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Students examine the impact of geographic factors on major events and eras and analyze their causes and effects.Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. The student is expected to: (A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and (B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to: (A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century; (B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act; (C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; (D) describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States; and (E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. The student understands significant economic developments between World War I and World War II. The student is expected to: (A) describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment; (B) identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business; (C) describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s; (D) identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and (E) describe the dynamic relationship between U. The student is expected to: (A) evaluate the impact of New Deal legislation on the historical roles of state and federal government; (B) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11; (C) describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U. citizens concerning trust in the federal government and its leaders; (D) discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and (E) evaluate the pros and cons of U. participation in international organizations and treaties. The student is expected to: (A) describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and (B) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. The student is expected to: (A) analyze the effects of landmark U. The student is expected to: (A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions; (C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time; (D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence; (E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context; (F) identify bias in written, oral, and visual material; (G) identify and support with historical evidence a point of view on a social studies issue or event; and (H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. The student communicates in written, oral, and visual forms.The provisions of 113.41-113.48 of this subchapter shall be implemented by school districts beginning with the 2011-2012 school year.Source: The provisions of this 113.40 adopted to be effective August 23, 2010, 35 Tex Reg 7232; amended to be effective October 17, 2011, 36 Tex Reg 6946. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012. Students shall be awarded one unit of credit for successful completion of this course. (1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present.Students describe the relationship between the arts and popular culture and the times during which they were created.Students analyze the impact of technological innovations on American life.

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