| MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 Reading: History/Social Studies Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RH.9-10.2. 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. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. 6. Assess how point of view or purpose shapes the content and style of a text. RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. WHST.9-10.1. Write arguments focused on discipline-specific content. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. WHST.9-10.5. 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. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. WHST.9-10.6. 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. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. WHST.9-10.7. 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. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. WHST.9-10.8. 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.10. 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. MI: Social Studies (2007) 2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society? 2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged. 4 System of Law and Laws
Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system? 3.4.3 Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation). 3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy? 3.5.7 Explain the role of television, radio, the press, and the internet in political communication. 5.3 Rights of Citizenship Identify the rights of citizenship by investigating the question: What are the personal, political, and economic rights of citizens in the United States? 5.3.8 Explain and give examples of the role of the Fourteenth Amendment in extending the protection of individual rights against state action. 6.2 Participating in Civic Life
Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life? 6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy. 6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact. 2.2 Role of Government in the American Economy
Analyze the role of government in the American economy by identifying macroeconomic goals; comparing perspectives on government roles; analyzing fiscal and monetary policy; and describing the role of government as a producer and consumer of public goods and services. Analyze how governmental decisions on taxation, spending, protections, and regulation impact macroeconomic goals. 2.2.5 Government Revenue and Services – Analyze the ways in which governments generate revenue on consumption, income and wealth and use that revenue for public services (e.g., parks and highways) and social welfare (e.g., social security, Medicaid, Medicare). FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877 F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about the changing character of American political
society and the roles of key individuals across cultures in prompting/supporting the change by discussing
• the birth of republican government, including the rule of law, inalienable rights, equality, and limited government
• the development of governmental roles in American life
• and competing views of the responsibilities of governments (federal, state, and local)
• changes in suffrage qualifi cations
• the development of political parties
• America’s political and economic role in the world USHG ERA 8 – Post-world war 11 United States (1945 -1989)
8.1 Cold War and the United States Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States. 8.1.2 Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including
• the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community
• the armed struggle with Communism, including the Korean conflict
• direct conflicts within specific world regions including Germany and Cuba
• U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)
• indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)
• the arms race Standards 13, p. 210) 8.2 Domestic Policies
Examine, analyze, and explain demographic changes, domestic policies, conflicts, and tensions in Post- WWII America. 8.2.2 Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by
• describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment (National Geography Standards 9 and 14; p. 201 and 212)
• evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970) 8.2.4 Domestic Conflicts and Tensions – Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, Tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, and the constitutional crisis generated by the Watergate scandal. 8.3 Civil Rights in the Post-WWII Era
Examine and analyze the Civil Rights Movement using key events, people, and organizations. 8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including
• the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
• Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
• protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
• resistance to Civil Rights 8.3.3 Women’s Rights – Analyze the causes and course of the women’s rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)). 8.3.5 Tensions and Reactions to Poverty and Civil Rights – Analyze the causes and consequences of the civil unrest that occurred in American cities by comparing the civil unrest in Detroit with at least one other American city (e.g., Los Angeles, Cleveland, Chicago, Atlanta, Newark). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
