and accurately relate them toUnited States federal policy towards Native Americans.Analyze, citing several specific examples, the importance of railroad expansion in settling theWest.Describe the reasons for the Populist Movement and the impact resulting from itDescribe how industrial technologies, innovations, and urbanization impacted the social andeconomic development of the United States, citing specific and detailed examples.Describe the relationship between the development of corporate capitalism and J.P. Morgan,mass production, vertical and horizontal integration.Describe, in detail, the reasons for waves of immigrants emigrating from other countries andgive several specific examples of their subsequent impact on American society.Describe nativism and how it impacted American attitudes and political policies towardimmigrants.Compare, contrast, and define the origins, issues, and people involved in the development ofthe labor movement.
_
Describe, with definitive examples, the major reforms, such as prohibition and trust busting,within the Progressive Movement.
e Describe, with several specific examples, the development of the United States women'ssuffrage movement and the issues of the 19th Amendment.Explain, using specific examples, the development of United States diplomacy andexpansionist policy concerning Alaska, Hawaii, Panama Canal, Spanish American War,Open Door policy, Roosevelt's foreign policy, and Dollar Diplomacy.Explain, effectively, the United States Mexican foreign policy during the early 20th centuryand its resulting consequences including the 1911 Revolution.Explain the development and impact of European and Japanese expansion during the period1860-1920.Describe, with specific examples, the impact of imperialism, the arms race and alliances,Nationalism, weapons and tactics, the Fourteen Points, and Treaty of Versailles on thecauses, course, character, and effects of World War I and the world afterward.
a Explain, with significant details, the Russian Revolution, including the importance of theRomanovs, Lenin, the Bolsheviks, the Red and White Russians, and other key characters.Explain, and quantitatively interpret, the relationships among literature, the fine arts, musicand various leisure activities, giving significant examples of each.
Nevada History Performance Standards - 26 - 92 September 24, 1999
MEETSSTANDARD
Summarize the successes and failures of the Reconstruction period.Describe the key people and significant issues concerning African-American rightsincluding, Booker T Washington and the Tuskegee Institute, Jim Crow laws, Plessy vs.Ferguson, W.B. DuBois and the NAACP, Ida B. Wells and the NACW.Describe the United States federal policy toward Native Americans, in terms of the PlainsWars, the reservation system, and the Dawes Act.Describe the role of railroads in the settlement of the West.Describe the major causes, issues, and results of the Populist Movement.Describe the effect of industrial technologies, innovations, and urbanization on United Statessocial and economic development.Describe the development of corporate capitalism including J.P. Morgan, mass production,and vertical and horizontal integration to it.Explain the motivations for groups coming to the United States and describe theircontributions to American society.Describe nativism and explain the response to immigration into the United States.Explain the origins and issues involved in the labor movements.Describe the development and impact of the Progressive Movement including governmentreforms, prohibition and trust busting.Describe the women's suffrage movement and the 19th Amendment.Discuss, the causes, characteristics, and consequences of United States expansion anddiplomacy including Alaska, Hawaii, Panama Canal, Spanish American War, Open DoorPolicy, Roosevelt's foreign policy and Dollar Diplomacy.Explain the causes and effects of the Mexican Revolution of 1911.Discuss the causes, characteristics, and consequences of European and Japanese expansion.Describe the causes, course, character, and effects of World War I including, imperialism, thearms race and alliances, Nationalism, weapons and tactics, the Fourteen Points, and Treaty ofVersailles.Describe the causes and effects of the Russian Revolution including the Romanovs, Lenin,
-Bolsheviks, and the Red-and White Russians.Explain how fine arts, literature, and leisure activities were a reflection of the times.
APPROACHESSTANDARD
Identify the Reconstruction period with limited information and no examples.Identify African-American rights after the Civil War but unable to specifically describe thedifferent participants and events.Identify the Plains Wars, reservation system, and/or Dawes Act, but unable to relate them toUnited States federal policy toward Native Americans.Describe the growth of the railroads in the West but unable to explain the role it played in thesettlement.Define Populism.Identify a few industrial technologies and innovations, but has difficulty connecting themwith United States social and economic development.Identify J.P. Morgan and mass production, but inaccurately describe corporate capitalism.Identify that various peoples came to the United States, but unable to tell the causes or resultsof immigration.Define nativism, but unable to accurately describe its impact on American attitudes andpolitical policies.Identify the organization of labor but unable to give specific reasons or results.Define prohibition and the Progressive Movement, but cannot tell any other significantreforms.Define the 19th Amendment, but unable to describe the United States women's suffragemovement with any accuracy.Identify, as examples of United States diplomacy or policy, Alaska, Hawaii, Open DoorPolicy, Panama Canal, Spanish American War, Roosevelt's foreign policy, and DollarDiplomacy.Describe the Mexican Revolution of 1911in general terms.Identify, with some errors, European and Japanese expansion from 1860-1920.Describe World War I and the importance of some of the following, with errors: Imperialism,
Nevada History Performance Standards -27- 93 September 24, 1999
arms race and alliances, Nationalism, weapons and tactics, the Fourteen Points, and theTreaty of Versailles.Describe a few of the key individuals such as Nicholas II and Lenin and their part within theRussian Revolution but unable to describe the causes of it.Identify, with assistance, how the fine arts, music, literature, and leisure time activities areindicative of American society but have difficulty giving examples.
BELOW Unable to define the Reconstruction period.STANDARD Inaccurately describe how racism existed after the Civil War.
Inaccurately identify reservation systems, Dawes Act, and the Plains Wars.Identify that railroads moved west.Unable to describe the Populist movement or its place in American politics or economicdevelopment.Confuses industrial technologies or innovations.Unable to identify mass production, J.P. Morgan, and/or corporate capitalism.identify that immigrants came to the United StatesDefine nationalism, with errors.Identify one major labor movement.Define prohibition, but cannot relate prohibition to a major reform movement in the UnitedStatesDefine the 19th Amendment with prompting on its number.Identify, as historically important, some of the following : Alaska, Hawaii, Open DoorPolicy, Panama Canal, Spanish American War, Roosevelt's foreign policy, DollarDiplomacy.Define Pancho Villa and tell about his exploits.Unable to identify European or Japanese expansion from 1860-1920.Identify World War I as an event involving the United States but unable to describe anycauses, events, or people.Unable to accurately describe the causes and effects of the Russian Revolution.Identify examples of American literature, music, and leisure activities but cannot explainhow they reflect American life.
Nevada History Performance Standards - 28 - 9 4 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 8.0 1920-1945-- Students understand the importance and impact of political economic, and socialchanges in the world from 1920 to 1945.
EXCEEDS Define totalitarianism and give examples.STANDARD Describe the technological and scientific advancements of the airplane, radio, automobile,
and household appliances and detail the specific changes that have resulted.Cite specific examples of how literature, music, and visual arts were a reflection of thisperiod of time.Provide detailed descriptions of events that contributed to the Great Depression.Provide detailed, significant examples of how the Great Depression and the New Dealaffected life in the United States.Describe the causes of World War I, chronologically trace the course of events, and name thekey people of World War H.Describe the origins of the holocaust, key elements and its outcome.Describe, with significant examples, how United States civilians responded to the war effort.
MEETS Define totalitarianism.STANDARD Identify scientific and technological advancements, including the airplane, radio, automobile,
and household appliances, and explain their impact.Explain how literature, music, and visual arts were a reflection of this period of time.Describe events that contributed to the Great Depression, including the Dust Bowl and thestock market crash.Describe how the Great Depression and the New Deal affected life in the United States.Identify causes, effects, and outcome of World War H, including the legacy of World War I,Peal Harbor, the Big Four, Axis powers and their leaders, the atomic bomb, and the UnitedNations.Identify key elements of the Holocaust, including "Aryan supremacy," Kristallnacht, "thefinal solution," and the internment and death camps.Identify the effects of World War H on the home front in the United States and in Nevada,including the end of the Great Depression, internment camps, rationing, propaganda, and"Rosie the Riveter."
APPROACHES Define totalitarianism with teacher prompting.STANDARD List scientific and technological advancements of the time but unable to explain their impact.
Identify examples of literature, music, or visual arts of this period of time, but unable toexplain their reflection of the times.Identify the general elements that contributed to the Great Depression but unable to explainwhy they contributed.Identify the Great Depression and examples of New Deal legislation but unable to describehow they are related or affected life in the United States.
o Identify the major participants of World War II and its final outcome but unable to describethe causes, course and/or consequences.Identify the final outcome of the Holocaust.Identify the obvious effects of World War H on the home front.
BELOW Unable to define totalitarianism.STANDARD Unable to describe advancements with any detail.
Confuses examples of literature, music, and visual arts of this period and unable to explainhow they are a reflection of this period.Unable to describe any elements that led to the Great Depression.Unable to provide any descriptions of the Great Depression and the New Deal.Identify the final outcome of World War II.Unable to identify the Holocaust.Unable to identify the effects of World War II on the home front.
Nevada History Performance Standards - 29 - September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 8.0 1920-1945-- Students understand the importance and impact of political economic, and socialchanges in the world from 1920 to 1945.
EXCEEDS Describe, using several examples, the rise and interrelationships of totalitarian societies inSTANDARD Europe, Asia, and Latin America.
Summarize, describe, and assess, with significant examples, the impact of the newtechnologies of the period, in communication, transportation, and manufacturing, on UnitedStates society.Describe, using specific multiple examples, the continuing tensions in the United Statesconcerning radical politics, immigration restrictions, religious fundamentalism, and racism.Describe, with specific examples, the interrelationships of education, the media, leisureactivities, the arts, and other factors, which reflected and impacted the cultural developmentof American society.Research and accurately compare and contrast the issues and events leading to the GreatDepression including, but not limiting research to, agriculture, the stock market, finance,industry, and banking.Using several specific examples, describe both the short term and lasting impacts of the NewDeal policies and programs on United States social, political, diplomatic, and economicinstitutions.Explain both the short and long term legacy of WWI campaigns and strategies, atomic bomb,significant military, political, and scientific leaders, United Nations, United States changingworld status and war crimes trials on World War II and on the post-war worker.Research and explain, with significant detail, the Nazi policies leading to the Final Solution,paying particular attention to Aryan supremacy, Nuremburg Laws, Kristallknacht, varioustypes of camps, and the resulting creation of Israel.Describe, using multiple examples, both the short term and lasting impact of WWII ingeneral and specifically Nisei internment camps, technologies, economic developments, civilrights, and the GI Bill on United States culture and society.
MEETS Using limited examples, describe the rise of totalitarian societies in Europe, Asia, and LatinSTANDARD America.
Analyze an example of the new technologies of the period, such as in communication,transportation, and manufacturing, and tell how it impacted the way of life in the UnitedStatesDescribe, with an example of each, the social tensions in the United States concerning radicalpolitics, immigration restrictions, religious fundamentalism, and racism.Describe, with an example of each, how education, media, leisure activities, and the artsreflected and impacted American society.Explain the major economic issues and events causing the Great Depression, payingparticular attention to the impact of agriculture, the stock market, finance, industry, andbanking.Describe, with examples, the policies and programs of the New Deal and their effect onsocial, political, diplomatic, and economic institutions.Describe in general terms the importance of the legacy of WWI; campaigns and strategies;atomic bomb; significant military, political, and scientific leaders; United Nations; UnitedStates changing world status; and the war crimes trials in dealing with the cause, course,character, and effects of WWI.Describe the major causes, scope, and effects of the Holocaust, paying particular attention toAryan Supremacy, Nuremburg Laws, Kristallnacht, the Final Solution, types of camps andthe subsequent creation of Israel.Explain with examples, the effects of WWII and more specifically the Nisei internmentcamps, technologies, economic developments, civil rights, and the GI Bill on the UnitedStates
APPROACHES Define totalitarian society and give two examples for this time period.
Nevada History Performance Standards -30-96
September 24, 1999
STANDARD
o
Identify, with assistance, an example of new technologies of the period but with limitedsuccess in explaining how this technological advance impacts American society.Define radical politics, immigration restrictions, religious fundamentalism, and racism, butwith difficulty giving specific examples from this time period.Identify education, media, leisure activities, and arts as parts of American society but withdifficulty giving examples.Explain with difficulty, requiring assistance, a few of the issues and events which caused theGreat Depression.Describe the New Deal but has difficulty giving more than one or two examples of programsor policies.Describe some of the following and show their importance to World War II: legacy of WWI,campaigns and strategies, atomic bomb, significant military, political, and scientific leaders,United Nations, United States changing world status, and war crimes trials.Define the Holocaust and, with assistance, describe parts of the Final Solution.Describe in general terms the impact of WWII on the United States but with difficulty givingexamples.
BELOW Identify one or two examples of aggressive countries during this time period.STANDARD Explain the technological advances made during the period but cannot tell how they
impacted American society.Identify one or two social problems of this period.Unable to define American society without significant errors or omissions.Describe, with assistance, the stock market crash as the sole cause of the Great Depression.Identify the New Deal as important policy.Identify World War II but unable to describe the causes, course or results.Define the Holocaust as only the event where Jews died in the death camps.Unable to explain the impact of WWII on the United States.
Nevada History Performance Standards97
-31- September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 3
Content Standard 9.0 1945-1990 -- Students understand the impact of the emergence of new world powers.
EXCEEDSSTANDARD
Cite significance of Martin Luther King, Jr.'s role with civil rights.
MEETSSTANDARD
Identify Martin Luther Ling, Jr. and explain why we recognize his birthday.
APPROACHESSTANDARD
Recognizes the name of Martin Luther King, Jr. and is aware of a holiday in his name.
BELOWSTANDARD
Unaware of a holiday to recognize Martin Luther King, Jr.'s birthday.
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 9.0 1945-1990 -- Students understand the impact of the emergence of new world powers.
EXCEEDS Cite significant examples that demonstrate how science and technology have changedSTANDARD personal lives in the United States since World War II.
Describe the major points of Martin Luther King, Jr.'s "I Have a Dream" speech and provideexamples of how it is relevant to the civil rights movements.
MEETS Identify major advancements in science and technology, including television and computers.STANDARD Identify the major points in Martin Luther Kine, Jr.'s "I Have a Dream" speech.
APPROACHES Cite examples of modern technology, but not how it has affected daily lives.STANDARD Explain that Martin Luther King, Jr. wrote the "I Have a Dream" speech, but unable to cite
major points or reasons why it is_a significant speech.
BELOW Unable to identify that technology such as televisions and computers weren't always in theSTANDARD home.
Identify Martin Luther King, Jr.'s birthday as a holiday.
Nevada History Performance Standards - 32 - 98 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 9.0 The Twentieth Century, A Changing World: 1945-1990: Students understand the shift ofinternational relationships and power as well as the significant developments in Americanculture.
EXCEEDS Describe and connect the influences of the Cold War, including the Marshall Plan, BerlinSTANDARD Blockade, NATO, Warsaw Pact, and Cuban Missile Crisis.
Summarize and describe the significance of elements created by the Cold War, including thearms race/ nuclear testing, McCarthyism, and the space race.Describe significant events of the United Nations involvement, including the causes of theinvolvement and the outcome.Chronologically trace and connect their acts of science and technology on the United Statesafter World War II, including television, electronics/computers, rocketry, and medicaladvances.Analyze current and historical demographics to predict future trends with justifications.Describe the significance of military and atomic testing and their long-term effects onNevada.Chronologically trace the major issues, events, and people of the modern Civil Rightsmovement in the United States and Nevada.Summarize and describe causes and effects of the Vietnam War using detailed and significantexamples of the war and reactions in the United StatesSystematically organize ideas, restate facts, and share information in detail of the breakup ofthe USSR and end of the Cold War.Summarize and describe the significant changes in gaming in Nevada and how they haveaffected tourism.Analyze the impact art, music, theatre, films, literature, leisure time activities, and the newsmedia had on American society.
MEETSSTANDARD
Define the Cold War, including the Marshall Plan, Berlin Blockade, NATO, Warsaw Pact,and Cuban Missile Crisis.Identify the effects of the Cold War on the United States, including the arms race/ nucleartesting, McCarthyism, and the space race.Explain why the United Nations was involved in the Korean War and the outcome of itsinvolvement.Define and explain how demographics have changed in the United States.Describe the impact of the United States military and atomic testing in Nevada.Identify the major issues, events, and people of the modern Civil Rights movement in theUnited States and Nevada, including Rosa Parks, Martin Luther King, Jr., Brown vs. Boardof Education, voting rights, integration, and Grant Sawyer.Identify the causes and effects of the Vietnam war, including Tet Offensive, Gulf of TonkinResolution, anti-war movement, draft/lottery, and POW/MIA.Describe the significance of the breakup of the USSR, including the fall of the Berlin Wall,collapse of Communism, and the end of the Cold War.Describe the effects of tourism and gaming on Nevada.Identify examples of art, music, theatre, films, literature, and leisure time activities, and thenews media and their impact on American Society.
APPROACHES Unable to accurately define the factors of the Cold War, including the Marshall Plan, BerlinSTANDARD Blockade, NATO, Warsaw Pact, and Cuban Missile Crisis.
Describes, with limited information, the effects of the Cold War, including the arms race/nuclear testing, McCarthyism, and the space race.Describe with incomplete information how the United Nations came to be involved in theKorean War.Discuss how science and technology changed life in the United States after World War II,including television, electronics/computers, rocketry, and medical advances.Identify some scientific and technological changes in the United States after World War II,
Nevada History Performance Standards -33-99
September 24, 1999
including television, electronics/computers, rocketry, and medical advances.Describes, with limited information, demographics and how they have changed in the UnitedStates.Describe military and atomic testing but unable to link impacts to Nevada.Identify some of the major issues, events, and people of the modern Civil Rights movementin the United States and Nevada.Describe, with limited information, the causes and effects of the Vietnam War and mayconfuse significant events.Identify some elements of the breakup of the USSR and the end of the Cold War buy maycite inaccuracies and/or confuse events.Identify only obvious effects of tourism and gaming on Nevada.Identify some examples of how art, music, theatre, film, literature, and the news mediaimpacted American Society.
BELOW Inaccurately defines the Cold War.STANDARD Identifies the Cold War as tensions between the United States and the USSR but unable to
describe the effects of the Cold War on the United StatesUnable to describe the United Nation's involvement in the Korean War.Confuse changes in scientific and technology after World War II.Unable to interpret demographics.Inadequately describe military and atomic testing.Identify that there was a modern Civil Rights movement in the United States and Nevada.Identify the Vietnam War but unable to provide examples of major events.Display limited understanding of the breakup of the USSR and the end of the Cold War.Unable to relate tourism to gaming in Nevada.Display limited understanding of how art, music, theatre, film, literature, and the news mediaimpacted American Society.
Nevada History Performance Standards - 34 -1 0 0 September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 9.0 1945-1990 -- Students understand the impact of the emergence of new world powers.
EXCEEDS Analyze with supporting detail the causes and effects of the Cold War on foreign policy andSTANDARD economic issues related to Europe (Marshall Plan, Berlin, and NATO), the Middle East
(Egypt, Israel, Afghanistan), Asia (Japan, China, Korea, Vietnam, and SEATO), and theAmericas (Cuba and the United States).Provide detailed, significant examples of the effect of the Cold War on the United States,including arms race/nuclear testing, McCarthyism, space race, and the Cuban Missile Crisis.Analyze with supporting detail the cause, course, and character of the Korean War, includingthe United Nations Security Council, Pusan Perimeter, MacArthur, Inchon, Yalu River,Panmunjon, and the 38th Parallel.Analyze with supporting detail how and why African and Asian peoples achievedindependence from colonial rule.Analyze with supporting examples how postwar science and technology augmented UnitedStates economic strength, transformed daily life, and influenced the world economy andpolitics.Analyze with supporting evidence the cause, course, character, and effects of the VietnamWar including the Black Power Movement, United Farm Workers, American IndianMovement, Viva La Raza, Women's Rights Movement, and American with Disabilities Act.Analyze with significant detail the changes in United States political culture including therole of the media, Watergate, the United States hostage crisis in Iran/Contra Affair, andGrenada/Panama.Analyze with significant detail how the foreign policies of Nixon, Reagan, and Bushcontributed to the end of the Cold War, including recognition of China, détente, disarmamenttreaties, and Star Wars.Analyze with supporting examples the geopolitical changes in the world due to thedisintegration of Communism.Analyze with supporting examples the impact of art, music, theatre, film, literature, and thenews media on American society.
MEETS Describe the causes and effects of the Cold War on foreign policy and economic issuesSTANDARD related to Europe (Marshall Plan, Berlin, and NATO), the Middle East (Egypt, Israel,
Afghanistan), Asia (Japan, China, Korea, Vietnam, and SEATO), and the Americas (Cubaand the United States.Describe the effects of the Cold War on the United States, including the arms race/nucleartesting, McCarthyism, space race, and the Cuban Missile Crisis.Describe the cause, course, and character of the Korean War, including the United NationsSecurity Council, Pusan Perimeter, MacArthur, Inchon, Yalu River, Panmunjon, and the 38thParallel.
- Explain how and why African and Asian people achieved independence from colonial rule.e- Describe how postwar science and technology augmented United States economic strength,
transformed daily life, and influenced the world economy and politics.Describe the causes, course, character, and effects of the Vietnam War including the BlackPower Movement, United Farm Workers, American Indian Movement, Viva La Raza,Women's Rights Movement, and Americans with Disabilities Act.Describe the changes in United States political culture including the role of the media,Watergate, the United States hostage crisis in Iran/Contra Affair, and Grenada/Panama.Describe how the foreign policies of Nixon, Reagan, and Bush contributed to the end of theCold War, including recognition of China, détente, disarmament treaties, and Star Wars.Describe the geopolitical changes in the world due to the disintegration of Communism.Summarize the impact of art, music, theatre, film, literature, and the news media onAmerican society.
Nevada History Performance Standards -35101 September 24, 1999
APPROACHESSTANDARD
Describe with limited details, the causes and effects of the Cold War on Europe, the MiddleEast, Asia, and the Americas.Identify some effects of the Cold War on the United States but cannot describe them.Describe, with limited information, the cause, course, and character of the Korean War,including the United Nations Security Council, Pusan Perimeter, MacArthur, Inchon, YaluRiver, Panmunjon, and the 38th Parallel.Explain, limited recall, of how and why African and Asian peoples achieved independencefrom colonial rule.Identify examples of postwar developments in science and technology but cannot explaintheir influence.Describe, limited recall, the Black Power Movement, United Farm Workers, AmericanIndian Movement, Viva La Raza, Women's Rights Movement, and Americans withDisabilities Act.Identify some examples of changes in the United States political culture but cannot describethem.Identify the foreign policies of Nixon, Reagan, and Bush but not able to explain how theycontributed to the end of the Cold War.Identify geopolitical changes in the world but cannot attribute them to the disintegration ofCommunism.Identify some examples of the art, music, theatre, film, literature, and the news media, butcannot explain their impact on American society.
BELOW Unable to provide a coherent description of the causes and effects of the Cold War on foreignSTANDARD policy and economics issues related to Europe, the Middle East, Asia, and the Americas.
Identify that the Cold War affected the United States but cannot explain how.Unable to provide a coherent description of the cause, course, and character of the KoreanWar.Identify that African and Asian peoples achieved their independence from colonial rule butcannot provide examples.Identify that postwar-science and technology influence daily life but unable to explain howUnable to provide a coherent description of the Black Power Movement, United FarmWorkers, American Indian Movement, Viva La Raza, Women's Rights Movement, andAmericans with Disabilities Act.Identify that changes in the United States political climate have taken place, but cannot giveexamples.Identify that Nixon, Reagan, and Bush contributed to the end of the Cold War, but cannotexplain how.Identify that geopolitical changes have taken place in the world due to the disintegration ofCommunism but cannot give examples.Identify that art, music, theatre, film, literature, and the news media impact American society.
Nevada History Performance Standards - 361. 02 September 24, 1999
Social Studies Performance Level DescriptorsHistoryGrade 5
Content Standard 10.0 1990-Present Students understand the political, economic, social, and technological issueschallenging the world as it approaches and enters the new millennium. -
EXCEEDSSTANDARD
Identify significant examples of worldwide major news events and relate their impact onsociety to themselves and to their community.
MEETSSTANDARD
Identify major news events on the local, state, national, and world level.
APPROACHESSTANDARD
Cite examples of news events but are unable to categorize events into local, state, national,or world level.
BELOWSTANDARD
Unable to distinguish between major news events and "sensationalized" news (e.g., storiesfound in The Star).
Social Studies Performance Level DescriptorsHistoryGrade 8
Content Standard 10.0 1990-Present Students understand the political, economic, social, and technological issues. . _challenging the world as it approaches and enters the new millennium.
EXCEEDS Provide detailed, significant examples of scientific and technological developments andSTANDARD explain how they affect the world.
Able to cite world issues and describe the effect on local, state, national, and internationallevels.
MEETSSTANDARD
Describe scientific and techtiological developments, including personal computers, Internet,satellites, and medical advances.Describe major world issues, including ethnic and/or religious conflicts, and environmentaland/or health issues.
APPROACHES Identify some scientific and technological development but unable to provide informationSTANDARD on why those developments are significant.
Able to describe major world issues, but lack accuracy and organization.
BELOW Identify the personal computer, Internet, and satellite but unable to identify them asSTANDARD scientific and technological developments.
Describe major world issues with descriptions that are incomplete and erroneous.
Nevada History Performance Standards
.11. 0 3
- 37 - September 24, 1999
Social Studies Performance Level DescriptorsHistory
Grade 12
Content Standard 10.0 1990-Present Students understand the political, economic, social, and technological issueschallenging the world as it approaches and enters the new millennium. .
EXCEEDS Analyze the significance of scientific and technological achievements with supporting
STANDARD examples.Provide a detailed analysis of political and economic alliances on regional and global levels.Describe how global issues affect nations differently including human rights, theenvironment, world/United States regional conflicts, and medical concerns, with specificreferences and great detail.Analyze the causes and effects of the Persian Gulf War, with significant detail.Analyze how the political climate in the United States is changing and provide supportingevidence.Provide a wide variety of examples to show how literature, music, and the visual arts are areflection of the times.
MEETS Identify and explain the implications of scientific and technological achievements, includingSTANDARD the personal computer, the Internet, the use of satellites, and biotechnology.
Describe the effects of political and economic alliances on regional and global levels (e.g.,NAFTAeconomic; NATOdefense.)Describe how global issues affect nations differently, including human rights (e.g.,treatment of prisoners), the environment (e.g., destruction of the rain forest), world/UnitedStates regional conflicts (e.g., conflict in Kosovo) and medical concerns e.g., AIDS.Explain the causes and effects of the Persian Gulf War, including the Kuwait invasion, theworld oil supply, and changing alliances.Describe the changing political climate in the United States, including the role of the media,the Clinton impeachment, and the changing political spectrum.Explain how literature, music,-and the visual arts are a reflection of the times and giveexamples.
APPROACHES o Identify scientific and technological achievements but cannot explain the implications of the
STANDARD personal computer, the Internet, the use of satellites, and biotechnology.Identify examples of political and economic alliances at regional or global levels, but cannotgive the purpose of the alliances.Identify global issues but cannot explain how they affect the United States and other nationsdifferently.Display minimal knowledge of the Persian Gulf War with reference to the invasion ofKuwait, the world oil supply and is unable to identify changing alliances.Describe the contributing factors to the change in political climate including the role of themedia, the Clinton impeachment, and the challenging political spectrum, but cannot giveexamples.Describe, with limited recall, how literature, music, and the visual arts are a reflection of thetimes.
BELOW Identify that there have been scientific and technological achievements, but are unable to
STANDARD provide examples.Unable to give examples of political or economic alliances at regional or global levels.Unable to identify global issues.
o Identify that a war took place in the Persian Gulf but cannot give facts related to causes andeffects.Identify that the political climate in the United States is changing and continues to changebut cannot give supporting evidence.Describe that literature, music, and the visual arts reflect the current society but cannot giveexamples.
Nevada History Performance Standards-m-104
September 24, 1999
DRAFT Nevada Social Studies Standards
History Glossary
Preagricultural societies: Societies in which life is characterized by hunting and gathering, small socialunits (families or clans), and relatively simple political organization.
Graphic organizer: Any visual diagram, chart, graph, or other pictorial device that displays relationshipsbetween events, issues, or other content.
Time line: A linear diagram indicating people, events, and/or issues, in chronological order.
Tiered time line: A linear diagram indicating a comparison of people, events, and/or issues in two or morelocations during the same time period.
Informational tools: formats in which information is presented, such as charts, diagrams, graphs, tables,maps, political cartoons, or photographs.
bias:cultural contextC.E.B.C.Ehunter-gathererfeudalismfine artshereditary monarchnationalisrdConfederation periodfederalismAnti-federalismpopular sovereigntyUtopian movementreligious revivalsJim Crow lawsPopulist movementManifest Destinymass productionmechanized assembly linevertical integrationhorizontal integrationcorporate capitalismWatergategeopoliticsDétentedisarmament treatiespolitical spectrum
economic alliancespolitical alliancesforeign ploicyNAACPNACWnativismstates' rightsEmancipation Proclamation
105
Industrial RevolutionIndustrializationcorporate capitalismimperialismalliancesnationalismtacticsradical politics
106
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