Standard 1: History
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time.

Indicator 8. Analyze the institution of slavery and its influence on United States and Maryland societies; Analyze the experiences of African American slaves, free blacks, and the influence of abolitionists.

Standard 1: Political Science
Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens. Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.

Indicator 4. Analyze the significance of governmental actions on civil rights
Objectives:
1. Describe how the Emancipation Proclamation affected the passage of the 13th Amendment.
3. Describe legal methods that were used to deny civil rights to African Americans and Native Americans.

Standard 5.0 Peoples of the Nations and World
Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through a multicultural and historic perspective. Students will understand how people in Maryland, the United States and around the world are alike and different.

Indicator 4. Explain situations that demonstrate conflicts between conscience and respect for authority.
Objectives:
1. Explain differing points of view about slavery and states' rights.
2. Describe various reform movements, such as the abolitionist, women's rights, and the education reform movement.
3. Describe the effects of early industrialization on individuals and families.

I. Culture: Social Studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:
a. compare similarities and differences in the ways groups, societies, and cultures meet human needs and concerns.

II. Time, Continuity, and Change: Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
e.  develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of  people in different historical contexts;
f. use knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision making about and action-taking on public issues.

V. Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can
a. demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
b. analyze group and institutional influences on people, events, and elements of culture.

X. Civic Ideals and Practices: Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:
c.  locate, access, analyze, organize, and apply information about selected public issues — recognizing and explaining multiple points of view.
e.  explain and analyze various forms of citizen action that influence public policy decisions.

Learners use skills, resources and tools to:

• Inquire, think critically, and gain knowledge.
• Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
• Share knowledge and participate ethically and productively as members of our democratic society.
• Pursue Personal and aesthetic growth.

Students who are technologically literate use a variety of technology tools in effective ways to increase creative productivity and use technology to identify and solve complex problems in real-world contexts.

Students who are information literate Identify and retrieve relevant information from sources; use technology to enhance searching and after the information is extracted use retrieved information to accomplish a specific purpose.