Addendum: American History II:

On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL 2011-273). This act calls for local boards of
education to require, as a condition of high school graduation, students to pass a course, American History I – The Founding Principles. As a result,
the State Board of Education approved a name change of the United History I course to American History I: The Founding Principles on October 6,
2011. Subsequently, the name of the United States History II course was changed to American History II.

This addendum reflects the name change of the United States History II course to American History II. No standards have been changed.

Page 1 of 7 Addendum Approved October 6, 2011

North Carolina Essential Standards
Social Studies - American History Course II
There will be two required United States History courses at the high school level. American History Course I will begin with the European
exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from
European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and
economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences
of the Revolution, including the writing and key ideas of the U.S. Constitution. American History Course I will guide students as they study the
establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War,
and the consequences of the Civil War, including Reconstruction.

American History Course II will guide students from the late nineteenth century time period through the early 21st century. Students will examine
the political, economic, social and cultural development of the United States from the end of the Reconstruction era to present times. The essential
standards of American History Course II will trace the change in the ethnic composition of American society; the movement toward equal rights
for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal
government and federal courts as well as the continuing tension between the individual and the state. The desired outcome of this course is for
students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and
understand the impact of events on in the United States in an interconnected world.

The essential standards of this course have been designed to provide a framework for studying political, social, economic, and cultural issues, and for
analyzing the impact these issues have had on American society over time. Students will continue to build upon previous studies of American
History, the fundamental concepts in civics and government, economics, culture and geography taught in grades kindergarten through eight and use
skills of historical analysis as they examine American history. This course goes beyond memorization of isolated facts to the development of higher
level thinking skills, encouraging students to make historical assessments and evaluations. For example, students will study key turning points that
helped shape the United States. Examples of specific turning points as well as other critical content will be provided in an Instructional Toolkit of
support material that will be developed to help guide teachers with greater explanation of content possibilities, Revised Bloom’s Taxonomy,
instructional activities, formative assessments, additional resources and professional development.

The essential standards for this course have been developed to serve as the framework that will guide each local school district in the development of
the curriculum for their standard and honors level American History courses and are not intended to be the curriculum, nor do they indicate the whole
of the curriculum that will be written by an LEA. Written conceptually, standards for this course have been developed with an historical approach
and identify the most critical knowledge and skills that students need to learn in this course. The Essential Standards for this course have been
written using the Revised Bloom's Taxonomy (RBT).The use of RBT as well as conceptually written standards are a combination that will help to
ensure students successfully achieve the mission of the North Carolina State Board of Education: “Every public school student will graduate from
high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.”

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American History Course II

Key to identifying strands: H-History

History

Essential Standard Clarifying Objectives

AH2.H.1 Apply the four AH2.H.1.1 Use Chronological thinking to:
interconnected 1. Identify the structure of a historical narrative or story: (its beginning, middle and end)
dimensions of 2. Interpret data presented in timelines and create timelines.
historical thinking to
the American History AH2.H.1.2 Use Historical Comprehension to:
Essential Standards in 1. Reconstruct the literal meaning of a historical passage.
order to understand 2. Differentiate between historical facts and historical interpretations.
the creation and 3. Analyze data in historical maps.
development of the 4. Analyze visual, literary and musical sources.
United States over
time. AH2.H.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

AH2.H.1.4 Use Historical Research to:

1. Formulate historical questions.
2. Obtain historical data from a variety of sources.
3. Support interpretations with historical evidence.
4. Construct analytical essays using historical evidence to support arguments.

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 History

Essential Standard Clarifying Objectives

AH2.H.2 Analyze key political, AH2.H.2.1 Analyze key political, economic, and social turning points since the end of Reconstruction
economic and social in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership,
turning points in movements, Supreme Court decisions, etc.).
American History
using historical AH2.H.2.2 Evaluate key turning points since the end of Reconstruction in terms of their lasting impact
thinking. (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court
decisions, etc.).

AH2.H.3 Understand the AH2.H.3.1 Analyze how economic, political, social, military and religious factors influenced United
factors that led to States imperialism (e.g., passing of the western frontier, new markets, Spanish American
exploration, War, Open Door Policy, Monroe Doctrine, Roosevelt Corollary, canal routes, etc.).
settlement, movement,
and expansion and AH2.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of
their impact on migration and settlement within the United States since the end of Reconstruction (e.g.,
United States gold rush, destruction of the buffalo, reservations, ethnic neighborhoods, etc.).
development over
time. AH2.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion since
Reconstruction and the consequences for those groups (e.g., American Indians, African
Americans, Chinese, Irish, Hispanics and Latino Americans, Asian Americans, etc.).

AH2.H.3.4 Analyze voluntary and involuntary immigration trends since Reconstruction in terms of
causes, regions of origin and destination, cultural contributions, and public and
governmental response (e.g., new immigrants, ports of entry, ethnic neighborhoods,
settlement houses, immigration restrictions, etc.).

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 History

Essential Standard Clarifying Objectives

AH2.H.4 Analyze how conflict AH2.H.4.1 Analyze the political issues and conflicts that impacted the United States since
and compromise have Reconstruction and the compromises that resulted (e.g., Populism, Progressivism, working
shaped politics, conditions and labor unrest, New Deal, Wilmington Race Riots, Eugenics, Civil Rights
economics and culture Movement, Anti-War protests, Watergate, etc.).
in the United States.
AH2.H.4.2 Analyze the economic issues and conflicts that impacted the United States since
Reconstruction and the compromises that resulted (e.g., currency policy, industrialization,
urbanization, laissez-faire, labor unrest, New Deal, Great Society, supply-side economics,
etc.).

AH2.H.4.3 Analyze the social and religious conflicts, movements and reforms that impacted the United
States since Reconstruction in terms of participants, strategies, opposition, and results (e.g.,
Prohibition, Social Darwinism, Eugenics, civil rights, anti-war protest, etc.).

AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the
compromises that resulted (e.g., nativism, Back to Africa movement, modernism,
fundamentalism, black power movement, women’s movement, counterculture, Wilmington
Race Riots, etc.).

AH2.H.5 Understand how AH2.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and
tensions between equality contributed to the development of American political and economic systems since
freedom, equality and Reconstruction (e.g., “separate but equal”, Social Darwinism, social gospel, civil service
power have shaped system, suffrage, Harlem Renaissance, the Warren Court, Great Society programs,
the political, economic American Indian Movement, etc.).
and social
development of the AH2.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of
United States. power between levels of government since Reconstruction (e.g., New Deal, Great Society,
Civil Rights, etc.).

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 History

Essential Standard Clarifying Objectives

AH2.H.6 Understand how and AH2.H.6.1 Explain how national economic and political interests helped set the direction of United
why the role of the States foreign policy since Reconstruction (e.g., new markets, isolationism, neutrality,
United States in the containment, homeland security, etc.).
world has changed
over time. AH2.H.6.2 Explain the reasons for United States involvement in global wars and the influence each
involvement had on international affairs (e.g., Spanish-American War, WWI, WWII, Cold
War, Korea, Vietnam, Gulf War, Iraqi War, etc.).

AH2.H.7 Understand the AH2.H.7.1 Explain the impact of wars on American politics since Reconstruction (e.g., spheres of
impact of war on influence, isolationist practices, containment policies, first and second Red Scare
American politics, movements, patriotism, terrorist policies, etc.).
economics, society
and culture. AH2.H.7.2 Explain the impact of wars on the American economy since Reconstruction (e.g.,
mobilizing for war, war industries, rationing, women in the workforce, lend-lease policy,
WWII farming gains, GI Bill, etc.).

AH2.H.7.3 Explain the impact of wars on American society and culture since Reconstruction (e.g.,
relocation of Japanese Americans, American propaganda, first and second Red Scare
movement, McCarthyism, baby boom, Civil Rights Movement, protest movements, ethnic,
patriotism, etc.).
AH2.H.8 Analyze the AH2.H.8.1 Analyze the relationship between innovation, economic development, progress and various
relationship between perceptions of the “American Dream” since Reconstruction (e.g., Gilded Age, assembly
progress, crisis and line, transcontinental railroad, highway system, credit, etc.).
the “American
Dream” within the AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society
United States. since Reconstruction (e.g., Americanization movement, settlement house movement, Dust
Bowl, the Great Migration, suburbia, etc.).

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 History

Essential Standard Clarifying Objectives

AH2.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to
attain their perception of the “American Dream” since Reconstruction (e.g., immigrants,
Flappers, Rosie the Riveter, GIs, blue collar worker, white collar worker, etc.).

AH2.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis
since Reconstruction (e.g., Great Depression, Dust Bowl, New Deal, oil crisis, savings and
loan crisis, dot.com bubble, mortgage foreclosure crisis, etc.).

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