Standard 2: The competent history teacher understands major trends, key turning points, and the roles of influential individuals and groups in United States history from the Civil War through World War I.

This standard requires a history teacher to understand an extensive amount of information, from the motives that spurred the Civil War to the repercussions World War I had on the United States socio-political climate.

The Civil War was caused by myriad conflicting pressures, principles, and prejudices, fueled by sectional differences and pride, and set into motion by an unlikely set of political events. The teacher should understand the various motivations for the Civil War - from the slavery issue to the increasingly important issue of state's rights. The eruption into war in 1860 was fueled by an unusual election event, and the teacher should understand the impact Lincoln's election had on the volatile situation.

During the war, many influential figures came to the forefront. Teachers should be aware of these individuals, from military leaders to social reformers, and know the roles they played. The ramifications of their actions should also be studied, as it greatly influenced the direction American society would take after the war.

After the Civil War, the United States had been ripped apart, physically, economically, and culturally. Reconstructing the nation took place not only in the South, but in each individual's beliefs and ideas. Teachers should be familiar with reconstruction policies, and the influence they had on the newly rejoined United States. These policies included general amnesty and restoration of property - except for slaves - to all southerners who will swear loyalty to the Union, the Civil Rights Bill, and the Thirteenth and Fourteenth Amendment. The wide range of effects of the policies on the Southern people should be emphasized - class and ethnicity played a large role in how these policies were perceived and experienced.

Teachers should grasp the transition between the Reconstruction Era and the dawn of the twentieth century. During this time, massive amounts of immigrants were pouring into the United States, creating a substantial boom in the working class. The teacher should recognize the patterns of immigration and the broad configuration of settlements within the United States, as well as the reasons behind these patterns. Teachers should also be aware of the hardships facing the immigrants, and the contributions they made to society.

The influence this immigration had on the economics of the United States should be kept in mind as the teacher traces the start of urbanization in American cities, as well as the rise of big business. An understanding of the radical technological and industrial changes brought by the sudden rise of cities and the subsequent change in social and cultural standards is required.

A key to understanding the late nineteenth and early twentieth century is the rise of Populism and Progressivism. The impact these social and political movements had on the United States was fourfold. Teachers should be able to define the movements and explain their contributions. Influential figures should be recognized, and major events within the influence of the movements should also be grasped. More importantly, the connection between the rise of these movements and the influence of industrialization should be known.

While the United States was involved in these various reconstructions and rebirths, trouble was beginning to brew in Europe. The teacher should be able to cite reasons for the start of World War I, and name key figures and events in this process. While the United States attempted neutrality, this eventually failed. Teachers should explain United States policies for involvement (or lack thereof) in World War I, and what motives inspired changes in these policies. After the United States joined the war, a teacher should be able to explain the events and how they affected America's socio-political climate at home, as well as the international arena.