hs ss courses curriculum

4/30/20144:04 PM Social Studies - High School World Culture/US History/Government

State Content Standard 1:

- Students Will:

- Students Will:

- Students Will:

1. Use the inquiry process to analyze economic, political, historical

or cultural issues.

1a. Students will analyze development of economic systems,

political systems, social systems, political power, global issues

2. Use multiple information sources to evaluate each for bias,

accuracy, point of view, authenticity

Student access, synthesize and evaluate information to communicate and apply social studies knowledge to real world situations

Students Will: (State established Benchmarks) Students Will: (District established Learner Outcomes)

2. Apply criteria to evaluate information (e.g. origin, authority,

accuracy, bias and distortion of information and ideas)

1. Analyze and adapt an inquire process (i.e. identify question or

problem, locate and evaluate potential resources, gather and

synthesize information, create a new product and process.

3. Synthesize and apply information to formulate and support

reasoned personal convictions within groups and participate in

negotiations to arrive at solutions to differences (e.g. elections,

judicial proceedings, economic choices, community service projects)

3. Be able to defend, debate, argue issues; examine points of view,

explore ramifications of specific political, social, economic issues

1. Find and examine a variety of resources focusing on a political issue and illustrate how single perspectives can distort the

understanding and potential solutions to the issue

1a. Create various solutions to a political issue, emphasizing how that issue reflects the principles of democracy, fairness, equality and

citizen responsibility and present their solutions in an appropriate format

2. Compare a variety of historical, political or contemporary sources to assess for bias, accuracy, point of view, authenticity

3. Use multiple resources to synthesize viewpoints while defending, debating and arguing political, social and economic issues

World Cultures

US History

Government

2. Examine both historical and contemporary sources, including, but not limited to, primary source documents, to identify, define and

illustrate bias, accuracy, point of view and authenticity in an appropriate format

3. Use multiple resources to synthesize viewpoints while defending, debating and arguing political, social and economic issues

1. Find and examine a variety of resources focusing on an historical issue and synthesize the information in an appropriate format

1. Use the inquiry process to compare & examine economic, political, historical or cultural issues in selected areas of the world.

1a. Distinguish differences and similarities among the world's economic, political and social systems as well as global issues

2. Assess the qualities of information from mass media, print and electronic sources based on selected criteria

3. Examine the pros and cons of various issues and predict outcomes of related actions in selected regions of the world

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- Students Will:

6. Assess the qualities of information from the mass media, print and electronic sources based on selected criteria

World Cultures

1. Examine the development and function of government combined with the growth of political power in selected regions of the world


1. Analyze the historical and contemporary purpose of government

and how the powers of government are acquired, modified, justified

and used (e.g. checks and balances, Bill of Rights, court decisions)

1. Analyze the development and function of government

1a. Compare and contrast the growth of political power through

time

Students analyze how people create and change structures of power, authority and governance to understand the operation of

government and to demonstrate civic responsibility

7. Examine the impact of technology in selected regions of the world

2. Compare and contrast various world political systems (e.g.

ideologies, structure, institutions with that of the United States

2. Compare and contrast various world political systems (e.g.

ideologies, structure, institutions with that of the United States

3. Identify representative political leaders and philosophies from

selected historical and contemporary settings

3. Identify representative political leaders and philosophies from

selected historical and contemporary settings

4. Relate the concept of tribal sovereignty to the unique powers of

tribal governments as they interact with local, state and federal

governments

4. Compare/contrast tribal sovereignty as it interacts with various

state, local and national government

5a-1. Examine various systems of government as they seek to

protect rights and needs of various groups within the society

5a-2. Examine competing conceptions of a just society

5b. Analyze the impact of the Constitution, laws and court decision

on the rights and responsibilities of citizens

5a. Analyze the effectiveness of various systems of government to

protect the rights and needs of citizens and balance competing

conceptions of a just society

5b. Analyze the impact of the Constitution, laws and court decisions

on the right and responsibilities of citizens

6. Analyze and evaluate conditions, actions and motives that

contribute to conflict and cooperation within and among groups and

nations (e.g. current events from newspapers, magazines and

television

6. Using multiple materials examine the issues that contribute to

conflict and cooperation within and among people and/or nations

7. Analyze laws and policies governing technology and evaluate the

ethical issues and the impacts of technology on society

7a. Analyze laws and policies governing technology

7b. Evaluate the ethical issues of technology

7c. Analyze the impacts of technology on society

2. Compare and contrast selected world political systems

3. Identify representative political leaders and philosophies from selected historical and contemporary settings

4. Compare and contrast the human rights issues of indigenous peoples in selected regions of the world

5a-1. Explore the actions of selected governments toward various groups and their society

5a-2. Formulate a concept or model of a just society that addresses political issues in selected regions of the world

5b. Examine the impact of laws on the rights and responsibilities of citizens in selected regions of the world

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- Students Will:

- Students Will:

2

3. Identify and state the significance of representative political leaders and philosophies from selected historical and contemporary

settings in the U.S. history

4. Devine and concept of tribal sovereignty in a federal system

Government

1. Examine and interpret the changes in Western political thought and their influences on Modern America democracy. To include, but

not limited to:

~ identify fundamental beliefs on the nature of man and his relationship to government

~ identify the reasons for the existence of government

~ identify and explain the principles of democracy

~ identify the problems which lead to the Constitutional Convention

~ explore the major concepts of the social contract theory found in the Declaration of Independence

~ examine the defects of our first government and reasons for those defects

~ outline the major compromise of the Constitutional Convention

~ compare and contrast the arguments of the Federalists and Anti-Federalists over ratification of the Constitution

1a. Distinguish ways in which each branch of American government has gained/lost political power through time. To include, but not

limited to:

~ identify the three main branches of government and their primary functions

~ describe ways in which each branch of government checks the power of the other branches

~ describe ways in which the Constitution can change with the times

~ explain the growth clauses of the Constitution

US History

1. Compare and contrast the development of political power within the U.S. using sources including, but not limited to, primary sources

3. Identify representative political leaders and philosophies from selected historical and contemporary settings. To include, but not

limited to:

~ state the arguments of the Federalists and Anti-Federalists over ratification of the Constitution

~ define political party and interest group

~ Identify prominent federal, state and local elected officials

4. Define and concept of tribal sovereignty in a federal system

5. recognize how the Constitution, laws and court decision of the U.S. have affected the rights and responsibilities of citizens

6. Use a variety of sources to examine the issues that contribute and cooperation within the U.S. and in the Unites States' relations with

other countries

7. Trace the development of technology and examine ethical issues and impacts arising from technology applications

2. Identify the major forms of government in the world today and compare and contrast them with that of the United States. To include,

but not limited to - Democracy, Dictatorship, Presidential, Parliamentary, Unitary, Federal, Confederate, Socialist, Communist, Capitalism

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6. Use a variety of sources (e.g. newspapers, periodicals, etc.) to examine/research an issue (either historical or contemporary)

contributing to conflict and cooperation within the US and in it's relations with other countries

7a, 7b, 7c. Examine laws, policies, ethical issues and impacts arising from the use of technology

5a-1. Compare and contrast various systems of government as they seek to protect the rights and needs of various groups within the

society. To include, but not be limited to:

~ democracies, dictatorships; socialism, communism

~ identify the fundamental reasons for the Bill of Rights

~ identify the fundamental rights of the First Amendment and demonstrate examples of each

~ describe the constitutionally protected rights of a person accused of a crime

~ explain the term equality of opportunity, ways equality is protected by the Constitution and laws, and differentiate from the

concept of equality of outcome

5a-2. Compare and contrast competing conceptions of a just society. To include, but not be limited to: Philosophies of major and minor

political parties

5b. Examine the Constitution, laws and court decisions and the impact they have eon the rights and responsibilities of citizens. To

include, but not limited to:

~ identify and give examples of the major principles of the Constitution

~ locate specific issues in the constitution

~ define civic virtue and give examples of ways citizens can exercise their civic virtues

~ explain the vital importance of voting in local, state and federal elections

~ explain ways in which presidential powers are limited

~ define and give examples of the process of judicial review

~ trace the progress of a case through the federal court system

~ examine landmark cases of the 19th, 20th and 21st centuries

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- Students Will:

Students apply geographic knowledge and skills (e.g., location, place, human/enviromental interactions, movement and regions).


World Cultures

3. Recognize the impact of humans on the environment in selected regions of the world

5. Examine human impact on the environment in selected regions of the world

6. Identify the short and long term effects of major physical changes on the environment in selected regions of the world

7. Describe how people create places that reflect their culture in selected regions of the world

1. Interpret, use and synthesize information from various

representation of the Earth (e.g. maps, globes, satellite images,

geographic information systems, three-dimension models

1. Interpret, use and synthesize information from various

representation of the Earth (e.g. maps, globes, satellite images,

geographic information systems, three-dimension models

2. Differentiate and analyze the relationships among various

regional and global patterns of geographic phenomena (e.g. land

forms, soils, climate, vegetation, natural resources and population

2a. Explain the interaction of the various ecosystems with each

other

2b. Predict the effects of regional and global geographic

phenomena on various ecosystems

3. Assess the major impacts of human modifications on the

environment (e.g., global warming, deforestation, erosion,

pollution)

3. assess the impact of humans on the environment

4. Analyze how human settlements patterns create cooperation

and conflict which influence the division and control of the Earth

(e.g. treaties, economics, exploration, borders, religion, exploration,

water rights

4a. Investigate how human settlement patterns influence

cooperation conflict

4b. Assess the influence of human cooperation and/or conflict in

the division and control of regions and/or resources of the Earth

5. Select and apply appropriate geographic resources to analyze the

interaction of physical and human system (e.g. cultural patterns,

demographics, unequal global distribution of resources) and their

impact on enviromental and societal changes

5a. Students will select appropriate materials to analyze the

interaction of physical and human systems

5b. Students will explain the impact of physical and human system

s on the environment and they society

6. Analyze the short-term effects that major physical changes in

various parts of the world have had or might have on the

environments (e.g. land use, population, resources)

6a. Analyze the short term effects that major physical changes in

various parts of the world might have had on environments

6b. Predict the long term effects that major physical changes in

various parts of the world might have on environments

7. Describe and compare how people create places that reflect

culture, human needs, governmental policy and current values and

ideas as they design and build (e.g. buildings, neighborhoods, parts,

industrial and agricultural centers, farm/ranches)

7. Describe how people create places that reflect their culture

1. Use a variety of resources to identify specific locations and geographical feature sin selected regions of the world

2. Describe and illustrate the interaction of various ecosystems in selected regions of the world

4. Demonstrate how human settlement patterns affect geographical cooperation/conflict in various regions of the world

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- Students Will:

- Students Will:

1. Use various representations of the Earth to interpret and synthesize information as it relates to the US

2

US History

3. Trace the impact of, need for, and controversies surrounding environmental protection laws, conservation and the expansion of the

national parks system. To include, but not limited to:

~ government agencies responsible for health and environmental issues

4a. Explain how federal, state and/or local governments have responded to population shifts, and /or international migration

4b. Compare and contrast the major forms of government and/or economic systems in the world today

5. Explain the impact the unequal global distribution of resources has had on American domestic and foreign policy

6. Examine the short and long term effects that major physical changes in the US and/or world have had on our government's

environmental and/or foreign policy

7. Examine how human settlements impact governmental policies and vice versa (e.g. statehood, incorporation, zoning, annexation)

Government

1. Use various representations of the Earth to interpret and synthesize information as it relates to the US

2

3. Examine the impact of humans on the environment

4. Look at how human settlement patterns influence cooperation and/or conflict within the US, and interpret the influence of human

cooperation and/or conflict in the division and control of regions and/or resources of the US

5a. Select appropriate materials to examine the interaction of physical and human systems in the US

5b. Explain the impact of physical and human systems on the environment and society within the US

6

7. Describe how people create places that reflect their cultures

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- Students Will:

1. Select and analyze various documents and primary and

secondary sources that have influenced the legal, political and

constitutional heritage of Montana and the United States

1. Analyze various documents, primary and secondary sources that

have influenced the legal, political and constitutional heritage of

Montana and the United States

2. Interpret how selected cultures, historical events, periods and

patterns of change influence each other

2a. Explain how various cultures are influenced by historical events

or time periods

2b. Explain how various cultures influence each other.

3. Supply ideas, theories and methods of inquire to analyze

historical and contemporary developments, and to formulate and

defend reasoned decisions on public policy issues

3. Analyze historical and contemporary developments to formulate

and defend reasoned decisions on public policy issues

4a. Analyze the significance of important people, events and ideas

(e.g. political and intellectual leadership, inventions, discoveries, the

art(s) in the major eras/civilizations in the history of Montana,

American Indian Tribes, the United States and the world

4b. Analyze issues (e.g. freedom and equality, liberty and order,

region and nation diversity and civic duty) using historical evidence

to form and support a reasoned position

4a. Analyze the significance of important people, events and ideas

in the major eras/civilizations in history with respect to indigenous

peoples and immigrants

4b. Use historical evidence to formulate and support a reasoned

position relative to major social science concepts

5. Analyze both the historical impact of technology (e.g.

industrialization, communication, medicine) on human values and

behaviors and how technology shapes problem solving now and in

the future

5a. Analyze the historical impact of science and technology on

human values and behaviors

5b. Analyze how technology influences problem solving strategies

6. Investigate, interpret and analyze the impact of multiple

historical and contemporary viewpoints concerning events within

and across cultures, major world religions and political system (e.g.

assimilation, values, beliefs, conflicts)

6. Investigate, interpret and analyze the impact of multiple

historical and contemporary viewpoints relative to diverse cultures,

religions and political systems

7. Analyze and illustrate the major issues concerning history,

culture, tribal sovereignty and current status of the American Indian

tribes and bands in Montana and the United States (e.g. gambling,

artifacts, repatriation, natural resources, language, jurisdiction)

7. Examine the major historical and cultural issues affecting the

current status of indigenous peoples of the United States

1. Examine and appraise various primary and secondary documents/sources from selected regions of the world

2. Discover and discuuss how various cultuers are influenced by time, events and each other in selected regions of the world

World Cultures

3. Summarize and debate public policy issues in selected regions of the world

4. Describe and debate the historical interaction of immigrants and indigenous peoples in selected regions of the world

5. Examine the historical impact of science and technology on the culture and society of selected regions of the world

6. Select, discuss and compre the multiple historical and contemporary viewpoints relative to diverse cutlutural issues

7. Examine the current status of the indigenous peoples of selected regions of the world

Students demonstrate an understanding of the effects of time, continuity and change on historical and future perspectives and

relationships


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- Students Will:

- Students Will:

2

3a. Research and support a position on a public policy issue based on historical evidence

3b. Research and support a position on a public policy issue based on contemporary evidence

4a. Examine the impact American people, events and ideas have had on immigrants and indigenous peoples (e.g. US immigration policy,

slavery, Civil War Amendments, Jim Crow laws, civil rights movements, Voting Rights Acts)

4b. Use sources from history to form and support a reasoned poition on a major social science concept (e.g. social contract theory, basic

concepts of democracy)

5. Examine how technology impacts government problem-solving (e.g. intelligence gathering, defense issues, qualification for

entitlement programs

6. Research and deduce the impact historical and contemporary viewpoints have had relative to political systems (e.g. theories on the

origin of the state, socialism, fascism, communism, democracy)

7. Explore the major issues concerning tribal sovereignty and the current status of the American Indian tribes in Montana and the US

(e.g. gambling, artifacts, repatriation, natural resources, jurisdiction)

1. Use appropriate documents to gain an understanding of selected legal, political and constitutional history of the US including

Montana

2. Be able to idntify how specific cultures are influenced by, and influence, specific hitorical events or time periods

3. Use historical evidence to support or oppose reasoned public policy decisions

4a. Analyze the signifiance of imprtant people, events and ideas in the history of the United States with respect to indigenous peoples

and immigrants

4b. Discover evidence to formulate and support or deny a reasoned position on a social science concept

5. Examine the historical impact of science and technology on human values and behaviors withing the United States. Describe how

technology influences problem solving

6. Investigate, interpret and analyze the impact on the history of the US of multiple historical and contemporary viewpoints relative to

groups and systems. Included but not limited to; native Americans, immigrants, puritans, Catholics, Jews, Monarchy, spocialism,

communism, anarchism and republicanism

7. Identify and describe the major historical and cultural issues that affect Native Americans today, included but not limited to tribal

sovereignty and reservation vs assimilation policies

1. Examine various documents and other sources having impact on the legal, politica and constitutional heritage of Motnana and the

United States. To include, but not be limted to:

~ Declaration of Idependence

~ Federalist Papers

~ US Consitution

~ MT Consitution and MCA

~ US Supreme Court decisions

~ MT Supreme Court decisions

~ speeches/addresses

~ treaties

Government

US History

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- Students Will:

1. Analzye the impact that supply and demand, scarcity, prices,

incentives, competition and profits influence what is produced and

distributed in various economic systems

1a. Explain the concept of supply and demand

1b. Explore the impact of scarcity, prices, incentives, competitino

and prfits within various economic system

2. Use basic economic concepts (e.g. prodution, distribution,

consumption, market economy and command economy) to

compare and contrast local, regional, national and global economies

across time and at the present time

2. Compare and contrast the development of economic systems

3. Assess the costs and benefits to society of allocating goods and

serives through private and public sectors

3. Assess the positive or negative aspects of allocating goods and

serivces through public and private sectors

4. Compre and contrast how values and beliefs influence economic

decisions in different economic systems

4. Compare and contrast how values and beliefs influence

economic decisions in different economic system

5. Explain the oeprations, rules and procedures of common

financial istruments (e.g. stocks and bonds, retirement funds, IRA's)

and financial insitutions (credit companies, banks insurance

companies)

5. Explore financial instruments and financial insitutions of the

United States

6. Explain and evaluate the effects of new technolgy, global

economic interdepence and competition on the develompent of

national policies (e.g. social security system, Medicare, other

entitlement programs) and on the lives of the individuals and

families in Montana, the United States and the world (e.g.

international trade, space exploration, national defense)

6a. Explain how new technology, global exonomic interdependence

and competition have affected the development of national policies

6b. Evaluate the impact of national poliices on the lives of

individuals and their families

6c. Evaluate how various individuals and families are affected by

new technology, global economic interdependence and

competition

1. Explain th econcept of suply and demand and its role in various economic systems

2. Compare and contrast the development of economic systems in selcted regions of the world

3. Evaluate the strenghts and wekanesses of allocaing good and services through public and private secotrs in slected regions of the

world

4. Compare and contrast how values and beliefs influence economic decisions in different economic systems in selected regions in the

world


World Cultures

Stuents make informed decisions based on an understanding of the economic principles of production, distribution, exchange and

consumption

5. Explore fiancial instruments and financial institutions in selected regions of the world

6a. Examine the development of national policies in selected regions of the world with regard to new technology, economic

interdependence and international competition

6b. Compare and contrast the effects of new technology, economic interdependence and competition on various individuals and

families in selected regions of the world

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- Students Will:

- Students Will:

2. Evaluate the development and current practices of the world's major economic systems

3a. Evaluate the allocation of good and/or services through the public sector (e.g both federal and Montana budgets)

3b. Evaluate the allocation of good and /or services through the private sector

4. Investigate influences on decision-making in command, mixed and/or free market economies

5a. Identify and explain the function of the variety of financial instruments used in the United States

5b. Identify and explain the function of the variety of financial institutions that exist in the United States

6a. Explore the effects of new technolgies, global economic interdependence and global competition on the national polies (both

domestic and foreign)

6b. Explain the impact of national policies (both domestic and foreign) on the lives of indviduals and families

6c. Evaluate the effect of new technologies, global economic interdependence and global competition on the lives of indivduals and

families

1a. Understand and explain the law of supply and demand

1b. Investigate features of command, mixed and/or free market economies

US History

Government

1. Define economic concepts including but not limited to supply and demand, infliation and deflation, tariffs, cheap money, hard money,

the function of the federal reserve system and related economic concepts as they affect American economic and political development

2. Demonstrate an awarness of fundamental economic concepts in order to better understand the evolution of America's economic

system and how these concepts relate to other economic systems (e.g mercantilism, captialism, socialism, command economy)

3. Understand roles of the private and public sectors in the allocation of goods and services

4. Illustate how values and beliefs of various groups influence economic situations (Jefferson and Hamilton, debtor and creditor, agrarian

and capitalist)

5. Trace development of the American banking system from the Bank of the US to the Federal Reserve and instruments from bank notes

to bonds, stocks and federal reserve notes

6a. Identify the development and impact of new technology on national policy throughout the span of American history (e.g. cotton gin,

interchangable parts, mass communication, transportation, the electronic information revoltuion). Students will also identify issues of

global economic indepenedence, (e.g. issues related to tariffs, free trade and resrouce acquisition)

6b. Evaluate the impact of selected national policies on the lives of individuals and families, (e.g. the impact of the New Deal, interest

and monteary policies of the Fed, taxation policies and entitlement programs)

6c. Describe how selected groups are affected by new technology, global economy, interdependence and competitino (e.g. affects of the

factory system, automobile, rise of multinational corporations)

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- Students Will:

1. Analyze and evaluate the ways various groups (e.g. social,

political, cultural) meet human needs and concerns (e.g. individual

needs, common good) and contribute to personal identity

1a. Evaluate the ways various groups meet human needs

1b. Evaluate the ways various groups contribute to personal

identity

2. Analyze human experience and cultural expression (e.g language,

literature, arts, tarditions, beliefs, spirituality, values, behaviors) and

create a product which illustrates an integrated view of a specific

culture

2a. Explain the development and interdependence of the

components of a culture

2b. Create a product which illustrates an integrated view of a

specific culture

3. Analyze the impact of ethnic, national and global influences on

specific situations and events

3. Given a specific event, students will explain the impact of ethnic,

national and global influences on that event

4. Evaluate how the unique characteristics of American Indian

tribes and other cultural groups have contirbuted to Montana's

history and contemporary life (e.g. legal and political relationships

between and among tribal, state and federal governments)

4a. Evaluate the contributions of diverse cultural groups to the

historical development of the state, region and nation

4b. Evaluate the contributions of diverse culture groups to

contemporary life in the state, region and nation

5. Analyze the conflicts resulting from cultural assimilation and

cultural preservation among various ethnic and racial groups in

Montana, the United States and the world

5a. Analyze the conflicts resulting from cultural assimilation among

various ethnic and racial groups in Montana, the United States and

the world

5b. Analyze the conflicts resulting from cultural preservation

among various ethnic and racial groups in Montana, the United

States and the world

6. Analyze the interactions of individuals, groups and institutions in

society (e.g. social mobility, class conflict, globalization)

6. Analyze the interactions of individuals, groups and institutes in a

society

3. Given a specific event, explain the impact of ethnic, national and global influences on that event

4a. Recognize the contirbutions of diverse cultural groups to the historical development of the state, region and nation

4b. Recognize the contirbutions of diverse culture groups to contemporary life in the state, region and nation

World Cultures

1a. Recognize the various ways social, political and cultural groups meet human needs

1b. Recognize the various groups contribution to personal identity

2a. Examine the development and interdepenedence of the compents of a culture

2b. Create a product which illustrates an intergrated view of a specific culture

5a. Recognize the conflicts resluting from cultural assimilation among various ethnic and racial groups in Montana, the US and the world

5b. Recognize the conflicts resulting from cultural preservation among various ethnic and racial groups in Montana, the US and the

world

6. Recognize the interactions of individuals, groups and institutions in a society

Students deomonstrate an understanding of the impact of human interaction and cultural diversity on societies


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- Students Will:

- Students Will:

4. Explore the impact of American Indians and other cultural groups on the legal and political relationships between and among the

tirbal, state and federal governments

5. Evaluate the effects of racial and ethnic conflict on the laws and policies of Montana and the nation (both domestic and foreign)

6. Examine how individuals or groups interct with society's institutions (e.g. police power)

1

2

3. Explain the impact of specific ethnic, national and global influences on selected events (e.g. Harper's Ferry, John Brown, dropping the

bomb, Kent State University)

4. Explain the contribution of diverse cultural groups such as immigrants and Black Americans at the national level and Native Americans

at the state and regional level

5. Discuss the conflicts arising from cultural assimilation and preservation among various ethnic and racial groups in the US . Examples

include: Japanese Internment, ethnic islands, slavery, Dawes Act, AIM

6. Examine the individual, group and institutional interactions in American society (e.g. Sales Witch Trials, Seneca Falls, Chataqua

Movement)

1a. Assess the ways political groups (e.g. political parties, interest groups, elected officeholders, unions) meet human needs and

concerns

1b. Consider the ways political groups contribute to personal identitiy (e.g. party identification, liberal/conservative)

2

3. Explain the impact national influences (e.g. dipolomatic, military) and/or global influences (e.g. UN, NATO, EU) have on a specific

event

Government

US History

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Reading Standards for Literacy in History/Social Studies 9-12

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date

and origin of the information.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key

events or ideas develop over the course of the text.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply

preceded them.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social,

cultural, or economic aspects of history/social studies.

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

Compare the point of view of two or more authors, incorporating American Indian authors, for how they treat the same or

similar topics, including which details they include and emphasize in their respective accounts.

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

Assess the extent to which the reasoning and evidence in a text support the author’s claims. Include texts by and about

American Indians.

Compare and contrast treatments of the same topic in several primary and secondary sources including American Indian

sources.

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

independently and proficiently.

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band

independently and proficiently.

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific

details to an understanding of the text as a whole.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear

the relationships among the key details and ideas.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence,

acknowledging where the text leaves matters uncertain.Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines

the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10; how the use of

"sovereignty" in official documents impacts political and legal relationships).Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions

of the text contribute to the whole.

Evaluate authors’, incorporating American Indian authors, differing points of view on the same historical event or issue by

assessing the authors’ claims, reasoning, and evidence.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,

as well as in words) in order to address a question or solve a problem.

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

texts by and about American Indians.

Integrate information from diverse sources, including American Indian sources, both primary and secondary, into a coherent

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

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WHST.

9-10.3

WHST.

9-10.4

WHST.

9-10.5

WHST.

9-10.6

WHST.

9-10.7

WHST.

9-10.8

WHST.

9-10.9

WHST.

11-12.1

Writing Standards for Literacy in History/Social Studies 9-12

WHST.

9-10.1Write arguments focused on discipline-specific content.

WHST.

9-10.1a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

WHST.

9-10.1b

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and

limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the

audience’s knowledge level and concerns.

WHST.

9-10.2f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

WHST.

9-10.1c

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between

claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.

9-10.1d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in

which they are writing.

WHST.

9-10.1eProvide a concluding statement or section that follows from or supports the argument presented.

WHST.

9-10.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or

technical processes.

WHST.

9-10.2a

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Write arguments focused on discipline-specific content.

(See note; not applicable as a separate requirement)

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

audience.

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

addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve

a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.Gather relevant information from multiple authoritative oral, print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research. Include texts by and about American

Indians.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks, purposes, and audiences.

WHST.

9-10.2b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic.

WHST.

9-10.2c

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the

relationships among ideas and concepts.

WHST.

9-10.2d

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate

to the discipline and context as well as to the expertise of likely readers.

WHST.

9-10.2e



Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate

narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be

able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and

technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in

their investigations or technical work that others can replicate them and (possibly) reach the same results.

WHST.

9-10.10

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WHST.

11-12.1a

WHST.

11-12.1b

WHST.

11-12.1d

WHST.

11-12.1e

WHST.

11-12.2

WHST.

11-12.2b

WHST.

11-12.2c

WHST.

11-12.2e

WHST.

11-12.3

WHST.

11-12.4

WHST.

11-12.5

WHST.

11-12.6

WHST.

11-12.9

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to

the expertise of likely readers.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia

when useful to aiding comprehension.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or

technical processes.

WHST.

11-12.2a

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

WHST.

11-12.2d

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g.,

articulating implications or the significance of the topic).

WHST.

11-12.8

Gather relevant information from multiple authoritative oral, print and digital sources, using advanced searches effectively;

assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate

information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source

and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research. Include texts by and about American

Indians.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks, purposes, and audiences.

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate

narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be

able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and

technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in

their investigations or technical work that others can replicate them and (possibly) reach the same results.

WHST.

11-12.10

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while

pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates

the audience’s knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.

11-12.1c



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

(See note; not applicable as a separate requirement)

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

audience.

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

addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to

ongoing feedback, including new arguments or information.

WHST.

11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve

a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

Writing Standards for Literacy in History/Social Studies 9-12 Cont.....

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I Can Statements

I CAN.......

I CAN.......

4. Draw my own conclusions when analyzing a primary or secondary source. (RH.11-12.3)

1. Summarize the impact of religion on global politics. (RS.9-10.3, WR.9-10.2)

2. Analyze primary and secondary source documents, citing explicit textual evidence and connecting insights gained from

specific details to an understanding of the text as a whole. (RH.11-12.1)

1. Read closely and find explicit (right there) information in primary and secondary sources. (RH.11-12.1)

3. Compose an accurate summary that clearly shows the relationship among the key details and ideas. (RH.11-12.2)

10. Evaluate the cause and consequence of colorization of the colonizer and colony using online sources.

(RS.9-10.10, WS.9-10.6)

11. Read and find explicit information in primary and secondary sources in the impact of colonization.

(RS.9-10.2, WS.9-10.9)

8. Read different points of view from various primary and secondary sources on a specific world conflict.

(RS.9-10.6, WS.9-10.8)

9. Write an argumentative essay with claim and counterclaim based on credible sources of a specific world conflict. (RS.9-

10.8, WS.9-10.10)

6. Use textual evidence to write a persuasive argument on the most effective form of government system.

(RS.9-10.1, WS.9-10.4)

7. Identify the cause, course, and consequence of a world conflict. (RS.9-10.7, WS.9-10.7)

4. Analyze the different forms of government systems worldwide and the impact on their citizens.

(RS.9-10.5, WS.9-10.8)5. Read and critique primary and secondary sources on forms of government to gain various viewpoints.

(RS.9-10.2, WS.9-10.9)

3. Write an essay that compares and contrasts two or more religions. (RS.9-10.9, WS.9-10.1)

2. Read multiple sources of information outside of the classroom textbook and synthesize and gain various points of view

respective to the impact of global politics. (RS.9-10.6, WS.9-10.1)

5. Locate and use resources to assist me in determine the meaning of unknown words and phrases. (RH.11-12.4)

6. Analyze how a key term or terms are used and refined over the course of a text. (RH.11-12.4)

7. Analyze texts for structure, purpose and viewpoint in order to gain insight and strengthen understanding. (RH.11-12.5)

8. Evaluate authors’ differing points of view on the same historical event or issue. (RH.11-12.6)

9. Evaluate information I have gathered and determine its effectiveness in addressing a question or solving a problem.

(RH.11-12.7)

15. Using both quantitative and qualitative data, write an informative essay discussing the components of globalization.

(RS.9-10.7, WS.9-10.7)

10. Integrate effective information I have gathered to answer a question or solve a problem. (RH.11-12.7)

12. Write my criticism or support of colonization in an essay using textual evidence and proper citation.

11. Evaluate an author’s premises, claims, and evidence by confirming/supporting/challenging them with other information.

(RH.11-12.8)

13. Identify and analyze the impact of globalization on world economies. (RS.9-10.5, WS.9-10.9)

17. Read and analyze the cause and effect of different human-environment interaction in the different regions of the world.

(RS.9-10.5, WS.9-10.9)

18. Write an essay that critiques primary and secondary sources to identify the various instances of human-environment

interaction around the world based on different cultures. (RS.9-10.4, Ws.9-10.5)

14. Read and critique primary and secondary sources that address the impact of globalization. (RS.9-10.2, WS.9-10.9)

16. Identify the major human-environment interactions of different regions of the world. (RS.9-10.2, WS.9-10.8)

US History

World Cultures

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I CAN.....

2. demonstrate thoughtful and effective participation in civic life.

3. Demonstrate knowledge of local, state and national elections.

4. Demonstrate knowledge of the organizations and powers of the national government.

5. Demonstrate knowledge of process by which public policy is made.

6. Synthesize historical, constitutional and judicial information to understand the origins, chronology, and possible future of

civil rights and civil liberties in the United States.

1. demonstrate knowledge of the political philosophies that shaped the development of Montana and the US constitutional

governments.

22. Chose several sources and synthesize information to answer my research inquiry. (WHST.11-12.7)

23. Demonstrate understanding of the subject under investigation through short of more sustained research projects.

WHST.11-12.7)

24. Avoid plagiarism by using proper citation and paraphrasing and/or summarizing my research findings. (WHST.11-12.8)

25. Compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.

WHST.11-12.9J)

26. Determine a writing/style to fit my task, purpose, and/or audience (WHST.11-12.10)

27. Write for a variety of reasons (to inform, describe, to persuade, to entertain/convey and experience)

(WHST.11-12.10)

13. Integrate information gathered from multiple sources into coherent understanding of an idea or event.

(RH.11-12.9)

US History Cont.....

Government

12. Note discrepancies in how multiple primary and secondary sources treat the same topic. (RH.11-12.9)

14. Use reading strategies (ask questions, make connections, take notes, make inferences, visualize, re-read) to help me

understand difficult complex text. RH.11-12.10)

15. Organize claims, counterclaims, reasons, and evidence into a logical sequence. (WHST.11-12.1)

16. Present my argument in a formal style and objective tone (WHST.11-12.1)

17. Select a historical event and gather relevant information to share with my evidence (WHST.11-12.2)

18. Compose a clear and logical piece of writing that demonstrates my understanding of topics, events, and themes.

(WHST.11-12.4)

19. Prepare multiple drafts using revisions and edits to develop and strengthen my writing. (WHST.11-12.5)

20. Determine the most efficient technology medium to complete my writing task. (WHST.11-12.6)

21. Focus my research around a problem to be solved, a central question that is provided, or a self-generated question I have

determined. (WHST.11-12.7)

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hs ss courses curriculum

Education

political systems

political issue

social systems

political power

qualities of information

multiple information

economic issues1

distortion of information