This document outlines state content standards and learner outcomes for social studies courses covering world cultures, US history, and government. It includes standards related to developing inquiry skills, understanding economic, political, and social systems, applying geographic knowledge, analyzing historical influences and viewpoints, and examining issues related to indigenous peoples. The standards emphasize skills such as evaluating information sources, analyzing issues, forming reasoned positions, and investigating different perspectives across cultures and time periods.

1. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 1:
- Students Will:
- Students Will:
- Students Will:
1. Use the inquiry process to analyze economic, political, historical or cultural issues. 1a. Students will analyze development of economic systems, political systems, social systems, political power, global issues
2. Use multiple information sources to evaluate each for bias, accuracy, point of view, authenticity
Student access, synthesize and evaluate information to communicate and apply social studies knowledge to real world situations
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
2. Apply criteria to evaluate information (e.g. origin, authority, accuracy, bias and distortion of information and ideas)
1. Analyze and adapt an inquire process (i.e. identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product and process.
3. Synthesize and apply information to formulate and support reasoned personal convictions within groups and participate in negotiations to arrive at solutions to differences (e.g. elections, judicial proceedings, economic choices, community service projects)
3. Be able to defend, debate, argue issues; examine points of view, explore ramifications of specific political, social, economic issues
1. Find and examine a variety of resources focusing on a political issue and illustrate how single perspectives can distort the understanding and potential solutions to the issue1a. Create various solutions to a political issue, emphasizing how that issue reflects the principles of democracy, fairness, equality and citizen responsibility and present their solutions in an appropriate format
2. Compare a variety of historical, political or contemporary sources to assess for bias, accuracy, point of view, authenticity
3. Use multiple resources to synthesize viewpoints while defending, debating and arguing political, social and economic issues
World Cultures
US History
Government
2. Examine both historical and contemporary sources, including, but not limited to, primary source documents, to identify, define and illustrate bias, accuracy, point of view and authenticity in an appropriate format
3. Use multiple resources to synthesize viewpoints while defending, debating and arguing political, social and economic issues
1. Find and examine a variety of resources focusing on an historical issue and synthesize the information in an appropriate format
1. Use the inquiry process to compare & examine economic, political, historical or cultural issues in selected areas of the world. 1a. Distinguish differences and similarities among the world's economic, political and social systems as well as global issues
2. Assess the qualities of information from mass media, print and electronic sources based on selected criteria
3. Examine the pros and cons of various issues and predict outcomes of related actions in selected regions of the world
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2. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 2:
- Students Will:
6. Assess the qualities of information from the mass media, print and electronic sources based on selected criteria
World Cultures
1. Examine the development and function of government combined with the growth of political power in selected regions of the world
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
1. Analyze the historical and contemporary purpose of government and how the powers of government are acquired, modified, justified and used (e.g. checks and balances, Bill of Rights, court decisions)
1. Analyze the development and function of government1a. Compare and contrast the growth of political power through time
Students analyze how people create and change structures of power, authority and governance to understand the operation of government and to demonstrate civic responsibility
7. Examine the impact of technology in selected regions of the world
2. Compare and contrast various world political systems (e.g. ideologies, structure, institutions with that of the United States
2. Compare and contrast various world political systems (e.g. ideologies, structure, institutions with that of the United States
3. Identify representative political leaders and philosophies from selected historical and contemporary settings
3. Identify representative political leaders and philosophies from selected historical and contemporary settings
4. Relate the concept of tribal sovereignty to the unique powers of tribal governments as they interact with local, state and federal governments
4. Compare/contrast tribal sovereignty as it interacts with various state, local and national government
5a-1. Examine various systems of government as they seek to protect rights and needs of various groups within the society5a-2. Examine competing conceptions of a just society5b. Analyze the impact of the Constitution, laws and court decision on the rights and responsibilities of citizens
5a. Analyze the effectiveness of various systems of government to protect the rights and needs of citizens and balance competing conceptions of a just society5b. Analyze the impact of the Constitution, laws and court decisions on the right and responsibilities of citizens
6. Analyze and evaluate conditions, actions and motives that contribute to conflict and cooperation within and among groups and nations (e.g. current events from newspapers, magazines and television
6. Using multiple materials examine the issues that contribute to conflict and cooperation within and among people and/or nations
7. Analyze laws and policies governing technology and evaluate the ethical issues and the impacts of technology on society
7a. Analyze laws and policies governing technology7b. Evaluate the ethical issues of technology7c. Analyze the impacts of technology on society
2. Compare and contrast selected world political systems
3. Identify representative political leaders and philosophies from selected historical and contemporary settings
4. Compare and contrast the human rights issues of indigenous peoples in selected regions of the world
5a-1. Explore the actions of selected governments toward various groups and their society5a-2. Formulate a concept or model of a just society that addresses political issues in selected regions of the world5b. Examine the impact of laws on the rights and responsibilities of citizens in selected regions of the world
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3. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
- Students Will:
- Students Will:
2
3. Identify and state the significance of representative political leaders and philosophies from selected historical and contemporary settings in the U.S. history
4. Devine and concept of tribal sovereignty in a federal system
Government
1. Examine and interpret the changes in Western political thought and their influences on Modern America democracy. To include, but not limited to: ~ identify fundamental beliefs on the nature of man and his relationship to government ~ identify the reasons for the existence of government ~ identify and explain the principles of democracy ~ identify the problems which lead to the Constitutional Convention ~ explore the major concepts of the social contract theory found in the Declaration of Independence ~ examine the defects of our first government and reasons for those defects ~ outline the major compromise of the Constitutional Convention ~ compare and contrast the arguments of the Federalists and Anti-Federalists over ratification of the Constitution1a. Distinguish ways in which each branch of American government has gained/lost political power through time. To include, but not limited to: ~ identify the three main branches of government and their primary functions ~ describe ways in which each branch of government checks the power of the other branches ~ describe ways in which the Constitution can change with the times ~ explain the growth clauses of the Constitution
US History
1. Compare and contrast the development of political power within the U.S. using sources including, but not limited to, primary sources
3. Identify representative political leaders and philosophies from selected historical and contemporary settings. To include, but not limited to: ~ state the arguments of the Federalists and Anti-Federalists over ratification of the Constitution ~ define political party and interest group ~ Identify prominent federal, state and local elected officials
4. Define and concept of tribal sovereignty in a federal system
5. recognize how the Constitution, laws and court decision of the U.S. have affected the rights and responsibilities of citizens
6. Use a variety of sources to examine the issues that contribute and cooperation within the U.S. and in the Unites States' relations with other countries
7. Trace the development of technology and examine ethical issues and impacts arising from technology applications
2. Identify the major forms of government in the world today and compare and contrast them with that of the United States. To include, but not limited to - Democracy, Dictatorship, Presidential, Parliamentary, Unitary, Federal, Confederate, Socialist, Communist, Capitalism
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4. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
6. Use a variety of sources (e.g. newspapers, periodicals, etc.) to examine/research an issue (either historical or contemporary) contributing to conflict and cooperation within the US and in it's relations with other countries
7a, 7b, 7c. Examine laws, policies, ethical issues and impacts arising from the use of technology
5a-1. Compare and contrast various systems of government as they seek to protect the rights and needs of various groups within the society. To include, but not be limited to: ~ democracies, dictatorships; socialism, communism ~ identify the fundamental reasons for the Bill of Rights ~ identify the fundamental rights of the First Amendment and demonstrate examples of each ~ describe the constitutionally protected rights of a person accused of a crime ~ explain the term equality of opportunity, ways equality is protected by the Constitution and laws, and differentiate from the concept of equality of outcome5a-2. Compare and contrast competing conceptions of a just society. To include, but not be limited to: Philosophies of major and minor political parties5b. Examine the Constitution, laws and court decisions and the impact they have eon the rights and responsibilities of citizens. To include, but not limited to: ~ identify and give examples of the major principles of the Constitution ~ locate specific issues in the constitution ~ define civic virtue and give examples of ways citizens can exercise their civic virtues ~ explain the vital importance of voting in local, state and federal elections ~ explain ways in which presidential powers are limited ~ define and give examples of the process of judicial review ~ trace the progress of a case through the federal court system ~ examine landmark cases of the 19th, 20th and 21st centuries
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5. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 3:
- Students Will:
Students apply geographic knowledge and skills (e.g., location, place, human/enviromental interactions, movement and regions).
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
World Cultures
3. Recognize the impact of humans on the environment in selected regions of the world
5. Examine human impact on the environment in selected regions of the world
6. Identify the short and long term effects of major physical changes on the environment in selected regions of the world
7. Describe how people create places that reflect their culture in selected regions of the world
1. Interpret, use and synthesize information from various representation of the Earth (e.g. maps, globes, satellite images, geographic information systems, three-dimension models
1. Interpret, use and synthesize information from various representation of the Earth (e.g. maps, globes, satellite images, geographic information systems, three-dimension models
2. Differentiate and analyze the relationships among various regional and global patterns of geographic phenomena (e.g. land forms, soils, climate, vegetation, natural resources and population
2a. Explain the interaction of the various ecosystems with each other2b. Predict the effects of regional and global geographic phenomena on various ecosystems
3. Assess the major impacts of human modifications on the environment (e.g., global warming, deforestation, erosion, pollution)
3. assess the impact of humans on the environment
4. Analyze how human settlements patterns create cooperation and conflict which influence the division and control of the Earth (e.g. treaties, economics, exploration, borders, religion, exploration, water rights
4a. Investigate how human settlement patterns influence cooperation conflict4b. Assess the influence of human cooperation and/or conflict in the division and control of regions and/or resources of the Earth
5. Select and apply appropriate geographic resources to analyze the interaction of physical and human system (e.g. cultural patterns, demographics, unequal global distribution of resources) and their impact on enviromental and societal changes
5a. Students will select appropriate materials to analyze the interaction of physical and human systems5b. Students will explain the impact of physical and human system s on the environment and they society
6. Analyze the short-term effects that major physical changes in various parts of the world have had or might have on the environments (e.g. land use, population, resources)
6a. Analyze the short term effects that major physical changes in various parts of the world might have had on environments6b. Predict the long term effects that major physical changes in various parts of the world might have on environments
7. Describe and compare how people create places that reflect culture, human needs, governmental policy and current values and ideas as they design and build (e.g. buildings, neighborhoods, parts, industrial and agricultural centers, farm/ranches)
7. Describe how people create places that reflect their culture
1. Use a variety of resources to identify specific locations and geographical feature sin selected regions of the world
2. Describe and illustrate the interaction of various ecosystems in selected regions of the world
4. Demonstrate how human settlement patterns affect geographical cooperation/conflict in various regions of the world
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6. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
- Students Will:
- Students Will:
1. Use various representations of the Earth to interpret and synthesize information as it relates to the US
2
US History
3. Trace the impact of, need for, and controversies surrounding environmental protection laws, conservation and the expansion of the national parks system. To include, but not limited to: ~ government agencies responsible for health and environmental issues
4a. Explain how federal, state and/or local governments have responded to population shifts, and /or international migration4b. Compare and contrast the major forms of government and/or economic systems in the world today
5. Explain the impact the unequal global distribution of resources has had on American domestic and foreign policy
6. Examine the short and long term effects that major physical changes in the US and/or world have had on our government's environmental and/or foreign policy
7. Examine how human settlements impact governmental policies and vice versa (e.g. statehood, incorporation, zoning, annexation)
Government
1. Use various representations of the Earth to interpret and synthesize information as it relates to the US
2
3. Examine the impact of humans on the environment
4. Look at how human settlement patterns influence cooperation and/or conflict within the US, and interpret the influence of human cooperation and/or conflict in the division and control of regions and/or resources of the US
5a. Select appropriate materials to examine the interaction of physical and human systems in the US 5b. Explain the impact of physical and human systems on the environment and society within the US
6
7. Describe how people create places that reflect their cultures
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7. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 4:
- Students Will:
1. Select and analyze various documents and primary and secondary sources that have influenced the legal, political and constitutional heritage of Montana and the United States
1. Analyze various documents, primary and secondary sources that have influenced the legal, political and constitutional heritage of Montana and the United States
2. Interpret how selected cultures, historical events, periods and patterns of change influence each other
2a. Explain how various cultures are influenced by historical events or time periods2b. Explain how various cultures influence each other.
3. Supply ideas, theories and methods of inquire to analyze historical and contemporary developments, and to formulate and defend reasoned decisions on public policy issues
3. Analyze historical and contemporary developments to formulate and defend reasoned decisions on public policy issues
4a. Analyze the significance of important people, events and ideas (e.g. political and intellectual leadership, inventions, discoveries, the art(s) in the major eras/civilizations in the history of Montana, American Indian Tribes, the United States and the world4b. Analyze issues (e.g. freedom and equality, liberty and order, region and nation diversity and civic duty) using historical evidence to form and support a reasoned position
4a. Analyze the significance of important people, events and ideas in the major eras/civilizations in history with respect to indigenous peoples and immigrants4b. Use historical evidence to formulate and support a reasoned position relative to major social science concepts
5. Analyze both the historical impact of technology (e.g. industrialization, communication, medicine) on human values and behaviors and how technology shapes problem solving now and in the future
5a. Analyze the historical impact of science and technology on human values and behaviors5b. Analyze how technology influences problem solving strategies
6. Investigate, interpret and analyze the impact of multiple historical and contemporary viewpoints concerning events within and across cultures, major world religions and political system (e.g. assimilation, values, beliefs, conflicts)
6. Investigate, interpret and analyze the impact of multiple historical and contemporary viewpoints relative to diverse cultures, religions and political systems
7. Analyze and illustrate the major issues concerning history, culture, tribal sovereignty and current status of the American Indian tribes and bands in Montana and the United States (e.g. gambling, artifacts, repatriation, natural resources, language, jurisdiction)
7. Examine the major historical and cultural issues affecting the current status of indigenous peoples of the United States
1. Examine and appraise various primary and secondary documents/sources from selected regions of the world
2. Discover and discuuss how various cultuers are influenced by time, events and each other in selected regions of the world
World Cultures
3. Summarize and debate public policy issues in selected regions of the world
4. Describe and debate the historical interaction of immigrants and indigenous peoples in selected regions of the world
5. Examine the historical impact of science and technology on the culture and society of selected regions of the world
6. Select, discuss and compre the multiple historical and contemporary viewpoints relative to diverse cutlutural issues
7. Examine the current status of the indigenous peoples of selected regions of the world
Students demonstrate an understanding of the effects of time, continuity and change on historical and future perspectives and relationships
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
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8. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
- Students Will:
- Students Will:
2
3a. Research and support a position on a public policy issue based on historical evidence3b. Research and support a position on a public policy issue based on contemporary evidence
4a. Examine the impact American people, events and ideas have had on immigrants and indigenous peoples (e.g. US immigration policy, slavery, Civil War Amendments, Jim Crow laws, civil rights movements, Voting Rights Acts) 4b. Use sources from history to form and support a reasoned poition on a major social science concept (e.g. social contract theory, basic concepts of democracy)
5. Examine how technology impacts government problem-solving (e.g. intelligence gathering, defense issues, qualification for entitlement programs
6. Research and deduce the impact historical and contemporary viewpoints have had relative to political systems (e.g. theories on the origin of the state, socialism, fascism, communism, democracy)
7. Explore the major issues concerning tribal sovereignty and the current status of the American Indian tribes in Montana and the US (e.g. gambling, artifacts, repatriation, natural resources, jurisdiction)
1. Use appropriate documents to gain an understanding of selected legal, political and constitutional history of the US including Montana
2. Be able to idntify how specific cultures are influenced by, and influence, specific hitorical events or time periods
3. Use historical evidence to support or oppose reasoned public policy decisions
4a. Analyze the signifiance of imprtant people, events and ideas in the history of the United States with respect to indigenous peoples and immigrants4b. Discover evidence to formulate and support or deny a reasoned position on a social science concept
5. Examine the historical impact of science and technology on human values and behaviors withing the United States. Describe how technology influences problem solving
6. Investigate, interpret and analyze the impact on the history of the US of multiple historical and contemporary viewpoints relative to groups and systems. Included but not limited to; native Americans, immigrants, puritans, Catholics, Jews, Monarchy, spocialism, communism, anarchism and republicanism
7. Identify and describe the major historical and cultural issues that affect Native Americans today, included but not limited to tribal sovereignty and reservation vs assimilation policies
1. Examine various documents and other sources having impact on the legal, politica and constitutional heritage of Motnana and the United States. To include, but not be limted to: ~ Declaration of Idependence ~ Federalist Papers ~ US Consitution ~ MT Consitution and MCA ~ US Supreme Court decisions ~ MT Supreme Court decisions ~ speeches/addresses ~ treaties
Government
US History
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9. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 5:
- Students Will:
1. Analzye the impact that supply and demand, scarcity, prices, incentives, competition and profits influence what is produced and distributed in various economic systems
1a. Explain the concept of supply and demand1b. Explore the impact of scarcity, prices, incentives, competitino and prfits within various economic system
2. Use basic economic concepts (e.g. prodution, distribution, consumption, market economy and command economy) to compare and contrast local, regional, national and global economies across time and at the present time
2. Compare and contrast the development of economic systems
3. Assess the costs and benefits to society of allocating goods and serives through private and public sectors
3. Assess the positive or negative aspects of allocating goods and serivces through public and private sectors
4. Compre and contrast how values and beliefs influence economic decisions in different economic systems
4. Compare and contrast how values and beliefs influence economic decisions in different economic system
5. Explain the oeprations, rules and procedures of common financial istruments (e.g. stocks and bonds, retirement funds, IRA's) and financial insitutions (credit companies, banks insurance companies)
5. Explore financial instruments and financial insitutions of the United States
6. Explain and evaluate the effects of new technolgy, global economic interdepence and competition on the develompent of national policies (e.g. social security system, Medicare, other entitlement programs) and on the lives of the individuals and families in Montana, the United States and the world (e.g. international trade, space exploration, national defense)
6a. Explain how new technology, global exonomic interdependence and competition have affected the development of national policies6b. Evaluate the impact of national poliices on the lives of individuals and their families6c. Evaluate how various individuals and families are affected by new technology, global economic interdependence and competition
1. Explain th econcept of suply and demand and its role in various economic systems
2. Compare and contrast the development of economic systems in selcted regions of the world
3. Evaluate the strenghts and wekanesses of allocaing good and services through public and private secotrs in slected regions of the world
4. Compare and contrast how values and beliefs influence economic decisions in different economic systems in selected regions in the world
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
World Cultures
Stuents make informed decisions based on an understanding of the economic principles of production, distribution, exchange and consumption
5. Explore fiancial instruments and financial institutions in selected regions of the world
6a. Examine the development of national policies in selected regions of the world with regard to new technology, economic interdependence and international competition6b. Compare and contrast the effects of new technology, economic interdependence and competition on various individuals and families in selected regions of the world
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10. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
- Students Will:
- Students Will:
2. Evaluate the development and current practices of the world's major economic systems
3a. Evaluate the allocation of good and/or services through the public sector (e.g both federal and Montana budgets) 3b. Evaluate the allocation of good and /or services through the private sector
4. Investigate influences on decision-making in command, mixed and/or free market economies
5a. Identify and explain the function of the variety of financial instruments used in the United States5b. Identify and explain the function of the variety of financial institutions that exist in the United States
6a. Explore the effects of new technolgies, global economic interdependence and global competition on the national polies (both domestic and foreign) 6b. Explain the impact of national policies (both domestic and foreign) on the lives of indviduals and families6c. Evaluate the effect of new technologies, global economic interdependence and global competition on the lives of indivduals and families
1a. Understand and explain the law of supply and demand1b. Investigate features of command, mixed and/or free market economies
US History
Government
1. Define economic concepts including but not limited to supply and demand, infliation and deflation, tariffs, cheap money, hard money, the function of the federal reserve system and related economic concepts as they affect American economic and political development
2. Demonstrate an awarness of fundamental economic concepts in order to better understand the evolution of America's economic system and how these concepts relate to other economic systems (e.g mercantilism, captialism, socialism, command economy)
3. Understand roles of the private and public sectors in the allocation of goods and services
4. Illustate how values and beliefs of various groups influence economic situations (Jefferson and Hamilton, debtor and creditor, agrarian and capitalist)
5. Trace development of the American banking system from the Bank of the US to the Federal Reserve and instruments from bank notes to bonds, stocks and federal reserve notes
6a. Identify the development and impact of new technology on national policy throughout the span of American history (e.g. cotton gin, interchangable parts, mass communication, transportation, the electronic information revoltuion). Students will also identify issues of global economic indepenedence, (e.g. issues related to tariffs, free trade and resrouce acquisition) 6b. Evaluate the impact of selected national policies on the lives of individuals and families, (e.g. the impact of the New Deal, interest and monteary policies of the Fed, taxation policies and entitlement programs) 6c. Describe how selected groups are affected by new technology, global economy, interdependence and competitino (e.g. affects of the factory system, automobile, rise of multinational corporations)
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11. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
State Content Standard 6:
- Students Will:
1. Analyze and evaluate the ways various groups (e.g. social, political, cultural) meet human needs and concerns (e.g. individual needs, common good) and contribute to personal identity
1a. Evaluate the ways various groups meet human needs1b. Evaluate the ways various groups contribute to personal identity
2. Analyze human experience and cultural expression (e.g language, literature, arts, tarditions, beliefs, spirituality, values, behaviors) and create a product which illustrates an integrated view of a specific culture
2a. Explain the development and interdependence of the components of a culture2b. Create a product which illustrates an integrated view of a specific culture
3. Analyze the impact of ethnic, national and global influences on specific situations and events
3. Given a specific event, students will explain the impact of ethnic, national and global influences on that event
4. Evaluate how the unique characteristics of American Indian tribes and other cultural groups have contirbuted to Montana's history and contemporary life (e.g. legal and political relationships between and among tribal, state and federal governments)
4a. Evaluate the contributions of diverse cultural groups to the historical development of the state, region and nation4b. Evaluate the contributions of diverse culture groups to contemporary life in the state, region and nation
5. Analyze the conflicts resulting from cultural assimilation and cultural preservation among various ethnic and racial groups in Montana, the United States and the world
5a. Analyze the conflicts resulting from cultural assimilation among various ethnic and racial groups in Montana, the United States and the world5b. Analyze the conflicts resulting from cultural preservation among various ethnic and racial groups in Montana, the United States and the world
6. Analyze the interactions of individuals, groups and institutions in society (e.g. social mobility, class conflict, globalization)
6. Analyze the interactions of individuals, groups and institutes in a society
3. Given a specific event, explain the impact of ethnic, national and global influences on that event
4a. Recognize the contirbutions of diverse cultural groups to the historical development of the state, region and nation4b. Recognize the contirbutions of diverse culture groups to contemporary life in the state, region and nation
World Cultures
1a. Recognize the various ways social, political and cultural groups meet human needs1b. Recognize the various groups contribution to personal identity
2a. Examine the development and interdepenedence of the compents of a culture2b. Create a product which illustrates an intergrated view of a specific culture
5a. Recognize the conflicts resluting from cultural assimilation among various ethnic and racial groups in Montana, the US and the world5b. Recognize the conflicts resulting from cultural preservation among various ethnic and racial groups in Montana, the US and the world
6. Recognize the interactions of individuals, groups and institutions in a society
Students deomonstrate an understanding of the impact of human interaction and cultural diversity on societies
Students Will: (State established Benchmarks)
Students Will: (District established Learner Outcomes)
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12. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
- Students Will:
- Students Will:
4. Explore the impact of American Indians and other cultural groups on the legal and political relationships between and among the tirbal, state and federal governments
5. Evaluate the effects of racial and ethnic conflict on the laws and policies of Montana and the nation (both domestic and foreign)
6. Examine how individuals or groups interct with society's institutions (e.g. police power)
1
2
3. Explain the impact of specific ethnic, national and global influences on selected events (e.g. Harper's Ferry, John Brown, dropping the bomb, Kent State University)
4. Explain the contribution of diverse cultural groups such as immigrants and Black Americans at the national level and Native Americans at the state and regional level
5. Discuss the conflicts arising from cultural assimilation and preservation among various ethnic and racial groups in the US . Examples include: Japanese Internment, ethnic islands, slavery, Dawes Act, AIM
6. Examine the individual, group and institutional interactions in American society (e.g. Sales Witch Trials, Seneca Falls, Chataqua Movement)
1a. Assess the ways political groups (e.g. political parties, interest groups, elected officeholders, unions) meet human needs and concerns1b. Consider the ways political groups contribute to personal identitiy (e.g. party identification, liberal/conservative)
2
3. Explain the impact national influences (e.g. dipolomatic, military) and/or global influences (e.g. UN, NATO, EU) have on a specific event
Government
US History
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13. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
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Reading Standards for Literacy in History/Social Studies 9-12
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, cultural, or economic aspects of history/social studies.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Compare the point of view of two or more authors, incorporating American Indian authors, for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Assess the extent to which the reasoning and evidence in a text support the author’s claims. Include texts by and about American Indians.
Compare and contrast treatments of the same topic in several primary and secondary sources including American Indian sources.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10; how the use of "sovereignty" in official documents impacts political and legal relationships).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’, incorporating American Indian authors, differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Include texts by and about American Indians.
Integrate information from diverse sources, including American Indian sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
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14. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
WHST. 9-10.3
WHST. 9-10.4
WHST. 9-10.5
WHST. 9-10.6
WHST. 9-10.7
WHST. 9-10.8
WHST. 9-10.9
WHST. 11-12.1
Writing Standards for Literacy in History/Social Studies 9-12
WHST. 9-10.1
Write arguments focused on discipline-specific content.
WHST. 9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST. 9-10.1b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
WHST. 9-10.2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
WHST. 9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST. 9-10.1d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST. 9-10.1e
Provide a concluding statement or section that follows from or supports the argument presented.
WHST. 9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST. 9-10.2a
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Write arguments focused on discipline-specific content.
(See note; not applicable as a separate requirement)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative oral, print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research. Include texts by and about American Indians.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WHST. 9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST. 9-10.2c
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST. 9-10.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
WHST. 9-10.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
WHST. 9-10.10
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15. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
WHST. 11-12.1a
WHST. 11-12.1b
WHST. 11-12.1d
WHST. 11-12.1e
WHST. 11-12.2
WHST. 11-12.2b
WHST. 11-12.2c
WHST. 11-12.2e
WHST. 11-12.3
WHST. 11-12.4
WHST. 11-12.5
WHST. 11-12.6
WHST. 11-12.9
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST. 11-12.2a
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST. 11-12.2d
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
WHST. 11-12.8
Gather relevant information from multiple authoritative oral, print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research. Include texts by and about American Indians.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
WHST. 11-12.10
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST. 11-12.1c
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.
(See note; not applicable as a separate requirement)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WHST. 11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Writing Standards for Literacy in History/Social Studies 9-12 Cont.....
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16. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
I Can Statements
I CAN.......
I CAN.......
4. Draw my own conclusions when analyzing a primary or secondary source. (RH.11-12.3)
1. Summarize the impact of religion on global politics. (RS.9-10.3, WR.9-10.2)
2. Analyze primary and secondary source documents, citing explicit textual evidence and connecting insights gained from specific details to an understanding of the text as a whole. (RH.11-12.1)
1. Read closely and find explicit (right there) information in primary and secondary sources. (RH.11-12.1)
3. Compose an accurate summary that clearly shows the relationship among the key details and ideas. (RH.11-12.2)
10. Evaluate the cause and consequence of colorization of the colonizer and colony using online sources. (RS.9-10.10, WS.9-10.6)
11. Read and find explicit information in primary and secondary sources in the impact of colonization. (RS.9-10.2, WS.9-10.9)
8. Read different points of view from various primary and secondary sources on a specific world conflict. (RS.9-10.6, WS.9-10.8)
9. Write an argumentative essay with claim and counterclaim based on credible sources of a specific world conflict. (RS.9- 10.8, WS.9-10.10)
6. Use textual evidence to write a persuasive argument on the most effective form of government system. (RS.9-10.1, WS.9-10.4)
7. Identify the cause, course, and consequence of a world conflict. (RS.9-10.7, WS.9-10.7)
4. Analyze the different forms of government systems worldwide and the impact on their citizens. (RS.9-10.5, WS.9-10.8)
5. Read and critique primary and secondary sources on forms of government to gain various viewpoints. (RS.9-10.2, WS.9-10.9)
3. Write an essay that compares and contrasts two or more religions. (RS.9-10.9, WS.9-10.1)
2. Read multiple sources of information outside of the classroom textbook and synthesize and gain various points of view respective to the impact of global politics. (RS.9-10.6, WS.9-10.1)
5. Locate and use resources to assist me in determine the meaning of unknown words and phrases. (RH.11-12.4)
6. Analyze how a key term or terms are used and refined over the course of a text. (RH.11-12.4)
7. Analyze texts for structure, purpose and viewpoint in order to gain insight and strengthen understanding. (RH.11-12.5)
8. Evaluate authors’ differing points of view on the same historical event or issue. (RH.11-12.6)
9. Evaluate information I have gathered and determine its effectiveness in addressing a question or solving a problem. (RH.11-12.7)
15. Using both quantitative and qualitative data, write an informative essay discussing the components of globalization. (RS.9-10.7, WS.9-10.7)
10. Integrate effective information I have gathered to answer a question or solve a problem. (RH.11-12.7)
12. Write my criticism or support of colonization in an essay using textual evidence and proper citation.
11. Evaluate an author’s premises, claims, and evidence by confirming/supporting/challenging them with other information. (RH.11-12.8)
13. Identify and analyze the impact of globalization on world economies. (RS.9-10.5, WS.9-10.9)
17. Read and analyze the cause and effect of different human-environment interaction in the different regions of the world. (RS.9-10.5, WS.9-10.9)
18. Write an essay that critiques primary and secondary sources to identify the various instances of human-environment interaction around the world based on different cultures. (RS.9-10.4, Ws.9-10.5)
14. Read and critique primary and secondary sources that address the impact of globalization. (RS.9-10.2, WS.9-10.9)
16. Identify the major human-environment interactions of different regions of the world. (RS.9-10.2, WS.9-10.8)
US History
World Cultures
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17. 4/30/20144:04 PM Social Studies - High School World Culture/US History/Government
I CAN.....
2. demonstrate thoughtful and effective participation in civic life.
3. Demonstrate knowledge of local, state and national elections.
4. Demonstrate knowledge of the organizations and powers of the national government.
5. Demonstrate knowledge of process by which public policy is made.
6. Synthesize historical, constitutional and judicial information to understand the origins, chronology, and possible future of civil rights and civil liberties in the United States.
1. demonstrate knowledge of the political philosophies that shaped the development of Montana and the US constitutional governments.
22. Chose several sources and synthesize information to answer my research inquiry. (WHST.11-12.7)
23. Demonstrate understanding of the subject under investigation through short of more sustained research projects. WHST.11-12.7)
24. Avoid plagiarism by using proper citation and paraphrasing and/or summarizing my research findings. (WHST.11-12.8)
25. Compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. WHST.11-12.9J)
26. Determine a writing/style to fit my task, purpose, and/or audience (WHST.11-12.10)
27. Write for a variety of reasons (to inform, describe, to persuade, to entertain/convey and experience) (WHST.11-12.10)
13. Integrate information gathered from multiple sources into coherent understanding of an idea or event. (RH.11-12.9)
US History Cont.....
Government
12. Note discrepancies in how multiple primary and secondary sources treat the same topic. (RH.11-12.9)
14. Use reading strategies (ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. RH.11-12.10)
15. Organize claims, counterclaims, reasons, and evidence into a logical sequence. (WHST.11-12.1)
16. Present my argument in a formal style and objective tone (WHST.11-12.1)
17. Select a historical event and gather relevant information to share with my evidence (WHST.11-12.2)
18. Compose a clear and logical piece of writing that demonstrates my understanding of topics, events, and themes. (WHST.11-12.4)
19. Prepare multiple drafts using revisions and edits to develop and strengthen my writing. (WHST.11-12.5)
20. Determine the most efficient technology medium to complete my writing task. (WHST.11-12.6)
21. Focus my research around a problem to be solved, a central question that is provided, or a self-generated question I have determined. (WHST.11-12.7)
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