NYS Social Studies

Key Ideas and Details

1. 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.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships between the key details and ideas.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. 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).

5. 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.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and in words) in order to address a question or solve a problem. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

10. By the end of Grade 12, read and comprehend history/social studies texts in the Grade 11-12 CCR text complexity band independently and proficiently.

Text Types and Purposes

1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claims(s), counterclaims, reasons, and evidence.

b. 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.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which the work is written.

e. Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts, including the narration of historical events or technical processes.

a. 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 comparison.

b. 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.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. 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.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. 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).

3. 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. (Note: not applicable as a separate requirement)

 
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.

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. 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.

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 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 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 informational texts to support analysis reflection, and research.
Range of Writing

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.

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue and resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task.

e. Seek to understand other perspectives and cultures and communicate effectively with audiences of individuals from varied backgrounds.

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies between the data.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links between ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

A. Gathering, Using, and Interpreting Evidence

1. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter‐hypotheses.

2. Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).

3. Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience.

4. Describe, analyze, and evaluate arguments of others.

5. Make inferences and draw conclusions from evidence.

6. Deconstruct and construct plausible and persuasive arguments using evidence.

7. Create meaningful and persuasive understandings of the past by fusing disparate and relevant evidence from primary and secondary sources and drawing connections to the present.

B. Chronological Reasoning and Causation

1. Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

2. Identify causes and effects using examples from different time periods and courses of study across several grade levels.

3. Identify, analyze, and evaluate the relationship between multiple causes and effects

4. Distinguish between long‐term and immediate causes and multiple effects (time, continuity, and change).

5. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes over time.

6. Recognize that choice of specific periodizations favors or advantages one narrative, region, or group over another narrative, region, or group.

7. Relate patterns of continuity and change to larger historical processes and themes.

8. Describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events.

C. Comparison and Contextualization

1. Identify similarities and differences among geographic regions across historical time periods, and relate differences in geography to different historical events and outcomes.

2. Identify, compare, and evaluate multiple perspectives on a given historical experience.

3. Identify and compare similarities and differences among historical developments over time and in different geographical and cultural contexts.

4. Describe, compare, and evaluate multiple historical developments (within societies; across and between societies; in various chronological and geographical contexts).

5. Recognize the relationship between geography, economics, and history as a context for events and movements and as a matrix of time and place.

6. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present (where appropriate).

D. Geographic Reasoning

1. Ask geographic questions about where places are located, why their location is important, and how their locations are related to the location of other places and people.

2. Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context.

3. Identify, analyze, and evaluate the relationship between the environment and human activities, how the physical environment is modified by human activities, and how human activities are also influenced by Earth’s physical features and processes.

4. Recognize and interpret (at different scales) the relationships among patterns and processes.

5. Recognize and analyze how place and region influence the social, cultural, and economic characteristics of civilizations.

6. Characterize and analyze changing interconnections among places and regions.

E. Economics and Economics Systems

1. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.

2. Analyze the ways in which incentives influence what is produced and distributed in a market system.

3. Evaluate the extent to which competition among sellers and among buyers exists in specific markets.

4. Describe concepts of property rights and rule of law as they apply to a market economy.

5. Use economic indicators to analyze the current and future state of the economy.

6. Analyze government economic policies and the impact on the national and global economy.

F. Civic Participation

1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints and provide evidence for a counter‐argument.

2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.

3. Explain differing philosophies of social and political participation and the role of the individual leading to group‐driven philosophies.

4. Identify, describe, and contrast the role of the individual in opportunities for social and political participation in different societies.

5. Participate in persuading, debating, negotiating, and compromising in the resolution of conflicts and differences.

6. Identify situations in which social actions are required and determine an appropriate course of action.

7. Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights.

8. Fulfill social and political responsibilities associated with citizenship in a democratic society and interdependent global community by developing awareness and/or engaging in the political process.

The five learning standards provide the overall foundation for the Social Studies framework. Each Key Idea is derived from and/or aligned to one of these standards as the primary standard.

Standard 1: History of the United States and New York

• Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

  • The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

  • Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

  • Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

  • The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Standard 2: World History

• Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

  • The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

  • Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

  • Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

  • The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Standard 3: Geography

• Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface.

  • Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

  • Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.

Standard 4: Economics

• Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision‐making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

  • The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

  • Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Standard 5: Civics, Citizenship, and Government

• Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

  • The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.

  • The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.

  • Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

  • The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Themes/Key Concepts

History

Belief Systems

means an established orderly way that groups or individuals look at religious faith or philosophical tenets.

Change

involves the basic alterations in things, events, and ideas.

Conflict      

clash of ideas, interests, or wills that result from incompatable opposing forces.

Choice        

means the right or power to select from a range of alternatives.

Culture

means the patterns of human behavior that includes ideas, beliefs, values, artifacts, and ways of making a living which any society transmits to succeeding generations to meet its fundamental needs.

Diversity

means understanding and respecting others and oneself including similarities and differences in language, gender, socioeconomic class, religion, and other human characteristics and traits.

Empathy

means the ability to understand others through being able to identify in one’s self responses similar to the experiences, behaviors, and responses of others.

Identity

means awareness of one’s own values, attitudes, and capabilities as an individual and as a member of different groups.

Interdependence

means reliance upon others in mutually beneficial interactions and exchanges.

Imperialism

means the domination by one country of the political and/or economic life of another country or region.

Movement of People and Goods

refers to the constant exchange of people, ideas, products, technologies, and institutions from one region or civilization to another that has existed throughout history.

Nationalism

means the feeling of pride in and devotion to one’s country or the desire of a people to control their own government, free from foreign interference or rule.

Urbanization

means movement of people from rural to urban areas.

Geography

The six essential elements of geography:

The World in Spatial Terms

—Geography studies the relationships between people, places, and environments by mapping information about them into a spatial context.

Places and Regions

—The identities and lives of individuals and peoples are rooted in particular places and in those human constructs called regions.

Physical Systems

—Physical processes shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems.

Human Systems

—People are central to geography in that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface.

Environment and Society

—The physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’ s natural resources, and human activities are also influenced by Earth’s physical features and processes.

The Uses of Geography

—Knowledge of geography enables people to develop an understanding of the relationships between people, places, and environments over time—that is, of Earth as it was, is, and might be.

Economics

Needs and Wants

refer to those goods and services that are essential such as food, clothing, and shelter (needs), and those good and services that people would like to have to improve the quality of their lives, (i.e., wants—education, security, health care, entertainment).

Economic Systems

include traditional, command, market, and mixed systems. Each must answer the three basic economic questions: What goods and services shall be produced and in what quantities? How shall these goods and services be produced? For whom shall goods and services be produced?

Factors of Production

are human, natural, and capital resources which when combined become various goods and services (e.g., How land, labor, and capital inputs are used to produce food.).

Scarcity

means the conflict between unlimited needs and wants and limited natural and human resources.

Science and technology

means the tools and methods used by people to get what they need and want.

Civics, Citizenship, and Government

Justice

means the fair, equal, proportional, or appropriate treatment rendered to individuals in interpersonal, societal, or government interactions.

Nation-state

means a geographic/political organization uniting people by a common government.

Citizenship

means membership in a community (neighborhood, school, region, state, nation, world) with its accompanying rights, responsibilities, and dispositions.

Political Systems

such as monarchies, dictatorships, and democracies address certain basic questions of government such as: What should a government have the power to do? What should a government not have the power to do? Apolitical system also provides for ways that parts of that system interrelate and combine to perform specific functions of government.

Power

refers to the ability of people to compel or influence the actions of others. “Legitimate power is called authority.”

Key Ideas are indicated by a highlighted code, like this: 12.G5d

Content specifications are not included so that the course can adapt to present local, national and global circumstances, allowing flexibility in utilizing current events to illuminate key ideas and conceptual understandings.

This course examines the foundations of our American democracy, calling attention to the importance of voting and other methods of participation in government and civic life. All levels of government are encompassed within the course affording the opportunity to utilize local resources. Each unit provides an opportunity for comparison of our governmental system with that of other countries.

12.G1 FOUNDATIONS of AMERICAN DEMOCRACY

The principles of American democracy are reflected in the Constitution and the Bill of Rights and in the organization and actions of federal, state, and local government entities. These principles include but are not limited to representative democracy, limited government, rule of law and federalism.

12.G1a Enlightenment ideas such as natural rights and representative government greatly influenced the framers of the Constitution and Bill of Rights.

12.G1b The Constitution created a unique political system that distributes powers and responsibilities among three different branches of government at the federal level and between state and federal governments. State constitutions address similar structures and responsibilities for their localities.

12.G1c Limited government is achieved through the separation of powers between three different branches. The system of checks and balances is part of this limited government structure at all levels of government.

12.G1d The rule of law is a system in which no one, including government, is above the law. This system is not utilized in all governments throughout the world.

12.G1e The powers not delegated specifically in the Constitution are reserved to the states. Though the power and responsibility of the federal government have expanded over time, there is an ongoing debate over this shift in power and responsibility.

12.G1f The Constitution includes a clearly defined and intentionally rigorous process for amendment. This process requires state and federal participation and allows the Constitution to evolve and change.

12.G2 CIVIL RIGHTS & CIVIL LIBERTIES

Different peoples, cultures, and nations hold varying assumptions and values about the purpose of government, the limits on government, and individual rights. The United States Constitution protects individual freedoms and rights, while these freedoms and rights may be limited in other countries. Over the course of history, individual rights and freedoms have been extended to more groups of people. These rights and freedoms continue to be debated, extended to additional people and defined through judicial interpretation.

12.G2a Different people and governments define rights, roles and responsibilities of citizenship in similar and different ways.

12.G2b Equality before the law and due process are two fundamental values that apply to all United States citizens and legal residents.

12.G2c The Constitution protects, among other freedoms, individual and group rights to freedom of speech, freedom of the press, freedom of assembly, freedom of petition, and freedom of belief.

12.G2d The judicial system is an integral part of the process that interprets and defends citizens’ freedoms and rights.

12.G2e Over the course of American history, the definition of civil rights has broadened, and the number of people and groups legally insured of these rights has also expanded. Individuals and groups have advocated for civil rights here and in other countries.

12.G2f Rights are not absolute; they vary with location, as in schools and workplaces, and with circumstance. Minors have specific rights in school, the workplace, and in the family.

12.G2g Freedom of the press is an essential element of a democratic system, and allows for a citizen to receive and interpret information representing different points of view. Freedom of the press has limits, which are intended to protect the rights of individuals and other entities.

 12.G3 RIGHTS, RESPONSIBILITIES AND DUTIES OF CITIZENSHIP

Active, engaged, and informed citizens are critical to the success of the United States representative democracy. United States citizens have certain rights, responsibilities, and duties, the fulfillment of which help to maintain the healthy functioning of the national, state, and local communities.

12.G3a The right to vote, a cornerstone of democracy, is the most direct way for citizens to participate in the government. A citizen must register to vote, and may register as a party member or select the status of independent. In some countries, voting in considered a duty.

12.G3b Citizens have certain duties and obligations to support and serve the government, including legal obligations such as obeying laws, paying taxes, serving on juries, and registering for selective service.

12.G3c Congressional legislation clearly delineates steps toward citizenship and legal residency. The different statuses of United States residency bring with them specific protections, rights, and responsibilities.

12.G3d Certain rights and responsibilities are extended not only to United States citizens, but also to persons residing within the United States. Each state has the authority to determine eligibility for residency and therefore eligibility for privileges of that state.

12.G3e Citizens have the right to represent their locality, state or country as elected officials. Candidates develop a campaign when they decide to seek public office.

 12.G4 POLITICAL AND CIVIC PARTICIPATION

There are numerous avenues for engagement in the political process, from exercising the power of the vote, to affiliating with political parties, to engaging in other forms of civic participation.

12.G4a Depending on the level of government and type of election, there are different processes and mechanisms within the United States electoral and representational systems, including the electoral college and winner-take all systems. Other countries implement different processes and mechanisms.

12.G4b Engaged and informed citizens should know the mechanics associated with voting, including when major local, state, and national elections are held, how to register to vote, who currently holds each office, who is running for office, and what the central issues are pertaining to that election.

12.G4c Allowing citizen to vote does not ensure that a system is a democracy. Open, safe, and honest elections are essential to a democratic system.

12.G4d In addition to voting, there are many ways in which citizens can participate in the electoral process. These include joining a political organization, donating money and doing volunteer work on a political campaign.

12.G4e The United States and New York have political party systems, and the political parties represent specific political, economic, and social philosophies. Political parties play a major role in United States elections and politics, although the role of political parties and the platforms they represent vary among states in the United States.

12.G4f Citizens participate in civic life through volunteerism and advocacy.

 12.G5 PUBLIC POLICY

All levels of government – local, state, and federal – are involved in shaping public policy and responding to public policy issues, all of which influence our lives beyond what appears in the Constitution. Engaged citizens understand how to find, monitor, evaluate, and respond to information on public policy issues.

12.G5a Each level of government has its own process of shaping, implementing, amending, and enforcing public policy. Customarily the executive branch will outline its plan and agenda in an executive address to the legislative body.

12.G5b On various issues, certain governmental branches and agencies are responsible for determining policy. Those who create public policies must balance regional and national needs, existing political positions and loyalties, and sources of political power.

12.G5c Successful implementation of government policy often requires cooperation among many levels of government as well as other public and private institutions. Conflicts between different levels of government sometimes emerge due to different goals, ideas, and resources regarding creation and implementation of policy.

12.G5d Active and engaged citizens must be effective media consumers in order to be able to find, monitor, and evaluate information on political issues. The media have different venues which have particular strengths and serve distinct and shared purposes. Knowing how to critically evaluate a media source is fundamental to being an informed citizen.

“The Economics of Free Enterprise in a Global Economy” examines the principles of the United States free market economy in a global context. Students will:

• Examine their individual responsibility for managing their personal finances in a global economy.

• Analyze the role of supply and demand in determining the prices individuals and businesses face in the product and factor markets, and the global nature of these markets.

• Study changes to the workforce in the United States and the role of entrepreneurs in our economy, as well as the impact of globalization.

• Explore the challenges facing the United States free market economy in a global environment and various policy-making opportunities available to government to address these challenges.

12.E1 INDIVIDUAL RESPONSIBILITY AND THE ECONOMY
Individuals should set personal financial goals, recognize their income needs and debt obligations, and know how to utilize effective budgeting, borrowing, and investment strategies to maximize well-being. Individuals making informed decisions regarding personal financial matters contribute to a successful economy.

12.E1a In making economic decisions in any role, individuals should consider the set of opportunities they have, their preferences, and their resources (e.g., income and wealth).

12.E1b Sound personal finance (money management) practices take into account wealth and income, the present and the future, and risk factors when setting goals and budgeting for anticipated saving and spending.

12.E1c Managing personal finance effectively requires an understanding of the forms and purposes of financial credit, the impact of personal debt, the varying structures of debt instruments, the role and impact of interest, and the distinction between nominal and real returns.

12.E1d Interest rates reflect perceived risk, so maintaining a healthy credit rating lowers the cost of borrowing.

12.E1e All financial investments (stocks, bonds, real estate, etc.) carry with them varying risks and rewards which must be fully understood in order to make informed decisions. The real return on an investment is the nominal return minus the rate of inflation. Greater rewards generally come with higher risks.

12.E1f To be an informed participant in the global economy one must be aware that other countries use different currencies, that these other currencies fluctuate in value relative to the United States dollar, and that these countries have different laws and institutions related to lending, borrowing, and investing.

12.E2 INDIVIDUALS AND BUSINESSES IN THE PRODUCT AND FACTOR MARKETS
Individuals buy the goods and services they desire from businesses in the product markets, and they contribute to producing these goods and services by supplying the resources they own to businesses in the factor markets. Free enterprise is a pillar of the United States economy and is based on the principle that individuals and businesses are free to make their own economic choices as they participate in these markets.

12.E2a Given that the resources of individuals (and societies) are limited, decisions as to what goods and services will be produced and to whom to sell one’s resources are driven by a desire to derive the maximum positive benefit and thus the most efficient allocation of those resources. Every such choice has an opportunity cost, which is defined as the value of the best forgone option.

12.E2b The choices of buyers and sellers in the marketplace determine supply and demand, market prices, allocation of scarce resources, and the goods and services that are produced.

12.E2c Consumers influence product availability and price through their purchasing power in the product market.

12.E2d Product market supply and demand determine product availability and pricing.

12.E2e Businesses choose what to supply in the product market based on product market prices, available technology, and prices of factors of production. The prices of those factors are determined based on supply and demand in the factor market.

12.E2f International events that affect global supply or demand of factors and/or products can impact their United States prices. These external forces can be very disruptive.

12.E3 THE AMERICAN WORKER AND ENTREPRENEUR
The composition of the United States workforce is diverse. Opportunities available to workers have changed over time due to changes in legal constraints, social constraints, and technology. Entrepreneurialism is a strong American economic value. Globalization has exerted strong and transformative effects on workers and entrepreneurs in the United States economy.

12.E3a As the United States economy has evolved from agrarian to industrial and then to an information economy, the workplace requires a more highly skilled and educated workforce.

12.E3b The government’s evolving role in regulating working conditions, protecting the right to bargain collectively, and reducing discrimination in the workplace has gradually empowered more workers and has provided balance to the power of employers.

12.E3c Entrepreneurs have played a significant role in the United States economy throughout our history. They create technological and market innovations, new products/services, and carefully constructed business models.

12.E3d The freedom of the United States economy encourages entrepreneurialism and this is an important factor behind healthy economic growth.

12.E3e Appropriate regulations can help to create a fair market environment within which entrepreneurialism can flourish.

12.E3f Globalization creates new economic opportunities for some entrepreneurs, while increasing competition and creating challenges for others.

12.E4 THE FREE MARKET SYSTEM AND ITS CHALLENGES IN A GLOBAL ECONOMY
There are various economic systems in the world. The United States operates within a mixed, free market economy characterized by competition and a limited role of government in economic affairs. Economic policy makers face considerable challenges including unemployment, inflation, and environmental degradation. Globalization increases the complexity of these challenges significantly.

12.E4a Free and fair (honest and transparent) competition among individuals, companies, and industries is fundamental to the success of the free market system. Distortions of freedom or fairness undermine the system leading to inefficiency and/or a significantly skewed distribution of wealth.

12.E4b A degree of regulation, oversight, or government control is necessary in some markets to ensure free and fair competition, and to limit unintended consequences that harm third parties, such as environmental degradation.

12.E4c Unemployed workers face a personal crisis and represent untapped human resources and thus unrealized productive potential for the nation and the world. There will always be unemployment in a healthy and growing economy because some workers who have outdated skills will be learning new skills and new entrants will be looking for jobs, but unemployment should be kept as low as possible without putting pressure on the economy to produce more than its sustainable potential. Too much pressure can cause inflation.

12.E4d Inflation is a rise in the cost of living. Inflation can be hard on those who have a fixed income or whose wages do not keep up with the inflation because the buying power of their income/wages goes down. Limited inflation is natural, but high inflation destabilizes financial markets.

12.E4e Steady access to resources is essential to stable production flow. Policy makers need to anticipate these needs and create policies that balance businesses’ needs for resources with the costs of unintended consequences of resource extraction and use that harm third parties and the environment.

12.E4f Differences in wealth and incomes are an inevitable consequence of free markets because individuals make different choices, but gross inequalities reflect social, economic, and/or political distortions in society. The degree to which economic inequality reflects social, political, or economic injustices versus individual choices is hotly debated. The role that the government should play in decreasing this gap is debated as well.

12.E4g Globalization is an opportunity and a challenge. As with domestic markets, the global marketplace must be free and fair to be constructive. Unfortunately, as with domestic trade, due to special interests an unhealthy and detrimental competition can emerge among nations.

12.E5 THE TOOLS OF ECONOMIC POLICY IN A GLOBAL ECONOMY
Economic policy makers face considerable challenges including unemployment and inflation. Furthermore, globalization and increased economic interdependence affect the United States economy significantly. The tools that the policy makers have available to address these issues are fiscal policy, monetary policy, and trade policy.

12.E5a The president and the two houses of Congress determine fiscal policy by establishing the level of spending and taxing in the annual budget.

12.E5b Taxes are the greatest source of income for most levels of government. Tax policies, including tax breaks and credits, influence private sector spending, saving, and investment.

12.E5c Spending policies determine the overall level of government demand added to the economy and which programs/projects will be undertaken to serve the citizens.

12.E5d Special interests can exert political power to influence tax and spending policies to serve their interests. This distorts income/wealth distribution to their advantage.

12.E5e The Federal Reserve is the government institution responsible for managing the nation’s monetary policy. It does so primarily by influencing interest rates. Its goal is to keep inflation and unemployment low while encouraging steady, sustainable growth.

12.E5f Bilateral and multilateral treaties set the rules for trade between the United States and other nations participating in a given treaty. Agreeing on such rules is very difficult because each nation has different interests, and each nation has special interests trying to influence the negotiations.

Grade 11 begins with the colonial and constitutional foundations of the United States and explores the government structure and functions provided in the Constitution.

The development of the nation and the political, social, and economic factors that led to the challenges our nation faced in the Civil War are addressed. Industrialization, urbanization, and the accompanying problems are examined, along with America’s emergence as a world power, the two world wars of the 20th century, and the Cold War.

Students explore the expansion of the federal government, evolving social beliefs and behaviors, and the nation’s place in an increasingly globalized and interconnected world.

11.1 COLONIAL FOUNDATIONS (1607–1800): European colonization in North America prompted cultural contact and exchange among diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)

11.1a Contact between Native Americangroups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.

• Students will explore Native American and European contact at Jamestown with the Powhatan, at Plymouth with the Wampanoags, and at New York with the Delawares.

• Students will examine how Native Americans eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflicts such as King Phillip’s War and Pontiac’s Rebellion.

11.1b A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region.

• Students will examine the impact of geographic factors on patterns of settlement and the development of colonial economic systems.

• Students will examine the factors influencing variations in colonial social structures and labor systems.

• Students will trace the development of slavery as a racial institution (1607-1800).

11.1c Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common and yet varied across the colonies. Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions, and the colonial experience.

• Students will investigate the development of colonial self-government by examining documents such as the Mayflower Compact and the Fundamental Orders of Connecticut and governmental structures such as New England town meetings and Virginia’s House of Burgesses.

11.2 CONSTITUTIONAL FOUNDATIONS: Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable democratic national government.
(Standards: 1, 5; Themes: TCC, GOV, ECO)

11.2a Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.

• Students will explore British efforts to gain greater political and economic control such as The Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston Massacre, and the Coercive Acts, and colonial reactions to these efforts.

11.2b Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War.

• Students will investigate the purpose of and the ideas contained in the Declaration of Independence.

11.2c Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation and instead resulted in the writing of a new Constitution.

• Students will examine the weaknesses and successes of the Articles of Confederation.

• Students will explore the development of the Constitution, including the major debates and their resolutions including compromises over representation, slavery, and tariffs.

• Students will examine the structure, power, and function of the federal government as created by the Constitution including the division of power between federal and state government, the separation of powers at the federal level, and the creation of checks and balances.

11.2d The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of rights to the Constitution.

• Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers.

• Students will identify the rights and protections provided in the Bill of Rights.

11.2e The new nation was tested by diplomatic, political, and economic conflicts as it sought to establish national security and political stability.

• Students will identify presidential actions and precedents established by George Washington, including those articulated in Washington’s Farewell Address.

• Students will investigate Hamilton’s economic plan, the debate surrounding the plan, and the impact of the debate on the nation.

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM: As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)

11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth.

• Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism.

• Students will investigate how decisions of the Marshall Court strengthened the power of the federal government by examining Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.

• Students will examine the development of transportation networks that helped to shape the national economy and link regional economic interests.

• Students will examine Jackson’s presidency noting the ways it strengthened nationalism yet challenged constitutional principles, including the controversy concerning the Indian Removal Act and its implementation.

11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

• Students will compare and contrast different perspectives on States rights by examining the Virginia and Kentucky Resolutions and the nullification crisis.

• Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

• Students will examine the issues surrounding the expansion of slavery into new territories, including the Missouri Compromise, the Compromise of 1850, the Dred Scott decision, and the Kansas-Nebraska Act.

• Students will trace the effect of sectional disputes on the political party system.

11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. The Civil War resulted in tremendous human loss and infrastructure damage.

• Students will compare the relative strength of the Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership.

• Students will examine the expansion of executive and federal power as it relates to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.

• Students will investigate the ideas expressed in the Gettysburg Address, considering its long-term impact.

• Students will evaluate the reasons the North prevailed over the South and the impact of the war.

11.4 POST-CIVIL WAR ERA (1865–1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, Native Americans, Mexican Americans, and Chinese immigrants. (Standards: 1, 4, 5; Themes: TCC, CIV, ECO)

11.4a Between 1865 and1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions.

• Students will examine the 13th, 14th, and 15th amendments and consider the role of Radical Republicans in Reconstruction.

• Students will investigate the ways individuals, groups, and government institutions limited the rights of African Americans, including the use of Black Codes, the passage of Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896).

• Students will evaluate the ways in which freedmen attempted to build independent lives including activities of the Freedmen’s Bureau, creation of educational institutions, and political participation.

• Students will examine the impact of the election of 1876 and the compromise of 1877 on Reconstruction.

11.4b Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for the Native Americans of the Great Plains.

• Students will examine the economic impacts of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion.

• Students will investigate the effect of federal policies on Native Americans on the Great Plains including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School).

11.4c Racial and economic motives contributed to long-standing discrimination against Mexican Americans and opposition to Chinese immigration.

• Students will compare key provisions of the Treaty of Guadalupe Hidalgo with the actual treatment of Mexicans and Mexican Americans in the Southwest including California from 1848 to 1900.

• Students will examine the contributions of Chinese to the national economy and reasons for nativist opposition to their continued immigration (Chinese Exclusion Act of 1882).

11.5 INDUSTRIALIZATION AND URBANIZATION (1850s TO 1920s): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.5a New technologies and economic models created rapid industrial growth and transformed the United States.

• Students will examine the technological innovations that facilitated industrialization, considering energy sources, transportation, and communication.

• Students will examine the growth of industries under the leadership of businessmen such as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Ford and analyze their business practices and organizational structures from multiple perspectives.

• Students will evaluate the effectiveness of federal attempts to regulate business, including the Interstate Commerce Act (1887), the Sherman Antitrust Act (1890), and President Theodore Roosevelt’s trust-busting role as evidenced in Northern Securities Co. v. United States (1904).

• Students will examine demographic trends associated with urbanization and immigration between 1840 and 1920, including push-pull factors regarding Irish immigration and immigration from southern and eastern Europe.

11.5b Rapid industrialization and urbanization created significant challenges and societal problems addressed by a variety of reform efforts.

• Students will examine problems faced by farmers between 1870 and 1900 and examine the goals and achievements of the Grange Movement and the Populist Party.

• Students will investigate industrial working conditions, the use of child labor, and the attempts of workers to unionize from 1870 to 1920, including the Knights of Labor, the American Federation of Labor, and the American Railway Union, considering actions taken by the unions and the response to these actions.

• Students will examine the health, sanitation, and housing issues in cities and examine reform efforts aimed at improving urban life, including Jane Addams and Hull House, Jacob Riis’s How the Other Half Lives, and New York Governor Theodore Roosevelt and the Tenement Reform Commission.

• Students will examine the problems raised by Upton Sinclair and how his muckraking efforts influenced the passage of the Meat Inspection Act.

11.5c Individuals, groups, and institutions responded to continued calls for reform and justice.

• Students will examine Progressive Era reforms, such as the 16th and 17th amendments (1913) and the establishment of the Federal Reserve System (1913).

• Students will trace the women’s rights movement from Seneca Falls through the suffrage movement’s success in achieving ratification of the 19th amendment (1920).

• Students will investigate the role of women in the progressive movement, including Ida Wells and African American civil rights, Margaret Sanger and birth control, and Ida Tarbell and the Standard Oil monopoly.

• Students will investigate the efforts of African Americans to gain greater economic and legal equality through various means, including the establishment of Tuskegee Institute and support of industrial education by Booker T. Washington, the formation and leadership of the NAACP, the publication of W. E. B. Du Bois’s The Crisis, and the Silent March in 1917.

11.6 THE RISE OF AMERICAN POWER: Numerous factors contributed to the rise of the United States as a world power. Debates over the United States role in world affairs increased in response to overseas expansion and involvement in World War I. United States participation in the war had important effects on American society.
(Standards: 1, 2, 3, 4; Themes: GEO, SOC, GOV, ECO)

11.6a In the late 1800s, various strategic and economic factors led to a greater focus on foreign affairs and debates over the nation’s role in the world.

• Students will examine factors such as the economic and strategic interests that led the United States to seek foreign markets, resources, and fueling stations, including interest in Hawaii.

• Students will investigate the causes and effects of the Spanish-American War, evaluating Spanish, Cuban, and United States interests and actions.

• Students will examine debates between anti-imperialists and imperialists surrounding ratification of the Treaty of Paris of 1898 and the annexation of the Philippines.

• Students will investigate expanding American influence in the Caribbean and Latin America through the creation of the Panama Canal and the Roosevelt Corollary.

11.6b While the United States attempted to follow its traditional policy of neutrality at the beginning of World War I, the nation eventually became involved in the war. President Woodrow Wilson led the nation into war with the hope of reforming the international order through his Fourteen Points.

• Students will investigate the reasons for President Wilson’s shift from neutrality to involvement in World War I.

• Students will examine Wilson’s role at the Versailles Peace Conference, his goals as expressed in the Fourteen Points, and the compromises he was forced to make in an attempt to gain approval for the League of Nations.

• Students will examine the reasons President Wilson was unsuccessful in gaining support for Senate ratification of the Treaty of Versailles.

11.6c World War I had important social, political, and economic effects on American society.

• Students will investigate the effects of mobilization on the United States economy, including the role and contributions of women and African Americans in the war effort.

• Students will investigate the causes and effects of the Great Migration on American society.

• Students will examine the arguments for and against limitations on civil liberties, including the Supreme Court decision in Schenck v. United States (1919).

• Students will examine the relationships between postwar recession, fear of radicals, xenophobia, and the Red Scare (1919–1921).

11.7 PROSPERITY AND DEPRESSION: The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period the nation faced significant domestic challenges including the Great Depression. (Standards: 1, 4; Themes: TCC, SOC, CIV)

11.7a The 1920s was a time of cultural change in the country, characterized by clashes between modern and traditional values.

• Students will examine the cultural trends associated with the Roaring Twenties, including the efforts at self-expression and the changing roles of women.

• Students will examine the temperance and prohibition movements, the ratification of the 18th amendment, and their impact on American society.

• Students will examine change in immigration policy as reflected by passage of the Quota Acts of the 1920s.

• Students will examine the reasons for the resurgence of the Ku Klux Klan.

• Students will examine the key issues related to the Scopes trial.

11.7b African Americans continued to struggle for social and economic equality while expanding their own thriving and unique culture. African American cultural achievements were increasingly integrated into national culture.

• Students will examine the literary and artistic contributions associated with the Harlem Renaissance.

• Students will examine the efforts by African Americans such as W. E. B. Du Bois and Marcus Garvey to encourage racial pride and black nationalism.

11.7c For many Americans, the 1920s was a time of prosperity. However, underlying economic problems magnified the effects of the stock market crash of 1929 and extended the duration of the Great Depression. Presidential responses to the Depression prompted an increased role of the federal government.

• Students will examine the reasons for economic prosperity during the 1920s.

• Students will examine the underlying weaknesses of the economy that led to the stock market crash of 1929 and the Great Depression.

• Students will examine the causes and effects of the Dust Bowl.

• Students will compare and contrast the responses of Presidents Herbert Hoover and Franklin D. Roosevelt to the Great Depression.

• Students will evaluate President Roosevelt’s leadership during the Depression including key legislative initiatives, expansion of federal government power, and efforts to increase the size of the Supreme Court.

11.8 WORLD WAR II: The participation of the United States in World War II was a transformative event for the nation and its role in the world.
(Standards: 1, 2; Themes: TCC, GOV, CIV, TECH)

11.8a As situations overseas deteriorated, President Roosevelt’s cautious leadership helped move the nation from a policy of neutrality to a pro-Allied position and ultimately direct involvement in the war.

• Students will examine reasons for the passage of the Neutrality Acts (1935-1937) and consider the national debate over a shift to pro-Allied policies including “cash and carry” and Lend-Lease.

• Students will trace ongoing negotiations with Japan and United States efforts to stop Japanese aggression without resorting to war and without appeasing Japanese demands.

• Students will examine the significance and impact of the Japanese attack on Pearl Harbor.

• Students will examine President Roosevelt’s leadership during World War II, including his role as Commander in Chief and his diplomatic activities and efforts to forge the Grand Alliance.

• Students will examine how technological advancements altered the nature of war and the extent of devastation, including the use of air power over civilian targets and President Truman’s decision to use the atomic bomb against the Japanese cities of Hiroshima and Nagasaki.

11.8b United States entry into World War II had a significant impact on American society.

• Students will examine United States mobilization efforts and wartime production and their effects on unemployment.

• Students will examine the reasons for President Roosevelt’s executive orders that resulted in the forced relocation of Japanese and Japanese Americans, the impact on the people who were relocated, and the Supreme Court’s decision in Korematsu v. United States (1944).

• Students will examine the contributions of women, African Americans, Native Americans, Asian Americans, and Mexican Americans to the war effort, as well as the discrimination they experienced in the military and workforce.

11.8c In response to World War II and the Holocaust, the United States played a role in major efforts to prevent such human suffering in the future.

• Students will investigate the Holocaust, considering American officials' knowledge thereof, and evaluating the degree to which intervention was possible.

• Students will examine the role of and arguments made by Supreme Court Justice Robert Jackson as chief prosecutor for the United States at the Nuremberg War Crimes trials.

• Students will investigate the role of Eleanor Roosevelt in the effort to create the United Nations Universal Declaration of Human Rights.

11.9 COLD WAR: In the period following World War II, the United States entered into an extended era of international conflict called the Cold War which influenced foreign and domestic policy for more than 40 years.
(Standards: 1, 2, 3; Themes: TCC, GOV, ECON)

11.9a After World War II, ideological differences led to political tensions between the United States and the Soviet Union. In an attempt to halt the spread of Soviet influence, the United States pursued a policy to contain communism.

• Students will trace key decisions made at wartime conferences as they applied to Poland, Eastern Europe, and postwar Germany, and note how continuing disagreements over these decisions helped bring about the start of the Cold War.

• Students will examine United States containment policies, including the Truman Doctrine (1947), the Marshall Plan (1948), and the North Atlantic Treaty Organization (1949), and actions taken during the Berlin Blockade, and consider how they represent a shift in American foreign policy.

• Students will examine domestic concerns about the spread of communism and the rise of McCarthyism.

• Students will examine the impact of Truman’s decision to fight a limited war in defense of South Korea.

• Students will trace the United States involvement in Vietnam, eventually leading to President Johnson’s decision to escalate the fighting in Vietnam after passage of the Gulf of Tonkin Resolution and President Nixon’s Vietnamization policy and expansion of the war into Cambodia.

• Students will examine reasons for declining public support of America’s involvement in Vietnam, including student protests and the growing antiwar movement.

• Students will trace the expansion of executive power in foreign policy since World War II and the congressional effort to limit presidential power through the War Powers Act.

11.9b The United States and the Soviet Union engaged in a nuclear arms race that eventually led to agreements that limited the arms buildup and improved United States-Soviet relations.

• Students will trace the acceleration of the nuclear arms race from the detonation of an atomic bomb by the Soviet Union in 1949 through 1961, including the effect of Sputnik and the space race.

• Students will examine Soviet motives for placing missiles in Cuba and the impact of the Cuban missile crisis on Soviet-American relations leading to a more peaceful coexistence and the adoption of the Nuclear Test Ban Treaty.

• Students will investigate the policy of détente and its effect on the nuclear arms race, including the SALT I Treaty between the United States and the Soviet Union.

11.9c American strategic interests in the Middle East grew with the advent of the Cold War, the creation of the State of Israel, and the discovery of oil by American companies in the Middle East. The continuation of the Arab-Israeli dispute helped define the contours of American policy in the Middle East.

• Students will examine the United States policy toward the Middle East, including the recognition of the State of Israel, the Eisenhower Doctrine, the Arab oil embargo, and the Camp David Accords.

11.9d A combination of factors contributed to the end of the Cold War including American policies, Soviet economic problems and its efforts at political reform, and the loss of Soviet control over Eastern Europe.

• Students will investigate President Reagan’s policies toward the Soviet Union, including the military buildup, the Star Wars missile defense system, and negotiations with President Gorbachev that resulted in the START treaty.

• Students will trace factors leading to the fall of the Berlin Wall and the end of the Cold War, including Soviet economic problems, its efforts at reform, and the loss of Soviet control over Eastern Europe.

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES: Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Cycles of economic prosperity and recession as well as economic inequities prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: TCC, SOC, GOV, CIV, ECO)

11.10a After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved. Students will examine the role and contributions of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X in the civil rights movement and their perspectives on change.

• Students will examine the role of groups such as the NAACP, SCLC, CORE, and SNCC in the civil rights movement, their goals and strategies, and their major contributions.

• Students will examine judicial actions and legislative achievements during the civil rights movement such as Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, Heart of Atlanta Motel v. United States (1964) and the Voting Rights Act of 1965.

• Students will analyze the significance of key events in the civil rights movement including Little Rock, Arkansas, the Montgomery bus boycott, the Birmingham protest, the March on Washington, and the Selma march.

11.10b Diverse groups and organizations sought to bring about change in American society through a variety of methods.

• Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations:

• • • Modern women’s movement (e.g. The Feminine Mystique [1963] National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)

    • Native Americans (e.g. American Indian Movement, Russell Means, native identity and land claims)

    • Brown Power (Chicano) movement (e.g. Cesar Chavez, United Farm Workers)

    • People with disabilities (e.g. Individuals with Disabilities Education Act [1975], and the Americans with Disabilities Act [1990] )

    • Rights of accused (e.g. Mapp v. Ohio [1961], Gideon v. Wainwright [1963], and Miranda v. Arizona [1966])

    • Immigration (e.g. Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration reform) 

    • Gay Rights and the LGBT movement (the Stonewall Inn riots [1969] and efforts for equal legal rights)

    • Environment (e.g. Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy)

  • Student rights (e.g. Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985] )

11.10c Economic inequities and cycles of prosperity and recession prompted debates over the role of the federal government in regulating the economy and providing a social safety net.

• Students will compare and contrast the economic policies of President Johnson (Great Society) and President Reagan (Reaganomics) regarding the size and role of the federal government.

• Students will examine the causes of the financial panic of 2008, government response to the economic crisis, and the impact of the Great Recession.

• Students will examine the debate over the long-term stability of the Social Security Trust Fund and the Medicare Trust Fund, and the role of changing demographics in this debate.

11.11 GLOBALIZATION: With increasing globalization, the continuation of international conflicts, and challenges to the United States political and economic leadership in the world, the nation continues to debate and define its role in the world.
(Standards: 1, 2, 4, 5; Themes: TCC, GOV, CIV, TECH, EXCH)

11.11a The United States created a coalition to defeat Iraq in the Persian Gulf War (1991), but was reluctant to commit American military power through the rest of the decade.

• Students will examine the decision of President George H. W. Bush to oppose Iraq’s invasion of Kuwait. Students will evaluate the positive and negative consequences of the Persian Gulf War.

• Students will trace United States foreign policy regarding Somalia, Bosnia, and Rwanda, noting the influence of the “Vietnam syndrome.”

• Students will examine the United States role in NATO’s collective security efforts in Kosovo.

11.11b In response to the terrorist attacks of September 11, 2001, the United States launched the War on Terror, which involved controversial foreign and domestic policies.

• Students will trace the link between earlier terrorist attacks on United States interests and the attacks of September 11, 2001.

• Students will trace the reactions to the September 11, 2001 attacks, including responses of the American public, the authorization of the War on Terror, the invasion of Afghanistan, and the passage of the USA PATRIOT Act.

• Students will examine the decision to invade Iraq based on allegations concerning weapons of mass destruction and evaluate the consequences of the War in Iraq.

• Students will evaluate the USA PATRIOT Act, including constitutional issues raised about the violation of civil liberties and the federal government’s electronic surveillance programs.

11.11c Globalization and advances in technology have affected the United States economy and society.

• Students will examine the positive and negative consequences of globalization in relation to both the industrial and service sectors of the United States economy.

• Students will examine public debates concerning the passage of the North American Free Trade Agreement and the agreement’s effect on the United States economy.

• Students will investigate the influence of multinational corporations on the United States economy and their role in transmitting American culture around the world.

• Students will examine the economic relationship and the strategic rivalry between the United States and China.

• Students will examine the impact of computer technologies on American society, including individuals’ civil liberties.

Grade 10 begins with a brief look back while focusing on the early 1700s and provides a snapshot of the world circa 1750. The course continues chronologically up to the present. Several concepts are woven throughout the course including industrialization, nationalism, imperialism, conflict, technology, and the interconnectedness of the world. The last four key ideas focus on global issues and a more thematic approach is taken.

Prologue: A Brief Look Back and a Snapshot of the World in 1750

10.1 THE WORLD ca. 1750: The world ca. 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interaction of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
(Standards: 2, 3, 5; Themes: ID, GEO, GOV, EXCH)

10.1a Powerful Eurasian states and empires faced and responded to challenges in the 1700s.

• Students will examine the development of the Mughal Empire and the development of Sikhism.

• Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity noting changes and continuities.

• Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.

• Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.

10.1b Perceptions of outsiders and interactions with them varied across Eurasia.

• Students will compare and contrast the Tokugawa and Mughal response to outsiders with attention to the impact of those decisions.

• Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Asante, Benin, and Dahomey ca. 1750.

• Students will compare the relative size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.

1750–1914: An Age of Revolutions, Industrialization, and Empires

10.2 ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements. (Standards: 2, 3, 5; Themes: MOV, TCC, GEO, SOC, GOV, CIV)

10.2a Enlightenment thinkers developed political philosophies based on natural laws which included the concepts of social contract, consent of the governed, and the rights of citizens.

• Students will examine at least three Enlightenment thinkers including Locke, Montesquieu, and Rousseau and key ideas from their written works.

10.2b Individuals drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.

• Students will examine evidence related to the preconditions of the French Revolution, and the course of the revolution, noting the roles of Robespierre and Napoleon.

• Students will examine the evidence related to the impact of the French Revolution on the development of the revolution in Haiti, and one revolution in Spanish-controlled territory.

10.2c Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements such as education and women’s rights.

• Students will explore the influence of Enlightenment ideals on issues of gender and social justice by examining the ideas of Mary Wollstonecraft and Jean-Jacques Rousseau, noting the influence of their writings on the women’s rights movement and abolition.

10.2d Nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.

• Students will investigate the role of nationalism in the unification of Italy and Germany and the role of Pan-Slavism as a nationalist movement in the Ottoman Empire and Austria-Hungary.

10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.
(Standards: 2, 3, 4; Themes: MOV, TCC, GEO, SOC, ECO, TECH)

10.3a Agricultural innovations and technologies enabled people to alter their environment allowing them to increase and support farming on a large scale.

• Students will examine the agricultural revolution in Great Britain.

10.3b Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects.

• Students will examine the economic theory of Adam Smith.

• Students will investigate economic practices that influenced the growth of industry.

• Students will examine changes and innovations in energy, technology, communication, and transportation that occurred during and enabled industrialization.

• Students will analyze the factors and conditions needed to industrialize and expand industrial production.

10.3c Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of men, women, and children.

• Students will investigate the social, political, and economic impacts of industrialization in Great Britain and Meiji Japan and compare and contrast them.

10.3d Social and political reform as well as new ideologies developed in response to industrial growth.

• Students will investigate suffrage, education, and labor reforms as well as ideologies intended to transform society such as Marxism.

• Students will examine the Irish potato famine within the context of the British agricultural revolution and the Industrial Revolution.

10.4 IMPERIALISM: Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.
(Standards: 2, 3, 4; Themes: MOV, TCC, GEO, GOV, EXCH)

10.4a European industrialized states and Japan sought to play a dominant role in the world and to control natural resources for political, economic, and cultural reasons.

• Students will explore imperialism from a variety of perspectives such as missionaries, indigenous people, merchants/business people, and government officials.

• Students will trace how imperial powers politically and economically controlled territories and people including direct and indirect rule in Africa (South Africa, Congo, and one other territory), India, Indochina, and spheres of influence in China.

10.4b Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success.

• Students will investigate one example of resistance in Africa (Zulu, Ethiopia, or Southern Egypt/Sudan) and one in China (Taiping Rebellion or Boxer Rebellion).

• Students will investigate how Japan reacted to the threat of Western imperialism in Asia.

10.4c International conflicts developed as imperial powers competed for control. Claims over land often resulted in borders being shifted on political maps often with little regard for traditional cultures and commerce (e.g. Berlin Conference).

• Students will compare and contrast maps of Africa from ca. 1800 and ca. 1914 noting the changes and continuities of ethnic groups and regions, African states, and European claims.

1914–Present: Crisis and Achievement in the 20th Century

10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. (Standards: 2, 3, 4, 5; Themes: TCC, GEO, GOV, CIV, TECH, EXCH)

10.5a International competition fueled by nationalism, imperialism, and militarism along with shifts in the balance of power and alliances led to world wars.

• Students will compare and contrast long- and short-term causes and effects for World War I and World War II.

10.5b Developments in wartime technologies increased the extent of damage and casualties in both World War I and World War II.

• Students will compare and contrast the technologies utilized in both World War I and World War II noting the human and environmental devastation.

10.5c The devastation of the world wars led people to explore ways to prevent future world wars.

• Students will examine international efforts to work together to build stability and peace such as Wilson’s Fourteen Points, the Treaty of Versailles, the League of Nations, and the United Nations.

10.5d Nationalism played a significant role in shaping the period between the world wars.

• Students will examine the Russian Revolution and the emergence of Soviet nationalism under Lenin and Stalin.

• Students will examine the role of nationalism and the development of the National Socialist state under Hitler in Germany.

• Students will examine the role of nationalism and militarism in Japan.

• Students will investigate the influence of the Great Depression on the rise of totalitarian dictators and determine the common characteristics of these dictators.

10.5e Human atrocities and mass murders occurred in this time period.

• Students will examine the atrocities against either the Armenians or the Ukrainians, and the Holocaust.

10.6 UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR): The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.
(Standards: 2, 3, 4, 5; Themes: TCC, GOV, ECO, TECH, EXCH)

10.6a The Cold War originated from tensions near the end of World War II as plans for peace were made and implemented. The Cold War was characterized by competition for power and ideological differences between the United States and the Soviet Union.

• Students will compare and contrast how peace was conceived at Yalta and Potsdam

with what happened in Europe in the four years after World War II (i.e., Truman Doctrine, Marshall Plan, Berlin Blockade, NATO).

10.6b The Cold War was a period of confrontations and attempts at peaceful coexistence.

• Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives.

• Students will examine the new military alliances, nuclear proliferation, and the rise of the military-industrial complex.

• Students will examine reasons countries such as Egypt and India chose nonalignment.

• Students will explore the era of détente from both American and Soviet perspectives.

10.6c The end of the Cold War and the collapse of the communist bloc in Europe had a global impact.

• Students will investigate the political and economic reforms of Mikhail Gorbachev.

• Students will examine the impact of those reforms within the Soviet Union, on the Soviet communist bloc, and in the world.

10.7 DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence even as new challenges arose. (Standards: 2, 3, 4, 5; Themes: TCC, GEO, SOC, GOV, CIV)

10.7a Nationalism in India developed in reaction to direct British control under the crown.

• Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.

10.7b African nationalist movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements through economic stimulation were often unsuccessful.

• Students will explore at least two African nationalist movements: Ghana, Algeria, Kenya.

10.7c Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.

• Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism,

• Students will examine the creation of the state of Israel, and the Arab-Israeli conflict.

10.7d Nationalism in China influenced the removal of the imperial regime, led to numerous conflicts, and resulted in the formation of the communist People’s Republic of China.

• Students will explore Chinese nationalism by examining the role of warlords, nationalists, communists, and the world wars in the division of China into a communist-run People’s Republic of China and a nationalist-run Taiwan.

• Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.

Late 20th Century to Present: Contemporary Issues

10.8 TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional culture and modernization. Reactions for and against modernization depend on perspective and context.
(Standards: 2, 3, 4, 5; Themes: ID, TCC, SOC, GOV, CIV, TECH)

10.8a Modernization is a change process. Cultures and countries experience and view modernization differently. From the Western perspective it is often viewed as a change from a rural, agrarian condition to a secular, urban, industrial condition. Some cultures and countries see it as a potential threat and others as a challenge that needs to be met.

• Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g. Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g. Brazil, Argentina, Chile, Mexico), and Asia (e.g. China, India, Indonesia, South Korea).

10.8b Tensions between modernization and traditional culture have led people to challenge institutions and authorities.

• Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavi and the Ayatollahs.

• Students will explore how changes in technology such as communication and transportation have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).

10.9 GLOBALIZATION (1990–PRESENT): INTERNATIONAL SECURITY AND A GLOBAL ECONOMY: Following the collapse of the Soviet Union, a more interconnected world emerged. Globalization has affected political and economic relations as countries and institutions adjust to a more interconnected world.
(Standards: 2, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH, EXCH)

10.9a Technological changes in communication and transportation systems allow for instantaneous interconnections between people and places that have lessened the impact of time and distance.

• Students will explore how information is accessed and exchanged and how business is conducted in light of changing technology.

10.9b Globalization has created new possibilities for international cooperation and for international conflict.

• Students will examine the role of the UN, NATO, the European Union, NGOs, and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful.

• Students will examine threats to global security such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism with a discussion of the events of September 11, 2001.

10.9c Globalization is a contentious issue supported by some and criticized by others.

• Students will compare and contrast arguments supporting and criticizing globalization by examining concerns including:

• free market export-oriented economies vs. localized sustainable activities

• multinational corporations and cartels (e.g., Organization of Petroleum Exporting Countries)

• roles of World Trade Organization, World Bank, International Monetary Fund vs. microfinance

• economic growth and economic downturns (e.g., recession, depression) on a national and a global scale

• economic development and inequity (e.g., access to water, food, education, health care, energy)

• migration and labor

• ethnic diversity vs. homogenization (e.g., shopping malls, fast food franchises, language, popular culture)

10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens by which historical occurrences of oppression can be evaluated. (Standards: 2, 5; Themes: ID, TCC, SOC, GOV, CIV)

10.10a Following the tragedy of the Holocaust, and during the time of the Nuremberg Trials and Tokyo Trials, the United Nations Universal Declaration of Human Rights (1948) was written. This provides a set of principles to guide efforts to protect threatened groups.

• Students will investigate and analyze the historical context of the Holocaust, Nuremberg Trials, and Tokyo Trials and their impact on the UN Universal Declaration of Human Rights.

• Students will examine the articles contained in the UN Universal Declaration of Human Rights.

10.10b Governments, groups, and individuals have responded in various ways to the human atrocities committed in the 20th and 21st centuries.

• Students will explore multinational treaties and international court systems that bind countries to adhere to international human rights.

• Students will explore international organizations that work to maintain peace, stability, and economic prosperity, and to protect nations and people from oppressive governments and political violence.

• Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic and in light of the principles and articles within the UN Universal Declaration of Human Rights.

10.10c Historical and contemporary violations of human rights can be evaluated using the principles and articles established within the UN Universal Declaration of Human Rights.

• Students will examine human rights violations in South Africa, Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights.

• Students will further examine and analyze responsibility and roles as bystanders and perpetrators in human rights violations in South Africa and Rwanda.

10.11 POPULATION AND ENVIRONMENTAL CHALLENGES: The interactions between humans and their environment have created new opportunities and problems. In response to population changes and environmental strains, movements to raise awareness and efforts to initiate change have emerged. (Standards: 2, 3, 4; Themes: TCC, GEO, TECH, EXCH)

10.11a The world’s population is growing exponentially for numerous reasons and is not evenly distributed.

• Students will examine world maps of population distribution and density in 1750, 1850, 1950, and the present, noting changes in size and location over time.

• Students will suggest reasons for population shifts by examining geographic features, industrialization, and technology. Students will examine three population pyramids, one showing rapid growth, one showing slow growth, and one showing zero or negative growth. Students will choose three different countries from three different regions of the world, noting differences in shape, ratio of males to females, and issues (e.g., population planning, longevity, availability of labor) that these countries face based on the shape of the population pyramid.

10.11b Population pressures increase demand on limited natural resources and the environment.

• Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications), and analyze costs and benefits of this form of agriculture.

• Students will explore shifts in diets (e.g., greater meat consumption) and how this impacts the environment.

10.11c Population pressures and human activities have strained the environment and depleted natural resources. These situations have prompted people, organizations and countries to draw attention to environmental issues and to seek solutions.

• Students will examine strains on the environment due to industrialization, urbanization, and population growth, threats to wildlife, and degradation of the physical environment (i.e., desertification and deforestation).

• Students will explore the viability of alternative sources of energy such as wind and solar power as well as analyze the costs and benefits of these energy sources.

• Students will investigate at least one individual, one organization, and one international action that sought to provide solutions to environmental issues including the Kyoto Protocol.

Grade 9 begins with the Paleolithic Era and the development of the first civilizations, continues with an examination of classical societies, and traces the expansion of trade networks and their global impact. The course emphasizes the key themes of interactions over time, shifts in political power, and the role of belief systems.

Teachers should note that some key ideas may require extra instruction time and attention. The first three Key Ideas review content from Grade 6 and will not require as much instructional time as other Key Ideas. Some key ideas may require additional instructional time such as 9.5 Political Powers and Achievements, 9.9 Transformation of Western Europe and Russia and 9.10 Interactions and Disruptions.
While the course emphasizes the importance of historical and spatial thinking, all of the social studies practices and standards are included in the study of global history and geography.

The First Civilizations, ~10,000 B.C.E. – 600 B.C.E.

 9.1 DEVELOPMENT OF CIVILIZATION: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions and shared a number of defining political, social, and economic characteristics.
(Standards: 2, 3, 4; Themes: TCC, GEO, ECO, TECH)

 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semi-sedentary lifestyles.

• Students will analyze the political, social and economic differences in human lives before and after the Neolithic Revolution.

9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.

• Students will explore how the Mesopotamia, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.

9.1c Complex societies and civilizations share common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy.

• Students will explore the Mesopotamia, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics.

9.1d Complex societies and civilizations made unique cultural achievements and contributions.

• Students will explore the unique achievements of the Mesopotamia, Shang, and Indus River valley civilizations.

Classical Societies, 600 B.C.E. – 600 C.E.

 9.2 BELIEF SYSTEMS: RISE AND IMPACT: The emergence and spread of belief systems influenced and shaped the development of cultures, as well as their traditions and identities. Important similarities and differences between these belief systems are found in their core beliefs, ethical codes, practices, and social relationships.
(Standards 2, 3; Themes: ID, SOC)

 9.2a Religions and belief systems developed beliefs and practices to address questions of origin, the requirements to live a good life, and the nature of the afterlife.

• Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.

9.2b Religions and belief systems often were used to unify groups of people and affected social order and gender roles.

• Students will examine similarities and differences across Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effect on social order and gender roles.

9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.
(Standards: 2, 3, 5; Themes: MOV, TCC, GEO, GOV)

9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.

• Students will examine the location and relative size of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting relative position and power within their regions.

• Students will investigate how geographic factors encouraged or hindered expansion and interactions in Greece, Rome, and Mayan civilization.

9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.

• Students will compare and contrast how the Mauryan, Qin, and Roman civilizations consolidated and increased power.

9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.

• Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations should be designated as a Golden Age.

9.3d Political, socioeconomic, environmental, outside and nomadic invasions/conflicts led to the decline and fall of Classical empires.

• Students will compare and contrast the forces that led to the fall of the Han Dynasty, Mayan civilization, and Roman Empire.

An Age of Expanding Connections, 600 – 1450

 9.4 RISE OF TRANSREGIONAL TRADE NETWORKS: During the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
(Standards: 2, 3, 4; Themes: GEO, ECO, TECH, EXCH)

 9.4a Afro-Eurasian transregional trade networks grew across land and bodies of water.

• Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.

9.4b New technologies facilitated and improved interregional travel during this era by allowing people to traverse previously prohibitive physical landscapes and waterways.

• Students will examine the technologies that facilitated and improved interregional travel along the Indian Ocean and Trans-Saharan networks of exchange.

9.4c Interregional travelers, traders, missionaries, and nomads carried products, natural resources, enslaved people, and ideas that led to cultural diffusion.

• Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.

• Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.

• Students will examine the diffusion of religious ideas along the Indian Ocean complex, Silk Roads, and Trans-Saharan routes.

• Students will examine the travels of Zheng He, Ibn Battuta, and Marco Polo and the influence of their journeys.

9.4d Control of transregional trade and economic growth contributed to the emergence and expansion of political states.

• Students will examine the emergence and expansion of political states along the Mediterranean Sea complex (Byzantine Empire and rise of Ottoman Empire) and Trans-Saharan routes (Ghana and Mali).

9.5 POLITICAL POWERS AND ACHIEVEMENTS: New power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations.
(Standards: 2, 3, 4, 5; Themes: ID, MOV, GOV, TECH)

 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.

• Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire during the Middle Ages.

• Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.

9.5b Political states and empires employed a variety of techniques for expanding and maintaining control and sometimes disrupted state building in other regions.

• Students will examine the location and relative size of postclassical states and empires at the height of their power including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions, and the areas they influenced.

• Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.

9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge and often led to cultural diffusion.

• Students will compare and contrast the achievements and innovations of the Tang and Song dynasties with the Abbasid Caliphate.

• Students will examine how Japan incorporated elements of Chinese culture (e.g., Buddhism, language, poetry, art).

• Students will explore the spread and evolution of technology and learning from East Asia to Western Europe via the Middle East (e.g., gunpowder, ship technology, navigation, printing, paper).

9.6 SOCIAL and CULTURAL GROWTH AND CONFLICT: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and demographic impacts.
(Standards: 2, 3, 4; Themes: TCC, GEO, GOV, ECO, EXCH)

 9.6a Internal tensions and challenges grew as disputes over authority and power arose between and among religious and political leaders.

• Students will investigate the internal schisms of Islam (Sunni-Shia) and Christianity (Great Schism between Roman Catholic Christianity and Orthodox Christianity) and their impacts.

• Students will investigate the Crusades and the Delhi Sultanate from multiple perspectives, focusing on religious aspects of conflict.

9.6b Networks of exchange facilitated the spread of disease, which affected the social, cultural, economic, and demographic development of people.

• Students will map the spread of the Black Death as it was carried westward from Asia to Africa and Europe and evaluate the impact of the Black Death on these regions.

Global Interactions, ca. 1400– 1750

9.7 OTTOMANS AND MING PRE-1600: Christianity, Islam, and Neo-Confucianism influenced the development of regions and shaped key centers of power in the world between 1368 and 1683. The Ottoman Empire and Ming Dynasty were two powerful states, each with a view of itself and its place in the world.
(Standards: 2, 3, 4, 5; Themes: ID, MOV, GEO, SOC, GOV, EXCH)

9.7a Three belief systems influenced numerous powerful states and empires across the Eastern Hemisphere.

• Students will map the extent of the Christian, Muslim, and Neo-Confucian realms and compare the relative size and power of these realms ca. 1400.

• Students will locate the extent of the Ottoman Empire and Ming Dynasty at the height of their power.

9.7b The dominant belief system and the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty affected their social, political, and economic structures and organization.

• Students will compare and contrast the ethnic and religious compositions of the Ottomans and Ming.

• Students will examine settlement patterns, political structures, economic activities, and the social hierarchy within the Ottoman Empire and Ming Dynasty.

9.7c The Ottoman Empire and Ming Dynasty had different views of the world and their place in it. Islam under the Ottoman Empire and Neo-Confucianism under the Ming Dynasty influenced the political, economic, military, and diplomatic interactions with others outside of their realm.

• Students will examine Ming interactions with European traders and Christian missionaries.

• Students will examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.

9.8 AFRICA AND THE AMERICAS PRE-1600: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
(Standards: 2, 3, 4, 5; Themes: MOV, GEO, GOV, EXCH)

 9.8a Complex societies and civilizations continued to develop in Africa and the Americas.

• Students will locate the extent of the Songhai and East African states in Africa and the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map.

• Students will examine the location and relative size of these political entities noting relative position and power (economic and political) within their regions.

9.8b The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and Songhai empires and East African city-states. This also influenced their economies and relationships with others.

• Students will examine the adaptations made to the environment by the Aztecs and Incas.

• Students will examine the relationships with others in the region considering warfare, tribute, and trade.

• Students will examine the influence of Islam on the growth of trade networks and power relations in the Songhai Empire and in East African city-states.

9.8c Local traditional religions influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.

• Students will examine the role of nature and the traditional religious beliefs in the Americas and African animism during this period.

• Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.

9.8d Complex societies and civilizations made unique cultural achievements and contributions.

• Students will investigate the achievements and contributions of the Aztec, Inca, and Songhai empires.

9.9 TRANSFORMATION OF WESTERN EUROPE AND RUSSIA: Western Europe and Russia transformed politically, economically, and culturally ca. 1400–1750. This transformation included state building, conflicts, shifts in power and authority, and new ways of understanding their world. (Standards: 2, 3, 5; Themes: ID, MOV, TCC, GOV, TECH, EXCH)

 9.9a The Renaissance was influenced by the diffusion of technology and ideas particularly from Islamic caliphates.

• Students will investigate technologies and ideas including printing and paper, navigational tools, and mathematics and medical science.

• Students will explore shifts in the western European Medieval view of themselves and their world as well as key Greco-Roman legacies that influenced Renaissance thinkers and artists.

• Students will examine political ideas developed during the Renaissance including those of Machiavelli.

9.9b The Reformation challenged traditional religious authority which prompted a conservative response from religious and political leaders.

• Students will explore the roles of key individuals of Reformation including Luther, Calvin, and Henry VIII.

9.9c Absolutist governments emerged as Western European and Russian monarchs consolidated power and wealth.

• Students will investigate Russian efforts to remove Mongol and Islamic influence and expand and transform their society.

• Students will investigate autocratic and absolutist rule by comparing and contrasting the reigns of Louis XIV and Peter the Great.

9.9d The development of the Scientific Revolution challenged traditional authorities and beliefs.

• Students will examine the Scientific Revolution including the influence of Galileo, Descartes, and Newton.

9.9e The Enlightenment challenged views of political authority and how power and authority were conceptualized.

• Students will investigate the Enlightenment by comparing and contrasting the ideas of Hobbes and Locke.

• Students will investigate the context and challenge to authority in the English Civil War and Glorious Revolution.

9.10 INTERACTIONS AND DISRUPTIONS: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.
(Standards: 2, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV, CIV, ECO, TECH, EXCH)

 9.10a Various motives, new knowledge, and technological innovations influenced exploration and the development of European transoceanic trade routes.

• Students will explore the relationship between knowledge and technological innovations, focusing on how knowledge of wind and current patterns, combined with technological innovations, influenced exploration and transoceanic travel.

• Students will review major motivations for European interest in exploration and oceanic trade.

9.10b Transatlantic exploration led to the Encounter, colonization of the Americas, and the Columbian exchange.

• Students will map the exchange of crops and animals and the spread of diseases across the world during the Columbian exchange.

• Students will investigate the population of the Americas before the Encounter and evaluate the impact of the arrival of the Europeans on the indigenous populations.

• Students will contrast the demographic impacts on Europe and China after the introduction of new crops with demographic impacts on the Americas resulting from the Columbian exchange.

9.10c The collapse of indigenous populations in the Americas influenced the growth of the Atlantic slave trade. The trade of enslaved peoples resulted in exploitation and death.

• Students will examine how the demand for labor, primarily for sugar cultivation and silver mining, influenced the growth of the trade of enslaved African peoples.

• Students will investigate European and African roles in the development of the slave trade, and investigate the conditions and treatment of enslaved Africans during the Middle Passage and in the Americas.

9.10d European colonization in the Americas and trade interactions with Africa led to instability, decline, and near destruction of once-stable political and cultural systems.

• Students will examine the political, economic, cultural, and geographic impacts of Spanish colonization on the Aztec and Inca societies.

• Students will investigate the different degrees of social and racial integration and assimilation that occurred under colonizing powers, laying the foundations for complex and varying social hierarchies in the Americas.

• Students will examine the social, political, and economic impact of the Atlantic slave trade on Africa, including the development of the kingdoms of the Ashante and Dahomey.

9.10e The Eastern Hemisphere trade networks were disrupted by the European development of new transoceanic trade across the Indian, Pacific, and Atlantic Oceans. This increased demand for Asian goods and luxury items.

• Students will investigate the degree to which the new transoceanic trade had an impact on the Silk Roads and the Trans-Saharan trade networks.

9.10f Shifts in global trade networks and the use of gunpowder had positive and negative effects on Asian and European empires.

• Students will explore how shifts in the global trade networks and the use of gunpowder affected the Ottoman Empire.

• Students will examine the development of European maritime empires and mercantilism.