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| History question for GLPers with kids in school.
| **Scor~Pios** 
Thought Criminal
User ID: 495928
9/3/2008 1:51 PM
Report abusive post | History question for GLPers with kids in school.
| Quote |
My son is now in 9th grade. He has never had a history class dealing with the constitution and bill of rights ot the Revolutionary war. Actually they touched on the revolutionary war for about 2 weeks in 2nd or 3rd grade. Do any of you have kids learning this stuff? Why is it not being taught?
Scor~Pios -AKA- Pit Viper
'When the people fear their government, there is tyranny;
When the government fears the people, there is liberty.'
Thomas Jefferson
Never underestimate the stupidity of the American people.
"It does not require a majority to prevail, but rather an irate, tireless minority keen to set brush fires in people's minds." - Samuel Adams |
| Anonymous Coward
User ID: 496415
9/3/2008 1:58 PM | | Re: History question for GLPers with kids in school. | Quote |
The leaders of the revolution would be considered terrorists today. |
| Anonymous Coward
User ID: 485417
9/3/2008 2:02 PM | | Re: History question for GLPers with kids in school. | Quote |
I replied in another thread about this. Civics is not being taught anymore. I suspect they don't want us to know about things that could put the power back into the people's hands. They don't want us to know how to affect change in the government and the degree to which the govt is supposed to be accountable to the people. |
| **Scor~Pios**
Thought Criminal
User ID: 495928
9/3/2008 2:09 PM
| | Re: History question for GLPers with kids in school. | Quote |
I agree with both of you(ACs). Its really sad for our children.
Scor~Pios -AKA- Pit Viper
'When the people fear their government, there is tyranny;
When the government fears the people, there is liberty.'
Thomas Jefferson
Never underestimate the stupidity of the American people.
"It does not require a majority to prevail, but rather an irate, tireless minority keen to set brush fires in people's minds." - Samuel Adams |
| Anonymous Coward
User ID: 485417
9/3/2008 2:13 PM | | Re: History question for GLPers with kids in school. | Quote |
here is the other reply from another thread
here is what I want to know...
does anyone remember Madalyn Murray O'Hair?
ring a bell?
she was an ordinary citizen that used her right as an american citizen to remove prayer from our schools.
I bring her up, not because of the issue of prayer in school, but because she was able, as a citizen of the united states, to affect change on us all because she understood how our governmental system worked.
would anyone today know how to raise an issue to the government to change anything at all?
probably not because we, most of us weren't taught civics in school, which is probably more important than whether we can pray in school or not.
By not being educated as to what it takes to make changes, then we are powerless.
If one woman can take prayer out of school, what good things could we do by understanding how to change things and acting on it rather than just contacting our senators. Although they are supposed to be our advocates to the higher levels of government, little is done when we ask them to act. |
| **Scor~Pios**
Thought Criminal
User ID: 495928
9/3/2008 2:19 PM
| | Re: History question for GLPers with kids in school. | Quote |
here is the other reply from another thread
here is what I want to know...
does anyone remember Madalyn Murray O'Hair?
ring a bell?
she was an ordinary citizen that used her right as an american citizen to remove prayer from our schools.
I bring her up, not because of the issue of prayer in school, but because she was able, as a citizen of the united states, to affect change on us all because she understood how our governmental system worked.
would anyone today know how to raise an issue to the government to change anything at all?
probably not because we, most of us weren't taught civics in school, which is probably more important than whether we can pray in school or not.
By not being educated as to what it takes to make changes, then we are powerless.
If one woman can take prayer out of school, what good things could we do by understanding how to change things and acting on it rather than just contacting our senators. Although they are supposed to be our advocates to the higher levels of government, little is done when we ask them to act. Quoting: Anonymous Coward 485417
Excellent. Thank you!
Scor~Pios -AKA- Pit Viper
'When the people fear their government, there is tyranny;
When the government fears the people, there is liberty.'
Thomas Jefferson
Never underestimate the stupidity of the American people.
"It does not require a majority to prevail, but rather an irate, tireless minority keen to set brush fires in people's minds." - Samuel Adams |
| Evil Twin 
Forum Moderator
User ID: 496415
9/3/2008 2:19 PM
 | | Re: History question for GLPers with kids in school. | Quote |
Arms discourage and keep the invader and plunderer in awe, and preserve order in the world as well as property... Horrid mischief would ensue were the law-abiding deprived of the use of them.--Thomas Paine
Can you imagine them teaching the kids about quotes like that in this day and age?
This is my helmet. There are many like it, but this one is mine.
I am not your rolling wheels
I am the highway |
| Anonymous Coward
User ID: 485417
9/3/2008 2:22 PM | | Re: History question for GLPers with kids in school. | Quote |
Arms discourage and keep the invader and plunderer in awe, and preserve order in the world as well as property... Horrid mischief would ensue were the law-abiding deprived of the use of them.--Thomas Paine
Can you imagine them teaching the kids about quotes like that in this day and age? Quoting: Evil Twin
I think put into context, every american citizen should know that we still have the right to bear arms. I am not a proponent of everyone having a gun mind you, but it is our right and our kids should know why this is so. |
| Evil Twin
Forum Moderator
User ID: 496415
9/3/2008 2:32 PM
| | Re: History question for GLPers with kids in school. | Quote |
Arms discourage and keep the invader and plunderer in awe, and preserve order in the world as well as property... Horrid mischief would ensue were the law-abiding deprived of the use of them.--Thomas Paine
Can you imagine them teaching the kids about quotes like that in this day and age?
I think put into context, every american citizen should know that we still have the right to bear arms. I am not a proponent of everyone having a gun mind you, but it is our right and our kids should know why this is so. Quoting: Anonymous Coward 485417
I agree that they should know, but kids are suspended and sent to therapy for drawing pictures of guns now.
This is my helmet. There are many like it, but this one is mine.
I am not your rolling wheels
I am the highway |
| Evil Twin
Forum Moderator
User ID: 496415
9/3/2008 2:34 PM
| | Re: History question for GLPers with kids in school. | Quote |
Government, even in its best state, is but a necessary evil; in its worst state, an intolerable one.--Thomas Paine
Heaven forbid...
This is my helmet. There are many like it, but this one is mine.
I am not your rolling wheels
I am the highway |
| Anonymous Coward
User ID: 496131
9/3/2008 2:36 PM | | Re: History question for GLPers with kids in school. | Quote |
Then take matters into your own hands and teach your children the history of the US the best you can.
Go ahead.I agree with both of you(ACs). Its really sad for our children. Quoting: **Scor~Pios** |
| Anonymous Coward
User ID: 496131
9/3/2008 2:39 PM | | Re: History question for GLPers with kids in school. | Quote |
Take 30 min. to 1 hour of your GLP posting time and give it to your children in the form of education.
Then take matters into your own hands and teach your children the history of the US the best you can.
Go ahead.
I agree with both of you(ACs). Its really sad for our children. Quoting: Anonymous Coward 496131 |
| Anonymous Coward
User ID: 496131
9/3/2008 2:43 PM | | Re: History question for GLPers with kids in school. | Quote |
Well OP?
I'm not be sarcastic or a smart ass, I'm being totally serious. This is of great concern to me.
I believe every citizen in the US should know it's abundant history. |
| Treasure Bound
User ID: 495142
9/3/2008 2:45 PM
 | | Re: History question for GLPers with kids in school. | Quote |
the district my kids are in has a huge "constitution exam" at the end of 8th grade. If they can't pass it, they don't promote to 9th. All my kids fretted over it......was a long essay one
*******I only work to enjoy when I am not working.
*********One of the strangest things about life is that the poor, who need money the most, are the ones that never have it.
- Finley Peter Dunne |
| Anonymous Coward
User ID: 496356
9/3/2008 2:46 PM | | Re: History question for GLPers with kids in school. | Quote |
This is why so many parents have turned to Home Schooling. The public schools are failing to educate the children. |
| Anonymous Coward
User ID: 496131
9/3/2008 2:57 PM | | Re: History question for GLPers with kids in school. | Quote |
I was fortunate as a child growing up in south Philadelphia.
I could not but help to learn the history of the US and it's independence from England, and the ensuing freedom that the people in the New World enjoyed. There are many buildings, structures, and monuments to attest the fight for freedom in The City of Brotherly Love.
Further, I was moved to Texas while in the 8th grade and came to learn of the Alamo in San Antonio, and Texas' struggle for independence, a state with an abundant history also.
In between, I was able to visit all the states between the two and their abundant histories as well. Battlefields, little cabins of famous people, and etc. I would love to visit Boston, another city with a long history.
My point is that I have learned many things by just visiting places and learning their history. This is a fun way to learn the US history and I would recommend that to any parent who might be able to take their children to such places, to do so. |
| Munster
Have you given blood today?
User ID: 259429
9/3/2008 3:01 PM
 | | Re: History question for GLPers with kids in school. | Quote |
History is a set of lies agreed upon. - Napoleon Bonaparte |
| Anonymous Coward
User ID: 376019
9/3/2008 3:14 PM | | Re: History question for GLPers with kids in school. | Quote |
here is the other reply from another thread
here is what I want to know...
does anyone remember Madalyn Murray O'Hair?
ring a bell?
she was an ordinary citizen that used her right as an american citizen to remove prayer from our schools.
I bring her up, not because of the issue of prayer in school, but because she was able, as a citizen of the united states, to affect change on us all because she understood how our governmental system worked.
would anyone today know how to raise an issue to the government to change anything at all?
probably not because we, most of us weren't taught civics in school, which is probably more important than whether we can pray in school or not.
By not being educated as to what it takes to make changes, then we are powerless.
If one woman can take prayer out of school, what good things could we do by understanding how to change things and acting on it rather than just contacting our senators. Although they are supposed to be our advocates to the higher levels of government, little is done when we ask them to act. Quoting: Anonymous Coward 485417
Change can only come from the people, Senators and reps can not change things for you .. they are not you.
You can use the "prayer in school" example and expand it to Government sponsored marriage .... however, its voluntary to be married under the state instead of the lord.
There is no law saying you need permission to marry, thats a voluntary contract you sign with the state.
"Government shall make no law regarding the eastblishment of religeon"
"Establishment" is not used as a verb cause fictitious governments cannot believe in anything.
Then again though public school is voluntary cause birth certificates are voluntary as are SS#'s |
| Anonymous Coward
User ID: 376019
9/3/2008 3:15 PM | | Re: History question for GLPers with kids in school. | Quote |
I was fortunate as a child growing up in south Philadelphia.
I could not but help to learn the history of the US and it's independence from England, and the ensuing freedom that the people in the New World enjoyed. There are many buildings, structures, and monuments to attest the fight for freedom in The City of Brotherly Love.
Further, I was moved to Texas while in the 8th grade and came to learn of the Alamo in San Antonio, and Texas' struggle for independence, a state with an abundant history also.
In between, I was able to visit all the states between the two and their abundant histories as well. Battlefields, little cabins of famous people, and etc. I would love to visit Boston, another city with a long history.
My point is that I have learned many things by just visiting places and learning their history. This is a fun way to learn the US history and I would recommend that to any parent who might be able to take their children to such places, to do so. Quoting: Anonymous Coward 496131
Well said, the parents must have a interest in it ... its upto parents to teach children , not free public schooling. |
| **Scor~Pios**
Thought Criminal
User ID: 495928
9/3/2008 3:15 PM
| | Re: History question for GLPers with kids in school. | Quote |
Well OP?
I'm not be sarcastic or a smart ass, I'm being totally serious. This is of great concern to me.
I believe every citizen in the US should know it's abundant history. Quoting: Anonymous Coward 496131
Fortunately my son is a serious history buff. If he is not playing video games or practicing his drum he is reading. He loves to read history. I actually go to him for my lessons. He is President of his Jr high, has honor classes and also takes german. I am not concerned for him. When his friends come over and I hear some of their conversations it makes me shake my head.
Scor~Pios -AKA- Pit Viper
'When the people fear their government, there is tyranny;
When the government fears the people, there is liberty.'
Thomas Jefferson
Never underestimate the stupidity of the American people.
"It does not require a majority to prevail, but rather an irate, tireless minority keen to set brush fires in people's minds." - Samuel Adams |
| Anonymous Coward
User ID: 485417
9/3/2008 3:17 PM | | Re: History question for GLPers with kids in school. | Quote |
Then take matters into your own hands and teach your children the history of the US the best you can.
Go ahead.
I agree with both of you(ACs). Its really sad for our children. Quoting: Anonymous Coward 496131
I did pull my only child from public school in 7th grade, she was already reading at a college level, very articulate, writing at college level as well. They were harping on her deficits, not very good at math and science to the point that they weren't building on her assets. She went on to community college at 16 and got her associates degree by 18.
I did teach her about civics and history of our country. But we read books by David McCullough and others that put things into an interesting perspective rather than just regurgitating facts.
she is now 23 and is involved in our community and very interested in the last election and this election process as well. |
| Anonymous Coward
User ID: 376019
9/3/2008 3:18 PM | | Re: History question for GLPers with kids in school. | Quote |
Little things like, where you are from need to be corrected.
People are very incorrect to say "American Citizens"
North America ? South America ? Central America?
Brazil? Canada? Argentina?
This is why its so easy to teach people lies. |
| Anonymous Coward
User ID: 485417
9/3/2008 3:21 PM | | Re: History question for GLPers with kids in school. | Quote |
Change can only come from the people, Senators and reps can not change things for you .. they are not you.
true, but all you ever hear, is, "contact your representative" no one ever tells you how to affect change as a citizen |
| Anonymous Coward
User ID: 496131
9/3/2008 3:26 PM | | Re: History question for GLPers with kids in school. | Quote |
World history is fun also.
However, to call history an out right lies shows your own ignorance and disdain for people who might know their origins.
There is nothing incorrect about saying 'American Citizens.' There really are such people.
Beside, this thread has nothing to do with what is historical about the world, this thread concerns the topic of civics being taught in US schools.
Little things like, where you are from need to be corrected.
People are very incorrect to say "American Citizens"
North America ? South America ? Central America?
Brazil? Canada? Argentina?
This is why its so easy to teach people lies. Quoting: Anonymous Coward 376019 |
| Anonymous Coward
User ID: 496131
9/3/2008 3:36 PM | | Re: History question for GLPers with kids in school. | Quote |
That's really good. I have a nephew who is like that. He is more into the wars and the weapons that were used, however. He can tell you all types of guns and cannons and aircraft artillery and their makes and models.
It's insane. LOLFortunately my son is a serious history buff. If he is not playing video games or practicing his drum he is reading. He loves to read history. I actually go to him for my lessons. He is President of his Jr high, has honor classes and also takes german. I am not concerned for him. When his friends come over and I hear some of their conversations it makes me shake my head. Quoting: **Scor~Pios** |
| Anonymous Coward
User ID: 272605
9/3/2008 3:40 PM | | Re: History question for GLPers with kids in school. | Quote |
In CA it's taught in the 8th grade |
| Anonymous Coward
User ID: 272605
9/3/2008 3:46 PM | | Re: History question for GLPers with kids in school. | Quote |
Here are the California Standards. "History" is rarely mentioned it's now called "Social Science".
Grade Eight
History-Social Science Content Standards.
United States History and Geography: Growth and Conflict
Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis on America's role in the war. After reviewing the development of America's democratic institutions founded on the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture, and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions.
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").
Analyze how the American Revolution affected other nations, especially France.
Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.
Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.
Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.
Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebellion).
Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
Understand the functions and responsibilities of a free press.
8.4 Students analyze the aspirations and ideals of the people of the new nation.
Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).
Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.
Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.
Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
Examine the importance of the great rivers and the struggle over water rights.
Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
Discuss the abolition of slavery in early state constitutions.
Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.
Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.11 Students analyze the character and lasting consequences of Reconstruction.
List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.
Trace the rise of the Ku Klux Klan and describe the Klan's effects.
Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Indus-trial Revolution.
Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
Identify the characteristics and impact of Grangerism and Populism.
Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
[link to www.cde.ca.gov] |
| Anonymous Coward
User ID: 495691
9/3/2008 4:00 PM | | Re: History question for GLPers with kids in school. | Quote |
Well, as far as I know, constitution and government was the focus of 12th grade - the year you actually turn the legal age to vote.
My daughter is in 11th now, and she says that it is still the same. |
| anonanon
User ID: 269684
9/3/2008 7:59 PM | | Re: History question for GLPers with kids in school. | Quote |
Dtepends on the state and school district you live in.
In Illinois, a kid has to pass a Constitution Test in the 8th grade to graduate. Has to pass a more complete version to graduate High School. This is usually a part of a US History class in the 10th or 11th grade but can be a part of a Civics or Law class as well.
Complain to your local school board.
They have probably sacrificed things like history, geography, grammar and general science to make room for all the test prep stuff that has to be done to show yearly academic progress for the No CHild Left Behind requirements as well as some state requirements.
Most actual content, that is subject matter, has been dropped from too many elementary schools. And unfortunately, in HS, it is a miracle that any of them can actually read the texts or write an essay. |
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