Alabama Course of Study: Social Studies/Quality Core Correlation Document United States History Note



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Alabama Course of Study: Social Studies/Quality Core Correlation Document

United States History

Note: The Quality Core (QC) standards seem to be more compacted in some of its subcategories. The rigor may or may not be there when you unwrap the QC standards.

United States History I: Beginnings to the Industrial Revolution

Building a Nation (Colonization–ca. 1877)

1. Colonization and Forging a New Nation

2010 ALCOS SOCIAL STUDIES QUALITY CORE (QC) COURSE STANDARD COMMENTS

ADDITIONAL COMMENTS




  1. Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans.

  • Describing the influence of the Crusades, Renaissance, and Reformation on European exploration

  • Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities

  • Analyzing the course of the Columbian Exchange for its impact on the global economy

  • Explaining triangular trade and the development of slavery in the colonies

QC (a) Colonization and Forging a New Nation: Identify the reasons for colonization, evaluate its impacts, and analyze the success or failure of settlements in North America

QC (b) Colonization and Forging a New Nation: Analyze religious development and its significance in colonial America (e.g., religious settlements, the Great

Awakening)



QC (c) Colonization and Forging a New Nation: Describe significant aspects of the variety of social structures of colonial America


QC (a) Colonization is dealt with in previous ALCOS standards in earlier grades. Example: ALCOS 9.2 Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange. The rigor in QC (a) Colonization may have a little more rigor (“evaluate the impact”)

QC (b) Colonization, ALCOS 10.1.1, and 10.1.2 (portion of) have same focus. The QC standard has a little more rigor in that it asks “to analyze.”

QC (c) Colonization, ALCOS 10.1.0, 10.1.3, 10.1.4, and 10.1.5 deal with the social structures. The rigor is more in the ALCOS standard and bullets.

NOTE: In ALCOS 10.1, there is more emphasis placed on ethnic groups such as Europeans, Africans, and indigenous Americans. The rigor is higher also. Example: “Compare the effects…” vs. “Identify reasons for (recall)…”




  1. Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations.

  • Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact Explaining the significance of the House of Burgesses and New England town meetings in colonial politics

  • Describing the impact of the Great Awakening on colonial society

QC (d) Colonization and Forging a New Nation: Compare the economies of the various colonies, and analyze the development and impact of indentured

servitude and African slavery in North America (e.g., social, political, and economic)



QC (e) Colonization and Forging a New Nation: Explain the origins and development of colonial governments

QC (f) Colonization and Forging a New Nation: Evaluate the influence of Enlightenment ideas on the development of American government as embodied in the Declaration of Independence


QC (d) Colonization and ALCOS 10.2 are equal in rigor.

ALCOS 10.2.1 has more rigor in explaining essential documents.




3. Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence.

  • Explaining the role of key revolutionary leaders, including George Washington; John Adams; Thomas Jefferson; Patrick Henry; Samuel Adams; Paul Revere; Crispus Attucks; and Gilbert du Motier, Marquis de Lafayette

  • Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown

  • Summarizing major ideas of the Declaration of Independence, including the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau

  • Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians

  • Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians

QC (g) Colonization and Forging a New Nation: Identify and evaluate the ideas and events that contributed to the outbreak of the American Revolution, and determine the key turning points of the war

QC (f) Colonization and 10.3.3 have about the same amount of rigor.

ALCOS 10.3.4 has more rigor.

ALCOS 10.3.5 builds on previous standards in earlier grades. “Comparing perspectives…”

QC (g) and ALCOS 10.3.5 build on previous standards in earlier grades.





4. Describe the political system of the United States based on the Constitution of the United States.

  • Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States

  • Describing inadequacies of the Articles of Confederation

  • Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers

  • Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton’s economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington’s Farewell Address, and the election of 1800

QC (h) Colonization and Forging a New Nation: Identify the impetus for the Constitutional Convention (limitations of government under the Articles of

Confederation), and analyze the events and outcomes of the Convention (i.e., the “bundle of compromises”)



QC (i) Colonization and Forging a New Nation: Interpret the ideas and principles expressed in the U.S. Constitution

QC (j) Colonization and Forging a New Nation: Explain the development of the Bill of Rights, and assess various debates of the day

QC (i) Colonization and AL 10.4.1 have the same focus and rigor.

AL 10.4.2 and AL 10.4.3 are more rigorous than QC (h) Colonization

AL 10.4.4 goes further to explain the political party system, the differing views of Jefferson and Hamilton, Washington’s Farewell Address, and the election of 1800




5. Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia.

  • Explaining concepts of loose and strict interpretations of the Constitution of the United States

QC (j) Colonization and Forging a New Nation: Explain the development of the Bill of Rights, and assess various debates of the day

QC (l) Colonization and Forging a New Nation: Analyze and evaluate federal and state policies toward American Indians in the first half of the nineteenth

century


QC (j) Colonization, AL 10.5.0, and AL 10.5.1 calls for assessing various debate issues of the day and they have about the same amount of rigor.

QC (l) Colonization and Forging a New Nation has more rigor and depth of knowledge.




6. Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine.

QC (m) Colonization and Forging a New Nation: Evaluate, take, and defend positions on the development of U.S. foreign policy during the early nineteenth century (e.g., Embargo Act, Monroe Doctrine)

QC (m) Colonization has more rigor than 10.6.




Antebellum America




7. Describe causes, courses, and consequences of United States’ expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails.

QC (k) Colonization and Forging a New Nation: Identify and evaluate the political and territorial changes resulting from westward expansion of the United States

in the early nineteenth century



QC (b) Antebellum: Identify and evaluate the major events and issues that promoted sectional conflicts and strained national cohesiveness in the antebellum period

QC (k) Colonization and Forging a New Nation has a little more rigor than AL 10.7.0 simply because it calls for “evaluating” these changes.

QC (b) Antebellum has the same amount of rigor.




8. Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation.




Alabama History standard, however, information included in the standard may be relevant to US History such as the Creek Wars and the War of 1812, land acquisition and this nation expanding.




9. Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay’s American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast.

QC (a) Antebellum: Describe and evaluate the impacts of the First Industrial Revolution during the nineteenth century (e.g., the Lowell system, immigration, changing technologies, transportation innovations)

QC (c) Antebellum: Identify significant religious, philosophical, and social reform movements of the 19th century and their impact on American society

Both standards (QC and ALCOS) are packed with an era of technological advancements and domestic policies. The QC standards is more rigorous however it does not come right out and call this time period the “Era of Good Feelings.”




10. Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government.

  • Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal

QC (c) Antebellum: Identify significant religious, philosophical, and social reform movements of the 19th century and their impact on American society.

AL 10.0 and 10.1 are more rigorous with more depth of this era known as Jacksonian Democracy.




11. Evaluate the impact of American social and political reform on the emergence of a distinct culture.

  • Explaining the impact of the Second Great Awakening on the emergence of a national identity

  • Explaining the emergence of uniquely American writers

Examples: James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

  • Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War

QC (c) Antebellum: Identify significant religious, philosophical, and social reform movements of the nineteenth century and their impact on American society

QC (e) Antebellum: Analyze the women’s rights and the suffrage movements and the impact of women on other reform movements in the antebellum period

AL 11.0, 11.1, and 11.2 are more rigorous than QC (c).

AL 11.3 is less rigorous and depth but has greater clarity.




2. Antebellum America




12. Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner.

  • Describing the rise of religious movements in opposition to slavery, including objections of the Quakers

  • Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River

  • Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin, on the abolitionist movement

QC (d) Antebellum: Identify the major characteristics of the abolition movement in the antebellum period, its achievements, failures, and Southern opposition to it

QC (f) Antebellum: Compare and contrast the economic, social, and cultural differences of the North and South during the antebellum period

QC (d) would include 12.0, 12.1, and 12.3. The QC standard is less rigorous.

QC (f) and 12.2 call for explaining and identifying the economic, social, and cultural differences.

Note: QC (f) can also be found in previous standards in ALCOS.




13. Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision.

  • Describing Alabama’s role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton

  • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession

  • Describing tariff debates and the nullification crisis between 1800 and 1861

  • Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States

QC (b)Antebellum : Identify and evaluate the major events and issues that promoted sectional conflicts and strained national cohesiveness in the antebellum period

QC (d) Antebellum: Identify the major characteristics of the abolition movement in the antebellum period, its achievements, failures, and Southern opposition to it

AL 13.1: Even though this bullet relates to Alabama, “sectionalism” and “the Indian Wars” are covered in this bullet.

AL 13.2: Alabama gives more emphasis to “sectionalism” and “expansionism.”

AL 13.3. Alabama covers more information on the tariff debates, the nullification crisis, etc.

QC (b) Antebellum could possibly cover expansionism—not clear.





3. Civil War and Reconstruction




14. Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman’s March to the Sea.

  • Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan “Stonewall” Jackson, and William Tecumseh Sherman

  • Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation

  • Explaining reasons border states remained in the Union during the Civil War

  • Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address

  • Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton

  • Tracing Alabama’s involvement in the Civil War

QC (a) Civil War and Reconstruction: Identify and analyze the technological, social, and strategic aspects of the Civil War

QC (b) Civil War and Reconstruction: Explain the influence of Abraham Lincoln’s philosophy of the Union and his executive actions and leadership on

the course of the Civil War




AL 14.0-14.4 lend more detail than embedded in these standards.

QC (b) has more detail and rigor than AL 14.4.

AL 14.6 deals with Alabama’s role in the Civil War.




Rebuilding a Nation (ca. 1877–ca. 1914)




15. Compare congressional and presidential reconstruction plans, including African-American political participation.

  • Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen’s Bureau

  • Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan

  • Describing the Compromise of 1877

  • Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments

  • Explaining causes for the impeachment of President Andrew Johnson

  • Explaining the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction

  • Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-term effect on politics and economics in Alabama

QC (c.) Civil War and Reconstruction: Describe the basic provisions and immediate impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution

QC (d.) Civil War and Reconstruction: Evaluate different Reconstruction plans and their social, economic, and political impact on the South and the rest of the United States

QC (e.) Civil War and Reconstruction: Analyze the immediate and long-term influences of Reconstruction on the lives of African Americans and U.S. society as a whole

QC (c.) Civil War and Reconstruction and AL 10.15.4 call for the same.

QC (d.) Civil War and Reconstruction is a little more rigorous than AL 10.15.0 because it calls for students “to evaluate” the plans.

AL 10.15.0, 10.15.2, 10.15.5, and 10.15.6 all can be embedded in QC (e.) Civil War and Reconstruction



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