Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

Students analyze how change happens at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

Students relate current events to the physical and human characteristics of places and regions.

Students identify bias and prejudice in historical interpretations.

Students construct and test hypotheses; collect, evaluate, and employ information for multiple primary and secondary sources; and apply it in oral and written presentations.

Students show the connections, casual and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Students interpret past events and issues within the context in which an event unfolded rather than soley in terms of present day norms and values.

Students understand the meaning, implication. and impact of historical events and recognize that events could have taken other directions.

Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Atrica, Southeast Asia, China, India, Latin America, and the Philippines.

1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

1.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

3. Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

5. Examine the effects of the Civil War and Reconstruction and the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

1. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

1. List the purpose and the effects of the Open Door Policy.

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

4. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.

1. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.

12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.

1. Describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others.

2. Explain how one becomes a citizen of the United States, including the process of naturalization (ex. literacy. language. and other requirements).

12.3 Students evaluate and take and defend positions on what the fundamental values and principles of civil society are 1.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part o government), their interdependence, and the meaning and importance of those values and principles for a free society.

1. Explain how civil society provides opportunities for individuals to associate for social culture, religious, economic, and political purposes.

9. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections.

12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

2. Explain the process through which the Constitution can be amended.

12.5 Students summarize landmark U.S. Supreme Court Interpretations of the Constitution and its amendments.

2.Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).