SOCIAL STUDIES STANDARDS AND GRADE LEVEL BENCHMARKS
HIGH SCHOOL: GRADES 9-12
I=INTRODUCE M=MAJOR EMPHASIS R=REVIEW AND REINFORCE
There are seven goals in the social studies curriculum framework. For each goal a set of standards and benchmarks were introduced to establish expectations for student achievement of that goal. Benchmarks specify what students are expected to know and be able to do to indicate satisfactory progress toward meeting these standards and thereby achieving the goals of the social studies curriculum by a specific time in the student’s educational career. (*MEAP U.S. History Test Context to 1763.)
Standard 1.1 (Time & Chronology) |
CIVICS |
WORLD HISTORY 10
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U.S. HISTORY 11 |
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1.1.1 Construct and interpret timelines of people and events from the history of Michigan and the United States since the era of Reconstruction. |
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1.1.2 Describe major factors that characterize the following eras in United States history: the development of the United States (1870-1900); the emergence of modern America (1890-1930); the Great Depression and World War II (1929-1945); post-war United States (1945-1970); and contemporary United States (1968- present). |
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1.1.3 Identify some of the major eras in world history and describe their defining characteristics. |
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1.2.1 Draw upon narratives and graphic data to explain significant events that shaped the development of Michigan as a state and the United States as a nation during the eras since Reconstruction. |
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1.2.2 Identify and explain how individuals in history demonstrated good character and personal virtue. |
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1.2.3 Select events and individuals from the past that have had global impact on the modern world and describe their impact. |
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| Standard 1.3 Analyzing and Interpreting the Past | ||||
| 1.3.1 Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation since the Era of Reconstruction. | M | M | ||
| 1.3.2 Challenge arguments of historical inevitability by formulating examples of how different choices could have led to different consequences. | M | M | ||
| 1.3.3 Select contemporary problems in the world and compose historical narratives that explain their antecedents. | I | M | M | |
| Standard 1.4 Judging Decisions from the Past | ||||
| 1.4.1 Identify major decisions in the history of Michigan and the United States since the Era of Reconstruction, analyze contemporary factors contributing to the decisions, and consider alternative courses of action. | I | M | ||
| 1.4.2 Evaluate the responses of individuals to historic violation of human dignity involving discrimination, persecution, and crimes against humanity. | I | M | M | |
| 1.4.3 Analyze key decisions by drawing appropriate historical analogies. | M | M | ||
| 1.4.4 Select pivotal decisions in United States history and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives. | M | M | M | |
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STRAND 2: GEOGRAPHIC PERSPECTIVE |
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| Standard 2.1 People, Places and Cultures | ||||
| 2.1.1 Describe how major world issues and events affect various people, societies, places, and cultures in different ways. | I | M | R | |
| 2.1.2 Explain how culture might affect women’s and men’s perceptions. | I | M | R | |
| Standard 2.2 Human/Environmental Interaction | ||||
| 2.2.1 Describe the environmental consequences of major world processes and events. | I | M | R | |
| 2.2.2 Access the relationship between property ownership and the management of natural resources. | M | M | M | |
| Standard 2.3 Location, Movement, and Connections | ||||
| 2.3.1 Describe major world patterns of economic activity and explain the reasons for the patterns. | M | R | ||
| 2.3.2 Explain how events have causes and consequences in different parts of the world. | M | M | ||
| Standard 2.4 Regions, Patterns, and Processes | ||||
| 2.4.1 Explain how major world processes affect different world regions. | M | R | ||
| 2.4.2 Explain how major world regions are changing. | M | R | ||
| 2.4.3 Explain how processes like population growth, economic development, urbanization, resource use, international trade, global communication, and environmental impact are affecting different world regions. | I | M | R | |
| 2.4.4 Describe major patterns of economic development and political systems and explain some of the factors causing them. | M | M | M | |
| Standards 2.5 Global Issues and Events | ||||
| 2.5.1 Explain how geography and major world processes influence major world events. | M | R | ||
| 2.5.2 Explain the causes and importance of global issues involving cultural stability and change, economic development and international trade, resource use, environmental impact, conflict and cooperation, and explain how they may affect the future. | M | M | M | |
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STRAND 3: CIVIC PERSPECTIVE Standards 3.1 Purposes of Government |
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| 3.1.1 Explain the advantages and disadvantages of a federal system of government. | M | R | R | |
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3.1.2 Evaluate how effectively the federal government is serving the purposes for which it was created. |
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| 3.1.3 Evaluate the relative merits of the American presidential system and parliamentary systems. | M | R | R | |
| Standards 3.2 Ideas of American Democracy | ||||
| 3.2.1 Identify benefits and challenges of diversity in American life. | M | M | ||
| 3.2.2 Use the ideas in the Declaration of Independence to evaluate the conduct of citizens, political behavior, and the practices of governments. | M | R | ||
| Standard 3.3 Democracy in Action | ||||
| 3.3.1 Using actual cases, evaluate the effectiveness of civil and criminal courts in the United States. | M | M | ||
| 3.3.2 Explain why people may agree on democratic values in the abstract but disagrees when they are applied to specific situations. | M | M | M | |
| 3.3.3 Evaluate possible amendments to the Constitution. | M | M | ||
| Standard 3.4 American Government and Politics | ||||
| 3.4.1 Evaluate proposals for reform of the political system. | M | R | R | |
| 3.4.2 Analyze causes of tension between the branches of government. | M | M | ||
| Standard 3.5 American Government & World Affairs | ||||
| 3.5.1 Describe the influence of the American concept of democracy and individual rights in the world. | M | M | M | |
| 3.5.2 Evaluate foreign policy positions in light of national interests and American values. | M | M | M | |
| 3.5.3 Decide what the relationship should be between the United States and international organizations. | M | M | M | |
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STRAND 4: ECONOMIC PERSPECTIVE Standard 4.1 Individual and Household Choices |
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| 4.1.1 Design a strategy for earning, spending, saving, and investing their resources. | M | R | R | |
| 4.1.2 Evaluate the impact on household of alternative solutions to societal problems such as health care, housing, or energy use. | M | R | R | |
| 4.1.3 Analyze ways individuals can select suppliers of goods and services and protect themselves from deception in the marketplace. | M | R | R | |
| Standard 4.2 Business Choices | ||||
| 4.2.1 Outline a decision making process a business goes through when deciding whether to export to a foreign market. | M | R | M | |
| 4.2.2 Evaluate ways to resolve conflicts resulting from differences between business interests and community values. | M | R | M | |
| Standard 4.3 Role of Government | ||||
| 4.3.1 Describe the use of economic indicators and assess their accuracy. | M | M | ||
| 4.3.2 Distinguish between monetary and fiscal policy and explain how each might be applied to problems such as unemployment and inflation. | M | M | ||
| 4.3.3 Compare governmental approaches to economic growth in developing countries. | M | R | R | |
| 4.3.4 Evaluate a government spending program on the basis of its intended and unintended results. | M | M | ||
| 4.3.5 Select criteria to use in evaluating tax policy. | M | M | ||
| Standard 4.4 Economic Systems | ||||
| 4.4.1 Use case studies to exemplify how supply and demand, prices, incentives, and profits determine what is produced and distributed in a competitive world market. | M | R | R | |
| 4.4.2 Describe relationships between a domestic economy and the international economic system. | M | R | ||
| 4.4.3 Evaluate the United States and other economic systems on their ability to achieve broad social goals such as freedom, efficiency, equity, security, development, and stability. | M | M | M | |
| 4.4.4 Describe relationships among the various economic institutions that comprise economic systems such as household, business firms, banks, government agencies, and labor unions. | M | M | ||
| 4.4.5 Compare and contrast a free market economic system with other economic systems. | M | R | R | |
| Standard 4.5 Trade | ||||
| 4.5.1 Evaluate the benefits and problems of an economic system built on voluntary exchange. | M | R | R | |
| 4.5.2 Trace the historical development of international trading ties. | M | R | M | |
| 4.5.3 Explain how specialization, interdependence, and economic development are related. | M | M | M | |
| 4.5.4 Describe the effect of currency exchange, tariffs, quotas, and product standards on world trade and domestic economic activity. | M | R | M | |
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STRAND 5: INQUIRY Standard 5.1 Information Processing |
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| 5.1.1 Locate information pertaining to a specific social science topic in depth using a variety of sources and electronic technologies. | I | M | M | |
| 5.1.2 Use traditional and electronic means to organize and interpret information pertaining to a specific social science topic and prepare it for in-depth presentation. | I | M | M | |
| 5.1.3 Develop generalizations pertaining to a specific social science topic by interpreting information from a variety of sources. | M | M | M | |
| Standard 5.2 Conducting Investigations | ||||
| 5.2.1 Conduct an investigation prompted by a social science question and compare alternative interpretations of their findings. | I | M | M | |
| 5.2.2 Report the results of their investigation including procedures followed and a rationale for their conclusions. | I | M | M | |
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STRAND 6: PUBLIC DISCOURSE AND Standard 6.1 Identifying and Analyzing Issues |
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| 6.1.1 Generate possible alternative resolutions to public issues and evaluate them using criteria that have been identified. | M | M | M | |
| Standard 6.2 Group Discussion | ||||
| 6.2.1 Engage each other in elaborated conversations that deeply examine public policy issues and help make reasoned and informed decisions. | M | M | M | |
| Standard 6.3 Persuasive Writing | ||||
| 6.3.1 Compose extensively elaborated essays expressing and justifying decisions on public policy issues. | I | M | M | |
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STRAND 7: CITIZEN INVOLVEMENT Standard 7.1 Responsible Personal Conduct |
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| 7.1.1 Act out of respect for the rule of law and hold others accountable to the same standard. | M | R | R | |
| 7.1.2 Plan and conduct activities intended to advance their views on matters of public policy, report the results of their efforts, and evaluate their effectiveness. | M | R | R |