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​Curriculum Standards

This Lesson is Standards Aligned

It has been designed to meet certain national history, social studies, civics and government, and Common Core standards as defined by the National Center for History in the Schools, the National Council for the Social Studies, the Center for Civic Education, and the Common Core State Standards Initiative. The standards for the lesson are listed here.

Reading Standards for Literacy in History/Social Studies
(from the Common Core State Standards Initiative)

  • Standard 1, Grades 9–10: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
     

  • Standard 1, Grades 11–12: 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.
     

  • Standard 2, Grades 9–10: 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.
     

  • Standard 2, Grades 11–12: 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.
     

  • Standard 3, Grades 9–10: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
     

  • Standard 7, Grades 9–10: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
     

  • Standard 7, Grades 11–12: 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.
     

  • Standard 9, Grades 9–10: Compare and contrast treatments of the same topic in several primary and secondary sources.
     

  • Standard 9, Grades 11–12: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

National History Standards
(from the National Center for History in the Schools) 

Era 8, Standard 5A: The student understands major global trends from 1900 to the end of World War II.

  • Grades 7–12: Identify patterns of social and cultural continuity in various societies, and analyze ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in this era of recurrent world crises. [Explain historical continuity and change]

 

Era 9, Standard 2C: The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life.

  • Grades 5–12: Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. [Formulate a position or course of action on an issue]

World History

Era 3, Standard 3B: The student understands the guarantees of the Bill of Rights and its continuing significance.

  • Grades 5–12: Analyze the significance of the Bill of Rights and its specific guarantees. [Examine the influence of ideas]

  • Grades 9–12: Analyze issues addressed in recent court cases involving the Bill of Rights to assess their continuing significance today. [Identify relevant historical antecedents]

 

Era 8, Standard 3B: The student understands World War II and how the Allies prevailed.

  • Grades 5–12: Explain the financial, material, and human costs of the war and analyze its economic consequences for the Allies and the Axis powers. [Utilize visual and quantitative data]

 

Era 8, Standard 3C: The student understands the effects of World War II at home.

  • Grades 5–12: Explain how the United States mobilized its economic and military resources during World War II. [Utilize visual and quantitative data]

  • Grades 7–12: Explore how the war fostered cultural exchange and interaction while promoting nationalism and American identity. [Analyze cause-and-effect relationships]

  • Grades 7–12: Evaluate how minorities organized to gain access to wartime jobs and how they confronted discrimination. [Formulate a position or course of action on an issue]

  • Grades 5–12: Evaluate the internment of Japanese Americans during the war and assess the implication for civil liberties. [Evaluate the implementation of a decision]

 

Era 10, Standard 2E: The student understands how a democratic polity debates social issues and mediates between individual or group rights and the common good.

  • Grades 7–12: Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]

  • Grades 9–12: Examine the emergence of the Gay Liberation Movement and evaluate the invocation of democratic ideals concerning the civil rights of gay Americans. [Consider multiple perspectives]

  • Grades 9–12: Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]

U.S. History

National Social Studies Standards
(from the National Council for the Social Studies)

  • Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the past and its legacy.
     

  • Individuals, Groups, and Institutions; Thematic Strand V: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
     

  • Power, Authority, and Governance; Thematic Strand VI: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
     

  • Civic Ideals and Practices; Thematic Strand X: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

National Standards for Civics and Government
(from the Center for Civic Education)

  • Standard II: What are the Foundations of the American Political System?

    • (A) What is the American idea of constitutional government?

    • (D) What values and principles are basic to American constitutional democracy?

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
(from the Common Core State Standards Initiative)

  • Standard 1, Grades 9–10, 11–12: Write arguments focused on discipline-specific content.
     

  • Standard 2, Grades 9–10, 11–12: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
     

  • Standard 4, Grades 9–10, 11–12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
     

  • Standard 7, Grades 9–10, 11–12: 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.
     

  • Standard 8, Grades 9–10: Gather relevant information from multiple authoritative 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.
     

  • Standard 8, Grades 11–12: Gather relevant information from multiple authoritative 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.
     

  • Standard 9, Grades 9–10, 11–12: Draw evidence from informational texts to support analysis, reflection, and research.

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