AERO
SOCIAL STUDIES CURRICULUM FRAMEWORK
K-12 STANDARDS AND PERFORMANCE INDICATORS

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Table of Contents

Introduction and Explanation of Framework Components
Longstanding Ideas, Renewed Emphasis
Inquiry and Social Studies Practices
C3 and AERO Framework
Table 1: AERO Practices and C3 Dimensions
Assessing the Social Studies Practices

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3
4
5
6
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Table 2: AERO Social Studies Practices and Literacy Connections

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AERO, International Baccalaureate Diploma Programme, and Advanced Placement
K-12 Framework Components
Standards, and Performance Indicators
K-12 Components of the Framework.
Grades K-2 Standards and Learning Progressions
Grades 3-5 Standards and Learning Progressions
Grades 6-8 Standards and Learning Progressions
Grades 9-12 Standards and Learning Progressions
High School Elective Courses
Appendix A: Literacy in History/Social Studies, Science, and Technical Subjects
References

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Introduction and Explanation of Framework Components
Project AERO views social studies as a critical school subject that allows students to gain a comprehensive body of knowledge,
understandings, and skills that will enable them to better understand the world as it was and currently is and provide them with the tools
necessary to become critical and creative thinkers that can solve complex world problems now and in the future.
The National Council for the Social Studies (NCSS) defines social studies as:…the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social
studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics,
geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content fromthe humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people makeinformed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependentworld.
The purpose of the AERO Social Studies Curriculum Framework is to provide schools with the foundational components for designing a
Kindergarten through Grade 12 aligned curriculum and assessment program that prepares students with the knowledge and intellectual
processes, practices, and dispositions to be active, informed, engaged participants in public life.

Longstanding Ideas, Renewed Emphasis
The authors of the original AERO Social Studies Framework (2002) designed standards which represented enduring ideas in the field andwere international in scope. The first version of the Framework included eight K-12 standards with learning progressions in grade bands: K2, 3-5, 6-8, and 9-12. The fundamental premise was that the standards remain consistent grade-to-grade, while evidence of learning
progresses over time. By design, specific content or course topics were not included, thus allowing schools maximum flexibility to build
curricula consistent with their missions and/or specific program needs.
During the revision process in 2012, the eight standards remained intact, but in response to requests from schools, the learning progressions
were identified for each grade level. This expansion resulted in tighter sequential alignment of skills and related content across the grades.
Schools also requested the addition of suggested course and/or content topics to be added. This was done; for example, Grade 1 focused on3

family as context and grades six and seven on world regions. In addition, Enduring Understandings and Essential Questions were added foreach standard to provide focus for student inquiry to be central to the classroom teaching and learning experiences.
The 2018-2019 revision process of the AERO Social Studies Framework has maintained the original K-12 standards and learning
progressions based on the strength of their substance and their continued viability as the foundation for a robust and rigorous Social Studies
curriculum. The Enduring Understandings and Essential Questions for each standard have also remained intact; however, the suggested
course study or topics were removed to once again provide schools with greater flexibility when designing curriculum. The process has also
recognized the merits of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (NCSS, 2013), specifically,
as it relates to the pedagogical shift to greater emphasis on inquiry in the classroom. Though the focus on inquiry is not new to AERO social
studies, this iteration of the framework gives it explicit emphasis. Questioning is key to learning, and by its nature, social studies promotes theuse of questions throughout the learning process. As noted in the Scholarly Rationale for the C3 Framework, “A growing body of research on
how students learn school subjects such as social studies repeatedly teaches us that students need opportunities to ask questions, pursue
answers to those questions under the tutelage of expert teachers who can show them how to discipline their thinking processes, and take partin opportunities to communicate and act on their understandings.” (NCSS, 20).
Inquiry and Social Studies Practices
In the AERO Social Studies Curriculum Framework, questions play a key role in curriculum design. These questions aid students in the
exploration of the disciplines in relation to the standards, while others transcend individual disciplinary categories and allow students todevelop the habits of mind required of a social scientist. Social scientists share similar practices which refer to those habits of mind that crossthe disciplines of social studies. The term practices is used instead of skills to stress that engaging in social studies inquiry requires
coordination of knowledge and skills (NRC, 2012).
During the 2018-19 review process, five AERO Social Studies practices were developed, requiring students to:
1. Develop Questions and Plan Inquiries
2. Evaluate the Credibility of the Sources and Relevance of the Information to the Inquiry
3. Construct Coherent, Reasoned Arguments and Explanations
4. Communicate Conclusions From an Inquiry
5. Take Informed Action for the Common Good4

C3 and AERO Framework
The C3 Framework resulted from the collaboration between representatives from several state educational agencies in the United States andvarious professional organizations. The process was coordinated by the National Council for the Social Studies (NCSS). The objectives ofthe effort were to:a. Enhance the rigor of the Social Studies disciplines
b. Build critical thinking, problem solving, and participatory skills to become engaged citizens
c. Align academic programs to the Common Core State Standards for English/Language Arts and Literacy in History
and Social Studies
The C3 Framework contains four dimensions:
Dimension 1: Developing Questions and Planning Inquiries
Dimension 2: Applying Disciplinary Tools and Concepts
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking Informed Action
It should be noted that the responsibility for education in the United States falls to the 50 individual states; there is no national curriculum per
se. The developers recognized that fact and thus C3 “intentionally preserves the critical choices around the curricular content taught at each
grade level as a decision best made by each state. It aims to support states creating standards that prepare young people for effective andsuccessful participation in college, careers, and civic life.” (C3, p. 6.) Dimension 2 includes descriptions of foundational concepts anddisciplinary knowledge and tools associated with civics, economics, geography and history. The concepts illustrate the disciplinary ideas, suchas political structures, economic decision making, spatial patterns, chronological sequencing, that help organize the curriculum and content
states select. (C3, p.6) Dimension 2 does not, however, include content standards, leaving that responsibility to the states. In lieu of individualstate standards, the AERO Social Studies Framework with its deliberately developed and vetted standards and learning progressions provides
the necessary content standards that C3 does not.
Dimensions 1,3, and 4 are linked to the AERO Social Studies practices outlined above. These practices reflect the Inquiry Literacies noted in
the C3 Framework (2013). They describe the habits of mind that are critical for students to engage with disciplinary content, concepts, andskills. They are designed to enable students to acquire the necessary competencies to become informed global citizens who take constructive
action for the common good.
Table 1 shows the alignment of the AERO Social Studies Practices and the C3 Dimensions:

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AERO Social Studies Practices
1.Develop Questions and Plan Inquiries

C3 Dimensions
Dimension 1: Developing Questions and Planning Inquiries

Note: AERO Social Studies Standards replace Dimension 2______________________________________________ ____________________________________________________
2.Evaluate the Credibility of the Sources and Relevance
Dimension 3: Evaluating Sources and Using Evidenceof the Information to the Inquiry
3.Construct Coherent, Reasoned Arguments andExplanations

4. Communicate Conclusions from an Inquiry

Dimension 4: Communicating Conclusions and Taking Informed
Action5. Take Informed Action for the Common Good

Assessing the Social Studies Practices
In order to integrate the planning and assessment of the practices within the social studies units, the AERO Framework has linked them toexisting reading, writing, speaking and listening standards. This linkage emphasizes those skills that explicitly connect to inquiry, andrecognizes the responsibility that social studies plays in honing those skills, such as determining explicit information, drawing logicalinferences, citing evidence, etc. The practices can be assessed in Grades K-5 using the AERO English/Language Arts Standards in reading,writing, speaking and listening. For Grades 6-12, the practices can be assessed by way of the English/Language Arts Literacy in History/Social Studies, Science and Technical Subjects for Reading and Writing (see Appendix A), and in the AERO English/Language Arts
Standards for Speaking, Listening, and Writing. The following table illustrates the connections between the AERO Social Studies Practices
and those standards for Grades 6-12. The literacy standards for History/Social Studies (H/SS) are highlighted in yellow; the English/Language
Arts Standards for Listening and Speaking are highlighted in green; the Writing Standards are highlighted in gray.

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Table 2: AERO Social Studies Practices and Literacy Connections

AERO SOCIAL STUDIESPRACTICES
Develop questions and planinquiries.

Explanation

Develop and refine
questions used to initiate
and sustain an inquiry
Identify sources helpful infocusing the inquiry andanswering the questions.
Identify the focus of an
inquiry as a local,
regional, or global issue,
challenge, or concern.

History/ Social Studies Literacy Standard
Connections
H/SS Reading 1.1
Read closely to determine what the text says explicitly and to makelogical inferences from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.
H/SS Writing 1.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject
under investigation.

ELA Listening and Speaking LS.1
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.

Evaluate the credibility of thesources and the relevance of
the information to the inquiry.

Construct coherent, reasonedarguments and explanations



Gather information thatreflects multiple
perspectives from avariety of sources.
Analyze and interpret datato assess the credibility

H/SS Reading 1.1
Read closely to determine what the text says explicitly and to makelogical inferences from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.
H/SS Reading 1.2

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and relevance of thesources in order to refine
the inquiry
Use relevant evidence
from credible sources inorder to formulate claims
and counterclaims andfurther develop logicallysequenced, reasonedarguments andexplanations.

Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key supporting details and ideas.
H/SS Reading 1.3
Analyze how and why individuals, events, or ideas develop andinteract over the course of a text.
H/SS Reading 1.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, andanalyze how specific word choices shape meaning or tone.
H/SS Reading 1.5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,scene, or stanza) relate to each other and the whole.
H/SS Reading 1.6
Assess how point of view or purpose shapes the content and styleof a text.

H/SS Reading 1.7
Integrate and evaluate content presented in diverse media andformats, including visually and quantitatively, as well as in words.
H/SS Reading 8.1
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance andsufficiency of the evidence.
H/SS Reading 1.9

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Analyze how two or more texts address similar themes or topics inorder to build knowledge or to compare the approaches the authors
take.
H/SS Reading 1.10
Read and comprehend complex literary and informational texts
independently and proficiently.
H/SS Writing 1.2
Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through theeffective selection, organization.
H/SS Writing 1.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject
under investigation.
ELA Writing Standard W.1
Write arguments to support claims in an analysis of substantive
topics or texts using valid reasoning and relevant and sufficientevidence.
H/SS Writing 1.8
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate theinformation while avoiding plagiarism.
H/SS Writing 1.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.

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H/SS Writing 1.10
Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting ora day or two) for a range of tasks, purposes, and audiences.
ELA Listening and Speaking LS.1
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.

Communicate conclusions
from an inquiry.

Take informed action for thecommon good.


Share the results of theinquiry with others.
Choose appropriate
methods and media basedon purpose and audience.
Use the conclusions froman inquiry to determine
appropriate. responses toissues, challenges, andconcerns in society.
Take informed action
based on results of an
inquiry.

H/SS Reading 1.1
Read closely to determine what the text says explicitly and to makelogical inferences from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.
ELA Writing W.2
Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through theeffective selection, organization, and analysis of content.
H/SS Writing 1.3
Write narratives to develop real or imagined experiences or eventsusing effective technique, well-chosen details and well-structured
event sequences.
H/SS Writing 1.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, andaudience.
H/SS Writing 1.5
Develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach.

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H/SS Writing 1.6
Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
H/SS Writing 1.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject
under investigation.
ELA Writing W.1
Write arguments to support claims in an analysis of substantive
topics or texts using valid reasoning and relevant and sufficientevidence.
H/SS Writing 1.8
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate theinformation while avoiding plagiarism.
ELA Listening and Speaking LS.1
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.
ELA Listening and Speaking LS.2
Integrate and evaluate information presented in diverse media andformats, including visually, quantitatively, and orally.
ELA Listening and Speaking LS.3
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric.

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ELA Listening and Speaking LS.4
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, andaudience.
ELA Listening and Speaking LS.5
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
ELA Listening and Speaking LS.6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated orappropriate.

AERO, International Baccalaureate Diploma Programme, and Advanced Placement
Many schools that have adopted Project AERO also offer the IB Diploma Programme and/or Advanced Placement courses in Grades 11 and
12. Project AERO does not work at cross purposes with either one of these programs. As the framework makes clear, many of the AERO
performance indicators in the prioritized social studies disciplines are met by the end of the tenth grade. Of those that remain, many could be
comfortably taught within the specialized AP courses or the framework of Group III (Individuals and Society) IBDP courses.

12K-12 Framework Components
At the K-12 level the framework includes content standards, grade level performance indicators, enduring understandings and essential
questions. All are key curricular “macro” components that should be included as schools design a fully- aligned student learning program forsocial studies. In addition, schools should consider developing and adopting a K-12 philosophy, inquiry-based transfer tasks, common rubrics,
and any instructional agreements specific to the context of the school. This will establish the full complement of guiding documents for acomprehensive K-12 program.

Standards and Performance Indicators
The AERO Social Studies Standards are statements describing what students should know and be able to demonstrate by the end of Grade 12.
Because the schools AERO seeks to serve are independent, their practices vary widely. Any set of performance indicators that would bemeaningful to these schools have to be sufficiently flexible to appeal to a diverse group of schools with widely different histories, geographic
locations, cultural traditions, and student bodies. As a result, Project AERO believes that the social studies performance indicators are largely
free of historically specific information. The performance indicators serve as criteria for assessing and monitoring student learning. During
the teaching and learning process, teachers design learning experiences that are aligned to these expectations.
The graphic below illustrates the K-12 components of the framework.

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AERO K-12 Social Studies Framework

Grade Level
K

K-2 Enduring Understandings
And Essential Questionsfor Standard 1

Standard 1

1

2(Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events
through time, and various interpretations of these relationships.
K-2 Enduring Understandings:
K-2 Essential Questions:

The past is a broad term referring to events that happened or
people who lived before now.
The past cannot be changed.

What is meant by “the past?”

Knowing about the past helps us to understand the present
better.



How is the past different from the present?
Why is knowing about the past important?

The past is preserved in many ways, including in stories and intales of folk heroes.

How is knowledge about the past preserved?



Events follow a sequence or happen in a given order.

15

1.2.b. Differentiate between people, places,and events in the past, present and future.

Performance Indicators
Grades K-2

1.2.a Identify stories about past events,
people, places or situations

1.2.b. Differentiate between people, places, andevents in the past, present and future.
1.2.c. Relate stories about past events, people,
places, or situations to help our understanding of
the past and present.

Grade Level

K-2 Enduring Understandings
And Essential Questionsfor Standard 2

Standard 2

1.2.a. Identify stories about past events, people,
places or situations.

K

1

2

(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems ofinternational exchange, war, and diplomacy.
K-2 Enduring Understandings:
K-2 Essential Questions: What is conflict?
 Conflict may occur when people disagree.

People in communities cooperate (work together) to meet theirneeds and solve conflicts.

What is cooperation?

Conflict occurs for many reasons, but essentially because
people have different wants and needs.



Why do groups of people have conflict?



People can work together in many ways

How can people work together?

16Performance Indicators
Grades K-2

2.2.a. Give examples of conflict andcooperation among individuals and groups.

2.2.a. Give examples of conflict andcooperation among individuals and groups

2.2.a. Give examples of conflict and cooperation
among individuals and groups.

2.2.b. Identify and describe factors that
contribute to cooperation and factors that may
cause conflict.

2.2.c. Identify that some ways of dealing withdisagreements work better than others.

2.2.b. Identify and describe factors that
contribute to cooperation and factors that may
cause conflict.

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2.2.c. Identify that some ways of dealing withdisagreements work better than others.

Grade Level

K-2 Enduring Understandings
And Essential Questionsfor Standard 3

Standard 3

K(Geography) Students will understand the interactions and relationship between human societies and their physical environment.
K-2 Essential Questions: Why does someone’s physical environment matter?

K-2 Enduring Understandings:
 People depend on their physical environment.


Different physical environments influence different cultures indistinct ways.
People adapt their physical environments in different ways.



Maps and globes and geographical techniques help people tounderstand better their physical environment.

Regions typically refer to areas of the globe with common
physical characteristics and which are in near proximity17How can you explain where a place is located?

What makes one place different from another place?

Performance Indicators
Grades K-2

3.2.b. Explain the concept of location.
3.2.c. Use maps and graphs, tables, anddiagrams to read and display geographic
information.

K-2 Enduring Understandings
And Essential Questionsfor Standard 4

3.2.c. Use maps and graphs, tables, anddiagrams to read and display geographic
information.

3.2.b. Explain the concept of location.
3.2.c. Use maps and graphs, tables, anddiagrams to read and display geographic
information.
3.2.d. Locate and distinguish between
landforms.

Grade Level

Standard 4

3.2.a. Describe ways in which people dependon the physical environment.

K

3.2.e. Describe the influence of landforms andgeographic features on human population andcultures.
3.2.f. Differentiate between ways in whichpeople from different cultures think about andadapt to the physical environment.

1

2(Culture) Students will understand cultural and intellectual developments and interactions among societies.
K-2 Enduring Understandings:
 Culture refers to the common language, norms, values, beliefs,
and practices of a distinct people.
 Culture and a belief system (religion) are closely related.


Culture satisfies basic human needs, such as a sense of
belonging.



Peoples’ actions influence their culture; someone’s culture
influences their actions.

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K-2 Essential Questions: What is culture?


Why does culture matter?
What can we learn about societies through their culture?
How is it possible to distinguish between two cultures?

What does it mean to belong?



How does someone know how to behave, even when that
person is not told how to?

How do different groups of people living in one place influencea culture?

4.2.b. Describe how people in different typesof institutions and organizations (e.g. families,
schools, local religious communities, clubs,etc.) interact with each other.

4.2.b. Describe how people in different typesof institutions and organizations (e.g. families,
schools, local religious communities, clubs,etc.) interact with each other.

4.2.a. Identify regional folk heroes, stories, orsongs that have contributed to the developmentof a region’s cultural history.

Performance Indicators
Grades K-2

4.2.b. Describe how people in different types of
institutions and organizations (e.g. families,
schools, local religious communities, clubs, etc.)
interact with each other.
4.2.c. Describe how people from different
cultures interact with the environment, such as
the use of resources, shelter and transportation.
4.2.d. Compare and contrast social
environments in different cultures.
4.2.e. Describe the expectations of how to act in
one’s own culture and compare this withbehavioral expectations of other cultures

Grade Level

Standard 5

K

1

2

(Society and Identity) Students will understand social systems and structures and how these influence individuals.
K-2 Enduring Understandings


K-2 Essential Questions:How do people and groups support their community?
How are we connected to others?



People live in groups and depend on each other to help meettheir needs.
Communities offer connection, relationship, and belonging toindividuals.
All citizens have important roles in the community.



Culture helps individuals express who they are
Every individual has a unique identity.

What can we learn about ourselves by studying cultures inother places?
How do social, cultural, and national norms influence identity?





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

Performance Indicators
Grades K-2

K-2 Enduring Understandings
And Essential Questionsfor Standard 5Social systems and structures set expectations for appropriate
and inappropriate behavior.
People organize themselves and interact with one another indifferent ways in different environments.
Individuals choose whether to follow societal norms andexpectations.



Why are some behaviors acceptable in certain environments
and not in others?
Is behavior always a choice?

5.2.a. Identify connections between who they
are as a person and their place in the world.

5.2.a. Identify connections between who they
are as a person and their place in the world.

5.2.c. Recognize that individual people arepart of a group.

5.2.b. Distinguish themselves as individuals
from others.

5.2.e. Explain why people live in social groups(e.g. families, communities, and nation).

5.2.c. Recognize that individual people arepart of a group.
5.2.e. Explain why people live in social groups(e.g. families, communities, and nation).
5.2.f. Identify roles and behaviors that people
demonstrate when in group situations.

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5.2.d. Recognize culturally and contextually
appropriate and inappropriate social behavior
and the impact of making choices about
behavior.
5.2.g. Identify opportunities for choice inpersonal identity.

Grade Level

Performance Indicators
Grades K-2

K-2 Enduring Understandings
And Essential Questionsfor Standard 6

Standard 6

K

1

2

(Government) Students will understand why societies create and adopt systems of governance and how they address human needs,
rights, responsibilities and citizenship.
K-2 Enduring Understandings:
K-2 Essential Questions: Every person has certain rights within and responsibilities to What does it mean to be a responsible citizen (of a community,
broader society.
nation, the world)?


Governments are major sources of power within a society.

What is power? How is power gained, justified, and used?
How do competing interests influence how power is distributed?

Members of a community establish structures to maintain anorderly community.



Why and how are governments created, structured, maintained,
and changed?

Governments help provide stability within a country by
establishing laws and by resolving conflicts.

How does government affect people’s lives?

6.2.a. Identify and explain rights andresponsibilities of the individual in relation tohis or her social group, including thecharacteristics of good citizens.

6.2.a. Identify and explain rights andresponsibilities of the individual in relation tohis or her social group, including thecharacteristics of good citizens.

6.2.b. Identify sources and purposes ofauthority in various settings (e.g., mayor,
chief, ruler, principal, and teacher).

6.2.b. Identify sources and purposes ofauthority in various settings (e.g., mayor,
chief, ruler, principal, and teacher).

6.2.d. Describe the impact of families andschools on their lives.

6.2.c. Identify qualities that leaders need inorder to meet their responsibilities.
6.2.e. Explain reasons for the importance ofleadership and service.
6.2.f. Identify various principles used for
decision-making and problem solving(fairness, cooperation, individual
responsibility, etc.).

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6.2.a. Explain rights and responsibilities of theindividual in relation to his or her social group,
including the characteristics of good citizens.
6.2.d. Describe the impact of families andschools on their lives.
6.2.g. Describe the impact of religious
institutions, government agencies, and civic
groups on their lives.

Grade Level

K-2 Enduring Understandings
And Essential Questionsfor Standard 7

Standard 7

K

2(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies
are shaped by geographic and human factors.
K-2 Enduring Understandings:
K-2 Essential Questions: People have wants and needs, which differ.
 Why do people buy what they do?

People have limited resources and must make decisions about
what to produce or buy.

People engage in different economic activities and trade toacquire goods and services they do not produce themselves.
Trade can be local or extend around the world.



7.2.a Distinguish between needs and wants.
Performance Indicators
Grades K-2

1



Why cannot people buy whatever they want?

What kinds of products are made locally? What kinds are madein other places? How does trade work?

7.2.b Describe roles resources play in ourdaily lives.

7.2.e Explain why people make choices about
how to satisfy wants and needs.

7.2.c Describe how we depend upon people
with specialized jobs.

7.2.f Identify institutions that are part ofeconomic systems.

7.2.d Distinguish between goods andservices.

7.2.g Describe how goods and services can beexchanged.

22Grade Level

Performance Indicators
Grades K-2

K-2 Enduring Understandings
And Essential Questionsfor Standard 8

Standard 8

K

1

2

(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientificdevelopments and technological developments.
K-2 Enduring Understandings:
K-2 Essential Questions: Science is a field of knowledge that allows humans to Why do we study, practice, and apply science?
understand the physical world.

Technology uses material objects (tools) and processes(techniques) to make jobs easier.



Scientific and technological advancements influence human
life.




What does the word technology mean?
What is the difference between a tool and a technique?



How do advancements in science and technology change theway people live? How they think?

 Does technology help people? Is technology always good?
Tools and techniques generally make our lives easier but
sometimes can be used for harmful purposes or have harmful
consequences.
8.2.a
8.2.b
8.2.c
Distinguish between “tool” and “technique.”Describe examples in which tools and
Identify reasons and requirements for making
techniques have changed the lives of people.
tools and developing techniques.


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Grades 3-5 Standards and Learning Progressions
Grade Level

Performance Indicators
Grades 3-5

3-5 Enduring Understandings
And Essential Questionsfor Standard 1

Standard 1

3

4

5

(Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events
through time, and various interpretations of these relationships.
3-5 Essential Questions:
3-5 Enduring Understandings:


People and places change over time.
Individuals and groups have the power to affect widespreadchange.

What roles do individuals play in historical change?

Knowing about the past helps us to understand the present
better.



How is the past different from the present?
Why is knowing about the past important?

The past is preserved in many ways, including in stories andin tales of folk heroes.

How is knowledge about the past preserved?

1.5.a. Explain why people in different times andplaces view the world differently.

1.5.b. Describe changes in society (e.g.,political, social, cultural).

1.5.b. Describe changes in society (e.g.,political, social, cultural).

1.5.b. Describe changes in society (e.g.,political, social, cultural).

1.5.c. Identify cause and effect relationships
in history.

1.5.c. Identify cause and effect relationships
in history.

1.5.c. Identify cause and effect relationships inhistory.

1.5.d. Identify and use primary andsecondary sources to examine the past andpresent.

1.5.d. Identify and use primary andsecondary sources to examine the past andpresent.

1.5.d. Identify and use primary and secondary
sources to examine the past and present.

24

Grade Level

Performance Indicators
Grades 3-5

3-5 Enduring Understandings
And Essential Questionsfor Standard 2

Standard 2

3

4

5

(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems ofinternational exchange, war, and diplomacy.
3-5 Essential Questions:
3-5 Enduring Understandings:
Conflict may occur when people disagree.

What is conflict?



People in communities cooperate (work together) to meet theirneeds and solve conflicts.

Why (and how) do groups of people cooperate?

Conflicts arise over goods, ideas, land, culture, and movementof people.



Why do groups of people have conflict?



2.5.b. Explain varied causes and effects ofconflict and cooperation among individuals,
groups, societies and nations in the following
categories: politics, economics, geography,
ethnicity/race/gender, and culture.

2.5.a. Describe how wants and needs have
implications beyond the self.
2.5.c. Explain the major ways groups,
societies, and nations interact with one
another (e.g., trade, cultural exchanges, andinternational organizations).

25

2.5.b. Explain varied causes and effects ofconflict and cooperation among individuals,
groups, societies and nations in the following
categories: politics, economics, geography,
ethnicity/race/gender, and culture.
2.5.c. Explain the major ways groups,
societies, and nations interact with one
another (e.g., trade, cultural exchanges, andinternational organizations).

Grade Level

Performance Indicators
Grades 3-5

3-5 Enduring Understandings
And Essential Questionsfor Standard 3

Standard 3

3

4

5

(Geography) Students will understand the interactions and relationship between human societies and their physical environment.
3-5 Enduring Understandings:
 People depend on their physical environment.


Different physical environments influence different cultures indistinct ways.
People adapt their physical environments in different ways.

3-5 Essential Questions: How do values and beliefs impact the relationship between
humans and their environment?



Geographic tools and techniques help people understandinformation about places.

How can location be explained?



Regions typically refer to areas of the globe with common
physical characteristics and which are in near proximity

What makes one place different from another place?

3.5.a. Explain and use the elements of maps
and globes.

3.5.a. Explain and use the elements of maps
and globes.

3.5.f. Describe and explain various types
and patterns of settlement and land use.

3.5.e. Describe factors that influence locations ofhuman populations and human migration.

3.5.b. Apply appropriate resources andgeographic tools to generate and interpret
information about the earth.

3.5.g. Identify why particular locations areused for certain activities.

3.5.c. Apply concepts such as location,
distance, direction, scale, movement andregion.
3.5.d. Describe ways that the earth’s
physical and human-made features havechanged over time.
3.5.e. Describe factors that influence
locations of human populations and humanmigration.

26

3.5.h. Define regions by their human andphysical characteristics.

Grade Level

Performance Indicators
Grades 3-5

3-5 Enduring Understandings
And Essential Questionsfor Standard 4Standard 4

3

4

5

(Culture) Students will understand cultural and intellectual developments and interactions among societies.
3-5 Enduring Understandings:
 Culture refers to the common language, norms, values,
beliefs, and practices of a distinct people.
 Culture and a belief system (religion) are closely related.

3-5 Essential Questions: What is culture?


Why does culture matter?
What can we learn about societies through their culture?
How is it possible to distinguish between two cultures?

Culture satisfies basic human needs, such as a sense of
belonging.

What does it mean to belong?

Peoples’ actions influence their culture; someone’s culture
influences their actions.



How does someone know how to behave, even when that
person is not told how to?

How do different groups of people living in one place influencea culture?

4.5.a. Compare and contrast culturalcharacteristics of different regions and people(e.g. use of environment and resources,
technology, food, shelter, beliefs and customs,
schooling, what-is-public versus what-is-private,etc.).
4.5.b. Compare and contrast the ways thatdifferent cultures meet human needs andconcerns.

4.5.f. Define the elements of a belief system(creed, code of behavior, rituals,
community).
4.5.g. Examine the principle tenets of one
major world religion.
4.5.i. Examine cultural diffusion.

4.5.c. Explain the main ideas in folktales,
legends, songs, myths and stories of heroism
that describe the history and traditions of various
cultures.
4.5.e. Explain the elements of culture (language,
norms, values, beliefs, etc.).
4.5.h. Describe advantages and disadvantages
associated with cultural diversity.

27

4.5.d. Describe how cultural contributions
from various groups have formed a national
identity.

Grade Level

3-5 Enduring Understandings
And Essential Questionsfor Standard 5

Standard 535(Society and Identity) Students will understand social systems and structures and how these influence individuals.
3-5 Enduring Understandings:
 Every person can be described in terms of different categories
such as ethnicity, gender, and class.

3-5 Essential Questions: How do different cultures affect people differently?
Why do people from different cultures sometimes seemdifferent?

Individuals, groups and institutions respond to common social
issues and challenges based on attitudes, values, beliefs,
norms and traditions.






How does belief influence action?
What is the difference between “tolerance” and “acceptance”?
Where do our perspectives come from?
How do social, cultural, and national norms influence identity?



Individuals are socialized according to a society’s cultural
attitudes, values, beliefs, norms and traditions.



What institutions have the greatest impact on people?
How are individuals affected by different social systems?

5.5.a. Describe how families influence theindividual.
Performance Indicators
Grades 3-5

4

5.5.c. Compare and contrast how groups andcultures are similar and different in meetingneeds and concerns of their members.
5.5.d. Describe the various forms of institutions(e.g., school, church, clubs, etc.) and how they
influence the individual.

5.5.b. Identify how sociologicalcircumstances (race, ethnicity, gender,class, etc.) influence an individual's
perceptions of and reactions to the world.

5.5.c. Compare and contrast how groups
and cultures are similar and different inmeeting needs and concerns of theirmembers.

5.5.f. Identify how social systems (e.g.,schools, media, religions, families) prescribe
racial, ethnic, and gendered identities.

5.5.d. Describe the various forms of
institutions (e.g., school, church, clubs, etc.)
and how they influence the individual.

5.5.e. Identify and describe ways that ethnicity
and cultures influence people's daily lives.
5.5.g. Describe socialization and opportunities
for choice in personal identity.
5.5.h. Examine the difference between“acceptance” and “tolerance”.

28

Grade Level

3-5 Enduring Understandings
And Essential Questionsfor Standard 6

Standard 6

3

4

5

(Government) Students will understand why societies create and adopt systems of governance and how they address human needs,
rights, responsibilities and citizenship.
3-5 Enduring Understandings:
 Every person has certain rights within and responsibilities tobroader society.



Governments are major sources of power within a society.



Governments have different forms; all have leaders andjudicial systems and most have legislatures.



3-5 Essential Questions: What are the more important responsibilities that people havetoward their government?
 What does it mean to be a responsible citizen (of acommunity, nation, the world)?


Why and how are governments created, structured, maintained,
and changed?
Governments help provide stability within a country by
establishing laws and by resolving conflicts.

What is power? How is power gained, justified, and used?
How do competing interests influence how power isdistributed?

How does government affect people’s lives?

6.5.a. Identify issues involving rights, roles andresponsibilities of individuals in relation tobroader society.

6.5.a. Identify issues involving rights, roles
and responsibilities of individuals in relation
to broader society.

6.5.a. Identify issues involving rights, roles
and responsibilities of individuals in relation
to broader society.

6.5.j. Explain different strategies to resolve
conflict.

6.5.b. Describe how political institutions
meet needs and wants of individuals andsociety.

6.5.c. Identify community leaders, local andnational government officials, and world
leaders.
6.5.d. Identify the elements of major politicalsystems (e.g., monarchy, democracy,
constitutional monarchy, dictatorship).

29

6.5.e. Describe the organization and major
responsibilities of the various levels ofgovernments.
Performance Indicators
Grades 3-5

6.5.f. Explain what citizenship is.
6.5.g. Identify and describe means by whichcitizens can monitor, evaluate and influence
actions of their government.
6.5.h. Describe the roles of laws, courts oflaw, and judges.
6.5.i. Compare and contrast major politicalsystems.
6.5.j. Explain different strategies to resolve
conflict.

Grade Level

3-5 Enduring Understandings
And Essential Questionsfor Standard 7

Standard 7

3

4

5

(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which
economies are shaped by geographic and human factors.
3-5 Enduring Understandings:
3-5 Essential Questions: People have wants and needs, which differ.
 Why do people buy what they do?

People have limited resources and must make decisions
about what to produce or buy.

People engage in different economic activities and trade toacquire goods and services they do not produce themselves.
Trade can be local or extend around the world.



30



Why cannot people buy whatever they want?

What kinds of products are made locally? What kinds are
made in other places? How does trade work?

Performance Indicators
Grades 3-5

7.5.c. Describe how changes in transportationand communication have affected trade andeconomic activities.

7.5.a. Describe characteristics, locations,uses, and management of renewable andnon-renewable resources.

7.5.d. Explain and compare ways in whichpeople satisfy their basic needs and wants
through the production of goods and services

7.5.d. Explain and compare ways in whichpeople satisfy their basic needs and wants
through the production of goods andservices

7.5.f. Describe changes in the division of laborfrom hunting and gathering societies to farming
communities to urban societies.

3-5 Enduring Understandings
And Essential Questionsfor Standard 8

7.5.c. Describe how changes intransportation and communication haveaffected trade and economic activities.
7.5.e. Describe how trade affects the way
people earn their living in regions of theworld.
7.5.g. Describe primary causes of world
trade.

Grade Level
Standard 8

7.5.b. Distinguish among human, natural,and capital resources.

3

4

5

(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientificdevelopments and technological developments.
3-5 Essential Questions:
3-5 Enduring Understandings:
 Why do we study, practice, and apply science?
 Science is a field of knowledge that allows humans tounderstand the physical world.

Technology uses material objects (tools) andprocesses (techniques) to make jobs easier.



What does the word technology mean?
What is the difference between a tool and a technique?



Scientific and technological advancements influence human
life.



How do advancements in science and technology change theway people live? How they think?

Tools and techniques generally make our lives easier but
sometimes can be used for harmful purposes or have harmful
consequences.



Does technology help people? Is technology always good?

31

Performance Indicators
Grades 3-5

8.5.b. Examine ways in which tools andtechniques make certain tasks easier.

8.5.a. Explain the difference between
science and technology.

8.5.c. Describe ways that tools and techniques
can have both positive and negative effects.

8.5.b. Examine ways in which tools andtechniques make certain tasks easier.

8.5.e. Describe instances in which changes invalues, beliefs, and attitudes have resulted fromnew scientific knowledge and from technologicalknowledge.

8.5.c. Describe ways that tools andtechniques can have both positive andnegative effects.
8.5.d. Describe changes in scientificknowledge and technology that haveaffected your host country.
8.5.e. Describe instances in which changes
in values, beliefs, and attitudes haveresulted from new scientific knowledge andfrom technological knowledge.

32

8.5.e Describe instances in which changes
in values, beliefs, and attitudes haveresulted from new scientific knowledge andfrom technological knowledge.

Grades 6-8 Standards and Learning Progressions
Grade Level

6-8 Enduring Understandings
And Essential Questionsfor Standard 1

Standard 1

6

8(Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people andevents through time, and various interpretations of these relationships.
6-8 Enduring Understandings:
6-8 Essential Questions: Chronology refers to a sequence of events; causality explains How can knowing the past help explain the present?
why events happened as they did.
Knowledge of the past helps to explain the present andprepare for the future.







Understanding the past requires knowing the difference
between fact and opinion and the ability to discern bias andpoint of view in historical sources, both primary andsecondary.

1.8.a Apply key concepts such as
chronology, causality, and conflict to identify
patterns of historical change
Performance Indicators
Grades 6-8

7

1.8.b Apply knowledge of the past to explain
current events

To what degree are there patterns in historical change?
How can patterns be used to predict results and solve
problems?
What patterns do we see over time and why are thesepatterns important to uncover?
What is the value in examining different kinds of historicalsources?
How can you distinguish between historical fact and historicalopinion?

1.8.c Explain the causes of significant historicaland current political events and issues

1.8.d Utilize primary and secondary sourcesin historical research

1.8.d Utilize primary and secondary sources inhistorical research

1.8.e Examine historical resources for apoint of view, context, bias (including genderand race), distortion, or propaganda
1.8.f Differentiate between historical facts
and historical interpretations
1.8.g Analyze multiple interpretations of an
historical or current event
1.8.h Analyze quantitative data to answer
questions about history.

33

Grade Level

Performance Indicators
Grades 6-8

6-8 Enduring Understandings
And Essential Questionsfor Standard 2

Standard 2

6

7

8

(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems ofinternational exchange, war, and diplomacy.
6-8 Essential Questions:
6-8 Enduring Understandings:
 What causes conflict?
 There are several recurring issues, such as the environment,
belief systems, resource distribution, ethnicity, etc. that cause In what ways can individuals, transnational corporations,conflict between people but which can lead to cooperation.
governments, international institutions, and non-governmental
bodies influence global systems?


A people’s past shapes their perceptions of and reactions toevents in the present.

Often, tension exists between national sovereignty and global
interest.

Many people today believe that there are universal humanrights, even though societies do not fully agree on what theyare.

2.8.a Explain forces that result in worldinteraction (such as those related to theenvironment, belief systems, economics,
geography/land, ethnicity/race/gender,
culture, and balance of power).

How can historical legacies help or hinder understanding
today?



What is national sovereignty?

Are human rights genuinely universal?

2.8.a Explain forces that result in worldinteraction (such as those related to theenvironment, belief systems, economics,
geography/land, ethnicity/race/gender, culture,and balance of power).
2.8.c Explain how international trade andresource distribution can influence cooperationor conflict.
2.8.d Explain tensions between nationalsovereignty and global interest.

34

2.8.b Explain how historical legacies havefacilitated understanding or caused
misunderstanding (slavery in the UnitedStates, Nazi Germany, etc.).
2.8.e Identify issues and standards related tohuman rights.

Grade Level

Performance Indicators
Grades 6-8

6-8 Enduring Understandings
And Essential Questionsfor Standard 3

Standard 3

6

7

8

(Geography) Students will understand the interactions and relationship between human societies and their physical environment.
6-8 Essential Questions:
6-8 Enduring Understandings:
 Why do people change their environment? ( Humans change environments, which can be beneficial but can Why do people move?
also lead to many problems.
 Human behavior and environmental conditions influence theomovement of goods, people, and ideas.
Populations vary in structure for both material and social
reasons.



Why do populations have different structures?
What is the difference between a material factor and a social
factor when analyzing social structure?

Environmental change in one location can have far reaching
impact.



Why is changing a local environment not just a local issue?

3.8.a Use appropriate data sources and tools 3.8.d Evaluate conventional and alternative uses 3.8.c Explain voluntary and involuntary
to generate, manipulate, and interpretof land and water resources in the community,
migration and its effects on the physical andgeographic information such as the location of, region and beyond
human characteristics of a placesize of, and distances between places
3.8.e Describe ways that human events have
3.8.b Describe social effects of environmental influenced, and been influenced by, physical andchanges and crises resulting from natural
human geographic conditions in local, regional,
phenomena
national, and global settings
3.8.f Analyze the structure and characteristics 3.8.g Analyze the structure and characteristics ofof different populations and population
a population over time.
patterns
3.8.h Identify and explain how changes people
make in the physical environment in one place
can cause changes in other places

35Grade Level

Standard 4

6

7(Culture) Students will understand cultural and intellectual developments and interactions among societies.

K-12 Enduring Understandings
And Essential Questionsfor Standard 4

6-8 Enduring Understandings:
 All cultures have norms and taboos.

Performance Indicators
Grades 6-88Cultures often have internal differences (sub‐cultures).
Individuals may conform and/or resist societal norms.



6-8 Essential Questions: How do taboos originate?
 What are the consequences of violating a taboo?
What are the consequences of violating a norm?

Cultures are pressured to change and have mechanisms toresist change.

What forces pressure a culture to change?
How do societies preserve their cultures?

is changing cultures but also generating resistance to culturalchange, thus strengthening cultures.

What happens when cultures meet?

Cultural beliefs and values influence, and are influenced by,art.
Artistic movements from different cultures and historicalperiods have distinct characteristics and common themes.

Do artistic movements shape values or do social values
determine artistic movements?



4.8.a Examine the interaction between people
and the environment and understand how
people both shape and are shaped by theenvironment that they live in
4.8.b Explain behavioral norms and taboos in
different cultures

4.8.c Analyze ways that people have maintained 4.8.d Explain the influence different cultural or
their traditions and resisted external challenges ethnic groups living in the same society have(e.g. wars, generational gaps, migration
had on one anotherpatterns, etc. )4.8.g Analyze how a major movement in
4.8.e Evaluate the impact of globalization onliterature, music, and the visual arts influenceddifferent cultures and populationssocial values

4.8.c Analyze ways that people havemaintained their traditions and resisted
external challenges (e.g. wars, generational
gaps, or migration patterns. )4.8.f Examine the major religions of the worldin terms of their beliefs, rituals and sacred
texts.

36

Grade Level

Standard 5

67(Society and Identity) Students will understand social systems and structures and how these influence individuals.
6-8 Enduring Understandings:
 An individual’s identity and behavior are shaped by many
forces, especially their culture’s attitudes, values, and beliefs.

Performance Indicators
Grades 6-8

6-8 Enduring Understandings
And Essential Questionsfor Standard 58Individuals conform to society and are pressured to conform,
but they can also resist the pressure to some degree.
Socialization is a process that all individuals experience andwhich strongly influences someone’s identity.

6-8 Essential Questions: What makes you who you are?



Why are people from the same culture so much alike invalues, beliefs, and behaviors?



Why and how can someone be different from others in theirculture? Are there consequences for being different? Are
there rewards?
Why is it hard to shed your culture’s values and beliefs?



Stereotypes are psychologically necessary but are often
misleading.

5.8.a Explain how cultural attitudes, values,
and beliefs influence personal behavior andthe development of personal identityHow do the labels and assumptions others make about usinfluence our identities?
How do stereotypes influence how we look at and understandthe world?

5.8.b Describe how sociological circumstances 5.8.d Understand the impact of conformity,(race, ethnicity, gender, class, etc.) influence an and non‐conformity on individuals and groups
individual's perceptions of and reactions to theworld
5.8.e Analyze the accuracies and inaccuracies
5.8.b Describe how sociological circumstancesof stereotyping (race, ethnicity, gender, class,(race, ethnicity, gender, class, etc.) influenceetc.)
an individual's perceptions of and reactions to
the world
5.8.f Examine how socialization influences
choice in personal identity
5.8.c Recognize the foundations of one's own
and others' viewpoints.

37

Grade Level

6-8 Enduring Understandings
And Essential Questionsfor Standard 6

Standard 6

6

8(Government) Students will understand why societies create and adopt systems of governance and how they address human needs,
rights, responsibilities and citizenship.
6-8 Enduring Understandings:
6-8 Essential Questions: What is the best form of government?
 Different types of governments have different strengths andweaknesses.
In all societies, a relationship exists between the individual andthe general welfare; governments and different branches ofgovernment play a role in mediating between the individual andthe general welfare.

Public agendas are sometimes set formally but equally
powerful is the general will of the people.



Many people today believe that there are universal rights, eventhough societies do not fully agree on what they are.

6.8.b Explain how different types ofgovernment acquire, use, and justify power

Performance Indicators
Grades 6-8

7

6.8.c Describe major issues involving rights,
responsibilities, roles, and status of theindividual in relation to the general welfareWhen is government best suited to resolving conflicts? Whattypes of conflict is government poorly suited to resolve or
should not try to resolve?
What does it mean to be a responsible citizen (of acommunity, nation, the world)?



What responsibilities do people have to the general welfare?
What rights do they have?

Are universal rights really “universal”?

6.8.a Explain and analyze strengths andweaknesses of various kinds of governancesystems in terms of the purposes they aredesigned to serve
6.8.j Analyze examples of the use of various
strategies to resolve conflict

6.8.d Know functions and responsibilities ofgovernment leaders and public servants
6.8.i Explain the role of judicial systems inlocal, national, and international contexts

6.8.e Explain how public agendas are set andshaped
6.8.f Define citizenship in terms of its legal
and political status and criteria used to grantnaturalized citizenship6.8.g Describe important documentarysources of human rights, including the English
Bill of Rights, the Declaration of
Independence, the Declaration of Rights ofman and Citizen, and the Universal
Declaration of Human Rights
6.8.h Analyze effects of participation in civic
and political life (boycotts, civil disobedience,
etc.)

38

Grade Level

6-8 Enduring Understandings
And Essential Questionsfor Standard 7

Standard 7

6

8(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which
economies are shaped by geographic and human factors.
6-8 Enduring Understandings:
6-8 Essential Questions: Environmental changes and natural phenomenon have
 What impact does environmental change or natural
economic influences.
phenomena have on economic systems and economies?


People often migrate for economic reasons.



What makes someone want to leave the place they areliving?
What makes someone want to move to a specific place?



Today, many people are developing new ways to acquire anduse resources that are less environmentally damaging thanconventional methods.



Why are people seeking new “sustainable” means foracquiring and using resources?



Governments can allocate resources. Markets can as well.
Most people today believe that markets are a more effectivemeans than governments.

What are the merits of governmental allocation of resources?
What are the merits of market‐determined allocation of
resources?

7.8.b Explain economic reasons for voluntary
migration
Performance Indicators
Grades 6-8

7

7.8.c Evaluate conventional and alternative
uses of resources

7.8.a Describe economic effects of
7.8.g Explain how governments and markets
environmental changes and crises resulting from allocate limited resources among competing
natural phenomena.
wants and needs.
7.8.d Describe historical and contemporary
economic systems.
7.8.e Explain primary causes of world trade.
7.8.f Describe global patterns of resource
distribution and use.

39

Grade Level

Performance Indicators
Grades 6-8

6-8 Enduring Understandings
And Essential Questionsfor Standard 8

Standard 8

6

7

8

(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientificdevelopments and technological developments.
6-8 Enduring Understandings:
6-8 Essential Questions: Social factors have a significant influence on the impact of a
 Why do new technologies produce different outcomes indifferent societies?
technology on a society.


Adoption of new technologies often has significant
consequences on a society or societies, including on thebalance of power within or between societies, and sometimes
require changes in laws and role of government.

Technologies often have unintended consequences.

8.8.d Describe how technologies might haveeffects and uses other than those intendedHow can a new technology change the balance of power
within a society or between societies?

Should societies outlaw certain new technologies?

8.8.a Explain prerequisites for the adoption of aparticular technology (social need, social
resources, cultural attitude, etc.)

8.8.e Explain the concept "pace of change"

8.8.b Describe the process whereby adoptionof scientific knowledge and use oftechnologies influence cultures, theenvironment, economies, and balance of
power
8.8.c Evaluate the need for laws and policies
to govern technological applications

40

Grades 9- 12 Standards and Learning Progressions
Grade Level

Standard 1

9

10

11

(Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events
through time, and various interpretations of these relationships.
9-12 Enduring Understandings:
 Examination of peoples, places, and events in historical contexts
enhances understanding of them, as the meaning andimportance of events often shifts according to the chronologicalperspective through which they are considered.

9-12 Enduring Understandings
And Essential Questionsfor Standard 112

9-12 Essential Questions: To what degree does understanding of an event change
when it is considered in different chronological contexts?

Many societies, cultures, and place reveal enduring practices,
patterns, and habits; often, apparent change is merely nominalor superficial.

Why do civilizations and societies reveal long‐term enduring
patterns in culture, social structure, and governance?

Historical change, generally the key feature of the study ofhistory, stems from causes that disrupt or modify patterns ofcontinuity.

Which types of forces or events bring about genuine historicalchange, that is, which genuinely disrupt patterns ofcontinuity?



Individuals are both shaped by and shape patterns of continuity
and of change.
The questions investigated, the sources used, and theperspective of the historian influences the knowledge base of the
past.
o



What roles do individuals play in historical change?

How do we know what really happened in the past?



41

1.12.c. Interpret graphic
presentation of quantitative data.

Performance Indicators
Grades 9-12

1.12.f. Perform analyses ofquantitative historical data.
1.12.g. Evaluate historians'
interpretations of the past using avariety of sources.

1.12.a. Identify and evaluate longterm changes, enduring influences,and recurring patterns in world
history.
1.12.b. Compare models fororganizing history into periods(periodization).
1.12.c. Interpret graphic
presentation of quantitative data.
1.12.d. Analyze the impact of
revolution on politics, economies,
and societies.
1.12.e. Analyze how ideals andinstitutions of freedom, equality,
justice, and citizenship havechanged over time and from one
society to another.
1.12.f. Perform analyses ofquantitative historical data.
1.12.g. Evaluate historians'
interpretations of the past using avariety of sources.

42

1.12.b. Compare models fororganizing history into periods(periodization).
1.12.c. Interpret graphic
presentation of quantitative data.
1.12.d. Analyze the impact of
revolution on politics, economies,
and societies.
1.12.e. Analyze how ideals andinstitutions of freedom, equality,
justice, and citizenship havechanged over time and from one
society to another.
1.12.f. Perform analyses ofquantitative historical data.
1.12.g. Evaluate historians'
interpretations of the past using avariety of sources.

1.12.c. Interpret graphic
presentation of quantitative data.
1.12.f. Perform analyses ofquantitative historical data.
1.12.d. Analyze the impact of
revolution on politics, economies,
and societies.
1.12.e. Analyze how ideals andinstitutions of freedom, equality,
justice, and citizenship havechanged over time and from one
society to another.

Grade Level

9-12 Enduring Understandings
And Essential Questionsfor Standard 2

Standard 2

9

10

11

12

(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems ofinternational exchange, war, and diplomacy.
9-12 Essential Questions:9-12 Enduring Understandings:

Protocols of trade, conflict, and conflict resolution influenceinteractions between society.



Why do societies trade?

Conflicts arise over goods, ideas, land, culture, and movementof people.



Why do societies wage war?

Changes in land use, settlement patterns, and ecosystems maylead to conflict among individuals and groups.



To what degree do formal protocols of trade, conflict, andconflict resolution control interactions between societies?



Conflict and cooperation among the peoples of the earth
influence the division and control of the world.
Individuals, organizations, nations, and international entities canwork to increase the positive effects of global connections andaddress the negative impacts of global issues.

Why, in modern society, is it ever harder to determine who asociety’s enemies or allies are?

43

2.12.e. Evaluate the effectivenessof international organizations.

2.12.b. Analyze how cooperationand conflict influence political,
economic, and social conditions.

2.12.g. Analyze effects of conflicton national unity.

2.12.b. Analyze how cooperationand conflict influence political,
economic, and social conditions.

2.12.a. Analyze the causes andeffects of alliances andmultinational organizations.

2.12.c. Evaluate efforts to resolve
conflict within and among nations

2.12.b. Analyze how cooperationand conflict influence political,
economic, and social conditions.

2.12.g. Analyze effects of conflicton national unity.

2.12.d. Analyze how trade has
contributed to cooperation andconflict.

Performance Indicators
Grades 9-12
Grade Level

Standard 3

2.12.c. Evaluate efforts toresolve conflict within and among
nations

2.12.f. Analyze effects ofdiffering national foreign policy
positions on international
competition and cooperation
2.12.h. Explain how powerfulentities, such as countries,
corporations, and religious
institutions, have influenced
conflicts and cooperation in theworld.
9

10

11

12

(Geography) Students will understand the interactions and relationship between human societies and their physical environment.
9-12 Enduring Understandings:
 Where you live impacts how you live.
 Places have characteristics that can take many forms, including
physical or cultural features that make them different from otherplaces.

44

9-12 Essential Questions: How does geography influence lifestyle and point of view?


How do geography, climate, and natural resources affect theway people live and work?

9-12 Enduring Understandings
And Essential Questionsfor Standard 3
Performance Indicators
Grades 9-12

Humans divide the earth into regions.



Are regions “real” or constructions made by humans tofacilitate the study of geography?



Humans adapt and change the environment while depending
upon it.

Which is more powerful, humans’ impact on an environment
or an environment’s impact on humans?



People, material goods, and ideas move and help shape theworld.

How does the movement of people, material goods, andideas influence geography?

3.12.a. Discuss how the physicalenvironment contributes to thedevelopment of distinct cultures.

3.12.b. Use spatial models toinvestigate relationships between
places and patterns of settlement
and human interaction.

3.12.c. Explain how social, cultural,political and economic factors
shape and are shaped by thephysical environment.
3.12.e. Evaluate the relationshipbetween human societies and theenvironment; e.g. agricultural
productivity, improved watertransport (river locks), electric
power; global warming, pollution,
natural disasters, etc.

3.12.b. Use spatial models toinvestigate relationships between
places and patterns of settlement
and human interaction.

3.12.c. Explain how social,
cultural, political and economic
factors shape and are shaped by
the physical environment.

3.12.c. Explain how social,
cultural, political and economic
factors shape and are shaped by
the physical environment.

3.12.d. Evaluate the impact of
migration on the structure ofsocieties.

3.12.d. Evaluate the impact of
migration on the structure ofsocieties.

3.12.f. Analyze geographicalfactors (such as natural resources,
environment) that contribute tocooperation or conflict between
human societies

45

Grade Level

Standard 4

9

10

11

(Culture) Students will understand cultural and intellectual developments and interactions among societies.
9-12 Enduring Understandings:
 Culture is the shared patterns of behaviors and interactions(language, norms, values, beliefs, etc.), ways of thinking, andemotional patterns.

9-12 Enduring Understandings
And Essential Questionsfor Standard 412

9-12 Essential Questions: Why do people live together and form societies?
How do different cultural perspectives lead groups to interpretthe same event differently and with what consequences?



The cultural values and beliefs of societies influence theiranalysis of challenges, and their responses to these challenges.



Cultures change over time.



Why do cultures change?

Culture can be both a unifying and divisive force in societies.

What happens when people, material goods, and ideas fromdifferent cultures come together?



Culture helps people to make sense of the world.



Belief systems and cultures dovetail and generally are mutually
reinforcing.

How does someone’s culture influence how they understandthe world?

46

4.12.a. Analyze sources andcharacteristics of cultural, religious,and social reform movements.

4.12.e. Examine the historic
tension between science andreligion.

Performance Indicators
Grades 9-12

4.12.f. Explain the origins anddiffusion of modern science.

4.12.a. Analyze sources andcharacteristics of cultural,religious, and social reformmovements.

4.12.a. Analyze sources andcharacteristics of cultural,religious, and social reformmovements.

4.12.b. Analyze how art,
literature, and traditional customs
both shape and are shaped bysociety.

4.12.h. Evaluate religious
characteristics (creed, code of
behavior, rituals, community) of
non-religious belief systems (e.g.
communalism, patriotism,
activism, and consumerism).

4.12.c. Examine how certain texts
came to be viewed as sacred.
4.12.d. Examine acculturation andassimilation in the context ofbelief systems andculture.
4.12.g. Explain the developmentsthat have weakened confidence inmodern science (World War I,
nuclear weapons, environmental
degradation, post-modern
philosophy of science, etc.).
4.12.i. Evaluate religious
characteristics (creed, code of
behavior, rituals, community) of
non-religious belief systems (e.g.
communalism, patriotism,
activism, and consumerism).

Grade Level

9

10

11

47

12

Standard 5(Society and Identity) Students will understand social systems and structures and how these influence individuals.

9-12 Enduring Understandings
And Essential Questionsfor Standard 5

9-12 Enduring Understandings:
 Individuals and groups organize based on cultural values andbeliefs, socio-economic status, and political ideology.

9-12 Essential Questions: How does society organize itself?

Social groups can be defined in a variety of ways, including
identity, race, ethnicity, class, and gender.

What is a social group?



Individuals are socialized according to their society’s
understandings of identity, race, ethnicity, class, gender andother social groupings.

Why do people generally accept as “real” a society’s socialgroupings?
Is identity a choice?

Individuals have some choice in the face of social expectations
and norms.

To what degree can individuals differ with social
expectations? What are the rewards for doing so? What are
the penalties?


48

Performance Indicators
Grades 9-12

5.12.a. Explain how sociologicalcircumstances (race, ethnicity,
gender, class, etc.) influence anindividual's perceptions of andreactions to the world.

5.12.a. Explain how sociologicalcircumstances (race, ethnicity,
gender, class, etc.) influence anindividual's perceptions of andreactions to the world.

5.12.a. Explain how sociologicalcircumstances (race, ethnicity,
gender, class, etc.) influence anindividual's perceptions of andreactions to the world.

5.12.a. Explain how sociologicalcircumstances (race, ethnicity,
gender, class, etc.) influence anindividual's perceptions of andreactions to the world.

5.12.d. Evaluate circumstancesand consequences that arise fromdifferences between cultural norms
and personal gender identity
and/or sexual orientation.

5.12.f. Discuss the limits ofsocialization and the power ofchoice in personal identity.

5.12.b. Analyze the socializationof individuals by groups,
organizations, and institutions.

5.12.f. Discuss the limits ofsocialization and the power ofchoice in personal identity.

5.12.c. Examine why culturaldefinitions of gender identity
persist and are resistant tochange.
5.12.f. Discuss the limits ofsocialization and the power ofchoice in personal identity.

Grade Level

Standard 6

9

10

11

12

(Government) Students will understand why societies create and adopt systems of governance and how they address human needs,
rights, responsibilities and citizenship.
9-12 Enduring Understandings:
9-12 Essential Questions: The scope, structure, and philosophy of governments vary Are democratic governments and those based upon
constitutions, civic rights and responsibilities, and the rule ofconsiderably, some based upon constitutions, human needs,
civic rights and responsibilities, and the rule of law; others on
law universally the “best” form of government?
different principles.
 How are governments established, maintained, andchanged? What happens in the absence of government?


National governments have major responsibilities for shaping
domestic policy and for directing foreign policy.

49

What constrains national governments when shaping
domestic policy and directing foreign policy?

9-12 Enduring Understandings
And Essential Questionsfor Standard 6

Governments are financed through taxation and make decisions
about how to allocate those resources.



What is the best way for governments to tax their citizens or
subjects?



The world is organized into nations, which interact with eachother through trade, diplomacy, and war.

Is the era of nation‐states over?

6.12.c. Evaluate issues regarding
distribution of powers andresponsibilities within politicalsystems

Performance Indicators
Grades 9-12

6.12.d Evaluate the role of law andorder in political systems

6.12.a. Explain the roots of andhistorical development ofcontemporary political systems.
6.12.l. Evaluate functions andresponsibilities of, and challenges
to, leadership.

6.12.e Evaluate how groups andinstitutions work to meet individual
needs and address necessarysocial changes.

6.12.b Evaluate strengths andweaknesses of various kinds ofpolitical philosophies andideologies.
6.12.e. Evaluate how groups andinstitutions work to meet individual
needs and address necessarysocial changes.
6.12.h. Examine the wide range ofinfluences on policy makers

6.12.f Analyze how and why
political institutions distribute
benefits and burdens.

6.12.j. Discuss the significance ofshared political and civic beliefs
and values, and of economic
prosperity, to the preservation ofpolitical organization.

6.12.g. Describe major
responsibilities of politicalinstitutions for domestic andforeign policy.
6.12.i. Evaluate various means ofachieving specific politicalobjectives

6.12.a. Explain the roots of andhistorical development ofcontemporary political systems.
6.12.b. Evaluate strengths andweaknesses of various kinds ofpolitical philosophies andideologies.
6.12.c. Evaluate issues
regarding distribution of powers
and responsibilities within
political systems
6.12.d. Evaluate the role of law
and order in political systems
6.12.e. Evaluate how groups andinstitutions work to meet
individual needs and address
necessary social changes.
6.12.f. Analyze how and why
political institutions distribute
benefits and burdens.

50

6.12.k. Examine the role ofvoluntary, community and nongovernmental groups in society
and their relationship to thefunctions of political organizations.

6.12.g. Describe major
responsibilities of politicalinstitutions for domestic andforeign policy.
6.12.h. Examine the wide range
of influences on policy makers

6.12.m. Compare and contrast therole of citizens in various forms ofgovernance.

6.12.i. Evaluate various meansof achieving specific politicalobjectives
6.12.j. Discuss the significanceof shared political and civic
beliefs and values, and of
economic prosperity, to thepreservation of politicalorganization.
6.12.k. Examine the role ofvoluntary, community and nongovernmental groups in society
and their relationship to thefunctions of politicalorganizations.
6.12.l. Evaluate functions andresponsibilities of, andchallenges to, leadership.
6.12.m. Compare and contrast
the role of citizens in various
forms of governance.
6.12.n. Evaluate various ways
different societies provide thejudiciary function.

51

Grade Level

9-12 Enduring Understandings
And Essential Questionsfor Standard 7

Standard 7

9

10

11

12

(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies
are shaped by geographic and human factors.
9-12 Essential Questions:9-12 Enduring Understandings:
 Why are all humans’ economic needs not met or satisfied?
 Scarcity of the factors of production plays a major role ineconomic decisions about what to produce and for whom.


The laws of supply and demand influence prices and production
within an economy.

Market structures and business organizations vary, someencouraging and some restricting competition.

Changes in geographic and human conditions influence aneconomy’s growth and stability.

52

To what extent do the laws of supply and demand shapeeconomic activity?

Can an economy be both highly productive and genuinely fairin the distribution of goods and services?



Why do people trade and how does trade influence peoples’
lives?



What makes an economic system dynamic?

Performance Indicators
Grades 9-12
Grade Level

Standard 8

7.12.a. Explain examples ofhistorical change by applying
fundamental economic concepts(scarcity, opportunity cost,productivity, etc.).

7.12.a. Explain examples ofhistorical change by applying
fundamental economic concepts(scarcity, opportunity cost,productivity, etc.).

7.12.c. Analyze ways in which
trade has contributed to change inselected societies or civilizations.

7.12.b. Explain patterns of tradefrom ancient times to the present.

7.12.e. Analyze and evaluate
economic issues from ageographical point of view.

7.12.d. Explain the major
economic systems
7.12.f. Describe reciprocal
influences of changes intransportation andcommunication and changes intrade and economic activities.
7.12.g. Evaluate the major
economic systems.

9

10

11

12

(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientificdevelopments and technological developments.
9-12 Enduring Understandings:
9-12 Essential Questions: Scientific and technological advancements fulfill human needs or What is the impact of science and technology on the humanwants.
experience?
 Scientific and technological advancements can result in both
 Why is there a constant quest for new technologies?
beneficial and harmful effects.
 What are the pros and cons of scientific and technologicaladvances?
 Scientific and technological developments raise social, ethical,
moral, religious, and legal issues.

53

What social, political and economic opportunities andchallenges arise from changes in technology?



9-12 Enduring Understandings
And Essential Questionsfor Standard 8

Social and other factors determine the efficacy of particulartechnologies in particular settings.
Scientific and technological advancements change the way
societies function and interact.

54

What role do social factors play in the impact of newtechnologies?

8.12.a. Analyze effects oftechnology on the diffusion ofculture and the preservation ofcultural identity

Performance Indicators
Grades 9-12

8.12.i. Evaluate whether changing
technologies create new ethicaldilemmas or make existing ethicaldilemmas more acute.

8.12.b. Describe how values,
beliefs, and attitudes haveinfluenced and been influenced byscientific knowledge andtechnological knowledge.

8.12.b. Describe how values,
beliefs, and attitudes haveinfluenced and been influenced
by scientific knowledge andtechnological knowledge.

8.12.c. Analyze instances in which
economic conditions haveinfluenced and been influenced byscientific developments andtechnological developments.

8.12.d. Explain how different
socio-economic groups within aculture may react differently totechnological innovation.

8.12.e. Examine historical andcurrent influences of modern
science on technologicalinnovation.

8.12.f. Examine the principal
contemporary contexts oftechnological innovation andscientific research (commercial
and military) and the implicationsof these contexts.

8.12.f. Examine the principal
contemporary contexts oftechnological innovation andscientific research (commercial
and military) and the implicationsof these contexts.
8.12.g. Explain causes andconsequences of the diffusion of
the autocatalytic process oftechnological innovation
8.12.h. Examine the meaning andambiguity of the word "technology."
8.12.j. Discuss whether confidence
in modern science is growing or
decreasing.
8.12.k. Analyze social, moral,
ethical, religious, and legal issues
arising from technologicaldevelopments and scientificdevelopments.

55

8.12.i. Evaluate whether changing
technologies create new ethicaldilemmas or make existing ethicaldilemmas more acute.

8.12.k. Analyze social, moral,
ethical, religious, and legal
issues arising from technologicaldevelopments and scientificdevelopments.

High School Elective Courses
HS Elective 1

Course9-12 Enduring Understandings
And Essential Questionsfor Standard 1

Standard 1

HS Elective 2(Time, Continuity, and Change) Students will understand patterns of change and continuity,
relationships between people and events through time, and various interpretations of these
relationships.
9-12 Essential Questions:9-12 Enduring Understandings:
 Examination of peoples, places, and events To what degree does understanding of an eventchange when it is considered in different
in historical contexts enhances
understanding of them, as the meaning and chronological contexts?
importance of events often shifts according
to the chronological perspective throughwhich they are considered.
Why do civilizations and societies reveal long‐term Many societies, cultures, and place reveal
enduring patterns in culture, social structure, andenduring practices, patterns, and habits;
governance?
often, apparent change is merely nominal orsuperficial.
Historical change, generally the key featureof the study of history, stems from causesthat disrupt or modify patterns of continuity.



Individuals are both shaped by and shapepatterns of continuity and of change.

The questions investigated, the sources
used, and the perspective of the historian
influences the knowledge base of the past.

56

Which types of forces or events bring about genuine
historical change, that is, which genuinely disrupt
patterns of continuity?
What roles do individuals play in historicalchange?

How do we know what really happened in
the past?

Performance Indicators
Grades 9-12 Electives

1.12.c. Interpret graphic presentation of quantitativedata.

1.12.c. Interpret graphic presentation of quantitativedata.

1.12.f. Perform analyses of quantitative historicaldata.

1.12.f. Perform analyses of quantitative historicaldata.

1.12.g. Evaluate historians' interpretations of thepast using a variety of sources.

CourseHS Elective 1

9-12 Enduring Understandings
And Essential Questionsfor Standard 2

Standard 2

HS Elective 2(Connections and Conflict) Students will understand causes and effects of interaction among
societies, including trade, systems of international exchange, war, and diplomacy.
9-12 Essential Questions:9-12 Enduring Understandings:
Protocols of trade, conflict and conflict
resolution influence interactions between
society.

Conflicts arise over goods, ideas, land,
culture, and movement of people.



Changes in land use, settlement patterns,
and ecosystems may lead to conflict amongindividuals and groups.

Conflict and cooperation among the peoplesof the earth influence the division andcontrol of the world.
Individuals, organizations, nations, andinternational entities can work to increase
the positive effects of global connections
and address the negative impacts of global
issues.

57

Why do societies trade?
 Why do societies wage war?

To what degree do formal protocols of trade,
conflict, and conflict resolution control interactions
between societies?
Why, in modern society, is it ever harder todetermine who a society’s enemies or alliesare?

2.12.b. Analyze how cooperation and conflict
influence political, economic, and social conditions.

2.12.a. Analyze the causes and effects of alliancesand multinational organizations.

Performance Indicators
Grades 9-12 Electives

2.12.c. Evaluate efforts to resolve conflict within andamong nations
2.12.d. Analyze how trade has contributed tocooperation and conflict.
2.12.f. Analyze effects of differing national foreign
policy positions on international competition andcooperation
2.12.h. Explain how powerful entities, such ascountries, corporations, and religious institutions,have influenced conflicts and cooperation in theworld.

CourseHS Elective 1

9-12 Enduring Understandings
And Essential Questionsfor Standard 3

Standard 3

HS Elective 2(Geography) Students will understand the interactions and relationship between human societies
and their physical environment.
9-12 Enduring Understandings:
9-12 Essential Questions: Where you live impacts how you live.
 How does geography influence lifestyle andpoint of view?
.
 Places have characteristics that can take How do geography, climate, and natural
many forms, including physical or cultural
resources affect the way people live andfeatures that make them different from otherwork?
places.


Humans divide the earth into regions, which
are defined in many ways.

Are regions “real” or constructions made by humans
to facilitate the study of geography?



Humans adapt and change the environment
while depending upon it.

Which is more powerful, humans’ impact on anenvironment or an environment’s impact onhumans?

58

Performance Indicators
Grades 9-12 Electives

People, material goods, and ideas moveand help shape the world.

3.12.b. Use spatial models to investigate
relationships between places and patterns ofsettlement and human interaction.

How does the movement of people, material
goods, and ideas influence geography?

3.12.a. Discuss how the physical environment
contributes to the development of distinct cultures.
3.12.b. Use spatial models to investigate
relationships between places and patterns ofsettlement and human interaction.
3.12.d. Evaluate the impact of migration on the
structure of societies.
3.12.f. Analyze geographical factors (such as
natural resources, environment) that contribute tocooperation or conflict between human societies

CourseHS Elective 1

9-12 Enduring Understandings
And Essential Questionsfor Standard 4Standard 4

HS Elective 2(Culture) Students will understand cultural and intellectual developments and interactions among
societies.
9-12 Enduring Understandings:
9-12 Essential Questions: Culture is the shared patterns of behaviors
 Why do people live together and form
societies?
and interactions (language, norms, values,

beliefs, etc.), ways of thinking, andemotional patterns.
The cultural values and beliefs of societies
influence their analysis of challenges, andtheir responses to these challenges.

Cultures change over time.
Culture can be both a unifying and divisive
force in societies.

59How do different cultural perspectives leadgroups to interpret the same event
differently and with what consequences?



Why do cultures change?

What happens when people, material
goods, and ideas from different cultures
come together?



Culture helps people to make sense of theworld.

How does someone’s culture influence how
they understand the world?

Performance Indicators
Grades 9-12 Electives

Belief systems and cultures dovetail andgenerally are mutually reinforcing.
4.12.c. Compare the development of Greco-Roman
philosophy and science to the development of
ethical monotheism, transcendental religion, andancient eastern philosophies.
4.12.d. Examine how certain texts came to beviewed as sacred.
4.12.e. Examine syncretism, acculturation, andassimilation in the context of belief systems andculture.
4.12.h. Explain the developments that have
weakened confidence in modern science (WorldWar I, nuclear weapons, environmental degradation,
post-modern philosophy of science, etc.).
4.12.i. Evaluate religious characteristics (creed,
code of behavior, rituals, community) of nonreligious belief systems (e.g. communalism,
patriotism, activism, and consumerism).
4.12.j. Examine the epistemological complexities ofthe post-modern age.

60

4.12.b. Analyze how art, literature, and traditionalcustoms both shape and are shaped by society.

CourseHS Elective 1Standard 5

HS Elective 2(Society and Identity) Students will understand social systems and structures and how these
influence individuals.
9-12 Essential Questions:9-12 Enduring Understandings:
How does society organize itself?
 Individuals and groups organize based on
cultural values and beliefs, socio-economic
status, and political ideology.

9-12 Enduring Understandings
And Essential Questionsfor Standard 5

Social groups can be defined in a variety ofways, including race, ethnicity, class, andgender.
 Individuals are socialized according to theirsociety’s understandings of identity, race,
ethnicity, class, gender and other socialgroupings.
oIndividuals have some choice in the face of social
expectations and norms.

What is a social group?

5.12.a. Explain how sociological circumstances(race, ethnicity, gender, class, etc.) influence anindividual's perceptions of and reactions to theworld.

5.12.a. Explain how sociological circumstances(race, ethnicity, gender, class, etc.) influence anindividual's perceptions of and reactions to theworld.

5.12.b. Analyze the socialization of individuals bygroups, organizations, and institutions.

5.12.f. Discuss the limits of socialization and thepower of choice in personal identity.

61





Why do people generally accept as “real” asociety’s social groupings?
Is identity a choice?

To what degree can individuals differ withsocial expectations? What are the rewards
for doing so? What are the penalties?

Performance Indicators
Grades 9-12 Electives

5.12.c. Examine why cultural definitions of gender
identity persist and are resistant to change.
5.12.d. Examine how many cultures reflect andreinforce oppositional ideas of gender (e.g., hardand soft, strong and weak, "sun" and "moon").
5.12.e. Evaluate circumstances and consequencesthat arise from differences between cultural norms
and personal gender identity and/or sexual
orientation.
5.12.f. Discuss the limits of socialization and thepower of choice in personal identity.

CourseHS Elective 1Standard 6

HS Elective 2(Government) Students will understand why societies create and adopt systems of governance andhow they address human needs, rights, responsibilities and citizenship.
9-12 Enduring Understandings:
9-12 Essential Questions: The scope, structure, and philosophy of Are democratic governments and those
governments vary considerably, somebased upon constitutions, civic rights andbased upon constitutions, civic rights andresponsibilities, and the rule of law
responsibilities, and the rule of law; others
universally the “best” form of government?
on different principles.
 How are governments established,
maintained, and changed? What happens in
the absence of government?

62

Performance Indicators
Grades 9-12 Electives

9-12 Enduring Understandings
And Essential Questionsfor Standard 6

National governments have major responsibilities
for shaping domestic policy and for directing foreign
policy.

CourseStandard 7

What constrains national governments whenshaping domestic policy and directing foreign
policy?



Governments are financed through taxationand make decisions about how to allocate
those resources.



What is the best way for governments to tax
their citizens or subjects?



The world is organized into nations, whichinteract with each other through trade,
diplomacy, and war.

Is the era of nation‐states over?

6.12.b Evaluate strengths and weaknesses ofvarious kinds of political philosophies andideologies.
6.12.h. Examine the wide range of influences onpolicy makers

Is global citizenship possible?

6.12.h. Examine the wide range of influences onpolicy makers
6.12.j. Discuss the significance of shared politicaland civic beliefs and values, and of economic
prosperity, to the preservation of politicalorganization.

6.12.j. Discuss the significance of shared politicaland civic beliefs and values, and of economic
prosperity, to the preservation of politicalorganization.

HS Elective 1

HS Elective 2(Production, Distribution, and Consumption) Students will understand fundamental economic
principles and ways in which economies are shaped by geographic and human factors.

63

Performance Indicators
Grades 9-12 Electives

9-12 Enduring Understandings
And Essential Questionsfor Standard 7

9-12 Enduring Understandings:
 Scarcity of the factors of production plays amajor role in economic decisions about
what to produce and for whom.

9-12 Essential Questions: Why are all humans’ economic needs not
met or satisfied?

The laws of supply and demand influence
prices and production within an economy.



To what extent do the laws of supply anddemand shape economic activity?

Market structures and businessorganizations vary, some encouraging andsome restricting competition.

Can an economy be both highly productive
and genuinely fair in the distribution of
goods and services?



Changes in geographic and humanconditions influence an economy’s growthand stability.

Why do people trade and how does tradeinfluence peoples’ lives?



What makes an economic system dynamic?

7.12.e. Analyze and evaluate economic issues froma geographical point of view.

7.12.b. Explain patterns of trade from ancient times
to the present.
7.12.d. Explain the major economic systems
7.12.f. Describe reciprocal influences of changes intransportation and communication and changes intrade and economic activities.
7.12.g. Evaluate the major economic systems.

64

CourseHS Elective 1

9-12 Enduring Understandings
And Essential Questionsfor Standard 8

Standard 8(Science, Technology, and Society) Students will understand how societies have influenced andbeen influenced by scientific developments and technological developments.
9-12 Enduring Understandings:
9-12 Essential Questions: What is the impact of science and Scientific and technological advancements
technology on the human experience?
fulfill human needs or wants.
 Why is there a constant quest for new
technologies?
 What are the pros and cons of scientific and Scientific and technological advancements
technological advances?
can result in both beneficial and harmful
effects.
 What social, political and economic
opportunities and challenges arise from Scientific and technological developmentschanges in technology?
raise social, ethical, moral, religious, andlegal issues.

Social and other factors determine theefficacy of particular technologies inparticular settings.
Scientific and technological advancementschange the way societies function andinteract.

What role do social factors play in the impact of newtechnologies?

8.12.b. Describe how values, beliefs, and attitudes
have influenced and been influenced by scientificknowledge and technological knowledge.

8.12.c. Analyze instances in which economic
conditions have influenced and been influenced byscientific developments and technologicaldevelopments.

Performance Indicators
Grades 9-12 Electives

HS Elective 2

8.12.d. Explain how different socio-economic groups
within a culture may react differently to technologicalinnovation.
8.12.i. Evaluate whether changing technologies
create new ethical dilemmas or make existing
ethical dilemmas more acute.
8.12.j. Discuss whether confidence in modern
science is growing or decreasing.

65

8.12.f. Examine the principal contemporary contexts
of technological innovation and scientific research(commercial and military) and the implications ofthese contexts.
8.12.g. Explain causes and consequences of the
diffusion of the autocatalytic process oftechnological innovation

Appendix A
English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects

66

Introduction: English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,
and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the
charge issued by the states to create the next generation of K–12 standards in order to help ensure that all
students are college and career ready in literacy no later than the end of high school.
The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social
studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language
effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings
required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are
predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area
expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language intheir respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science,and technical subjects are not meant to replace content standards in those areas but rather to supplement them.
States may incorporate these standards into their standards for those subjects or adopt them as content area
literacy standards.
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out
a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills andunderstandings students are expected to demonstrate have wide applicability outside the classroom orworkplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart ofunderstanding and enjoying complex works of literature. They habitually perform the critical readingnecessary to pick carefully through the staggering amount of information available today in print and digitally.

67

They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational
texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate thecogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship ina democratic republic. In short, students who meet the Standards develop the skills in reading, writing,speaking, and listening that are the foundation for any creative and purposeful expression in language.

The AERO English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Framework was adapted to align with the Common Core State Standards. The College and Career Readinessanchor standards from the common core serve as the AERO English Language Arts & Literacy inHistory/Social Studies, Science, and Technical Subjects standards and define cross- disciplinary literacy
expectations that must be met for students to be prepared to enter college and/or the workforce. Thesestandards define end-of-year expectations and grade-level performance indicators were designed to enable
students to meet college and career readiness expectations no later than the end of high school.
Common Core Standards (http://www.corestandards.org/ELA-Literacy)

68

Reading: History/Social Studies, Science, and Technical Subjects“Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career

ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence
used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity toevaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In
history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.
When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often makeextensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex
informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce
training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the
specific content demands of the disciplines, not replace them. “Source: Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011

Enduring Understandings:
Readers use strategies to construct meaning.
Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.
Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Words powerfully affect meaning

Essential Questions:
1. How do readers construct meaning from text?
2. How do you figure out a word you do not know?
3. What do readers do when they do not understand everything in a text?
4. Why do readers need to pay attention to a writer’s choice of words?
5. How does reading influence us?
6. Why do we need to evaluate what we read?

69

1. 0 READING: History/Social Studies
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions(e.g., philosophical, ethical, aesthetic) of human experience.
1. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text offer profound insights into the human
6
Key
Ideas anddetails

A. Cite specific textual
evidence to support
analysis of primary andsecondary sources.

7
A. Cite specific textual
evidence to support
analysis of primary andsecondary sources.

8
A. Cite specific textual
evidence to support
analysis of primary andsecondary sources.

9-10

11-12

A. Cite specific textual
evidence to support
analysis of primary andsecondary sources,
attending to such features
as the date and origin of
the information.

A. Cite specific textual
evidence to support
analysis of primary andsecondary sources,
connecting insights gained
from specific details to anunderstanding of the text asa whole.

1.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details andideas. students’ own thinking and writing.
6
7
8
9-10
11-12
Key
Ideas anddetails

A. Determine the central
ideas or information of a
primary or secondary
source; provide an accurate
summary of the source
distinct from priorknowledge or opinions.

A. Determine the central
ideas or information of a
primary or secondary
source; provide an accurate
summary of the source
distinct from priorknowledge or opinions.

A. Determine the central
ideas or information of a
primary or secondary
source; provide an accurate
summary of the source
distinct from priorknowledge or opinions.

A. Determine the central
ideas or information of a
primary or secondary
source; provide an accurate
summary of how key
events or ideas develop
over the course of the text.

1.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
6
7
8
9-10
Key
Ideas anddetails

A. Identify key steps in atext’s description of aprocess related toA. Identify key steps in atext’s description of aprocess related toA. Identify key steps in atext’s description of aprocess related to70

A. Analyze in detail aseries of events describedin a text; determine

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

11-12
A. Evaluate various
explanations for actions or
events and determinehistory/social studies (e.g.,
how a bill becomes law,
how interest rates areraised or lowered)history/social studies (e.g.,
how a bill becomes law,
how interest rates areraised or lowered)history/social studies (e.g.,
how a bill becomes law,
how interest rates areraised or lowered)

whether earlier events
caused later ones or simply
preceded them.

which explanation best
accords with textual
evidence, acknowledging
where the text leaves
matters uncertain.

1.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
6
7
8
9-10
11-12
Craft and
Structure

A. Determine the meaningof words and phrases as
they are used in a text,
including vocabulary
specific to domains related
to history/social studies.

A. Determine the meaningof words and phrases as
they are used in a text,
including vocabulary
specific to domains related
to history/social studies.

A. Determine the meaningof words and phrases as
they are used in a text,
including vocabulary
specific to domains related
to history/social studies.

A. Determine the meaningof words and phrases as
they are used in a text,
including vocabulary
describing political, social,or economic aspects ofhistory/social science.

A. Determine the meaningof words and phrases as
they are used in a text,
including analyzing how an
author uses and refines themeaning of a key term overthe course of a text (e.g.,
how Madison defines
faction in Federalist No.
10).

1.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole .
6
Craft and
Structure

A. Describe how a text
presents information (e.g.,
sequentially,
comparatively, causally).

7

8

9-10

11-12

A. Describe how a text
presents information (e.g.,
sequentially,
comparatively, causally).

A. Describe how a text
presents information (e.g.,
sequentially,
comparatively, causally).

A. Analyze how a text uses
structure to emphasize key
points or advance an
explanation or analysis.

A. Analyze in detail how acomplex primary source isstructured, including how
key sentences, paragraphs,
and larger portions of thetext contribute to thewhole.

1. 6. Assess how point of view or purpose shapes the content and style of a text.
6
Craft and
Structure

A. Identify aspects of atext that reveal an author’s
point of view or purpose

7

8

9-10

11-12

A. Identify aspects of atext that reveal an author’s
point of view or purpose

A. Identify aspects of atext that reveal an author’s
point of view or purpose

A. Compare the point ofview of two or moreauthors for how they treat

A. Evaluate authors’
differing points of view on
the same historical event71

(e.g., loaded language,
inclusion or avoidance ofparticular facts).

(e.g., loaded language,
inclusion or avoidance ofparticular facts).

(e.g., loaded language,
inclusion or avoidance ofparticular facts).

the same or similar topics,
including which details
they include andemphasize in theirrespective accounts.

or issue by assessing theauthors’ claims, reasoning,and evidence.

1.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as inwords.
6
IntegrationofKnowledge
and Ideas

A. Integrate visual
information (e.g., in charts,
graphs, photographs,
videos, or maps) withother information in printand digital texts.

7

8

9-10

11-12

A. Integrate visual
information (e.g., in charts,
graphs, photographs,
videos, or maps) withother information in printand digital texts.

A. Integrate visual
information (e.g., in charts,
graphs, photographs,
videos, or maps) withother information in printand digital texts.

A. Integrate quantitative or
technical analysis (e.g.,charts, research data) withqualitative analysis in print
or digital text.

A. Integrate and evaluate
multiple sources of
information presented indiverse formats and media(e.g., visually,
quantitatively, as well as inwords) in order to address
a question or solve a
problem.

1.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as therelevance and sufficiency of the evidence.
6
IntegrationofKnowledge
and Ideas

A. Distinguish among fact,
opinion, and reasoned
judgment in a text.

7

8

9-10

11-12

A. Distinguish among fact,
opinion, and reasoned
judgment in a text.

A. Distinguish among fact,
opinion, and reasoned
judgment in a text.

A. Assess the extent towhich the reasoning andevidence in a text support
the author’s claims.

A. Evaluate an author’s
premises, claims, andevidence by corroborating
or challenging them withother information.

1.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
6
IntegrationofKnowledge

A. Analyze therelationship between a
primary and secondary

7

8

9-10

11-12

A. Analyze therelationship between a
primary and secondary

A. Analyze therelationship between a
primary and secondary

A. Compare and contrast
treatments of the same
topic in several primary

A. Integrate informationfrom diverse sources, bothprimary and secondary,72

and Ideas

source on the same topic.

source on the same topic.

source on the same topic.

and secondary sources.

into a coherent
understanding of an idea or
event, noting discrepancies
among sources.

1.10. Read and comprehend complex literary and informational texts independently and proficiently.

Range ofreading andLevel oftext
Complexity

6

7

8

9-10

11-12

A. By the end of grade 8,
read and comprehend
history/social studies texts
in the grades 6–8 text
complexity band
independently andproficiently.

A. By the end of grade 8,
read and comprehend
history/social studies texts
in the grades 6–8 text
complexity band
independently andproficiently.

A. By the end of grade 8,
read and comprehend
history/social studies texts
in the grades 6–8 text
complexity band
independently andproficiently.

A. By the end of grade 10,
read and comprehend
history/social studies texts
in the grades 9–10 text
complexity band
independently andproficiently.

A. By the end of grade 12,
read and comprehend
history/social studies texts
in the grades 11–CCR text
complexity band
independently andproficiently.

73

Writing: History/Social Studies, Science, and Technical Subjects
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what
they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, andaudience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use
technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information,
evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent
manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline andthe capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long timeframes throughout the year.
Source: Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011

ENDURING INDERSTANDINGS:
Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences,and contexts.
Writers have a purpose for writing.
Writing is a multi‐stage process.
Writing is a reflective process.

ESSENTIAL QUESTIONS:
1.
2.
3.
4.
5.
6.

How do good writers express themselves? How does process shape the writer’s product?
How do writers develop a well‐written product?
Why do writers write?
How does each step in the writing process impact the writing?
How is writing evaluated?
How can evaluation and reflection be used to improve writing?

74

1.0 WRITING Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
1. 1 Write arguments focused on discipline-specific content.
6
7
8
9-10
11-12
Text types
andPurposes

A. Introduce claim(s)about a topic or issue,
acknowledge anddistinguish the claim(s)from alternate or opposing
claims, and organize thereasons and evidence
logically.

A. Introduce claim(s)about a topic or issue,
acknowledge anddistinguish the claim(s)from alternate or opposing
claims, and organize thereasons and evidence
logically.

A. Introduce claim(s)about a topic or issue,
acknowledge anddistinguish the claim(s)from alternate or opposing
claims, and organize thereasons and evidence
logically.

B. Support claim(s) withlogical reasoning andrelevant, accurate data andevidence that demonstrate
an understanding of the
topic or text, using credible
sources.

B. Support claim(s) withlogical reasoning andrelevant, accurate data andevidence that demonstrate
an understanding of the
topic or text, using credible
sources.

B. Support claim(s) withlogical reasoning andrelevant, accurate data andevidence that demonstrate
an understanding of the
topic or text, using credible
sources.

C. Use words, phrases, andclauses to create cohesion
and clarify the
relationships amongclaim(s), counterclaims,
reasons, and evidence.

C. Use words, phrases, andclauses to create cohesion
and clarify the
relationships amongclaim(s), counterclaims,
reasons, and evidence.

C. Use words, phrases, andclauses to create cohesion
and clarify the
relationships amongclaim(s), counterclaims,
reasons, and evidence.

D. Establish and maintaina formal style.

D. Establish and maintaina formal style.

D. Establish and maintaina formal style.

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

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

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

75

A. Introduce precise
claim(s), distinguish theclaim(s) from alternate or
opposing claims, andcreate an organization that
establishes clear
relationships among theclaim(s), counterclaims,
reasons, and evidence.
B. Develop claim(s) andcounterclaims fairly,
supplying data andevidence for each while
pointing out the strengths
and limitations of bothclaim(s) and counterclaims
in a discipline-appropriate
form and in a manner that
anticipates the audience’s
knowledge level andconcerns.
C. Use words, phrases, andclauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,between reasons andevidence, and between
claim(s) and

A. Introduce precise,knowledgeable claim(s),establish the significanceof the claim(s), distinguishthe claim(s) from alternate
or opposing claims, andcreate an organization that
logically sequences theclaim(s), counterclaims,
reasons, and evidence.
B. Develop claim(s) andcounterclaims fairly andthoroughly, supplying themost relevant data andevidence for each while
pointing out the strengths
and limitations of bothclaim(s) and counterclaims
in a discipline-appropriate
form that anticipates theaudience’s knowledge
level, concerns, values, andpossible biases.
C. Use words, phrases, andclauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,counterclaims.
D. Establish and maintaina formal style andobjective tone while
attending to the norms andconventions of thediscipline in which they
are writing.
E. Provide a concluding
statement or section that
follows from or supports
the argument presented.

between reasons andevidence, and between
claim(s) andcounterclaims.
D. Establish and maintaina formal style andobjective tone while
attending to the norms andconventions of thediscipline in which they
are writing.
E. Provide a concluding
statement or section that
follows from or supports
the argument presented

1.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
6
7
8
9-10
11-12
Text types
andPurposes

A. Introduce a topic
clearly, previewing what is
to follow; organize ideas,
concepts, and information
into broader categories asappropriate to achieving
purpose; include
formatting (e.g., headings),
graphics (e.g., charts,
tables), and multimedia
when useful to aiding
comprehension.

A. Introduce a topic
clearly, previewing what is
to follow; organize ideas,
concepts, and information
into broader categories asappropriate to achieving
purpose; include
formatting (e.g., headings),
graphics (e.g., charts,
tables), and multimedia
when useful to aiding
comprehension.

A. Introduce a topic
clearly, previewing what is
to follow; organize ideas,
concepts, and information
into broader categories asappropriate to achieving
purpose; include
formatting (e.g., headings),
graphics (e.g., charts,
tables), and multimedia
when useful to aiding
comprehension.

B. Develop the topic with
relevant, well-chosen facts,
definitions, concrete

B. Develop the topic with
relevant, well-chosen facts,
definitions, concrete

B. Develop the topic with
relevant, well-chosen facts,
definitions, concrete76

A. Introduce a topic andorganize ideas, concepts,
and information to makeimportant connections anddistinctions; include
formatting (e.g., headings),
graphics (e.g., figures,tables), and multimedia
when useful to aiding
comprehension.
B. Develop the topic withwell-chosen, relevant, andsufficient facts, extended
definitions, concrete
details, quotations, or other

A. Introduce a topic;
organize complex ideas,
concepts, and information
so that each new elementbuilds on that which
precedes it to create a
unified whole; include
formatting (e.g., headings),
graphics (e.g., figures,tables), and multimedia
when useful to aiding
comprehension.
B. Develop the topic
thoroughly by selecting themost significant andrelevant facts, extended

1. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
6
Text types
andPurposes

Does Not Apply to
History/Social Studies,
Science and Technical
Subjects

7
Does Not Apply to
History/Social Studies,
Science and Technical
Subjects

8
Does Not Apply to
History/Social Studies,
Science and Technical
Subjects

9-10
Does Not Apply to
History/Social Studies,
Science and Technical
Subjects

11-12
Does Not Apply to
History/Social Studies,
Science and Technical
Subjects

1.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

Production
anddistributionof Writing

6

7

8

9-10

11-12

A. Produce clear andcoherent writing in which
the development,
organization, and style areappropriate to task,
purpose, and audience.

A. Produce clear andcoherent writing in which
the development,
organization, and style areappropriate to task,
purpose, and audience

A. Produce clear andcoherent writing in which
the development,
organization, and style areappropriate to task,
purpose, and audience

A. Produce clear andcoherent writing in which
the development,
organization, and style areappropriate to task,
purpose, and audience.

A. Produce clear andcoherent writing in which
the development,
organization, and style areappropriate to task,
purpose, and audience.

1.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Production
anddistributionof Writing

6

7

8

9-10

11-12

A. With some guidanceand support from peers
and adults, develop andstrengthen writing as
needed by planning,
revising, editing,rewriting, or trying a new
approach, focusing on how
well purpose and audience
have been addressed.

A. With some guidanceand support from peers
and adults, develop andstrengthen writing as
needed by planning,
revising, editing,rewriting, or trying a new
approach, focusing on how
well purpose and audience
have been addressed.

A. With some guidanceand support from peers
and adults, develop andstrengthen writing as
needed by planning,
revising, editing,rewriting, or trying a new
approach, focusing on how
well purpose and audience
have been addressed.

A. Develop and strengthen
writing as needed byplanning, revising, editing,rewriting, or trying a new
approach, focusing on
addressing what is mostsignificant for a specificpurpose and audience.

A. Develop and strengthen
writing as needed byplanning, revising, editing,rewriting, or trying a new
approach, focusing on
addressing what is mostsignificant for a specificpurpose and audience.

77

1. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6
7
8
9-10
11-12
Production
anddistributionof Writing

A. Use technology,
including the Internet, toproduce and publish
writing and present therelationships between
information and ideas
clearly and efficiently.

A. Use technology,
including the Internet, toproduce and publish
writing and present therelationships between
information and ideas
clearly and efficiently.

A. Use technology,
including the Internet, toproduce and publish
writing and present therelationships between
information and ideas
clearly and efficiently.

A. Use technology,
including the Internet, toproduce, publish, andupdate individual or
shared writing products,
taking advantage oftechnology’s capacity tolink to other informationand to display information
flexibly and dynamically.

A. Use technology,
including the Internet, toproduce, publish, andupdate individual or
shared writing products in
response to ongoing
feedback, including newarguments or information.

1.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.

Research to
Build andPresent
Knowledge

6

7

8

9-10

11-12

A. Conduct short research
projects to answer aquestion (including a selfgenerated question),drawing on several sourcesand generating additional
related, focused questions
that allow for multiple
avenues of exploration.

A. Conduct short research
projects to answer aquestion (including a selfgenerated question),drawing on several sourcesand generating additional
related, focused questions
that allow for multiple
avenues of exploration.

A. Conduct short research
projects to answer aquestion (including a selfgenerated question),drawing on several sourcesand generating additional
related, focused questions
that allow for multiple
avenues of exploration.

A. Conduct short as well
as more sustained research
projects to answer aquestion (including a selfgenerated question) or
solve a problem; narrow or
broaden the inquiry whenappropriate; synthesize
multiple sources on thesubject, demonstrating
understanding of thesubject underinvestigation.

A. Conduct short as well
as more sustained research
projects to answer aquestion (including a selfgenerated question) or
solve a problem; narrow or
broaden the inquiry whenappropriate; synthesize
multiple sources on thesubject, demonstrating
understanding of thesubject underinvestigation.

78

1. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
6
7
8
9-10
11-12
Research to
Build andPresent
Knowledge

A. Gather relevant
information from multiple
print and digital sources,using search terms
effectively; assess thecredibility and accuracy ofeach source; and quote orparaphrase the data andconclusions of others
while avoiding plagiarismand following a standard
format for citation.

A. Gather relevant
information from multiple
print and digital sources,using search terms
effectively; assess thecredibility and accuracy ofeach source; and quote orparaphrase the data andconclusions of others
while avoiding plagiarismand following a standard
format for citation.

A. Gather relevant
information from multiple
print and digital sources,using search terms
effectively; assess thecredibility and accuracy ofeach source; and quote orparaphrase the data andconclusions of others
while avoiding plagiarismand following a standard
format for citation.

A. Gather relevant
information from multiple
authoritative print anddigital sources, using
advanced searches
effectively; assess theusefulness of each sourcein answering the researchquestion; integrate
information into the text
selectively to maintain theflow of ideas, avoiding
plagiarism and following astandard format for
citation.

1.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
6
7
8
9-10
Research to
Build andPresent
Knowledge

A. Draw evidence frominformational texts to
support analysis reflection,and research.

A. Draw evidence frominformational texts to
support analysis reflection,and research.

A. Draw evidence frominformational texts to
support analysis reflection,and research.

A. Draw evidence frominformational texts to
support analysis,reflection, and research.

A. Gather relevant
information from multiple
authoritative print anddigital sources, using
advanced searches
effectively; assess thestrengths and limitationsof each source in terms of
the specific task, purpose,and audience; integrate
information into the text
selectively to maintain theflow of ideas, avoiding
plagiarism andoverreliance on any one
source and following astandard format for
citation.

11-12
A. Draw evidence frominformational texts to
support analysis,reflection, and research.

1. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
6
7
8
9-10
11-12
Range
of
Writing

A. Write routinely overextended time frames (timefor reflection and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of
discipline-specific tasks,
purposes, and audiences.

A. Write routinely overextended time frames (timefor reflection and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of
discipline-specific tasks,
purposes, and audiences.

A. Write routinely overextended time frames (timefor reflection and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of
discipline-specific tasks,
purposes, and audiences.

79

A. Write routinely over
A. Write routinely overextended time frames (time extended time frames (timefor reflection and revision) for reflection and revision)and shorter time frames (aand shorter time frames (asingle sitting or a day or two) single sitting or a day orfor a range of disciplinetwo) for a range of
specific tasks,
discipline-specific tasks,
purposes, and audiences.
purposes, and audiences.

References
Adler, S. A. (2013). National curriculum standards for social studies a framework for teaching, learning and assessment. Silver Springs, MD:
NCSS.
National Council for the Social Studies (2013), Social Studies for the Next Generation: Purposes, Practices, and Implications of the College,
Career, and Civic Life (C3) Framework for Social Studies State Standards. Silver Spring MD:NCSS.
National Research Council (NRC). 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.
Stanford History Education Group (SHEG). (n.d.). Retrieved March 15, 2018, from https://sheg.stanford.edu/
Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action and achievement. ASCD. Alexandria, Virginia.

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