(Note: By the completion of high school, Oregon students are expected to master the following standards.)

High school students study world and U.S. history from approximately 1900 to the present. They also consider the interrelationship of the levels and branches of government as they are involved in creating government policy. In Economics, students look at specialization, competition, and the creation of economic policy. They also investigate the risks of entrepreneurship, investment, and various economic policies and practices. Geography study includes using geographic representations to describe and explain resource use, depletion, and renewal, physical and climate change, population characteristics and migration, and cultural characteristics and change. Students use Social Science Analysis to fully explain issues, including the significance; to gather and analyze data; to view events, issues, or problems from varied and opposed perspectives, considering short- and long-term effects; and to reach refined, supported conclusions.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
  • SS.HS.CG.01 Understand the purpose of laws and government, provisions to limit power, and the ability to meet changing needs as essential ideas of the Constitution.
    • SS.HS.CG.01.01 Understand the "supremacy clause" of the U.S. Constitution as a means of resolving conflicts between state and federal law.
    • SS.HS.CG.01.02 Understand the concept of judicial review as a means of resolving conflict over the interpretation of the Constitution and the actions of government.
    • SS.HS.CG.01.03 Understand how to amend the U.S. Constitution and the Oregon Constitution, including how amendments may be introduced, what is required for passage, and how the process accommodates changing needs and the preservation of values and principles.
• Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.
  • SS.HS.CG.02 Understand the interrelationship between local, state, and federal government.
    • SS.HS.CG.02.01 Understand the primary function of federal, state, and local levels of government and how the actions of one influence the workings of the others.
    • SS.HS.CG.02.02 Understand how federalism creates shared and reserved powers at each level of government.
• Understand the roles of the three branches of government and explain how their powers are distributed and shared.
  • SS.HS.CG.03 Understand how the branches of government have powers and limitations.
    • SS.HS.CG.03.01 Understand how laws are developed and applied to provide order, set limits, protect basic rights, and promote the common good.
    • SS.HS.CG.03.02 Understand the process by which laws are developed at the federal level, and key differences between how laws are developed at the federal level and in Oregon.
    • SS.HS.CG.03.03 Identify and understand the powers and limits to power of the Presidency.
• Understand personal and political rights of citizens in the United States.
  • SS.HS.CG.04 Understand the role of the courts and of the law in protecting the rights of U.S. citizens.
    • SS.HS.CG.04.01 Understand how the Bill of Rights offers protection of individual rights and how rights are limited for the benefit of the common good.
    • SS.HS.CG.04.02 Understand the role of due process in the protection of individuals.
    • SS.HS.CG.04.03 Understand how the rights of citizens have been augmented by case law decisions.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.HS.CG.05 Understand the civic responsibilities of U.S. citizens and how they are met.
    • SS.HS.CG.05.01 Identify the responsibilities of citizens in the United States and understand what an individual can do to meet these responsibilities.
• Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.
  • SS.HS.CG.06 Understand how government policies and decisions have been influenced and changed by individuals, groups, and international organizations.
    • SS.HS.CG.06.01 Understand how U.S. political parties have influenced government policy and decisions.
    • SS.HS.CG.06.02 Understand the causes, course, and impact of the civil rights/equal rights movements.
    • SS.HS.CG.06.03 Understand the Constitutional changes that resulted from major events in the 20th century.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.HS.CG.07 Understand the purposes and functions of major international organizations and the role of the United States in them.
    • SS.HS.CG.07.01 Understand and give examples of how international organizations influence policies or decisions.
    • SS.HS.CG.07.02 Understand the purposes and functions of the United Nations, and the role of the United States in the United Nations.
    • SS.HS.CG.07.03 Understand the purpose and function of international humanitarian agencies and special interest advocacy groups, and how the United States interacts with people in other nations through these organizations.
• Analyze major political systems of the world.
  • SS.HS.CG.08 Understand how various forms of government function in different situations.
    • SS.HS.CG.08.01 Compare and contrast how various forms of government function in similar and different situations.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.HS.EC.01 Understand how specialization and competition influence the allocation of resources.
    • SS.HS.EC.01.01 Understand how specialization increases efficiency, potential output, and consumer well being, but may have negative side effects.
• Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
  • SS.HS.EC.02 Understand a cost-benefit analysis of economic choices.
    • SS.HS.EC.02.01 Compare and contrast the allocation of goods and services in market and command economies.
    • SS.HS.EC.02.02 Understand how people make decisions by analyzing economic conditions and changes.
• Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
  • SS.HS.EC.03 Understand how consumer demand and market price directly impact one another.
    • SS.HS.EC.03.01 Understand that competition among sellers leads to lower prices and impacts production.
    • SS.HS.EC.03.02 Understand that competition among buyers increases prices and allocates goods and services only to those who can afford them.
• Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy.
  • SS.HS.EC.04 Evaluate different economic systems, comparing advantages and disadvantages of each.
    • SS.HS.EC.04.01 Use cost-benefit analysis to compare and contrast economic systems.
• Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy.
  • SS.HS.EC.05 Understand how government can affect the national economy through policy.
  • SS.HS.EC.06 Understand how government can affect international trade through tariffs, quotas and trade agreements.
    • SS.HS.EC.06.01 Understand how government responds to problems in the economy (rapid inflation or rising unemployment) with fiscal and/or monetary policies.
    • SS.HS.EC.06.02 Identify and give examples of ways that the U.S. government can affect the economy through legislation or policy decisions.
    • SS.HS.EC.06.03 Identify tariffs, quotas, and trade agreements, and understand the consequences of their use on the economy.
• Understand the interdependence of the global economy and the role played by the United States.
• SS.HS.EC.07 Understand the purposes and functions of major international economic organizations and the role of the United States in them.
  • SS.HS.EC.07.01 Understand the purpose and function of international economic agencies and groups and how the United States interacts with people in other nations through these groups.
• Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
  • SS.HS.EC.08 Understand how money makes saving and borrowing easier.
    • SS.HS.EC.08.01 Understand how money functions in the banking system and as part of fiscal policy.
• Apply economic concepts and principles to issues of personal finance.
  • SS.HS.EC.09 Understand the potential risks and returns of various investment opportunities, including entrepreneurship, in a market economy.
    • SS.HS.EC.09.01 Identify and give examples of potential incentives and disincentives of entrepreneurship.
    • SS.HS.EC.09.02 Identify and give examples of potential risks and returns of economic decisions under various economic conditions.
    • SS.HS.EC.09.03 Understand the risks and benefits to the use of credit.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.HS.GE.01 Understand and use geographic information using a variety of scales, patterns of distribution, and arrangement.
    • SS.HS.GE.01.01 Understand the advantages and disadvantages of using various geographic representations to depict and solve geographic problems.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.HS.GE.02 Interpret and evaluate information using complex geographic representations.
    • SS.HS.GE.02.01 Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.
• Locate major physical and human (cultural) features of the Earth.
  • SS.HS.GE.03 Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.
    • SS.HS.GE.03.01 Locate, identify, and explain changes in countries over time.
    • SS.HS.GE.03.02 Locate and identify places and regions most prominent in contemporary events in Oregon, the United States, and the world.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.HS.GE.04 Analyze changes in the physical and human characteristics of places and regions, and the effects of technology, migration, and urbanization on them.
    • SS.HS.GE.04.01 Apply geographic tools to identify change in a place over time, and to infer reasons for the change.
• Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and it effects (e.g., impact on physical and human systems).
  • SS.HS.GE.05 Understand how worldwide transportation and communication patterns have affected the flow and interactions of people, ideas, and products.
    • SS.HS.GE.05.01 Understand how transportation and communication systems of the present compare to those of the past, and how this changes perceptions of space and time.
    • SS.HS.GE.05.02 Understand how communication and transportation technologies contribute to trade and cultural convergence.
• Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
  • SS.HS.GE.06 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions.
    • SS.HS.GE.06.01 Evaluate the consequences of economic, cultural, or environmental changes on a given population.
• Understand how people and the environment are interrelated.
  • SS.HS.GE.07 Understand human modifications of the physical environment and analyze their global impacts and consequences for human activity.
    • SS.HS.GE.07.01 Distinguish between renewable resources and non-renewable resources and the global consequences of mismanagement.
    • SS.HS.GE.07.02 Identify and understand different methods of extracting and using resources, and analyze and compare the effect on the environment.
  • SS.HS.GE.08 Identify and give examples of changes in a physical environment, and evaluate their impact on human activity in the environment.
    • SS.HS.GE.08.01 Identify and give examples of changes in human activity due to changes in the physical environment, and analyze the impact on both.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.HS.HS.01 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history.
    • SS.HS.HS.01.01 Reconstruct the chronological order of significant events related to historical developments.
    • SS.HS.HS.01.02 Interpret the relationship of events occurring over time.
    • SS.HS.HS.01.03 Interpret timelines, charts and graphs illustrating chronological relationships.
• Historical Skills: Analyze cause and effect relationships, including multiple causalities.
  • SS.HS.HS.02 Compare and contrast institutions and ideas in history, noting cause and effect relationships.
• Historical Skills: Understand, recognize, and interpret change and continuity over time.
  • SS.HS.HS.03 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century.
• Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.
  • SS.HS.HS.04 Understand how contemporary perspectives affect historical interpretation.
• World History: Understand and interpret events, issues, and developments within and across eras of world history.
  • SS.HS.HS.05 Understand the causes, characteristics, lasting influence, and impact of political, economic, and social developments in world history.
    • SS.HS.HS.05.01 Understand how innovations in industry and transportation created the factory system, which led to the Industrial Revolution and transformed capitalism.
    • SS.HS.HS.05.02 Understand how the Agricultural Revolution contributed to and accompanied the Industrial Revolution.
    • SS.HS.HS.05.03 Understand the concepts of imperialism and nationalism.
    • SS.HS.HS.05.04 Understand how European colonizers interacted with indigenous populations of Africa, India, and Southeast Asia, and how the native populations responded.
    • SS.HS.HS.05.05 Understand the major consequences of imperialism in Asia and Africa at the turn of the century.
    • SS.HS.HS.05.06 Understand Japanese expansion overseas and the consequences for Japan and Asia during the 20th century.
    • SS.HS.HS.05.07 Understand the impact of the Chinese Revolution of 1911, and the cause of China's Communist Revolution in 1949.
    • SS.HS.HS.05.08 Identify and understand the causes and consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world.
    • SS.HS.HS.05.09 Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917.
    • SS.HS.HS.05.10 Identify and understand the causes of WWI and the reasons why the United States entered this war.
    • SS.HS.HS.05.11 Understand the character of the war on the western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war.
    • SS.HS.HS.05.12 Understand how the terms of the Versailles Treaty and the social and economic challenges of the postwar decade set the stage for World War II.
    • SS.HS.HS.05.13 Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century.
    • SS.HS.HS.05.14 Understand isolationism and the military and economic mobilization of the United States prior to and during World War II, and its impact on American society.
    • SS.HS.HS.05.15 Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war.
    • SS.HS.HS.05.16 Understand the systematic campaign of terror and persecution in Nazi Germany.
    • SS.HS.HS.05.17 Understand the response of the world community to the Nazis and to the Holocaust.
    • SS.HS.HS.05.18 Identify and understand the causes and consequences of the resistance movement in India.
    • SS.HS.HS.05.19 Understand the division of Europe after WWII leading to the Cold War.
    • SS.HS.HS.05.20 Understand the impact of the Cold War on individuals, groups, and nations.
    • SS.HS.HS.05.21 Understand the causes and impact of the Korean and Vietnam Wars.
• U.S. History: Understand and interpret events, issues, and developments within and across eras of U.S. history.
  • SS.HS.HS.06 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history after 1900.
    • SS.HS.HS.06.01 Identify and understand the effects of 19th century reform movements on American life in the early 20th century.
    • SS.HS.HS.06.02 Understand the concerns, successes, and limitations of Progressivism.
    • SS.HS.HS.06.03 Understand how new inventions, new methods of production, and new sources of power transformed work, production, and labor in the early 20th century.
    • SS.HS.HS.06.04 Understand the changes in society and culture in the early 20th century.
    • SS.HS.HS.06.05 Understand the causes of the Great Depression and the effect of the Great Depression on the American family.
    • SS.HS.HS.06.06 Understand how the Franklin D. Roosevelt administration and the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life.
    • SS.HS.HS.06.07 Understand the changes that created the economic boom after World War II.
• State & Local History: Understand and interpret the history of the state of Oregon.
  • SS.HS.HS.07 Understand the causes, characteristics, and impact of political, economic, and social developments in Oregon state history.
    • SS.HS.HS.07.01 Identify and understand significant events, developments, groups, and people in the history of Oregon after 1900.
    • SS.HS.HS.07.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon after 1900.
    • SS.HS.HS.07.03 Consider and analyze different interpretations of key events and/or issues in history from the perspective of Oregon.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.HS.HS.08 Understand the causes, characteristics and impact, and lasting influence of political, economic, and social developments in local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.HS.SA.01 Define, research, and explain an event, issue, problem, or phenomenon and its significance to society.
• Acquire and organize materials from primary and secondary sources.
  • SS.HS.SA.02 Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.
  • SS.HS.SA.03 Understand what it means to be a critical consumer of information.
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.HS.SA.04 Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view.
• Identify and analyze an issue.
  • SS.HS.SA.05 Analyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects.
• Select a course of action to resolve an issue.
  • SS.HS.SA.06 Propose, compare, and judge multiple responses, alternatives, or solutions; then reach a defensible, supported conclusion.

(Note: By the completion of grades 9–12, Oregon students are expected to master the following standards.)

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:

  • Grade 9-12 Benchmark I-A—New Mexico:

    Analyze how people and events of New Mexico have influenced United States and world history since statehood.

    Performance Standards

    1. Compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures.
    2. Analyze the geographic, economic, social and political factors of New Mexico that impact United States and world history, to include:
       • a. land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal and federal government levels;
       • b. role of water issues as they relate to development of industry, population growth, historical issues and current acequia systems/water organizations;
       • c. urban development;
       • d. role of the federal government (e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects);
       • e. unique role of New Mexico in the 21st century as a ìminority majorityî state.
    3. Analyze the role and impact of New Mexico and New Mexicans in World War II (e.g., Navajo code talkers, New Mexico national guard, internment camps, Manhattan project, Bataan death march).
    4. Analyze the impact of the arts, sciences and technology of New Mexico since World War II (e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high-tech industries, federal laboratories).
    5. Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include: analyze perspectives that have shaped the structures of historical knowledge; describe ways historians study the past; explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-B—United States:

    Analyze and evaluate the impact of major eras, events and individuals in United States history since the civil war and reconstruction.

    Performance Standards

    1. Analyze the impact and changes that reconstruction had on the historical, political and social development of the United States.
    2. Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the industrial revolution, including:
       • a. innovations in technology, evolution of marketing techniques, changes to the standard of living and the rise of consumer culture;
       • b. rise of business leaders and their companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie);
       • c. development of monopolies and their impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting);
       • d. growth of cities (e.g., influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted);
       • e. efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers);
       • f. rise and effect of reform movements (e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers);
       • g. conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902);
       • h. progressive reforms (e.g., the national income tax, direct election of senators, womenís suffrage, prohibition).
    3. Analyze the United Statesí expanding role in the world during the late 19th and 20th centuries, to include:
       • a. causes for a change in foreign policy from isolationism to interventionism; causes and consequences of the Spanish American war;
       • b. expanding influence in the western hemisphere (e.g., the Panama canal, Roosevelt corollary added to the Monroe doctrine, the ìbig stickî policy, ìdollar diplomacyî);
       • c. events that led to the United Statesí involvement in World War I; United Statesí rationale for entry into World War I and impact on military process, public opinion and policy;
       • d. United Statesí mobilization in World War I (e.g., its impact on politics, economics and society);
       • e. United Statesí impact on the outcome of World War I; United Statesí role in settling the peace (e.g., Woodrow Wilson, treaty of Versailles, league of nations, Senator Henry Cabot Lodge, Sr.).
    4. Analyze the major political, economic and social developments that occurred between World War I and World War II, to include:
       • a. social liberation and conservative reaction during the 1920s (e.g., flappers, prohibition, the Scopes trial, the red scare);
       • b. causes of the great depression (e.g., over production, under consumption, credit structure);
       • c. rise of youth culture in the ìjazz ageî;
       • d. development of mass/popular culture (e.g., rise of radio, movies, professional sports, popular literature);
       • e. human and natural crises of the great depression, (e.g., unemployment, food lines, the dust bowl, western migration of midwest farmers);
       • f. changes in policies, role of government and issues that emerged from the new deal (e.g., the works programs, social security, challenges to the supreme court);
       • g. role of changing demographics on traditional communities and social structures.
    5. Analyze the role of the United States in World War II, to include:
       • a. reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor;
       • b. events on the home front to support the war effort (e.g., war bond drives, mobilization of the war industry, women and minorities in the work force);
       • c. major turning points in the war (e.g., the battle of Midway, D-Day invasion, dropping of atomic bombs on Japan).
    6. Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include:
       • a. intent and impact of the 13th, 14th and 15th Amendments to the constitution;
       • b. segregation as enforced by Jim Crow laws following reconstruction;
       • c. key court cases (e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade);
       • d. roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, CÈsar Ch·vez);
       • e. the passage and effect of the voting rights legislation on minorities (e.g., 19th amendment, role of Arizona supreme court decision on Native Americans, their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding Native American voting rights - such as New Mexico, 1962, 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment);
       • f. impact and reaction to the efforts to pass the Equal Rights Amendment;
       • g. rise of black power, brown power, American Indian movement, united farm workers.
    7. Analyze the impact of World War II and the cold war on United Statesí foreign and domestic policy, to include:
       • a. origins, dynamics and consequences of the cold war tensions between the United States and the Soviet Union;
       • b. new role of the United States as a world leader (e.g., Marshall plan, NATO);
       • c. need for, establishment and support of the united nations;
       • d. implementation of the foreign policy of containment, including the Truman doctrine;
       • e. Red Scare (e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race);
       • f. external confrontations with communism (e.g., the Berlin blockade, Berlin wall, Bay of Pigs, Cuban missile crisis, Korea, Vietnam war);
       • g. Sputnik and the space race;
       • h. image of 1950s affluent society;
       • i. political protests of Vietnam war);
       • j. counterculture in the 1960s.
    8. Analyze the impact of the post-cold war Era on United Statesí foreign policy, to include:
       • a. role of the United States in supporting democracy in eastern Europe following the collapse of the Berlin wall;
       • b. new allegiances in defining the new world order;
       • c. role of technology in the information age.
    9. Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:
       • a. analyze perspectives that have shaped the structures of historical knowledge;
       • b. describe ways historians study the past;
       • c. explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-C—World:

    Analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience.

    Performance Standards

    1. Describe and explain how the renaissance and reformation influenced education, art, religion and government in Europe, to include:
       • a. development of renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare);
       • b. development of protestantism (e.g., Martin Luther, John Calvin);
       • c. religious conflict and persecutions (e.g., Spanish inquisition).
    2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations;
    3. Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include:
       • a. Copernican view of the universe and Newtonís natural laws;
       • b. tension and cooperation between religion and new scientific discoveries;
       • c. impact of Galileoís ideas and the introduction of the scientific method as a means of understanding the universe;
       • d. events and ideas that led to parliamentary government (English civil war, glorious revolution);
       • e. enlightenment philosophies used to support events leading to American and French revolutions;
       • f. Napoleonic era (e.g., codification of law); Latin Americaís wars of independence.
    4. Analyze the pattern of historical change as evidenced by the industrial revolution, to include:
       • a. conditions that promoted industrialization;
       • b. how scientific and technological innovations brought about change;
       • c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe);
       • d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration);
       • e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx);
       • f. status and roles of women and minorities.
    5. Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:
       • a. clash of cultures;
       • b. British empire expands around the world;
       • c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).
    6. Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia;
    7. Analyze and evaluate the causes, events and effects of World War I, to include:
       • a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarckís leadership);
       • b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire);
       • c. major turning points and the importance of geographic, military and political factors in decisions and outcomes;
       • d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks);
       • e. effects of loss of human potential through devastation of populations and their successive generations;
       • f. effects of the Russian revolution and the implementation of communist rule.
    8. Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include:
       • a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germanyís policies of European domination, holocaust);
       • b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco);
       • c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, ìisland-hopping,î D-Day invasion, Stalingrad, atomic bombs dropped on Japan).
    9. Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include:
       • a. war crime trials;
       • b. creation of the state of Israel and resulting conflicts in the middle east;
       • c. rebuilding of western Europe (e.g., Marshall Plan, NATO);
       • d. Soviet control of eastern Europe (e.g., Warsaw pact, Hungarian revolt);
       • e. creation and role of the united nations;
       • f. Mao Zedong and the Chinese revolution (e.g., long march, Taiwan, cultural revolution);
       • g. national security in the changing world order;
       • h. technologyís role in ending the cold war;
       • i. fluidity of political alliances;
       • j. new threats to peace;
       • k. reasons for the collapse of the Soviet Union and the end of the cold war;
       • l. use of technology in the information age.
    10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:
        • a. French Indochina and the Vietnam war (e.g., the role of Ho Chi Minh);
        • b. Mohandas Gandhiís non-violence movement for Indiaís independence;
        • c. apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu);
        • d. middle east conflicts (Israel, Palestine, Egypt).
    11. Analyze historical and modern-day policies of the western hemisphere, with emphasis on Mexico and Canada, to include:
        • a. expansion of democracy in western hemisphere;
        • b. immigration and migration issues;
        • c. changes in foreign policy brings spiraling impact on each nation and international relations, trade.
    12. Explain how world history presents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:
        • a. analyze perspectives that have shaped the structures of historical knowledge;
        • b. describe ways historians study the past;
        • c. explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-D—Skills:

    Use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts.

    Performance Standards

    1. Understand how to use the skills of historical analysis to apply to current social, political, geographic and economic issues.
    2. Apply chronological and spatial thinking to understand the importance of events.
    3. Describe primary and secondary sources and their uses in research.
    4. Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas).
    5. Distinguish ìfactsî from authorsí opinions and evaluate an authorís implicit and explicit philosophical assumptions, beliefs or biases about the subject.
    6. Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants.
    7. Analyze the evolution of particular historical and contemporary perspectives.
    8. Explain how to use technological tools to research data, verify facts and information, and communicate findings.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will:

  • Grade 9-12 Benchmark II-A:

    Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues.

    Performance Standards

    1. Evaluate and select appropriate geographic representations to analyze and explain natural and man-made issues and problems.
    2. Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlement patterns.

  • Grade 9-12 Benchmark II-B:

    Analyze natural and man-made characteristics of worldwide locales; describe regions, their interrelationships and patterns of change.

    Performance Standards

    1. Analyze the interrelationships among natural and human processes that shape the geographic connections and characteristics of regions, including connections among economic development, urbanization, population growth and environmental change.
    2. Analyze how the character and meaning of a place is related to its economic, social and cultural characteristics, and why diverse groups in society view places and regions differently.
    3. Analyze and evaluate changes in regions and recognize the patterns and causes of those changes (e.g., mining, tourism).
    4. Analyze and evaluate why places and regions are important to human identity (e.g., sacred tribal grounds, culturally unified neighborhoods).

  • Grade 9-12 Benchmark II-C:

    Analyze the impact of people, places and natural environments upon the past and present in terms of our ability to plan for the future.

    Performance Standards

    1. Analyze the fundamental role that geography has played in human history (e.g., the Russian winter on the defeat of Napoleonís army and the same effect in World War II).
    2. Compare and contrast how different viewpoints influence policy regarding the use and management of natural resources.
    3. Analyze the role that spatial relationships have played in effecting historic events.
    4. Analyze the use of and effectiveness of technology in the study of geography.

  • Grade 9-12 Benchmark II-D:

    Analyze how physical processes shape the earthís surface patterns and biosystems.

    Performance Standards

    1. Analyze how the earthís physical processes are dynamic and interactive.
    2. Analyze the importance of ecosystems in understanding environments.
    3. Explain and analyze how water is a scare resource in New Mexico, both in quantity and quality.
    4. Explain the dynamics of the four basic components of the earthís physical systems (atmosphere, biosphere, lithosphere and hydrosphere).

  • Grade 9-12 Benchmark II-E:

    Analyze and evaluate how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict.

    Performance Standards

    1. Analyze the factors influencing economic activities (e.g., mining, ranching, agriculture, tribal gaming, tourism, high tech) that have resulted in New Mexicoís population growth.
    2. Analyze the effects of geographic factors on major events in United States and world history.
    3. Analyze the interrelationships among settlement, migration, population-distribution patterns, land forms and climates in developing and developed countries.
    4. How cooperation and conflict are involved in shaping the distribution of political, social and economic factors in New Mexico, United States and throughout the world (e.g., land grants, border issues, United States territories, Israel and the middle east, the former Soviet Union, and Sub-Saharan Africa).
    5. Analyze how cultures shape characteristics of a region.
    6. Analyze how differing points of view and self-interest play a role in conflict over territory and resources (e.g., impact of culture, politics, strategic locations, resources).
    7. Evaluate the effects of technology on the developments, changes to, and interactions of cultures.

  • Grade 9-12 Benchmark II-F:

    Analyze and evaluate the effects of human and natural interactions in terms of changes in the meaning, use, distribution and importance of resources in order to predict our global capacity to support human activity.

    Performance Standards

    1. Compare the ways man-made and natural processes modify the environment and how these modifications impact resource allocations.
    2. Analyze how environmental changes bring about and impact resources.
    3. Analyze the geographic factors that influence the major world patterns of economic activity, economic connections among different regions, changing alignments in world trade partners and the potential redistribution of resources based on changing patterns and alignments.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Students will:

  • Grade 9-12 Benchmark III-A:

    Compare and analyze the structure, power and purpose of government at the local, state, tribal and national levels as set forth in their respective constitutions or governance documents.

    Performance Standards

    1. Analyze the structure, powers and role of the legislative branch of the United States government, to include: specific powers delegated in Article I of the constitution; checks and balances described in the federalist papers, Number 51; lawmaking process; role of leadership within congress; federalist and antifederalist positions.
    2. Analyze the structure, powers and role of the executive branch of the United States government, to include: specific powers delegated in Article II of the constitution; checks and balances; development of the cabinet and federal bureaucracy; roles and duties of the presidency, including those acquired over time such as ìhead of stateî and ìhead of a political party.î
    3. Examine the election of the president through the nomination process, national conventions and electoral college.
    4. Analyze the structure, powers and role of the judicial branch of the United States government, including landmark United States supreme court decisions, to include: specific powers delegated by the Constitution in Article III and described in the federalist papers, Numbers 78-83; checks and balances; judicial review as developed in Marbury v. Madison; issues raised in McCulloch v. Maryland; dual court system of state and federal governments, including their organization and jurisdiction.
    5. Analyze the rights, protections, limits and freedoms included within the United States constitution and bill of rights, to include: constitutional mandates such as the right of habeas corpus, no bill of attainder and the prohibition of the ex post facto laws; 1st Amendment guarantees freedom of religion, speech, press, assembly, and petition; 4th, 5th and 6th Amendments address search and seizure, rights of the accused, right to a fair and speedy trial, and other legal protections; 14th Amendment protection of due process and equal protection under the law; conflicts which occur between rights, including tensions between the right to a fair trial and freedom of the press and between majority rule and individual rights; expansion of voting rights, limitation of presidential terms, etc.
    6. Compare and contrast the structure and powers of New Mexicoís government as expressed in the New Mexico constitution with that of the United States constitution, to include: direct democracy in the initiative, referendum and recall process; impeachment process; process of voter registration and voting; role of primary elections to nominate candidates; how a bill becomes a law; executive officers and their respective powers; New Mexico courts, appointment of judges, and election and retainment processes for judges; organization of county and municipal governments.
    7. Describe and analyze the powers and responsibilities (including the concept of legitimate power) of local, state, tribal and national governments.

  • Grade 9-12 Benchmark III-B:

    Analyze how the symbols, icons, songs, traditions and leaders of New Mexico and the United States exemplify ideals and provide continuity and a sense of unity.

    Performance Standards

    1. Analyze the qualities of effective leadership.
    2. Evaluate the impact of United States political, tribal and social leaders on New Mexico and the nation.
    3. Analyze the contributions of symbols, songs and traditions toward promoting a sense of unity at the state and national levels.
    4. Evaluate the role of New Mexico and United States symbols, icons, songs and traditions in providing continuity over time.

  • Grade 9-12 Benchmark III-C:

    Compare and contrast the philosophical foundations of the United Statesí political system in terms of the purpose of government, including its historical sources and ideals, with those of other governments in the world.

    Performance Standards

    1. Analyze the structure, function and powers of the federal government (e.g., legislative, executive, and judicial branches).
    2. Analyze and explain the philosophical foundations of the American political system in terms of the inalienable rights of people and the purpose of government, to include: Iroquois league and its organizational structure for effective governance; basic philosophical principles of John Locke expressed in the second treatise of government (nature, equality, and dissolution of government); foundation principles of laws by William Blackstone (laws in general and absolute rights of individuals); importance of the founders of the rights of Englishmen, the Magna Carta and representative government in England.
    3. Analyze the fundamental principles in the declaration of independence.
    4. Analyze the historical sources and ideals of the structure of the United States government, to include: principles of democracy; essential principles of a republican form of government; code of law put forth in the Code of Hammurabi; separation of powers as expressed by the Baron of Montesquieu; checks and balances as expressed by Thomas Hobbs; ideas of individual rights developed in the English bill of rights; role of philosophers in supporting changes in governments in the 18th and 19th centuries (e.g., Locke, Rousseau, Voltaire).
    5. Compare and contrast the concepts of courts and justice from Henry II of England to the court system of today.
    6. Compare and contrast the unitary, confederal and federal systems.
    7. Analyze the ways powers are distributed and shared in a parliamentary system.
    8. Compare and contrast the different philosophies, structures and institutions of democratic versus totalitarian systems of government.
    9. Analyze and evaluate the concept of limited government and the rule of law.
    10. Compare and contrast the characteristics of representative governments.
    11. Compare and contrast characteristics of Native American governments with early United States government.
    12. Compare and contrast the philosophical foundations of forms of government to understand the purpose of the corresponding political systems (e.g., socialism, capitalism, secular, theocratic, totalitarian).
    13. Analyze the role that the United States has played as a constitutional republican government for nations around the world.

  • Grade 9-12 Benchmark III- D:

    Understand how to exercise rights and responsibilities as citizens by participating in civic life and using skills that include interacting, monitoring and influencing.

    Performance Standards

    1. Describe and analyze the influence of the non-elected (e.g., staff, lobbyists, interest groups).
    2. Analyze the rights and obligations of citizens in the United States, to include: connections between self-interest, the common good and the essential element of civic virtue, as described in the federalist papers, Numbers 5 and 49; obeying the law, serving on juries, paying taxes, voting, registering for selective service and military service.
    3. Demonstrate the skills needed to participate in government at all levels, including: analyze public issues and the political system; evaluate candidates and their positions; debate current issues.
    4. Analyze factors that influence the formation of public opinion (e.g., media, print, advertising, news broadcasts, magazines, radio).
    5. Evaluate standards, conflicts and issues related to universal human rights and their impact on public policy.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will:

  • Grade 9-12 Benchmark IV-A:

    Analyze the ways individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic and intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating.

    Performance Standards

    1. Analyze ìopportunity costsî as a factor resulting from the process of decision making.
    2. Understand how socioeconomic stratification (SES) arises and how it affects human motivation, using data.
    3. Understand the relationship between socioeconomic stratification and cultural values.
    4. Analyze and evaluate the impact of economic choices on the allocation of scarce resources.
    5. Describe and analyze how economic incentives allow individuals, households, businesses, governments and societies to use scarce human, financial and natural resources more efficiently to meet economic goals.
    6. Evaluate present and future economic costs and economic risks in the use of productive resources associated with investments.
    7. Understand labor markets and how they work.
    8. Describe and analyze the three major divisions of economics: macro-, micro- and consumer.
    9. Understand the relationship between essential learning skills and workforce requirements (e.g., school to work initiatives, service learning) as they relate to supply and demand in the labor market.
    10. Use quantitative data to analyze economic information.
    11. Analyze various investment strategies available when meeting personal and business goals.
    12. Understand the basis of supply and demand and marginal productivity.
    13. Understand personal financing (e.g., banking, credit, debit, lending institutions).

  • Grade 9-12 Benchmark IV-B:

    Analyze and evaluate how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services.

    Performance Standards

    1. Analyze the historic origins of the economic systems of capitalism, socialism and communism.
    2. Compare the relationships between and among contemporary countries with differing economic systems.
    3. Understand the distribution and characteristics of economic systems throughout the world, to include: (e.g., characteristics of command, market, and traditional economies; how command, market and traditional economies operate in specific countries; comparison of the ways that people satisfy their basic needs through the production of goods and services).
    4. Analyze the importance of, and issues related to the location and management of the factors of production.
    5. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities in New Mexico and the United States.
    6. Analyze the roles played by local, state, tribal and national governments in both public and private sectors of the United States system.
    7. Understand the relationship between the United States' governmental policies and international trade.
    8. Evaluate economic systems by their ability to achieve broad societal goals (e.g., efficiency, equity, security, employment, stability, economic growth).
    9. Explain how businesses (e.g., sole proprietorships, partnerships, corporations, franchises) are organized and financed in the United States economy.
    10. Interpret measurements of inflation and unemployment and relate them to the general economic "health" of the national economy.
    11. Analyze the impact of fiscal policy on an economic system (e.g., deficit, surplus, inflation).
    12. Compare and contrast different types of taxes (e.g., progressive, regressive, proportional).
    13. Analyze the effects of specific government regulations on different economically- designated groups (e.g., consumers, employees, businesses).
    14. Compare, analyze and evaluate the positive and negative aspects of American capitalism in relationship to other economic systems.
    15. Describe and evaluate how the United States economy moved from being manufacturing-based to information-driven.
    16. Analyze the reasons for uneven economic growth-based changes (e.g., demographic, political, economic).
    17. Analyze the economic ramifications of entrepreneurship.

  • Grade 9-12 Benchmark IV-C:

    Analyze and evaluate the patterns and results of trade, exchange and interdependence between the United States and the world since 1900.

    Performance Standards

    1. Analyze foreign and domestic issues related to United States economic growth since 1900.
    2. Analyze significant economic developments between World War I and World War II, to include: economic growth and prosperity of the 1920s; causes of the great depression and the effects on United States economy and government; new deal measures enacted to counter the great depression; expansion of government under new deal.
    3. Analyze the effects of World War II, the cold war and post-cold war on contemporary society, to include: economic effects of World War II on the home front; United States prosperity of the 1950s; impact of the cold war on business cycle and defense spending; recession of 1980s; technology boom and consequent economic slow-down of 2000.
    4. Describe the relationship between the United States' international trade policies and its economic system.
    5. Identify and analyze the international differences in resources, productivity and prices that are a basis for international trade.
    6. Explain the comparative advantage of a nation when it can produce a product at a lower "opportunity cost" than its trading partner.
    7. Evaluate the effect on international trade of domestic policies that either encourage or discourage exchange of goods and services and investments abroad.
    8. Analyze and evaluate how domestic policies can affect the balance of trade between nations.
    9. Explain and describe how the federal reserve system and monetary policies (e.g., open market, discount rate, change in reserve requirements) are used to promote price stability, maximum employment, and economic growth.
    10. Identify how monetary policies can affect exchange rates and international trade.
    11. Analyze and evaluate the use of technology affecting economic development.
    12. Describe and analyze multinational entities (e.g., NAFTA, European Union) in economic and social terms.

The Social Studies Academic Content Standards revision contains syllabi for six high school social studies courses: American History, Modern World History, American Government, Economics and Financial Literacy, Contemporary World Issues and World Geography. Each contains a course and broad topics which are further clarified with content statements. Grade levels are not specified for any of the courses.

The syllabi, adopted by the State Board of Education in 2010, are available for districts to use as they plan course offerings. Three units of social studies credit are required for graduation from high school, including a half unit of credit in American History and a half unit of credit in American Government. No decision has been made yet about connecting specific courses to end-of-course exams. The inclusion of particular courses in the standards is not meant to require that all of these courses be offered or limit the choice of courses which districts may offer in their social studies programs.

American History

Theme: This course examines the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

• Topic: Historical Thinking and Skills

  Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

  Content Statements

  • 1. Historical events provide opportunities to examine alternative courses of action..
  • 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  • 3. Historians develop theses and use evidence to support or refute positions.
  • 4. Historians analyze cause, effect, sequence, and correlation in historical events,
    including multiple causation and long- and short-term causal relations.

• Topic: Industrialization and Progressivism (1877-1920)

  Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.

  Content Statements

  • 5. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.
  • 6. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.
  • 7. Immigration, internal migration and urbanization transformed American life.
  • 8. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.
  • 9. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption.

• Topic: Foreign Affairs from Imperialism to Post-World War I (1898-1930)

  The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the world set the stage for American participation in World War I and attempts to preserve post-war peace.

  Content Statements

  • 10. As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power.
  • 11. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs.

• Topic: Prosperity, Depression and the New Deal (1919-1941)

  The post-World War I period was characterized by economic, social and political turmoil. Post- war prosperity brought about changes to American popular culture. However, economic disruptions growing out the war years led to worldwide depression. The United States attempted to deal with the Great Depression through economic programs created by the federal government.

  Content Statements

  • 12. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I.
  • 13. An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions.
  • 14. Movements such as the Harlem Renaissance, African-American migration, women’s suffrage and Prohibition all contributed to social change.
  • 15. The Great Depression was caused, in part, by the federal government’s monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression.

• Topic: From Isolation to World War (1930-1945)

  The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country’s focus from isolationism to international involvement.

  Content Statements

  • 16. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII.
  • 17. The United States mobilization of its economic and military resources during World War II brought significant changes to American society.
  • 18. Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age.

• Topic: The Cold War (1945-1991)

  The United States and the Union of Soviet Socialist Republics (U.S.S.R.) emerged as the two strongest powers in international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as the Cold War. The costs of this prolonged contest weakened the U.S.S.R. so that it collapsed due to internal upheavals as well as American pressure. The Cold War had social and political implications in the United States.

  Content Statements

  • 19. The United States followed a policy of containment during the Cold War in response to the spread of communism.
  • 20. The Second Red Scare and McCarthyism reflected Cold War fears in American society.
  • 21. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
  • 22. The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War.

• Topic: Social Transformations in the United States (1945-1994)

  A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration and the expansion of civil rights.

  Content Statements

  • 23. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.
  • 24. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life.
  • 25. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects.
  • 26. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security.

• Topic: United States and the Post-Cold War World (1991 to Present)

  The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized economy, political terrorism and the proliferation of nuclear weapons.

  Content Statements

  • 27. Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy.
  • 28. The United States faced new political, national security and economic challenges in the post-Cold War world and following the attacks on September 11, 2001.

American Government

Theme: How the American people govern themselves at national, state and local levels of government is the basis for this course. Students can impact issues addressed by local governments through service learning and senior projects.

• Topic: Civic Involvement

  Students can engage societal problems and participate in opportunities to contribute to the common good through governmental and nongovernmental channels.

  Content Statements

  • 1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.
  • 2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.

• Topic: Civic Participation and Skills

  Democratic government is enhanced when individuals exercise the skills to effectively participate in civic affairs.

  Content Statements

  • 3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups.
  • 4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

• Topic: Basic Principles of the U.S. Constitution

  Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States.

  Content Statements

  • 5. As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.
  • 6. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

• Topic: Structure and Functions of the Federal Government

  Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws.

  Content Statements

  • 7. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.
  • 8. The political process creates a dynamic interaction among the three branches of government in addressing current issues.

• Topic: Role of the People

  The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process.

  Content Statements

  • 9. In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others.
  • 10. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

• Topic: Ohio’s State and Local Governments

  The State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments.

  Content Statements

  • 11. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.
  • 12. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

• Topic: Public Policy

  Federal, state and local governments address problems and issues by making decisions, creating laws, enforcing regulations and taking action.

  Content Statements

  • 13. A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs.
  • 14. Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy.

• Topic: Government and the Economy

  The actions of government play a major role in the flow of economic activity. Governments consume and produce goods and services. Fiscal and monetary policies, as well as economic regulations, provide the means for government intervention in the economy.

  Content Statements

  • 15. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.
  • 16. The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

Modern World History

Theme: This course examines world events from 1600 to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

• Topic: Historical Thinking and Skills

  Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

  Content Statements

  • 1. Historical events provide opportunities to examine alternative courses of action.
  • 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  • 3. Historians develop theses and use evidence to support or refute positions.
  • 4. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

• Topic: Age of Enlightenment (1600-1800)

  The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A new focus on reasoning was used to understand social, political and economic institutions.

  Content Statements

  • 5. The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.
  • 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions.
  • 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism.

• Topic: Age of Revolutions (1750-1914)

  The Age of Revolutions was a period of two world-encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic and social consequences on a global scale.

  Content Statements

  • 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence.
  • 9. Industrialization had social, political and economic effects on Western Europe and the world.

• Topic: Imperialism (1800-1914)

  The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This “new imperialism” focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa and Latin America.

  Content Statements

  • 10. Imperial expansion had political, economic and social roots.
  • 11. Imperialism involved land acquisition, extraction of raw materials, spread of Western
    values and direct political control.
  • 12. The consequences of imperialism were viewed differently by the colonizers and the
    colonized.

• Topic: Achievements and Crises (1900-1945)

  The first half of the 20th century was one of rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set the stage for World War II. While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended.

  Content Statements

  • 13. Advances in technology, communication and transportation improved lives, but also had negative consequences.
  • 14. The causes of World War I included militarism, imperialism, nationalism and alliances.
  • 15. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.
  • 16. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups, during World War II.
  • 17. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

• Topic: The Cold War (1945-1991)

  Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War overlapped with the era of decolonization and national liberation.

  Content Statements

  • 18. The United States and the Soviet Union became superpowers and competed for global influence.
  • 19. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.
  • 20. Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.
  • 21. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.
  • 22. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

• Topic: Globalization (1991-Present)

  The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges.

  Content Statements

  • 23. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non- aligned world.
  • 24. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.
  • 25. Political and cultural groups have struggled to achieve self-governance and self- determination.
  • 26. Emerging economic powers and improvements in technology have created a more interdependent global economy.
  • 27. Proliferation of nuclear weapons has created a challenge to world peace.
  • 28. The rapid increase of global population, coupled with an increase in life expectancy
    and mass migrations have created societal and governmental challenges.
  • 29. Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world’s resources.

Economics and Financial Literacy

Theme: This course explores the fundamentals that guide individuals and nations as they make choices about how to use limited resources to satisfy their wants. More specifically, it examines the ability of individuals to use knowledge and skills to manage limited financial resources effectively for a lifetime of financial security.

• Topic: Economic Decision Making and Skills

  Economic decision making relies on the analysis of data. Economists use data to explain trends and decide among economic alternatives. Individuals use data to determine the condition of their finances and to make savings and investment decisions.

  Content Statements

  • 1. Economists analyze multiple sources of data to predict trends, make inferences and arrive at conclusions.
  • 2. Reading financial reports (bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances.

• Topic: Fundamentals of Economics

  Productive resources are limited and allocated in a variety of different ways. An efficient way to allocate productive resources is through markets.

  Content Statements

  • 3. People cannot have all the goods and services they want and, as a result, must choose some things and give up others.
  • 4. Different economic systems (traditional, market, command, and mixed) utilize different methods to allocate limited resources.
  • 5. Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions.
  • 6. Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

• Topic: Government and the Economy

  The health of a nation’s economy is influenced by governmental policy. Fiscal policy can be used to spur economic growth. Monetary policy can be used to moderate fluctuations in the business cycle.

  Content Statements

  • 7. A nation’s overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. Economic well-being can be assessed by analyzing economic indicators gathered by the government.
  • 8. Economic policy decisions made by governments result in both intended and unintended consequences.

• Topic: Global Economy

  Global issues and events influence economic activities.

  Content Statements

  • 9. When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption and interdependence increase.
  • 10. Government actions, such as tariffs, quotas, subsidies, trade agreements and membership in multinational economic organizations, significantly impact international trade.

• Topic: Working and Earning

  Employment provides a means of creating personal income.

  Content Statements

  • 11. Income is determined by many factors including individual skills and abilities, work ethic and market conditions.
  • 12. Employee earning statements include information about gross wages, benefits, taxes and other deductions.

• Topic: Financial Responsibility and Money Management

  Responsible personal finance decisions are based upon reliable information and used to reach personal goals.

  Content Statements

  • 13. Financial decision-making involves considering alternatives by examining costs and benefits.
  • 14. A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy.
  • 15. Different payment methods have advantages and disadvantages.

• Topic: Saving and Investing

  Saving and investing strategies help individuals achieve personal financial goals.

  Content Statements

  • 16. Saving and investing help to build wealth.
  • 17. Savings can serve as a buffer against economic hardship.
  • 18. Different costs and benefits are associated with saving and investing alternatives.
  • 19. Banks, brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds.

• Topic: Credit and Debt

  Credit and debt can be used to achieve personal financial goals.

  Content Statements

  • 20. There are costs and benefits associated with various sources of credit available from different types of financial institutions.
  • 21. Credit and debt can be managed to maintain credit worthiness.
  • 22. Consumer protection laws provide financial safeguards.

• Topic: Risk Management

  There are various strategies to help protect personal assets and wealth.

  Content Statements

  • 23. Property and liability insurance protect against risks associated with use of property.
  • 24. Health, disability and life insurance protect against risks associated with increased expenses and loss of income.
  • 25. Steps can be taken to safeguard one’s personal financial information and reduce the risk of loss.

Contemporary World Issues

The dynamics of global interactions among nations and regions present issues that affect all humanity. These dynamics include: competing beliefs and goals; methods of engagement; and conflict and cooperation. Contemporary issues have political, economic, social, historic and geographic components. Approaches to addressing global and regional issues reflect historical influences and multiple perspectives. Students can impact global issues through service learning and senior projects.

• Topic: Global Connections

  The 21st century is characterized by changing circumstances as new economies emerge and new technologies change the way people interact. Issues related to health, economics, security and the environment are universal.

  Content Statements

  • 1. Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.
  • 2. Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

• Topic: Civic Participation and Skills

  Individuals and groups have the capacity to engage with others to impact global issues.

  Content Statements

  • 3. Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes. Different communication methods affect how people define and act on issues.
  • 4. Individuals can assess how effective communicators address diverse audiences.
  • 5. Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues.
  • 6. Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
  • 7. Individuals can participate through non-governmental organizations to help address humanitarian needs.

• Topic: Civil and Human Rights

  There are challenges to civil rights and human rights throughout the world. Politics, economics and culture can all influence perceptions of civil and human rights.

  • 8. Beliefs about civil and human rights vary among social and governmental systems.
  • 9. Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.
  • 10. Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

• Topic: Sustainability

  An increasingly global society is faced with the interdependency of ecological, social and economic systems. The functioning of these systems determines the sustainability of natural and human communities at local, regional, national and global levels.

  Content Statements

  • 11. Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
  • 12. Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives.
  • 13. International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels.

• Topic: Technology

  Technological advances present issues related to costs, distribution of benefits, ethical considerations, and intended and unintended consequences.

  Content Statements

  • 14. The development and use of technology influences economic, political, ethical and social issues.
  • 15. Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences.

• Topic: National Security and International Diplomacy

  The political, economic and social goals of nations, international associations and nongovernmental organizations may be incompatible with each other and lead to conflicts.

  Content Statements

  • 16. Nations seek to ensure the security of their geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs.
  • 17. Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts.
  • 18. Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others.

• Topic: The Global Economy

  The global economy is an international marketplace fueled by competition, trade and integration.

  • 19. The global economy creates advantages and disadvantages for different segments of the world’s population.
  • 20. Trade agreements, multinational organizations, embargoes and protectionism impact markets.
  • 21. The distribution of wealth and economic power among countries changes over time.
  • 22. The global economy creates interdependence so that economic circumstances in one country impact events in other countries.

World Geography

Theme: This course builds on students’ understanding of geography and spatial thinking. Contemporary issues are explored through the lens of geography. In addition to understanding where physical and cultural features are located and why those features are located as they are, students examine the implications of these spatial arrangements.

• Topic: Spatial Thinking and Skills

  The ability to use geographic tools to locate data spatially enables people to gain a better understanding of contemporary issues. Investigations of spatial information provide guidance in solving global problems.

  Content Statements

  • 1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes.
  • 2. Geographic representations and geospatial technologies are used to investigate, analyze and communicate the results of geographic problem solving.

• Topic: Environment and Society

  Humans adapt to and modify the environment and shape the landscape through their interaction with the land. This has both positive and negative effects on the environment.

  Content Statements

  • 3. Human modifications of the physical environment in one place often lead to changes in other places (e.g., construction of a dam provides downstream flood control, construction of a city by-pass reduces commercial activity in the city center, implementation of dry farming techniques in a region leads to new transportation links and hubs).
  • 4. Human societies use a variety of strategies to adapt to the opportunities and constraints presented by the physical environment (e.g., farming in flood plains and terraced farming, building hydroelectric plants by waterfalls and constructing hydroelectric dams, using solar panels as heat source and using extra insulation to retain heat).
  • 5. Physical processes influence the formation and distribution of renewable, nonrenewable, and flow resources (e.g., tectonic activity plays a role in the formation and location of fossil fuels, erosion plays a role in the formation of sedimentary rocks, rainfall patterns affect regional drainage patterns).
  • 6. There are costs and benefits of using renewable, nonrenewable, and flow resources (e.g., availability, sustainability, environmental impact, expense).
  • 7. Human interaction with the environment is affected by cultural characteristics (e.g., plowing with oxen or with tractors, development of water resources for industry or recreation, resource conservation or development).

• Topic: Movement

  People interact with other people, places, and things every day of their lives. They travel from one place to another; they communicate with each other; and they rely upon products, information, and ideas that come from beyond their immediate environment.

  Content Statements

  • 8. Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).
  • 9. Human migrations impact physical and human systems (e.g., stress on food supplies in refugee camps, removal of natural obstacles to movement, harvest productivity and migrant labor, calls for an official language in countries with high immigration, reduction in city tax revenues due to urban emigration).
  • 10. Activities and patterns of trade and communication create interdependence among countries in different regions (e.g., seed corn grown in Iowa and planted in South America, high-definition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries).

• Topic: Region

  A region is an area on the earth’s surface that is defined by certain unifying characteristics which give it a measure of homogeneity and distinguish it from surrounding areas. The unifying characteristics may be physical or cultural. Regions change over time.

  Content Statements

  • 11. Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).
  • 12. The characteristics of regions change over time and there are consequences related to those changes (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state).
  • 13. There are interconnections within and among physical and human regions (e.g., river systems, transportation linkages, common currency).
  • 14. Regions are used as a basis to analyze global geographic issues (e.g., desertification, political disputes, economic unions).

• Topic: Human Settlement

  People live in settlements which vary in size, composition, location, arrangement, and function. These settlements are the focus of most aspects of human life including economic activities, transportation systems, governance, communications and culture. Human settlements differ between regions, places and over time.

  Content Statements

  • 15. Patterns of settlement change over time in terms of functions, sizes, and spatial patterns (e.g., a canal town becomes an industrial city, a rural area becomes a transportation hub, cities merge into a megalopolis).
  • 16. Urbanization provides opportunities and challenges for physical and human systems in cities and their surrounding regions (e.g., development of suburbs, loss of habitat, central markets, squatter settlements on city outskirts, regional specialization in services or products, creation of ethnic enclaves).

• Topic: Globalization

  The modern world is said to be “shrinking” or “flattening” through the processes of globalization. The scale and speed of global interactions continue to increase in fields such as technology, markets, information sharing and telecommunication. Globalization has impacted human-environmental interactions, has affected the movement of people, products and ideas, and has implications for what constitutes a region and connections among existing regions.

  Content Statements

  • 17. Globalization has shaped new cultural, economic, and political ideas and entities (e.g., universal human rights, European Union, terrorist networks).
  • 18. Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing leads to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity).
  • 19. Global trade and communication systems reduce the effect of time on the distribution of goods, services, and information (e.g., reliance on local foods versus global trade in perishable foods, online brokering versus personal brokers, Internet access versus library access).

AL.10 Standard: United States History I—Beginnings to the Industrial Revolution

The study of the early history of the United States in Grade 10 forms the foundation for understanding the development and principles of modern American society. Beginning with the earliest explorations of American continents, this course offers a chronological study of major events, issues, movements, individuals, and diverse groups of people in the United States from a national and an Alabama perspective.

10.1

• 10.1.1. Students will:

  Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans. (Economics, Geography, History, Civics and Government)

• 10.1.2 Students will practice:

  • Describing the influence of the Crusades, Renaissance, and Reformation on European exploration
  • Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities
  • Analyzing the course of the Columbian Exchange for its impact on the global economy
  • Explaining triangular trade and the development of slavery in the colonies

10.2

• 10.2.1 Students will:

  Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. (Economics, Geography, History, Civics and Government)

• 10.2.2 Students will practice:

  • Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
  • Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
  • Describing the impact of the Great Awakening on colonial society

10.3

• 10.3.1 Students will:

  Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. (Economics, Geography, History, Civics and Government)

• 10.3.2 Students will practice:

  • Explaining the role of key revolutionary leaders, including George Washington, John Adams, Thomas Jefferson, Patrick Henry, Samuel Adams, Paul Revere, Crispus Attucks, and the Marquis de Lafayette
  • Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown
  • Summarizing major ideas of the Declaration of Independence, including theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau
  • Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians
  • Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians

10.4

• 10.4.1 Students will:

  Describe the political system of the United States based on the Constitution of the United States. (Economics, History, Civics and Government)

• 10.4.2 Students will practice:

  • Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
  • Describing inadequacies of the Articles of Confederation
  • Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
  • Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton’s economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington’s Farewell Address, and the election of 1800

10.5

• 10.5.1 Students will:

  Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia. (History, Civics and Government)

• 10.5.2 Students will practice:

  • Explaining concepts of loose and strict interpretations of the Constitution of the United States

10.6

• 10.6. Students will:

  Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. (History, Civics and Government)

10.7

• 10.7. Students will:

  Describe causes, courses, and consequences of United States’ expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Land Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. (Economics, Geography, History, Civics and Government)

10.8

• 10.8. Students will:

  Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation. (Economics, Geography, History, Civics and Government)

10.9

• 10.9. Students will:

  Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay’s American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast. (Economics, History, Civics and Government)

9.10

• 10.10.1 Students will:

  Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. (History, Civics and Government)

• 10.10.2 Students will practice:

  • Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal

10.11

• 10.11.1. Students will:

  Evaluate the impact of American social and political reform on the emergence of a distinct culture. (History, Civics and Government)

• 10.11.2 Students will practice:

  • Explaining the impact of the Second Great Awakening on the emergence of a national identity
  • Explaining the emergence of uniquely American writers

  • Grade Level Example:

    James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

  • Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War

10.12

• 10.12.1 Students will:

  Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. (Geography, History, Civics and Government)

• 10.12.2 Students will practice:

  • Describing the rise of religious movements in opposition to slavery, including objections of the Quakers
  • Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
  • Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin, on the abolitionist movement

10.13

• 10.13.1 Students will:

  Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. (Economics, Geography, History, Civics and Government)

• 10.13.2 Students will practice:

  • Describing Alabama’s role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, and the Indian War, and reliance on cotton
  • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
  • Describing tariff debates and the nullification crisis between 1800 and 1861
  • Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States

10.14

• 10.14.1 Students will:

  Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman’s March to the Sea. (Economics, Geography, History, Civics and Government)

• 10.14.2 Students will practice:

  • Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan, "Stonewall" Jackson, and William Tecumseh Sherman
  • Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
  • Explaining reasons for border states’ remaining in the Union during the Civil War
  • Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
  • Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
  • Tracing Alabama’s involvement in the Civil War

10.15

• 10.15.1 Students will:

  Compare congressional and presidential reconstruction plans, including African-American political participation. (Economics, Geography, History, Civics and Government)

• 10.15.2 Students will practice:

  • Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen’s Bureau
  • Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan
  • Describing the Compromise of 1877
  • Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments
  • Explaining causes for the impeachment of President Andrew Johnson
  • Explaining the impact of Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction
  • Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-
    term effect on politics and economics in Alabama

Tenth Grade: United States Studies to 1900

The tenth grade program of study examines the evolution of the Constitution as a living document and the role of participatory democracy in the development of a rapidly changing technological society. This study of the United States is an examination of the formative years from the Pre-Columbian civilizations to its transformation as a dominant political and economic influence in the world. Special emphasis is placed on how the challenges of settling expansive and diverse physical environments were met by a culturally diverse population. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.10.01 / Students will:

• characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
• model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals
  (Respect For People, Events, and Symbols).
• develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).
• develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
• recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).

• SS.PD.10.1 / Performance Descriptors

  • Novice:
    • examine government actions and identify citizen influences and responses;
    • identify citizen rights and responsibilities and their importance, examine situations when they are in conflict and select reasons for peaceful conflict resolution;
    • discuss positions on naturalization and identify sources on public policy issues; and conflict, and defend peaceful conflict resolution;
    • compare/contrast positions on naturalization and sources on public policy issues; and
    • select and participate in a volunteer service project.
  • Partial Mastery:
    • list government actions and explain how citizens can influence and respond ;
    • list citizen rights and responsibilities, discuss their importance, identify situations when they are in conflict, and defend peaceful conflict resolution;
    • compare/contrast positions on naturalization and sources on public policy issues; and
    • select and participate in a volunteer service project.
  • Mastery:
    • debate government actions and compare/contrast citizen influences and responses;
    • summarize citizen rights and responsibilities, appraise their importance, defend positions when they are in conflict, and evaluate peaceful conflict resolution;
    • evaluate positions on naturalization and sources of information on public policy issues; and
    • participate in a volunteer service project and provide rationale.
  • Above Mastery:
    • research and debate government actions and evaluate citizen influences and responses;
    • compare/contrast citizen rights and responsibilities, defend their importance, justify positions when they are in conflict, and evaluate peaceful conflict resolution;
    • debate positions on naturalization and the validity of sources of information on public policy issues; and
    • research various volunteer service projects, participate in one, and provide rationale for participation.
  • Distinguished:
    • research and debate potential government actions and anticipate citizen responses
    • research citizen rights and responsibilities, debate their importance, create new positions when existing ideas are in conflict, and hypothesize peaceful conflict resolution;
    • prioritize positions on naturalization and justify the validity of sources of information on public policy issues; and
    • research a community need, organize and lead a volunteer service project to provide help for the need.

• Objectives / Students will:

  • SS.O.10.01.01: compare and contrast various citizens’ responses to controversial government actions and debate decisions as to what the government should and should not do.
  • SS.O.10.01.02: appraise the importance of the fundamental democratic values and principles of the United States constitutional democracy upon individuals, communities and nations.
  • SS.O.10.01.03: explain how the interactions of citizens with one another help monitor and influence government. policy.
  • SS.O.10.01.04: evaluate ways conflicts can be resolved in a cooperative, peaceful manner which respects individual rights and promotes the common good.
  • SS.O.10.01.05: evaluate, take and defend positions on issues in which fundamental democratic values and principles are in conflict (e.g., liberty and equality, individual rights and the common good, majority rule, minority rights).
  • SS.O.10.01.06: summarize the characteristics of United States citizenship and evaluate responsibilities, duties, privileges and rights of United States citizens.
  • SS.O.10.01.07: evaluate, take and defend positions on issues regarding the criteria used for naturalization.
  • SS.O.10.01.08: evaluate sources of information related to public policy issues.
  • SS.O.10.01.09: examine, select and participate in a volunteer service or project and explain the reason for your selection.

Social Studies Standard 2: Civics/Government

SS.S.10.02 / Students will:

• examine and analyze the purpose and basic principles of the United States government (Purposes of Government).
• outline and evaluate and analyze the origins and meanings of the principles, ideals, and core democratic values expressed in
  the foundational documents of the United States (Ideals of United States Democracy).
• examine and distinguish the structure, function, and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
• analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).

• SS.PD.10.2 / Performance Descriptors

  • Novice:
    • use paraphrases or summaries of primary sources to identify some key principles and philosophies in core documents and relate them to major events;
    • recognize the basic elements of a federalist system and the American Constitution.;
    • connect key democratic ideals to public behaviors; and
    • name some ways the American Revolution and George Washington’s farewell address influenced people/ nations.
  • Partial Mastery:
    • use basic primary sources to identify key principles and philosophies in core documents and relate them to major periods and events;
    • describe the basic elements of a federalist system and the American Constitution;
    • analyze democratic ideals that are reflected in public behaviors; and
    • draw conclusions about the influence of the American Revolution and George Washington’s farewell address.
  • Mastery:
    • use primary sources to identify and describe principles and compare philosophies found in core documents and relate them to historical periods and events;
    • analyze government powers in a federalist system and the American Constitution;
    • evaluate how democratic ideals are reflected in public behaviors; and
    • evaluate the influence of the American Revolution and George Washington’s farewell address.
  • Above Mastery:
    • analyze primary sources to explain and compare principles and philosophies found in core documents and draw conclusions about their influence on historical periods and events;
    • compare the powers in a federalist and an anti- federalist system and the American Constitution; and
    • differentiate how democratic and non-democratic ideals are reflected in public behaviors.; and
    • debate the influence of the American Revolution and George Washington’s farewell address.
  • Distinguished:
    • analyze sophisticated primary sources to evaluate and compare principles and philosophies found in core documents and evaluate their influence on historical periods and events;
    • debate and defend the distribution of power in a federalist system and the American Constitution;
    • research and debate how democratic and non- democratic ideals are reflected in public behaviors; and
    • investigate positive and negative influences of the American Revolution and George Washington’s farewell address on the international perceptions of the United States and summarize results

• Objectives / Students will:

  • SS.O.10.02.01 identify and describe the fundamental democratic principles and values in the nation’s core American documents, relate them to the subsequent periods in U.S. history, and identify the discrepancies between the expressed ideals and realities.
  • SS.O.10.02.02: identify fundamental American democratic principles using primary sources and significant political speeches and writings.
  • SS.O.10.02.03: explain the purpose of the United States government and analyze how its powers are acquired, used and justified.
  • SS.O.10.02.04: compare and contrast documents and philosophies that are the basis for representative democracy in the United States (e.g., Greek, Roman, John Locke, Magna Carta, English Bill of Rights).)
  • SS.O.10.02.05: explain the purpose, organization and functions of the legislative, executive and judicial branches, and analyze the separation of powers, checks and balances.
  • SS.O.10.02.06: summarize the U.S. Constitution and Amendments then justify the steps required to amend the United States Constitution.
  • SS.O.10.02.07: analyze the presidential election process, the continued use of the Electoral College and the order of presidential succession.
  • SS.O.10.02.08: evaluate federalism and give examples of shared, delegated, reserved and implied powers.
  • SS.O.10.02.09: evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government.
  • SS.O.10.02.10: evaluate, take and defend positions about the functions of political leadership and the importance of public service in American democracy.
  • SS.O.10.02.11: evaluate and defend how the American Revolution and the establishment of the United States as a constitutional democracy influenced people in other nations and reshaped their image of America.
  • SS.O.10.02.12: assess the significance of George Washington’s farewell address.

Social Studies Standard 3: Economics

SS.S.10.03 / Students will:

• analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).
• research, critique and evaluate the roles of private and public institutions in the economy (Institutions).
• compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).
• illustrate how the factors of production impact the United States economic system (Factors of Production).
• analyze the elements of competition and how they impact the economy (Competition).
• examine and evaluate the interdependence of global economies (Global Economies).

• SS.PD.10.3 / Performance Descriptors

  • Novice:
    • identify effects of the American Revolution and other factors in the development of the U. S. economic system.
    • list key points in the creation and operation of U.S. fiscal policy.
    • define the various economic systems; and
    • list the key issues in the Hamilton-Jefferson debate.
  • Partial Mastery:
    • discuss the effect of the American Revolution and explain other factors that led to the development of the U. S. economic system;
    • explain the creation and operation of U.S. fiscal policy;
    • identify key aspects of various economic systems; and
    • analyze the causes/ effects of the Hamilton-Jefferson debate.
  • Mastery:
    • explain the effect of the American Revolution and analyze other factors that led to the development of the U. S. economic system;
    • analyze the creation and operation U.S. fiscal policy;
    • explain the various economic systems; and
    • evaluate the causes/ effects of the Hamilton-Jefferson debate.
  • Above Mastery:
    • analyze the effects of the American Revolution and assess other factors that led to the development of the U. S. economic system;
    • debate key issues in the creation and operation of U.S. fiscal policy;
    • compare and contrast various economic systems; and
    • summarize the causes/ effects of the Hamilton-Jefferson debate and explain the outcome.
  • Distinguished:
    • evaluate the effects of the American Revolution and other factors that led to the development of the U. S. economic system and critique their interaction;
    • hypothesize how changes in the creation and operation of U.S. fiscal policy would affect the country;
    • analyze how different economic systems have affected international relations; and
    • evaluate the outcome of the Hamilton-Jefferson debate and its influence on today’s economy.

• Objectives / Students will:

  • SS.O.10.03.01: determine the relationship between the law of supply/demand and production/consumption.
  • SS.O.10.03.02: recognize and discuss the effects of the American Revolution on economic development and construct the steps involved in the change of the United States economic system from mercantilism to free enterprise capitalism.
  • SS.O.10.03.03: differentiate between various types of taxes and relate them to taxation controversies in the United States during their era.
  • SS.O.10.03.04: critique the cause and effect relationship between the labor movement and industrialization in the United States.
  • SS.O.12.03.05: explain the concept of capitalism and compare the basic components to those of socialism and communism.
  • SS.O.12.03.06: identify and analyze the role of market factors in the settlement of the United States and the development of the free enterprise system.
  • SS.O.12.03.07: analyze the effects of foreign trade and tariff policies on the United States.
  • SS.O.10.03.08: explain and judge the ideas, values, and practices that caused the Hamilton-Jefferson debate, and evaluate the effects of the debate on the formation and direction of the nation’s economy.

Social Studies Standard 4: Geography

SS.S.10.04 / Students will:

• interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal
  directions, people, places and environments (The World in Spatial Terms).
• examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
• analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems).
• analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
• analyze the interaction of society with the environment (Environment and Society).
• point out geographic perspective and tools and assess techniques available for geographic study (Uses of Geography).

• SS.PD.10.4 / Performance Descriptors

  • Novice:
    • use basic geographic tools and vocabulary to identify spatial information;
    • examine the effects of geographic features on settlement, movement, and economic development;
    • list some effects of diverse cultural characteristics on the development of American cultural;
    • identify some of the effects of interaction between humans and the environment.
  • Partial Mastery:
    • use basic geographic tools and vocabulary to explain spatial information;
    • give examples of the effects of geographic features on settlement, movement, and economic development;
    • compare/contrast the effects of diverse cultural characteristics on the development of American culture; and
    • examine the effects of interaction between humans and the environment.
  • Mastery:
    • apply geographic tools and vocabulary to analyze and illustrate spatial information;
    • assess the effects of geographic features on settlement, movement, and economic development;
    • analyze the effects of diverse cultural characteristics on the development of American culture; and
    • analyze the effects of interaction between humans and the environment.
  • Above Mastery:
    • apply advanced geographic tools and vocabulary analyze and explain spatial information.
    • construct models to show the effects of geographic features on settlement, movement, and economic development;
    • evaluate the effects of diverse cultural characteristics on the development of American culture; and
    • categorize the effects of interaction between humans and the environment.
  • Distinguished:
    • select and apply advanced geographic tools and vocabulary to interpret spatial information;
    • collect data and predict effects of geographic features on settlement, movement, and economic development;
    • research and debate the effects of diverse cultural characteristics on the development of American culture and ; and
    • debate the positive/negative effects of interaction between humans and the environment.

• Objectives / Students will:

  • SS.O.10.04.01: apply correct vocabulary and geographic tools to determine and illustrate:
    • major meridians of longitude and parallels of latitude.
    • landforms
    • bodies of water
    • states and their capitals
    • cities
    • climatic regions
    • relative and exact location of selected designations
  • SS.O.10.04.02: analyze the role of mental maps in the movement of people across the United States.
  • SS.O.10.04.03: evaluate the effects of population growth on urbanization.
  • SS.O.10.04.04: determine the most appropriate maps and graphics in an atlas to examine and assess geographic issues regarding the growth and development of the United States (e.g., topography, transportation routes, settlement patterns, growth of service centers and cities).
  • SS.O.10.04.05: interpret how people express attachment to places and regions (e.g., by reference to essays, novels, poems, short stories, feature films, traditional musical compositions such as “God Bless America” and “America the Beautiful”).
  • SS.O.10.04.06: evaluate the impact of health and cultural considerations on the quality of life over different historical time periods. (e.g., Jamestown, Plymouth, Gold Rush, Smallpox, urbanization, epidemics))
  • SS.O.10.04.07: Analyze the characteristics, traits, religions, traditions and contributions of Native Americans, African Americans, Hispanics and all immigrants such as Germans, Italians, and Irish to the new American culture.
  • SS.O.10.04.08: evaluate the geographic differences that contributed to economic development and regionalism prior to the Civil War.
  • SS.O.10.04.09: analyze the impact of the environment, including the location of natural resources, on immigration and settlement patterns.
  • SS.O.10.04.10: compare and contrast the socioeconomic changes that occur in regions that experience population change.
  • SS.O.10.04.11: evaluate the human impact on the environment throughout the American experience.
  • SS.O.10.04.12: analyze the ways in which physical and human factors have influenced the evolution of significant historic events and movements.

Social Studies Standard 5: History

SS.S.K.05 / Students will:

• organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
• use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
• examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States, and the world (Culture and Humanities).
• use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
• examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).

• SS.PD.K.5 / Performance Descriptors

  • Novice:
    • recognize the significance of key people, places, groups, documents, and events on U.S. history;
    • describe the creation of the federal government and identify the key components of its operation;
    • trace events contributing to expansion, sectionalism, conflict, and international involvement; and
    • demonstrate limited skills in discussion, debate, and persuasive writing.
  • Partial Mastery:
    • identify and summarize the accomplishments or significance of key people, places, groups, documents and events;
    • describe the creation of the federal government, give examples of its functions, and make connections to social, economic, and political changes;
    • summarize examples of expansion, sectionalism, conflict, and international involvement; and
    • demonstrate basic skills in discussion, debate, and persuasive writing.
  • Mastery:
    • analyze key people, places, groups, documents, and events and judge their impacts on historical interpretation;
    • explain the creation and operation of the federal government and assess how the government has impacted social, economic, and political changes;
    • analyze the causes/effects of exploration, colonization, expansion, sectionalism, conflict, technology, civil rights, and international involvement; and
    • demonstrate proficient skills in discussion, debate, and persuasive writing.
  • Above Mastery:
    • critique the contributions or significance of key people, places, groups, documents and events and propose connections to contemporary and/or future events;
    • research alternative systems of government, comparing how each has impacted social, economic, and political change;
    • formulate reasons for expansion, sectionalism, conflict, and international involvement and investigate other courses of action; and
    • demonstrate advanced skills in discussion, debate, and persuasive writing.
  • Distinguished:
    • evaluate and debate the historical impact of key people, places, groups, documents, and events;
    • validate the bases of government policies, devise alternative actions, and predict outcomes;
    • critique reasons for and effects of expansion, sectionalism, conflict, and international involvement; and
    • choose best resources to provide justification and exceptional skills in discussion, debate, and persuasive writing.

• Objectives / Students will:

  • SS.O.10.05.01: relate life in America before the 17th century to life today.
  • SS.O.10.05.02: analyze and explain the contacts that occurred between Native Americans and European settlers during the age of discovery.
  • SS.O.10.05.03: trace the roots and evaluate early explorations of America and describe and analyze the attraction of the New World to Europeans (religious, social, political, economic).
  • SS.O.10.05.04: justify how the effects of European empire building led to the American Revolution
  • SS.O.10.05.05: prioritize the problems that existed between the British government and the American colonies and defend first the American viewpoint and then the British viewpoint (e.g., sovereignty of Parliament, taxation, trade restrictions).
  • SS.O.10.05.06: describe and analyze the content of the Declaration of Independence and explain the factors and events which led to its creation.
  • SS.O.10.05.07: analyze, explain and sequence major events and ideas of the Revolutionary War.
  • SS.O.10.05.08: analyze and evaluate the United States Constitution and the Bill of Rights; describe and measure the challenges faced by the new United States government.
  • SS.O.10.05.09: differentiate then summarize the parts of the Constitution that responded to the political, economic and social conditions that existed after the American Revolution.
  • SS.O.10.05.10: explain the major challenges faced by the framers of the Constitution, and describe the compromises reached at the Constitutional Convention.
  • SS.O.10.05.11: evaluate the effects of nationalism on the constitutional, political, economic and foreign policy issues faced by the United States in its formative years. (e.g., Monroe Doctrine, Manifest Destiny, Washington’s Farewell Address, War of 1812)
  • SS.O.10.05.12: identify and explain the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCollough v. Maryland, Dred Scott, Plessy v. Ferguson).
  • SS.O.10.05.13: identify and explain the factors that led to exploration, settlement and expansion across the United States and analyze how the expansion changed the United States (e.g., Louisiana Purchase, Lewis and Clark Exploration, Erie Canal, Missouri Compromise)
  • SS.O.10.05.14: assess the effects of United States policies on Native Americans and recommend alternative actions.
  • SS.O.10.05.15: research the institution of slavery and its effect on the political, economic and social development of the United States and summarize their findings.
  • SS.O.10.05.16: compare and contrast the political, economic and social conditions in the United States before and after the Civil War.
  • SS.O.10.05.18: outline the effects of technological change on the United States (e.g., agriculture, transportation, industry, labor, society).
  • SS.O.10.05.19: critique the goals and actions of reformers and reform movements (e.g., women’s rights, minorities, temperance, prison, hospitals, schools, religion) and assume the role of reformer to explain the goals and actions or the movement.
  • SS.O.10.05.20: debate the influence and impact of diverse cultures on United States society and explain the process of their assimilation into American life.
  • SS.O.10.05.21: explain the development of representative democracy in the United States.
  • SS.O.10.05.22: research, analyze and interpret primary sources (e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, major political debates) and compare to contemporary media (e.g., television, movies, computer information systems) to better understand events and life in the United States to 1900.
  • SS.O.10.05.23: construct various timelines of American history from pre-Columbian times to 1900 highlighting landmark dates, events, technological changes, major political and military events and major historical figures and connect these to the political, economic and social movements the periods.
  • SS.O.10.05.24: develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to 1900.
  • SS.O.10.05.25: analyze and explain the positions of the political parties and their leaders then choose and support a position on the following:
    • economic development
    • territorial expansion
    • political participation
    • individual rights
    • states’ rights
    • slavery
    • social reforms.
  • SS.O.10.05.26: examine the leaders, ideas and events behind the Monroe Doctrine, Manifest Destiny and other movements (i.e., revolutionary movements in the Caribbean and Latin America) and explain the effects of these movements on the United States.

Social Studies Standard 6: Reading

SS.S.10.06 / Students will:

• use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
• recognize main ideas and supporting details to locate basic facts (e.g. names, dates, events).
• distinguish relationships among people, ideas, and events.
• recognize cause-effect relationships in content passages.
• outline sequences of events
• summarize events and ideas.
• Infer main idea or purpose of content.
• draw generalizations and conclusions about people, ideas and events.
• write and edit organized texts of various genres to insure that information is clearly understood.