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Topic: Historical documents, treaties, and agreements 

World History

 Standard 40.  Understands the search for peace and stability throughout the world in the 1920s and 1930s
  Level II (Grade 5-6)
   Benchmark 1.Understands treaties and other efforts to achieve peace and recovery from World War I (e.g., the conflicting aims and aspirations of the conferees at Versailles, and how the major powers responded to the terms of the settlement; why and how the League of Nations was founded, and its initial goals and limitations; the nations that were and were not invited to participate in the League of Nations; changes made to political boundaries after the peace treaties ending World War I, and which countries were winners or losers)
    Knowledge/skill statements
     1.Understands treaties and other efforts to achieve peace from World War I
     2.Understands treaties and other efforts to achieve recovery from World War I
     3.Understands the conflicting aims of the conferees at Versailles
     4.Understands the conflicting aspirations of the conferees at Versailles
     5.Understands how the major powers responded to the terms of the Versailles settlement
     6.Understands why the League of Nations was founded
     7.Understands how the League of Nations was founded
     8.Understands the League of Nation’s initial goals
     9.Understands the League of Nation’s initial limitations
     10.Knows the nations that were invited to participate in the League of Nations
     11.Knows the nations that were not invited to participate in the League of Nations

United States History

 Standard 6.  Understands the causes of the American Revolution, the ideas and interests involved in shaping the revolutionary movement, and reasons for the American victory
  Level II (Grade 5-6)
   Benchmark 3.Understands the major ideas in the Declaration of Independence, their sources, and how they became unifying ideas of American democracy (e.g., major terms, why the document was written, what the signers risked)
    Knowledge/skill statements
     1.Understands the major ideas in the Declaration of Independence
     2.Understands the sources of ideas in the Declaration of Independence
     3.Understands how the ideas in the Declaration of Independence became unifying ideas of American democracy
     4.Understands the major terms in the Declaration of Independence
     5.Understands why the Declaration of Independence was written
     6.Understands what the signers of the Declaration of Independence risked
  Level III (Grade 7-8)
   Benchmark 5.Understands the terms of the Treaty of Paris and implications for U.S. relationships with Native Americans and European powers who still held interests and territory in North America
    Knowledge/skill statements
     1.Understands the terms of the Treaty of Paris
     2.Understands the implications of the Treaty of Paris for U.S. relationships with Native Americans
     3.Understands the implications of the Treaty of Paris for U.S. relationships with European powers who still held interests and territory in North America
   Benchmark 6.Understands the creation of the Declaration of Independence (e.g., historical antecedents that contributed to the document, individuals who struggled for independence)
    Knowledge/skill statements
     1.Knows about the historical antecedents that contributed to the Declaration of Independence
     2.Knows about individuals who struggled for independence
  Level IV (Grade 9-12)
   Benchmark 2.Understands how the principles of the Declaration of Independence justified American independence
    Knowledge/skill statements
     1.Understands the principles of the Declaration of Independence
   Benchmark 7.Understands how the Treaty of Paris influenced U.S. relations with other countries and indigenous peoples (e.g., the resulting boundary disputes with Spain; influences on economic and strategic interests of the United States, Native Americans, Spain, England, and France; the impact of the Jay Gardoqui Treaty of 1786)
    Knowledge/skill statements
     1.Understands how the Treaty of Paris influenced U.S. relations with other countries
     2.Understands how the Treaty of Paris influenced U.S. relations with indigenous peoples
     3.Understands how the Treaty of Paris influenced the resulting boundary disputes with Spain
     4.Understands the influences of the Treaty of Paris on economic interests of the United States
     5.Understands the influences of the Treaty of Paris on strategic interests of the United States
     6.Understands the influences of the Treaty of Paris on U.S. relations with Native Americans
     7.Understands the influences of the Treaty of Paris on U.S. relations with Spain
     8.Understands the influences of the Treaty of Paris on U.S. relations with England
     9.Understands the influences of the Treaty of Paris on U.S. relations with France
     10.Understands how the Treaty of Paris influenced the impact of the Jay Gardoqui Treaty of 1786
 Standard 7.  Understands the impact of the American Revolution on politics, economy, and society
  Level II (Grade 5-6)
   Benchmark 1.Understands the major political issues in the thirteen colonies after their independence from England (e.g., arguments over the Articles of Confederation, arguments over how to govern themselves)
    Knowledge/skill statements
     1.Understands the arguments over the Articles of Confederation
     2.Understands the arguments over how to govern themselves (colonies)
  Level IV (Grade 9-12)
   Benchmark 1.Understands the differences among several state constitutions (e.g., various applications of 18th-century republicanism, such as virtue in government, balancing the interests of different social groups, service to the common good, representation, separation of powers, judicial independence, and the legitimacy of slavery)
    Knowledge/skill statements
     1.Understands differences in how several states applied 18th-century republicanism to their state constitutions
     2.Understands differences in how several states applied the concept of virtue in government to their state constitutions
     3.Understands the differences in how several states applied the need to balance the interests of different social groups to their state constitutions
     4.Understands the differences in how several states applied the concept of service to the common good to their state constitutions
     5.Understands the differences in how several states applied the concept of representation to their state constitution
     6.Understands the differences in how several states applied the concept of separation of powers to their state constitution
     7.Understands the differences in how several states applied the concept of judicial independence to their state constitution
     8.Understands the differences in how several states applied the concept of legitimacy of slavery to their state constitution
 Standard 8.  Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
  Level II (Grade 5-6)
   Benchmark 2.Understands the issues and ideas supported and opposed by delegates at the Constitutional Convention (e.g., enduring features of the Constitution, such as the separation of powers, and checks and balances; the Virginia Plan; the New Jersey Plan; the Connecticut Compromise; abolition)
    Knowledge/skill statements
     1.Knows of issues supported by some delegates at the Constitutional Convention
     2.Knows of issues opposed by some delegates at the Constitutional Convention
     3.Knows of ideas supported by some delegates at the Constitutional Convention
     4.Knows of ideas opposed by some delegates at the Constitutional Convention
     5.Understands the debates at the Constitutional Convention about the enduring features of the Constitution
     6.Understands the debate at the Constitutional Convention about the separation of powers
     7.Understands the debate at the Constitutional Convention about checks and balances
     8.Understands the debate at the Constitutional Convention about the Virginia Plan
     9.Understands the debate at the Constitutional Convention about the Connecticut Compromise
     10.Understands the debate at the Constitutional Convention about abolition
   Benchmark 3.Understands the significance of the Bill of Rights and its specific guarantees (e.g., the relevance of the Bill of Rights in today's society)
    Knowledge/skill statements
     1.Understands the significance of the Bill of Rights
     2.Understands the specific guarantees of the Bill of Rights
     3.Understands the relevance of the Bill of Rights in today’s society
  Level III (Grade 7-8)
   Benchmark 2.Understands arguments over the necessity of a Bill of Rights (e.g., Anti-Federalist arguments for its inclusion in the Constitution) and Madison’s role in securing its adoption by the First Congress
    Knowledge/skill statements
     1.Understands the arguments over the necessity of the Bill of Rights
     2.Understands Madison’s role in securing the Bill of Rights adoption by the First Congress
     3.Understands Anti-Federalists arguments for the Bill of Rights inclusion in the Constitution
  Level IV (Grade 9-12)
   Benchmark 3.Understands the Bill of Rights and various challenges to it (e.g., arguments by Federalists and Anti-Federalists over the need for a Bill of Rights, the Alien and Sedition Acts, recent court cases involving the Bill of Rights)
    Knowledge/skill statements
     1.Understands the Bill of Rights
     2.Understands various challenges to the Bill of Rights
     3.Understands the arguments by Federalists over the need for a Bill of Rights
     4.Understands the arguments by the Anti-Federalists over the need for a Bill of Rights
     5.Knows about the Alien Acts
     6.Knows about the Sedition Acts
     7.Knows about recent court cases involving the Bill of Rights
 Standard 9.  Understands the United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
  Level II (Grade 5-6)
   Benchmark 7.Understands events that led to the Mexican-American war (e.g., the idea of Manifest Destiny, U.S. annexation of Texas, the invasion of Mexico by U.S. troops) and the consequences of the Treaty of Guadalupe Hidalgo
    Knowledge/skill statements
     2.Understands the consequences of the Treaty of Guadalupe Hidalgo
  Level III (Grade 7-8)
   Benchmark 3.Understands the social and political impact of the idea of Manifest Destiny (e.g., how it fueled the controversy over the Oregon territory, how it was reflected in the Treaty of Guadalupe Hidalgo, its appeal to 19th century American industrial workers and small farmers)
    Knowledge/skill statements
     4.Understands how the idea of Manifest Destiny was reflected in the Treaty of Guadalupe Hidalgo
  Level IV (Grade 9-12)
   Benchmark 2.Understands the major provisions of the Monroe Doctrine (e.g., the extent to which its major purpose was to protect the newly won independence of Latin American states or to serve notice of U.S. expansionist intentions in the hemisphere, why the U.S. and other countries ignored the provisions of the doctrine for so long, its impact today)
    Knowledge/skill statements
     1.Understands the extent to which the Monroe Doctrine’s major purpose was to protect the newly won independence of Latin American states
     2.Understands the extent to which the Monroe Doctrine’s major purpose was to serve notice of U.S. expansionist intentions in the hemisphere
     3.Understands why the U.S. ignored the provisions of the Monroe Doctrine for so long
     4.Understands why other countries ignored the provisions of the Monroe Doctrine for so long
     5.Understands the impact of the Monroe Doctrine today
   Benchmark 5.Understands the initiating factors and outcomes of the Mexican-American War (e.g., the extent to which President Polk bore responsibility for initiating the war, whether the war was justified, arguments for and against the war, the impact of the Treaty of Guadalupe Hidalgo on the U.S. and Mexico)
    Knowledge/skill statements
     2.Understands the outcomes of the Mexican-American War
     7.Understands the impact of the Treaty of Guadalupe Hidalgo on the U.S.
     8.Understands the impact of the Treaty of Guadalupe Hidalgo on Mexico
 Standard 11.  Understands the extension, restriction, and reorganization of political democracy after 1800
  Level III (Grade 7-8)
   Benchmark 2.Understands the major events and issues that promoted sectional conflicts and strained national cohesiveness in the antebellum period (e.g., support and opposition of the Missouri Compromise of 1820, the debate over slavery from the late 1830s to the Compromise of 1850)
    Knowledge/skill statements
     5.Understands the support of the Missouri Compromise of 1820
     6.Understands the opposition to the Missouri Compromise of 1820
     7.Understands the debate over slavery from the late 1830s to the Compromise of 1850
 Standard 14.  Understands the course and character of the Civil War and its effects on the American people
  Level II (Grade 5-6)
   Benchmark 2.Understands the provisions and significance of the Emancipation Proclamation (e.g., reasons Abraham Lincoln issued it, public reactions to it in the North and the South)
    Knowledge/skill statements
     1.Understands the provisions of the Emancipation Proclamation
     2.Understands the significance of the Emancipation Proclamation
     3.Understands the reasons Abraham Lincoln issued it
     4.Understands the public reactions to it in the North
     5.Understands the public reactions to it in the South
  Level III (Grade 7-8)
   Benchmark 1.Understands the circumstances that shaped the Civil War and its outcome (e.g., differences between the economic, technological, and human resources of both sides; the impact of the Emancipation Proclamation on the outcome of the war)
    Knowledge/skill statements
     6.Understands the impact of the Emancipation Proclamation on the outcome of the Civil War
 Standard 19.  Understands federal Indian policy and United States foreign policy after the Civil War
  Level IV (Grade 9-12)
   Benchmark 1.Understands factors in the outbreak and outcome of the Spanish-American War (e.g., President McKinley's reasons for going to war; changing U.S. attitudes toward Emilio Aguinaldo from 1898 to the issue of warrants for his arrest after the Treaty of Paris)
    Knowledge/skill statements
     4.Understands the changing U.S. attitudes toward Emilio Aguinaldo from 1898 to the issue of warrants for his arrest after the Treaty of Paris
 Standard 25.  Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
  Level III (Grade 7-8)
   Benchmark 2.Understands how the outcome of World War I contributed to the outbreak of World War II (e.g., lack of support for the League of Nations, the breakdown of the Versailles settlement in the 1930s)
    Knowledge/skill statements
     1.Understands the lack of support for the League of Nations
     2.Understands the breakdown of the Versailles settlement in the 1930s