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HSS.Pre-K.T1.01

With prompting and support, give reasons for rules in the classroom and at home.

HSS.Pre-K.T1.02

With prompting and support, follow agreed-upon rules, limits, and expectations.

HSS.Pre-K.T1.03

Show willingness to take on responsibilities (e.g., being a helper or a leader).

HSS.Pre-K.T1.04

With prompting and support, ask and answer questions about literature and informational social studies texts read aloud, and act out or give examples of characters who show fairness, friendship, kindness, responsibility, and respect for one another.

HSS.Pre-K.T2.01

With prompting and support, describe location of people, animals, objects, and places, using words and phrases such as up, down, on, off, close, far away, beside, inside, next to, close to, above, below, apart correctly.For example, a student describes the place where his uncle lives as being “far away” and names the city or town, state, or country. Another student describes two buildings in a photograph as “next to” one another. Note that the pre-k standards for mathematics in the Massachusetts Mathematics Framework also ask students to identify relative positions of objects in space, using appropriate language.

HSS.Pre-K.T2.02

With prompting and support, explain what a map or another kind of representation of a place can show.

HSS.Pre-K.T2.03

With guidance and support, use a combination of drawing, building with blocks or other materials, or dictating to construct maps and other representations of familiar places.

HSS.Pre-K.T3.01

With guidance and support, recall and describe events that happened in the classroom or in a story, using words and phrases relating to chronology and time, including first, next, last (e.g., describe something that happened yesterday or last week).

HSS.Pre-K.T3.02

With guidance and support, explain how the concepts of days, weeks, and months relate to the passage of time.

HSS.Pre-K.T3.03

With guidance and support, participate in short shared research projects to gather information about traditions of people of diverse backgrounds.

HSS.Pre-K.T4.01

With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts.

HSS.Pre-K.T4.02

With prompting and support, ask and answer questions about buying, selling or trading something and explain how people make choices about the things they need and want.

HSS.Pre-K.T4.03

With prompting and support, give examples from personal experience, literature, or informational texts of goods and services that people purchase with money they earn.

HSS.K.T1.01

Understand and follow rules, limits, and expectations with minimal prompting and assistance; with prompting and support, ask and answer questions about the reasons for rules.

HSS.K.T1.02

Take on responsibilities and follow through on them, being helpful to and respectful of others (e.g., volunteer for and carry out tasks in the classroom and at home).

HSS.K.T1.03

With prompting and support, give examples from literature and informational texts read or read aloud of characters who show authority, fairness, caring, justice, responsibility, or who show how rules are created and followed

HSS.K.T1.04

Ask and answer questions and explore books to gain information about national symbols, songs, and texts of the United States:

a. why the flag of United States of America is red, white, and blue and has stars and stripes
b. why the Bald Eagle is the national emblem of United States
c. why “The Star-Spangled Banner” is the national anthem of the United Statesd. what the words of the “Pledge of Allegiance” mean Clarification Statement: Teachers should explore the history and stories surrounding the national symbols to build contextual understanding of their significance. Knowledge of symbols and songs should be shared between grades k and 1.

HSS.K.T2.01

Describe the location of people, objects, and places, using correctly words and phrases such as up, down, near, far, left, right, straight, back, behind, in front of, next to, between. For example, a student describes the location of his classroom as being “near the office, straight down the hall next the library.” Note that the kindergarten standards of the Massachusetts Mathematics Framework also ask students to describe the relative positions of objects using accurate vocabulary.

HSS.K.T2.02

With support, explain the similarities and differences between maps and globes.

HSS.K.T2.03

Identify the elements of a physical address, including the street name and number, the city or town, the state (Massachusetts) and the country (United States).

HSS.K.T2.04

With support, on a state map, find the city or town where the student’s school is located; on a street map of the city or town, find the location of the student’s school.

HSS.K.T2.05

Use maps, photographs, their own drawings or other representations to show and explain to others the location of important places and relationships among places in the immediate neighborhood of the student’s home or school.For example, a student uses a map and a series of photographs of the school and its surrounding area as visual aids when she explains to a friend where the school bus stops, where it is safe to cross the street with the crossing guard, where to enter the school, and where to find the swings or a place to play ball on the playground.

HSS.K.T2.06

Construct maps, drawings, and models that show physical features of familiar places.

HSS.K.T3.01

Describe how some days, called civic holidays, are special because they celebrate important events or people in history (See the Resource Supplement, Section III, for a list of state, national, and international civic holidays and their histories).

HSS.K.T3.02

Contrast and compare traditions and celebrations of peoples with diverse cultural backgrounds.

HSS.K.T3.03

Put events from their personal lives, observations of the natural world, and from stories and informational texts read or read aloud in temporal order, using words and phrases relating to chronology and time, including:

a. Sequential actions: first, next, last;
b. Chronology and time: now, then, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, last or next month, last or next year.

HSS.K.T4.01

Working With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts.

HSS.K.T4.02

Buying, Selling and Trading Goods and ServicesWith prompting and support, ask and answer questions about buying, selling or trading something and explain how people make choices about the things they need and want.

HSS.K.T4.03

With prompting and support, give examples from personal experience, literature, or informational texts of goods and services that people purchase with money they earn.

HSS.1.T1.01

Demonstrate understanding of the benefits of being part of a group and explain what it means to be a member of a group; follow the group’s rules, limits, responsibilities and expectations, and explain reasons for rules to others. For example, to clarify the concept of membership, students brainstorm the groups they belong to simultaneously – e.g., they are members of a family, a classroom, a school, perhaps a sports team, a scout group, an arts club, a religious group, a neighborhood community, town, city, or country. With their teacher, they make a list of some of the different expectations of each group and look for the similarities among them.

HSS.1.T1.02

Investigate the various roles that members of a group play and explain how those roles contribute to achieving a common goal.

HSS.1.T1.03

Demonstrate understanding that a leader is also a member of a group, but takes on a different role with more responsibility for inspiring others, organizing and delegating activities, and helping the group make decisions. For example, students working on a project in a small group take on the roles of leader, recorder or reporter, illustrator, or timekeeper.

HSS.1.T1.04

Analyze examples of leadership and leaders from history, everyday life, and from literature and informational texts read or read aloud, and describe the qualities of a good leader.

HSS.1.T1.05

Give examples of why members of a group who hold different views need ways to make decisions, and explain how members of a group can make fair decisions or choose leaders by voting. For example, students get practical experience in the concept of democracy by discussing and voting on what the responsibilities of class leaders should be, then voting to elect class leaders for the day or week.

HSS.1.T1.06

Explain that an election is a kind of voting in which people select leaders. For example, students connect their discussion of leadership qualities to the idea of elections, listing the qualities they would look for in a candidate for election.

HSS.1.T1.07

Identify some leaders who are chosen by elections (e.g., the President of the United States, the Governor of Massachusetts, the captain of a soccer team) and explain their roles.

HSS.1.T1.08

Demonstrate understanding that members of a town, city, or nation in the United States are called citizens, and that their rights and responsibilities include electing leaders who serve fixed terms; paying attention to the leader’s actions, and deciding whether or not to re-elect them on the basis of how well they have served citizens.

HSS.1.T1.09

Explain that all people born in the United States are citizens, while some people become citizens after moving to the Unites States from another country. Understand that some residents of the United States are not citizens, but are still members of the community with rights and responsibilities.

HSS.1.T1.10

Evaluate the qualities of a good citizen or member of the community, drawing on examples from history, literature, informational texts, news reports, and personal experiences.

HSS.1.T2.01

How can maps help people locate places and learn about them? Explain that a map represents spaces and helps one identify locations and features.

HSS.1.T2.02

Identify and use language for cardinal directions (north, east, south, west) when locating and describing places on a map; use a map to identify the location of major cities and capitals (e.g., Boston, Massachusetts, Washington D.C., Mexico City, Mexico) and investigate factors that explain why these locations became important cities.

HSS.1.T2.03

Explain that a city that is called a capital is the center of government for a state or nation.

HSS.1.T2.04

Locate and explain physical features (e.g., continents, oceans, rivers, lakes, mountains) on maps and construct maps and other representations of local places.

HSS.1.T2.05

Demonstrate understanding that people from different parts of the world can have different ways of living, customs, and languages.

HSS.1.T3.01

Provide evidence to explain some of the ways in which the people of the United States are unified (e.g., share a common national history) and diverse (e.g., have different backgrounds, hold different beliefs, and have different celebrations, cultural traditions, and family structures). Students should learn about each others’ families and types of families that may be different from their own (e.g., single-parent, blended, grandparent-headed, foster, LGBT, multiracial). They should begin to develop an understanding of the diversity of the people of the United States and at the same time, how people of different backgrounds can still hold in common shared values of politeness, courage, honesty, respect, and reliability. Students should be able to conduct investigations about unity and diversity by reading/looking at picture books about families of diverse backgrounds or interviewing friends, family members, neighbors, or school staff, and then reporting their findings about what people from diverse backgrounds have contributed to the nation, the Commonwealth, or the local community

HSS.1.T3.02

Demonstrate understanding of the ways people show pride in belonging to the United States by recognizing and explaining the meaning of unifying symbols, phrases, and songs:

a. national symbols (e.g., the United States flag, the bald eagle, the White House, and the Statue of Liberty)
b. words, mottoes, phrases, and sentences associated with the United States (e.g., “U.S.A.” or “America” standing for United States of America, the Latin motto, “e pluribus unum,” on coins, currency, and the seal of the United States, translated as “Out of Many, One,” and the” Pledge of Allegiance")
c. the melodies and lyrics of patriotic songs (e.g., “America the Beautiful,” “My Country, ‘Tis of Thee,” “God Bless America,” and “The Star-Spangled Banner”)

HSS.1.T3.03

Recognize and document sequential patterns in seasonal events or personal experiences, using a calendar and words and phrases relating to chronology and time, (e.g., in the past or future; present, past, and future tenses of verbs).

HSS.1.T4.01

Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

HSS.1.T4.02

Distinguish a renewable resource from a non-renewable resource.

HSS.1.T4.03

Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services.

HSS.1.T4.04

Earning Income: Explain what it means to be employed and define the terms income, wages, and salary.

HSS.1.T4.05

Buying Goods and Services: Give examples of products (goods) that people buy and use.

HSS.1.T4.06

Give examples of services people do for each other.

HSS.1.T4.07

Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two).

HSS.1.T4.08

Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment).

HSS.1.T4.09

Saving: Compare and contrast reasons why people save some of their money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency)

HSS.2.T1.01

Explain the kinds of information provided by components of a map (e.g., compass rose/cardinal directions, scale, key/legend, title) and give examples of how maps can show relationships between humans and the environment (e.g., travel, roads, natural resources, agriculture, mining).

HSS.2.T1.02

Compare different kinds of map projections (e.g., Mercator, Peters) and explain how they represent the world differently.

HSS.2.T1.03

Construct a map of a familiar location (e.g., the school, the neighborhood, a park)

HSS.2.T2.01

On a map of the world and on a globe, locate all the continents and some major physical characteristics on each continent (e.g., lakes, seas, bays, rivers and tributaries, mountains and mountain ranges, and peninsulas, deserts, plains).

HSS.2.T2.02

On a map of the world and on a globe, locate the oceans of the world, and explain the importance of oceans and how they make the world habitable.

HSS.2.T2.03

Explain how the location of landforms and bodies of water helps determine conditions (i.e., climate, weather, vegetation) for habitable living.

HSS.2.T2.04

Explain and describe human interactional with the physical world (the environment).

HSS.2.T3.01

Investigate reasons why people migrate (move) to different places around the world, recognizing that some migration is voluntary, some forced (e.g., refugees, people driven from their homelands, enslaved people).

HSS.2.T3.02

Give examples of why the United States is called “a nation of immigrants”.

HSS.2.T3.03

Conduct interviews with family members, neighbors, friends, or school staff to discover where their families came from, how and why they moved to where they now live, and when and why their families came to Massachusetts.

HSS.2.T3.04

Identify what individuals and families bring with them (e.g., memories, cultural traits, goods, ideas, and languages or ways of speaking) when they move to a different place and identify the significant impacts of migration; identify elements that define the culture of a society (e.g., language, literature, arts, religion, traditions, customs); explain how the community is enriched by contributions from all the people who form it today. Clarification Statement: Students should be able to give examples of traditions or customs from other countries practiced in the United States today, with a focus on the cultures represented in the class and what those cultures have contributed to U.S. society; describe traditional foods, customs, games, and music of the place they, their family, or their ancestors came.

HSS.2.T4.01

Recognize the difference between physical geography and political geography. For example, students learn that Africa is a continent (physical geography) that includes a number of independent countries (e.g., Egypt, Somalia, Nigeria).

HSS.2.T4.02

Explain the characteristics of a country.

HSS.2.T4.03

Locate and analyze information and present a short research report on the physical features, resources, and people of a country outside the United States.

HSS.2.T5a.01

Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

HSS.2.T5a.02

Distinguish a renewable resource from a non-renewable resource.

HSS.2.T5a.03

Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services.

HSS.2.T5b.01

Explain what it means to be employed and define the terms income, wages, and salary.

HSS.2.T5c.01

Give examples of products (goods) that people buy and use.

HSS.2.T5c.02

Give examples of services people do for each other.

HSS.2.T5c.03

Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two).

HSS.2.T5c.04

Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment).

HSS.2.T5d.01

Compare and contrast reasons why people save some of their money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency).

HSS.3.T1.01

On a current map of Massachusetts, use cardinal directions, map scales, legends, and titles to locate and describe the city or town where the school students attend is located, its local geographic features and historic landmarks, and their significance.

HSS.3.T1.02

Research the demographic origins of the town or city (e.g., the Native People who originally lived there or still live there, the people who established it as a colonial town, its founding date, and the free, indentured, and enslaved women and men who contributed to the well-being of the town). Explain that before the mid-19th century most of the settlers were of Native American, Northern European, or African descent; describe the current population and immigrant groups of the 20th and 21st centuries and interview family members, friends, and neighbors to obtain information about living and working there in the past and present.

HSS.3.T1.03

Explain why classrooms, schools, towns, and cities have governments, what governments do, how local governments are organized in Massachusetts, and how people participate in and contribute to their communities.

HSS.3.T2.01

On a physical map of North America, use cardinal directions, map scales, legends, and titles to locate the Northeast region and identify important physical features (e.g., rivers, lakes, ocean shoreline, capes and bays, and mountain ranges).

HSS.3.T2.02

On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine). Clarification statement: These standards are designed to be a transition from grade 2, when students learned about map components and the difference between physical geography and political geography.

HSS.3.T2.03

Explain the diversity of Native Peoples , present and past, in Massachusetts and the New England region.

a. the names of at least three native groups (e.g., Abenaki/Wabanaki, Massachusett, Mohican/Stockbridge, Narragansett, Nipmuc, Wampanoag)
b. the locations of tribal territories in the state.
c. physical features and their influence on the locations of traditional settlements
d. contributions of a tribal group from the area of the school (e.g., language, literature, arts, trade routes, food such as corn, beans, and squash, useful items such as baskets, canoes, wampum, and useful knowledge of medicinal plants, words such as powwow and moccasin, and many names for waterways, hills, mountains, islands and place names, such as the Connecticut and Merrimack Rivers, Mount Wachusett, the Taconic Range, Nantucket, Natick, Seekonk, Agawam, Chicopee)

HSS.3.T3.01

Locate North America, the Atlantic Ocean, and Europe on a map, explain how Native Peoples first came into contact with Europeans, and explain why Europeans in the 16th -17th centuries sailed westward across the Atlantic (e.g., to find new trade routes to Asia and new supplies of natural resources such as metals, timber, and fish).

HSS.3.T3.02

Trace on a map the voyages of European explorers of the Northeast coast of North America (e.g., Giovanni Caboto [John Cabot], Bartholomew Gosnold, Giovanni de Verrazano, John Smith, Samuel de Champlain).

HSS.3.T3.03

Explain how any one of the explorers described the Native Peoples and the new lands, and compare an early 17th century map of New England with a current one.

HSS.3.T4.01

Explain who the Pilgrim men and women were and why they left Europe to seek a place where they would have the right to practice their religion; describe their journey, the government of their early years in the Plymouth Colony, and analyze their relationships with the Wampanoag and Abenaki/Wabanaki people.

a. the purpose of the Mayflower Compact and the principle of self-government
b. challenges for Pilgrim men, women, and children in their new home (e.g., building shelter and starting farming, becoming accustomed to a new environment, maintaining their faith and keeping a community together through self-government)
c. contacts with the native leaders Samoset and Massasoit, events leading to a celebration to give thanks for the harvest, and subsequent relationships between Europeans and Native Peoples in southeastern Massachusetts. Key Primary Source for Topic 4 in Appendix DThe Mayflower Compact (1620)

HSS.3.T5.01

Compare and contrast the roles and leadership decisions of early English leaders of the Puritans of the Massachusetts Bay Colony and the Pilgrims of the Plymouth colony (e.g., John Winthrop, Miles Standish, William Brewster, Edward Winslow, William Bradford, John Alden, John Cotton, Thomas Hooker) and the roles and decisions of the leaders of Native Peoples (e.g., Massasoit, Metacom, also known as King Philip).

HSS.3.T5.02

Explain why Puritan men and women migrated in great numbers to Massachusetts in the 17th century, how they moved west from the Atlantic coast, and the consequences of their migration for the Native Peoples of the region (e.g., loss of territory, great loss of life due to susceptibility to European diseases, religious conversion, conflicts over different ways of life such as the Pequot War and King Philip’s War).

HSS.3.T5.03

Using visual primary sources such as paintings, artifacts, historic buildings, or text sources, analyze details of daily life, housing, education, and work of the Puritan men, women, and children of the Massachusetts Bay Colony, including self-employed farmers and artisans, indentured servants, employees, and enslaved people.

HSS.3.T5.04

Explain that in the 17th and 18th century slavery was legal in all the French, Dutch, and Spanish, and English colonies, including Massachusetts and that colonial Massachusetts had both free and enslaved Africans in its population.

HSS.3.T5.05

Explain the importance of maritime commerce and the practice of bartering – exchanging goods or services without payment in money - in the development of the economy of colonial Massachusetts, using materials from historical societies and history museums as reference materials.

a. the fishing and shipbuilding industries
b. trans-Atlantic and Caribbean trade, especially the Triangular Trade that included Africans to be sold as slaves in the colonies and goods such as sugar and cotton produced by slave labor to be sold in the colonies and in Europe
c. the development of seaport cities of New Bedford, Newburyport, Gloucester, Salem, and Boston

HSS.3.T6.01

Using a historical map, explain the extent of the Province of Massachusetts in the 17th and 18th centuries (including territory which is now included in Maine, Nova Scotia, and New Brunswick, as well as Martha’s Vineyard and Nantucket). Explain reasons for the growth of towns and cities in Massachusetts in the 1700s.

HSS.3.T6.02

Analyze the connection between events, locations, and individuals in Massachusetts in the early 1770s and the beginning of the American Revolution, using sources such as historical maps, paintings, and texts of the period.

HSS.3.T6.03

Analyze how the colonists’ sense of justice denied led to declaring independence, and what the words of the Declaration of Independence say about what its writers believed.

HSS.3.T6.04

Explain how, after the Revolution, the leaders of the new United States had to write a plan for how to govern the nation, and that this plan is called the Constitution. Explain that the rights of citizens are spelled out in the Constitution’s first ten Amendments, known as the Bill of Rights; explain that full citizenship rights were restricted to white male property owners over the age of 21 in the new Republic.

HSS.3.T6.05

Explain that states as well as nations have plans of government; recognize that the Constitution of Massachusetts (1780) is the oldest functioning constitution in the world, that its primary author was John Adams, and that, in addition to outlining government, it gives basic rights to citizens of the Commonwealth.Key Primary Source for Topic 6 in Appendix DAn accurate map of the country round Boston in New England from the best authorities (1776) or a similar map of Massachusetts or New England from the periodThe Declaration of Independence (1776)

HSS.4.T1.01

On a physical map of North America, use cardinal directions, map scales, key/legend (symbols for mountains, rivers, deserts, lakes, cities), and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers, Great Lakes, Atlantic and Pacific Oceans, Gulf of Mexico, Hudson’s Bay, Appalachian Mountains, Rocky Mountains, Sierra Madre, the Great Basin, Mojave, Sonoran, and Chihuahuan Deserts, the Yucatan Peninsula, the Caribbean Sea).

HSS.4.T1.02

On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and city.

HSS.4.T1.03

Research, analyze, and convey information about Canada or Mexico by consulting maps, atlases, encyclopedias, digital information and satellite images, photographs, or news articles; organizing materials, and making an oral or written presentation about topics such as the peoples, population size, languages, forms of government, major cities, environment, natural resources, industries, and national landmarks.

HSS.4.T2.01

Evaluate competing theories about the origins of people in North America (e.g., theories that people migrated across a land bridge that connected present-day Siberia to Alaska or theories that they came by a maritime route) and evidence for dating the existence of early populations in North America to about 15,000 years ago.

HSS.4.T2.02

Using maps of historic Native Peoples’ culture regions of North America and photographs, identify archaeological evidence of some of the characteristics of major civilizations of this period (e.g., stone tools, ceramics, mound-building, cliff dwellings)

HSS.4.T2.03

Explain how archaeologists conduct research (e.g., by participating in excavations, studying artifacts and organic remains, climate and astronomical data, and collaborating with other scholars) to develop theories about migration, settlement patterns, and cultures in prehistoric periods.

HSS.4.T2.04

Give examples of some archaeological sites of Native Peoples in North America that are preserved as national or state monuments, parks, or international heritage sites (e.g., Teotihuacan in Mexico, Mesa Verde National Park in Colorado, Cahokia Mounds State Historic Site in Illinois, Chaco Culture National Historic Park in New Mexico) and explain their importance in presenting a comprehensive history of Americans and American life.

HSS.4.T3.01

Explain how historians studying the European voyages to the Americas use archaeological evidence, maps, illustrations, and texts produced in Europe at the time, and that all of these materials are called primary sources.

HSS.4.T3.02

Explain who the Vikings were and describe evidence of their early encounters with Native Peoples along the North American Atlantic coast.

HSS.4.T3.03

Trace on a map European explorations of North America and the Caribbean Islands in the 15th and 16th centuries (e.g., voyages of Vasco Nun?es de Balboa, Jacques Cartier, Cristobal Colon [Christopher Columbus], Ferdinand Magellan, Juan Ponce De Leon, Amerigo Vespucci, Hernán Cortés), evaluate the reasons for the voyages, noting that they were part of an effort by European nations to expand their empires, find new routes for trade with Asia, new opportunities for colonization, and new natural resources; make a timeline of their landings and conquests.

HSS.4.T4.01

Describe how the construction of canals, roads, and railways in the 19th century helped the United States to expand westward.

HSS.4.T4.02

Give examples of some of the ways the United States acquired new states (beyond the 13 original states) and additional territories between 1791 and 1898, including purchasing land called the Louisiana Territory from France, adding territory in the Southwest as a result of war with Mexico, settling a treaty with Britain to gain land called the Oregon Territory in the Northwest, purchasing Alaska from Russia, annexing Hawaii, and adding territories such as Puerto Rico as a result of a war with Spain.

HSS.4.T4.03

Compare different reasons why men and women who lived in the Eastern part of the United States wanted to move West in the 19th century, and describe aspects of pioneer life on the frontier (e.g., wagon train journeys on the Oregon and Santa Fe Trails, and settlements in the western territories).

HSS.4.T4.04

Explain that many different groups of people immigrated to the United States from other places voluntarily and some were brought to the United States against their will (as in the case of African slaves).

HSS.4.T4.05

Show understanding that in the middle of the 19th century, the people of the United States were deeply divided over the question of slavery and its expansion into newly settled parts of the West, which led to the Civil War from 1861 to 1865.

HSS.4.T4a.01

On a political map of the United States, locate the states in the Northeast (listed alphabetically: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island and Vermont).

HSS.4.T4a.02

Using resources such as print and online atlases, topographical maps, or road maps, construct a map of the Northeast that shows important cities, state capitals, physical features (e.g., waterways and mountains), and that includes a title, scale, compass, and map key.

HSS.4.T4a.03

Explain the benefits in the 18th century of becoming a state in the United States (as opposed to a British colony) and, as a class, construct a timeline that shows when each of the states in the region was admitted into the United States (Connecticut-1788, Maine, originally part of Massachusetts-1788, as a separate state-1820, Massachusetts-1788, New Hampshire-1788, New Jersey-1787, New York-1788, Pennsylvania-1787, Rhode Island-1790, Vermont-1791).Creating this timeline is the beginning of making a cumulative timeline that will eventually include all the states.

HSS.4.T4a.04

Develop questions, conduct research, and analyze how people have adapted to the environment of the Northeast, and how physical features and natural resources affected settlement patterns, the growth of major urban/suburban areas, industries or trade.

HSS.4.T4a.05

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Wampanoag, Iroquois, Abenaki), Africans, Europeans (e.g., the early settlements of the Dutch in New York, French near Canada, Germans in Pennsylvania, the English in Massachusetts, Rhode Island, Connecticut, Vermont and New Hampshire, subsequent 19th and early 20th century immigration by groups such as Irish, Italian, Portuguese, and Eastern Europeans) and various other immigrant groups from other regions of the world in the later 20th and 21st centuries (e.g., Puerto Ricans, Dominicans, Mexicans, Salvadorans, Colombians, Guatemalans, Brazilians, Haitians, Vietnamese, Cambodians, Chinese, Indians, and Somalis).

HSS.4.T4b.01

On a political map of the United States, locate the states and the national capital city in the Southeast, and the U.S. territories in the Caribbean; add to the timeline the admission dates for states in the Southeast (listed alphabetically: Alabama-1819, Arkansas-1836, Delaware-1787, Florida-1845, Georgia-1788, Kentucky-1792, Louisiana-1812, Maryland-1788, Mississippi-1817, North Carolina-1789, South Carolina-1788, Tennessee-1796, Virginia-1788, West Virginia-1863); territories Puerto Rico, and the United States Virgin Islands.

HSS.4.T4b.02

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Powhatan Chiefdom, Seminole, Cherokee, Creek), African Americans, Europeans (e.g., the early Spanish settlements in Florida) and immigrant groups from other regions of the world.

HSS.4.T4b.03

Explain how natural disasters, such as hurricanes and floods, have affected the region, and how government and citizens have responded to catastrophic natural events.

HSS.4.T4b.04

Describe the role of Washington, D.C. as the national capital, and give examples of its national cultural and civic resources (e.g., the White House, U.S. Capitol Building, Supreme Court, Library of Congress, the Smithsonian Institution, cemeteries and monuments).

HSS.4.T4b.05

Using resources such as print and online atlases, or state websites, construct a map of a state in the Southeast region that provides information about physical features (e.g., waterways and mountains) and that includes a title, scale, compass, and map key.

HSS.4.T4c.01

On a political map of the United States, locate the states in the Midwest; add to the timeline the admission dates for states in the Midwest (listed alphabetically: Illinois-1818, Indiana-1816, Iowa-1846, Kansas-1861, Michigan-1838, Minnesota-1858, Missouri-1821, Nebraska-1867, North Dakota-1889, Ohio-1803, South Dakota-1889, Wisconsin-1848).

HSS.4.T4c.02

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Sioux, Mandan, Ojibwe/Chippewa), African Americans, Europeans and immigrant groups from other regions of the world.

HSS.4.T4c.03

Explain how natural disasters, such as tornadoes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.

HSS.4.T4c.04

Using resources such as print and online atlases, historical sources, or national or state websites, construct a map of a state in the Midwest region that provides information about physical features (e.g., waterways and mountains), natural resources and industries such as agriculture and that includes a title, scale, compass, and map key.

HSS.4.T4d.01

On a political map of the United States, locate the states in the Southwest; add to the timeline the admission dates for states in the Southwest (listed alphabetically, Arizona-1912, New Mexico-1912, Oklahoma-1907, and Texas-1845).

HSS.4.T4d.02

Explain that Texas, Arizona, and New Mexico were territories that formerly belonged to Mexico; that Texas declared independence from Mexico in 1836, and that Arizona and New Mexico were taken by the United States as a result of the Mexican-American War 1846-1848.

HSS.4.T4d.03

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Pueblo, Navajo, Apache, Comanche), African Americans, Europeans (e.g., the Spanish in Texas, Arizona, and New Mexico), Mexicans, and immigrant groups from other regions of the world settling in the region over time.

HSS.4.T4d.04

Explain how natural disasters, such as hurricanes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.

HSS.4.T4d.05

Using resources such as print and online atlases, historical sources, or state websites, construct a map of a state in the Southwest region that provides information about physical features (e.g., waterways and mountains), climate, settlements and movements of Native Peoples (including current reservation lands), European exploration and pioneer settlements of the 17th-19th centuries and that includes a title, scale, compass, and map key.

HSS.4.T4e.01

On a political map of the United States, locate the states in the West and the U.S. territories in the Pacific Ocean; add to the timeline the admission dates for states in the Southwest (states listed alphabetically, Alaska-1959, California-1850, Colorado-1876, Hawaii-1959, Idaho-1890, Montana-1889, Nevada-1864, Oregon-1859, Utah-1896, Washington-1889, Wyoming-1890); territories: American Samoa, Guam, Midway Islands, Northern Mariana Islands, and Wake Island.

HSS.4.T4e.02

Explain that California, Colorado, and Utah were territories that belonged to Mexico and were taken by the United States as a result of the Mexican-American War 1846-1848.

HSS.4.T4e.03

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Paiute, Coast Salish) African Americans, Europeans (e.g. the Spanish in California), the Mexicans, the Chinese, Japanese, and immigrant groups from other regions of the world over time.

HSS.4.T4e.04

Explain how disasters, such as drought and forest fires, have affected the region, and how government and citizens have responded to catastrophic events.

HSS.4.T4e.05

Using resources such as print and online atlases, or state websites, construct a map of a state in the West region that provides information about physical features (e.g., waterways and mountains), important landmarks, national parks, and historic sites and that includes a title, scale, compass, and map key.

HSS.5.T1.01

Explain the early relationships of English settlers to Native Peoples in the 1600s and 1700s, including the impact of diseases introduced by Europeans in severely reducing Native populations, the differing views on land ownership or use, property rights, and the conflicts between the two groups (e.g., the Pequot and King Philip’s Wars in New England).

HSS.5.T1.02

Compare the different reasons colonies were established and research one of the founders of a colony (e.g., Lord Baltimore in Maryland, William Penn in Pennsylvania, John Smith in Virginia, Roger Williams in Rhode Island, John Winthrop in Massachusetts).

HSS.5.T1.03

Analyze the reasons why English colonists had the strongest influence on the language, political institutions, and political principles of the country that became the United States of America, even though other major European nations also explored North America (e.g., the relatively small number of colonists from other nations, England’s history of self- government, high rates of literacy, and strong economic, and military position in the world).

HSS.5.T1.04

On a map of the United States, locate the first 13 colonies and describe the impact of regional differences in climate on the types of crops that could be grown or harvested profitably in the Northern, mid-Atlantic, and Southern colonies; describe varied sources of labor (e.g., self-employed colonists, apprentices, employees, indentured servants, free and enslaved Africans).

HSS.5.T1.05

Describe the origins of slavery, its legal status in all the colonies through the 18th century, and the prevalence of slave ownership, including by many of the country’s early leaders (e.g., George Washington, Thomas Jefferson, James Madison, George Mason.)

HSS.5.T1.06

Describe the Triangular Trade and the harsh conditions of trans-Atlantic voyages (called the Middle Passage) for enslaved Africans.

HSS.5.T1.07

Compare and contrast the living and working conditions of enslaved and free Africans in the colonies in the 18th century, and explain how some enslaved people sought their freedom.

a. Enslaved African Americans were property that could be bought, sold, and separated from their families by their owners; they were generally not taught to read or write, and generally owned no property; they suffered many kinds of abuse and could be punished if they were caught after running away from their masters. A number of slave rebellions resulted from these harsh conditions.
b. Many enslaved Africans became skilled artisans, such as cabinetmakers, coopers, and ironworkers and could be hired out to work.
c. Some Africans came to America as indentured servants or sailors and were freed when their service was completed; some former slaves were granted freedom and some in the North took legal action to obtain their freedom (e.g., in Massachusetts, Elizabeth Freeman, Quock Walker, and Prince Hall).
d. States in the North adopted gradual emancipation (for example, Massachusetts outlawed slavery in 1783 and no enslaved people appear in the 1790 Massachusetts census); free African Americans could have families, own property, hold jobs, and earn a living.Suggested Primary Sources for Topic 1 in Appendix D Colonial Williamsburg: History and Citizenship (1700s)George Washington’s Mount Vernon: Slavery (c. 1790s)Slavery at Monticello: Paradox of Liberty (c. 1790s)

HSS.5.T2.01

Explain the reasons for the French and Indian War and how its costs led to an overhaul of British imperial policy; explain key British policies and the colonial response to them.

a. policies: the Proclamation of 1763, the Sugar Act (1764), the Stamp Act (1765), the Townsend Duties (1767), the Tea Act (1773), the Intolerable Acts (1774)
b. the slogan, “no taxation without representation”
c. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea (1773), the Suffolk Resolves (1774), in which Massachusetts declared a boycott of British goods, the early battles between Massachusetts colonists and the British soldiers in Lexington, Concord, and Bunker Hill (1775) and the evacuation of the British from Boston (1776)d. the role of women in the boycott of British textiles and tea, in writing to support liberty, in managing family farms and businesses, raising funds for the war, and supporting the Continental Army (1760s-1780s)

HSS.5.T2.02

On a historic map of the Boston area in the 1770s, locate important sites in the pre- Revolutionary and Revolutionary period and analyze the role and the significance of Massachusetts people such Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Phillis Wheatley, Peter Salem.

HSS.5.T2.03

Explain the development of colonial governments and describe how these developments (e.g., legislative bodies, town meetings, and charters on individual freedoms and rights) contributed to the Revolution.

HSS.5.T2.04

Read the Declaration of Independence (1776), explain its main argument, the reasons given for seeking independence, the meaning of the key ideas on equality and natural and legal rights, and the rule of law.

HSS.5.T2.05

Describe the impact of events as the Revolutionary War continued; locate the sites of events on a map, and explain the factors leading to American victory and British defeat.

a. The Battles of Trenton in New Jersey (1776) and Saratoga in New York (1777)
b. The winter encampment of the Continental Army at Valley Forge in Delaware (1777-1778)
c. The battle of Yorktown in Virginia (1781)

HSS.5.T2.06

Explain that many Americans remained loyal to the British Crown or remained neutral in the conflict and that Native Peoples and free and enslaved Africans fought on both sides in the Revolution.

HSS.5.T2.07

Compare and contrast the impact of the actions of important leaders (e.g., John Adams, Benjamin Franklin, King George III, Edmund Burke, Thomas Jefferson, Alexander Hamilton, James Madison, George Washington, the Marquis de Lafayette) during the Revolution and the early years of the United States Republic.

HSS.5.T2.08

Explain the reasons for the adoption of the Articles of Confederation in 1781, the weaknesses of the Articles as a plan for government, and the reasons for their failure.

HSS.5.T2.09

Analyze the causes of Shays’ Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional Convention.Key Primary Sources for Topic 2 in Appendix DLetter from Abigail Adams to John Adams 31 March-5 April 1776 (“Remember the Ladies…”); An accurate map of the country round Boston in New England from the best authorities (1776) or a similar map of Massachusetts from the periodThe Declaration of Independence (1776)Suggested Primary Sources for Topic 2 in Appendix D John Singleton Copley, Paul Revere (1768), portrait, Museum of Fine Arts, Boston

HSS.5.T3.01

Read the Preamble to and sections of the Constitution and explain how these writings reflect the following political principles: individual rights and responsibilities, equality, the rule of law, general welfare, limited government, representative democracy.

HSS.5.T3.02

Explain how the framers of the Constitution divided and shared powers among the three branches of the United States government; describe the function of each branch and the system of checks and balances.

HSS.5.T3.03

Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools.

HSS.5.T3.04

Analyze the significance of the major issues debated by members of the Constitutional Convention (e.g., the distribution of political power, the rights of individuals, rights of states, tensions between states with large and smaller populations, the make-up of the Senate and electoral college, slavery and the question of how slaves were to be counted in the Census); explain why the framers agreed to the 3/5 Compromise in order to keep the states united and how the decision reinforced the institution of slavery and the power of states in which slavery was particularly prevalent.

HSS.5.T3.05

Explain that voting rights and property rights did not extend to women in the new Constitution.

HSS.5.T3.06

Read the Bill of Rights and explain the freedoms it guarantees; research the historical background of one of the first ten Amendments and make an argument using evidence for its inclusion in the Bill of Rights in 1791.Clarification Statement: These standards are designed to be introductory. Students will study United States government in a Grade 8 Civics course and will revisit principles of government as part of high school courses U. S. History I and II. Key Primary Sources for Topic 3 in Appendix DThe Constitution of the United States (1787) The United States Bill of Rights (1791)

HSS.5.T4.01

Identify the first three Presidents of the United States (George Washington, 1787-1797, John Adams, 1797-1801, and Thomas Jefferson, 1801-1809); summarize key developments during their time (e.g., the founding of political parties in the 1790s; the first Bank of the U.S., the Alien and Sedition Acts in 1798; the Louisiana Purchase of 1803, the Haitian Revolution in 1804), and evaluate their leadership of the new nation.

HSS.5.T4.02

Evaluate the importance to the nation of the Louisiana Purchase and trace the expedition of Meriwether Lewis and William Clark, with Sacagawea and the Corps of Discovery, from 1803 to 1806.

HSS.5.T4.03

Describe the causes of the War of 1812 and how events during the war contributed to a sense of American nationalism.

a. British restrictions on trade and impressment
b. Major battles and events of the war, including the role of the USS Constitution, the burning of the Capitol and the White House, and the Battle of New Orleans

HSS.5.T4.04

On a map of New England, locate cities and towns that played important roles in the development of the textile and machinery industries, whaling, shipping, and the China trade in the 18th and 19th centuries and give examples of the short- and long-term benefits and costs of these industries.

HSS.5.T4.05

Explain 19th century conflicts between Native Peoples and national, state, and local governments in the United States over land ownership and rights to self-government.

a. Shawnee leader Tecumseh’s call for Native Peoples to unify in resistance to the taking of their land (1810)
b. President Andrew Jackson and the Indian Removal Act (1830), which forced native communities to move from their ancestral lands in the Southeast to territory west of the Mississippi River
c. the Mashpee Revolt (1833), a dispute over self-government in the Mashpee Indian district in Massachusetts
d. the significance of the Trail of Tears (1838) for the Cherokee and other native communities in the Southeast Key Primary Source for Topic 4 in Appendix D Tecumseh, Call for Pan-Indian Resistance (1810 )Suggested Primary and Secondary Sources for Topic 4 in Appendix D The Lewis and Clark Expedition (1803-1806)The Star-Spangled Banner: The Flag that Inspired a Nation (1814)Asian Export Art (18th-19th centuries), Peabody Essex Museum, Salem Whaling History (19th century), New Bedford Whaling Museum and Mystic Seaport

HSS.5.T5.01

Trace the state-by-state abolition of slavery in the Northern states in the 18th and 19th centuries and the expansion of slavery into western states; explain the effects of the 1808 law that banned the importation of slaves into the United States and explain how a robust slave trade nonetheless continued within the United States until the mid-19th century.

HSS.5.T5.02

Identify the major reasons for the Civil War (e.g., slavery, political and economic competition in Western territories, the emergence of the Republican Party) and the war’s most important outcomes (e.g., end of slavery, Reconstruction, expanded role of the federal government, industrial growth in the North).Clarification Statement: In Grade 4, students were introduced to the Civil War as they learned about states of the Confederacy and the Union; they will study the Civil War in greater depth in high school.

HSS.5.T5.03

Explain the ideas and roles of some of the people of the pre-Civil War era who led the struggle against slavery (abolitionism) and for voting and property rights for African Americans (e.g., Harriet Tubman, Nat Turner, Sojourner Truth, Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe).

HSS.5.T5.04

Identify the major military leaders and battles of the Civil War (e.g., Ulysses S. Grant, Robert E. Lee, William Tecumseh Sherman, Stonewall Jackson; Battles of Bull Run, Shiloh, Fredericksburg, Vicksburg, Gettysburg, Appomattox).

HSS.5.T5.05

Describe the role of Abraham Lincoln in the development of the Republican Party and his actions as President during the Civil War, including the Emancipation Proclamation and the 13th, 14th, and 15th Amendments to the Constitution.

HSS.5.T5.06

Explain the consequences of the Emancipation Proclamation and the 13th, 14th, and 15th Amendments for the rights of African Americans. a. advocacy for women’s rights surrounding the passage of the 14th and 15th Amendments and its relationship to the later movement for women’s rightsb. women’s attainment of the right to vote with the passage of the 19th Amendment of 1920

HSS.5.T5.07

Describe living conditions for African Americans following the Civil War, during the Jim Crow era, including limited educational and economic opportunities, separate public facilities (e.g., segregated schools and colleges, neighborhoods, sections in buses, trains, restaurants, and movie theaters), the organized perpetuation of white supremacist beliefs and the threat of violence from extra-legal groups such as the Ku Klux Klan. Describe the role African American churches, civic organizations, and newspapers played in supporting and unifying African American communities.

HSS.5.T5.08

Research and analyze one of the people, organizations, events, or legislative acts from the-20th century that contributed to expanding civil rights of African Americans, women, and others in the United States. Clarification Statement: In addressing this standard, students and teachers may choose to focus on any of the following:People such as Martin Luther King, Jr., Rosa Parks, Ruby Bridges, Thurgood Marshall, Edward Brooke, Jackie Robinson, Marian Anderson, Bayard Rustin, Eleanor Roosevelt, Frances Perkins, Lorraine Hansberry, Gloria Steinem, Betty Friedan, Geraldine Ferraro, César Chávez, Dolores Huerta, Sandra Day O’Connor, Ruth Bader Ginsburg; Organizations such as the National Organization for the Advancement of Colored People (NAACP) the National Organization for Women (NOW); events such as the 1963 March on Washington, efforts of the 1960s and 1970s to desegregate city public school systems in Massachusetts; legislation such as the Equal Pay Act (1963), the campaign for, and eventual defeat of the Equal Rights Amendment (1970s), the enactment of Title IX (prohibition of discrimination on the account of gender, 1972)

HSS.5.T5.09

Explain how the 20th century African American Civil Rights movement served as a model for other movements for civil rights (e.g., the second phase of the women’s movement in the 1960s and 1970s, the disability rights movement, the LGBTQ movement).Clarification Statement: These 20th century standards are designed to make students aware that the movement to extend equality to all has roots in 18th century ideas and is the reason the foundational documents are relevant to all periods of United States history. The links among liberty, justice, and equality remain central in the collective civic life of the nation today.Key Primary Sources in Appendix DParading for Progress: Woman Suffrage Procession in Washington DC (1913)Excerpts from Martin Luther King, Jr., “I Have a Dream” speech (1963)Suggested Primary Source in Appendix DMaps of Women’s Voting Rights in 1880 and 1910

HSS.6.T1.01

Explain how different academic fields in the social sciences concentrate on different means of studying societies in the past and present.

HSS.6.T1.02

Give examples of ways in which a current historical interpretation might build on, extend, or reject an interpretation of the past.

HSS.6.T1.03

Give examples of how archaeologists, historians, geographers, economists, and political scientists work as teams to analyze evidence, develop hypotheses, and construct interpretations of ancient and classical civilizations.Clarification statement: Building on what students have learned about civics, economics, geography, and history in previous grades, the grades 6 and 7 standards are designed to deepen students’ understanding of how the social science disciplines can be used systematically in the study of countries, regions, and the past.

HSS.6.T2.01

Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life.Clarification statement: The grade 6 standards for Earth and Space Science of the Science and Technology/Engineering Framework (2016) address the fossil record and the concept of geological time.

HSS.6.T2.02

Identify sites where archaeologists have found evidence of the origins of modern human beings and explain current theories of how human groups moved from Africa over time into the continents now known as Asia, Europe, the Americas, and Oceania. Give examples of how ongoing archaeological research adds new data that changes interpretations of how migrations and habitation sites are dated.

HSS.6.T2.03

Explain that the term Paleolithic Era refers to the period of earliest human history, beginning c. 2.6 million years ago to c, 11,700 years ago, characterized by the first use of stone tools, fire, hunting and gathering weapons, and, about 50,000 years ago, by cave painting, sculpture, tools, and artifacts using diverse materials such as bone, shell, stone, mineral pigments, and wood).

HSS.6.T2.04

Explain that the term Neolithic Era refers to the period beginning about 10,000 years ago to c. 4500 or c. 2000 BCE in different parts of the world, in which the technologies of agriculture (growing crops and the domestication of animals) and metallurgy (mining and working of metals) were invented and refined, and in which complex societies begin to appear.

HSS.6.T2.05

Explain how complex societies that practice agriculture may differ, some developing into permanently settled communities, some being nomadic and moving livestock from place to place, some cultivating land temporarily and moving to another location when a plot of land is no longer productive.

HSS.6.T2.06

Explain that scholars have attempted to define the characteristics of a complex society (sometimes called “civilization”) since the early 20th century, and although debates are ongoing, many cite these characteristics:a. an economy that produces food surplusesb. dense populations in distinct areas or citiesc. stratified social classesd. specialized occupations e. developed systems of government, religion, and learning f. achievements in technology, art, and monumental architectureg. systems of record keeping, either written or oral

HSS.6.T2.07

Explain the ways in which complex societies interact and spread from one region to another (e.g., by trade, cultural or linguistic exchanges, migration, religious conversion, conquest, or colonization).

HSS.6.T2.08

Construct and interpret a timeline that shows some of the key periods in the development of human societies in the Paleolithic and Neolithic Eras. Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era, century, millennium, CE/AD, BCE/BC, c. and circa). Identify in BCE dates the higher number as indicating the older year (that is, 3000 BCE is earlier than 2000 BCE).Clarification statement: This can be the beginning of a cumulative timeline that may be in a digital or other format. Students may add to it as they study additional civilizations studied in grades 6 and 7. An ongoing visual timeline can heighten understanding of the relationships among civilizations and provide a foundation for learning about later periods of world history in high school.

HSS.6.T3a.01

On a physical map, use cardinal directions, map scales, key/legend, and title to locate important physical features of the region (e.g. the Indian Ocean, the Black Sea, Aegean Sea, Mediterranean Sea, Red Sea, Arabian Peninsula, the Persian Gulf, the Nile, Tigris, and Euphrates Rivers, the Strait of Gibraltar, the Bosporus, and the Suez Canal). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.6.T3a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.6.T3a.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.6.T3b.01

Explain how the presence of the Tigris and Euphrates Rivers contributed to the development of agriculture and ancient complex societies; explain why historians have called the region that surrounds these rivers “the Fertile Crescent.”

HSS.6.T3b.02

On a map of archaeological sites in the region, and identify the locations and time periods of the Sumerians, Babylonians, and Assyrians as successive states and empires.

HSS.6.T3b.03

Describe how irrigation, mining and metalsmithing, agriculture, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to settlement and the growth of Mesopotamian civilizations.

HSS.6.T3b.04

Analyze the important characteristics and achievements of early Mesopotamia. a. a complex society with rulers, priests, soldiers, craftspeople, farmers, and slavesb. a religion based on polytheism (the belief in many gods) c. monumental architecture (the ziggurat) and developed art (including large relief sculptures, mosaics, carved cylinder seals)d. cuneiform writing, used for record keeping tax collection, laws and literature e. the first epic (the Epic of Gilgamesh) and the first set of written laws (the Code of Hammurabi, for example, “If a man put out the eye of another man, his eye shall be put out.” [An eye for an eye]).

HSS.6.T3c.01

Identify the locations of ancient Upper and Lower Egypt and ancient Nubia; and explain what the terms “Upper” and “Lower” mean in this context.

HSS.6.T3c.02

Describe the significance of the Nile River to ancient Egyptians.

HSS.6.T3c.03

Analyze the kinds of evidence that have been used by archaeologists and historians to draw conclusions about the social and economic characteristics of ancient Nubia (the Kingdom of Kush) and their relationship to the characteristics of ancient Egypt.

HSS.6.T3c.04

Analyze the role of the pharaoh as god/king, and describe how pharaohs were represented in painting and sculpture, the concept of dynasties, and significant acts of at least one pharaoh or queen (e.g., Khufu, Akhnaten, Ramses II, Nefertiti, Cleopatra).

HSS.6.T3c.05

Describe the relationships among social classes (e.g., the relationship of the pharaoh to priests, nobles, government officials, soldiers, scribes, artisans, farmers, and peasants, laborers, and slaves).

HSS.6.T3c.06

Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, proper behavior, the afterlife, mummification, and the roles of deities.

HSS.6.T3c.07

Summarize important achievements of the Old, Middle, and New Kingdoms (e.g., the agricultural system; knowledge of mathematics, astronomy, the invention of a calendar; the invention of papyrus and hieroglyphic writing; the organization of monumental building projects such as the Pyramids and Sphinx at Giza; the centralization of government and military power).

HSS.6.T3d.01

On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean and the Red Sea.

HSS.6.T3d.02

Explain how the location of Phoenicia contributed to its domination of maritime trade in the Mediterranean from c. 1000-300 BCE.

HSS.6.T3d.03

Describe how the alphabetic Phoenician writing system differed from Mesopotamian cuneiform or Egyptian hieroglyphic writing; explain how Phoenician maritime traders contributed to the spread of the use of the alphabetic system, which eventually evolved into the Greek alphabet and then into letter symbols used in other languages.

HSS.6.T3e.01

On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel and Palestine and ancient Egypt.

HSS.6.T3e.02

Trace the migrations of the ancient Israelite tribes from Mesopotamia to the land called Canaan, and explain the role of Abraham and Moses in Hebrew history.

HSS.6.T3e.03

Describe the history of ancient Israel and early Christianity:

a. monotheistic religion (e.g., the belief in one God, the Ten Commandments, the emphasis on individual worth and personal responsibility, the belief that rulers and the ruled must adhere to the same moral obligations)
b. the Hebrew Bible’s accounts of the history of early Israel: the unification of the tribes of Israel under Saul, David, and Solomon; the founding of Jerusalem as capital city by David (c. 1000 BCE), the building of the first temple by Solomon (c. 900-800 BCE), the destruction of the first temple (c. 400 BCE), the annexation of Judea by the Roman Empire and the Roman destruction of the second temple (c. 70 CE).
c. the emergence of Christianity as a distinct religion, with roots in Judaism, but increasingly diverse followers throughout the Roman Empire and the relationship of early Christians to the officials of the Roman Empire.
d. the central features of Christianity (e.g., the belief in a messiah who could redeem humans from sin, the concept of salvation, the belief in an Old and a new Testament in the Bible, the life and teachings of Jesus.).

HSS.6.T3f.01

On a map of the Arabian Peninsula, identify the Red Sea and the cities of Mecca and Medina as the sites of the beginning of the Muslim religion.

HSS.6.T3f.02

Explain Islam’s historical relationship to Judaism and Christianity as monotheistic religions.

HSS.6.T3f.03

Describe the life and teachings of Muhammad (570-c. 632 CE) and the significance of the Qur’an as the primary source of Islamic belief.Clarification statement: This is intended as a brief introduction to the historical beginnings of one of the major world religions practiced today; in addition to learning about the beginnings of Judaism, Christianity, and Islam in grade 6, students will learn about Hinduism, Buddhism, Confucianism and Daoism in grade 7.

HSS.6.T3g.01

Describe the impact of encounters through trade, cultural exchange, and conquest among the societies and empires in the region, in particular, exchanges on land routes of the Silk Roads linking Europe, the steppes of West Asia, East Asia, and Africa, and the goods, languages, and cultural motifs exchanged (e.g., gold, ivory from Africa, grain from Western Asia, produce, horses, livestock, wood, furs from the steppes, ceramics, silk, and other luxury goods from China).

HSS.6.T3g.02

Use information from primary and secondary sources to research contributions of one of the ancient Mesopotamian, Egyptian, Phoenician, Israelite, Islamic, and Eurasian societies to the modern world.

HSS.6.T4a.01

On a map of the world, locate the continent of Africa, the Atlantic Ocean, the Indian Ocean, and the Mediterranean Sea. On a map of Africa, locate the northern, eastern, western, central, and southern regions of Africa, the Sahara Desert, Mount Kilimanjaro, the Cape of Good Hope, the Great Rift Valley, Lake Victoria). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.6.T4a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.6.T4a.03

Explain how absolute and relative locations, major physical characteristics, climate (including drought and desertification), and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.6.T4b.01

Identify the location, sources of wealth, and importance of the Kingdom of Axum (c. 100-940 CE); explain the role it played in the adoption of Christianity in Ethiopia and the role east African societies played in the spread of Islam to South Asia.

HSS.6.T4b.02

Explain the pivotal role Swahili coastal societies along the Indian Ocean played in linking trade networks between interior Africa and maritime routes along the coasts of Central and South Asia, and connecting to China; identify key goods in this trade (e.g., gold, ivory, iron, slaves from Africa, and cloth, glass beads, and porcelain from Asia).

HSS.6.T4b.03

Identify the locations, sources of wealth and importance of West African cities and empires, including the city of Timbuktu (beginning c.5th century CE), and the empire of ancient Ghana (beginning c. 700 CE).Clarification statement: Students will study the later empires of ancient Mali and Songhai in World History I.

HSS.6.T4b.04

Explain the pivotal role these societies played in the trans-Saharan trade, the spread of Islam, and trade with North Africa, Europe, West Asia in gold, ivory, and slaves and the contributions of these societies to the modern world.

HSS.6.T5a.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Central America, the Caribbean Sea. On a map of the region, identify important physical features of the region (e.g. Gulf of Mexico, Yucatan Peninsula, the Panama Canal).

HSS.6.T5a.02

Demonstrate knowledge of political geography by locating the current countries and major cities of Central America and the Caribbean Islands on a political map; use knowledge of maps to complement information gained from text about a country or region.

HSS.6.T5a.03

Explain how absolute and relative locations, climate, major physical characteristics and natural resources influenced settlement, population size, and the economies of regions and countries in Central America and the Caribbean Islands.

HSS.6.T5a.04

Describe the culture and way of life of the indigenous populations of the region (e.g., Carib [Antilles and South America], Taino [Cuba, Trinidad, Jamaica, Hispaniola, Puerto Rico], Lenca [Honduras], Miskito [Nicaragua], Huatares and Chorotegas [Costa Rica], Lokono, also known as Arawak [Trinidad and Tobago]).

HSS.6.T5b.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate South America and the Atlantic and Pacific Oceans. On a map of South America, locate important physical features of the region (e.g. Isthmus of Panama, Andes Mountains, Cape Horn, Amazon River, and the southern, northern, eastern, and western regions of South America). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.6.T5b.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.6.T5b.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.6.T5c.01

Research and report on one of the major ancient societies that existed in Central America (Maya, Teotihuacán, and other civilizations such as the Olmec, Toltec, and Zapotec), or one of the major pre-Columbian Andean civilizations (Chavín, Moche, Nazca), their locations, and their cultural characteristics. (See Standard 7.)

HSS.7.T1a.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Central and South Asia. On a topographic map of Central and South Asia locate important physical features of the region (e.g. the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Khyber Pass, the Deccan Plateau, the Himalayan Mountains, and the Steppes). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.7.T1a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.7.T1a.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.7.T1b.01

Explain the ways in which early Indian and Central Asian societies interacted with East African, Western Asian, and European societies (e.g., by conquest, trade, colonization, diffusion of religion, language, and culture).

HSS.7.T1b.02

Describe important economic, political, and religious developments in Indian and Central Asian history and evaluate the ways in which they conform to or differ from developments in societies in other regions of the world.

a. the origins of Indian society in the Indus Valley, c. 3000-1300 BCE
b. the evolution and central principles of Hinduism
c. the teachings of Gautama Buddha in India in the 6th to 4th centuries BCE
d. the Mauryan Empire in the 4th to 2nd centuries BCE and the role of the Emperor Ashoka adopting Buddhism’s moral teachings and the philosophy of non-violence and supporting Buddhist missionaries in North Africa, Central and Southeast Asia, and Mediterranean Europe; the Gupta Empire in the 3rd to 6th centuries CE, sometimes referred to as the “Golden Age of India,” and its Sanskrit classic literature and art
e. the development of the caste system in India f. achievements in art, architecture, technology, astronomy, and mathematicsg. the role topography and geography played in making trade along the several routes of the Silk Road viable and lucrative; connections through trade routes to Africa, Europe, and China

HSS.7.T2a.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate East Asia. Locate important physical features (e.g. the Huang He [Yellow] River and Chang Jiang [Yangtze] Rivers, and the Himalayan Mountains) and other characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.7.T2a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.7.T2a.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.7.T2b.01

Describe the topography and climate of eastern Asia, including the importance of mountain ranges and deserts, and explain how geography influenced the development of Chinese complex societies.

HSS.7.T2b.02

Describe important economic, political, and religious developments in early Chinese history and evaluate the ways in which they are similar to or different from the characteristics of societies in other regions of the world.

a. the continuity of rule and encouragement of learning in the Shang and Zhou dynasties (c. 1600-256 BCE)
b. the teachings of Confucius (551-479 BCE), including writings on ethics and good government, codes of proper conduct, and relationships between parent and child, friend and friend, husband and wife, and subject and ruler and the philosophy/religion of Taoism, emphasizing harmony of humanity and nature c. the First Emperor’s unification of China in the short Qin Dynasty (221-206 BCE) by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating, with the use of slave labor, large state building projects for irrigation, transportation, and defense (e.g., the Great Wall) and his own tomb with life-size terracotta warriors d. the Chinese ideographic writing system (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system e. important technologies of China such as bronze casting, silk and gunpowder manufacture
f. China’s role in trade across Asia and to and from Africa and Europe along the Silk Roads and the introduction of Buddhism in China starting c. 1st century CE.

HSS.7.T2c.01

Trace the spread of Buddhism from India in the 4th century BCE to China, Korea, and Japan, and its development in Japan from the 6th through the 13th century CE; explain significant cultural contributions of ancient Japan (e.g., Buddhist philosophy, art, calligraphy, and temple and landscape architecture).

HSS.7.T2c.02

Describe the impact of encounters, such as through trade, religion, and conquest, among the ancient civilizations of China, Japan, and Korea.

HSS.7.T3a.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate the Indian Ocean, Australia, New Zealand, Antarctica, the major Pacific Islands, the Pacific Ocean, and the Coral Sea. Locate important physical features (e.g. the Bay of Bengal, the South China Sea, the Great Victoria Desert, and the Great Barrier Reef) and characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.7.T3a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.7.T3a.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.7.T3b.01

Identify and describe the major social features of the indigenous peoples in Australia (the Aborigines) and New Zealand (the Maoris). Describe archaeological evidence, such as rock paintings, from the region and explain what it indicates about early Aboriginal and Maori cultures.

HSS.7.T4a.01

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Europe. Locate important physical features (e.g. the Atlantic Ocean, Arctic Ocean, Norwegian Sea, and Barents Sea; Lake Baikal, the Volga, Danube, Ural, Rhine, Elbe, Seine, Po, and Thames Rivers; the Alps, Pyrenees, and Balkan Mountains). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

HSS.7.T4a.02

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

HSS.7.T4a.03

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

HSS.7.T4a.04

Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the International Date Line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world.For example, note that Russia has 11 time zones.

HSS.7.T4b.01

On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence from c. 1200 to 300 BCE.

HSS.7.T4b.02

Explain how the geographical location of ancient Athens and other city-states such as Corinth and Sparta contributed to their role in maritime trade, colonies in the Mediterranean, and the expansion of their cultural influence.

HSS.7.T4b.03

Explain the democratic political concepts developed in ancient Greece.

a. the “polis” or city-state
b. civic participation and voting rights
c. legislative bodies d. constitution writing
e. rule of law

HSS.7.T4b.04

Compare and contrast life in Athens and Sparta, including the status and role of women and enslaved people in the two city-states.

HSS.7.T4b.05

Analyze the causes, and consequences of the Persian Wars between Greek city-states and the Persian Empire (490-480 BCE), the Peloponnesian Wars between Athens and Sparta (431-404 BCE), and the conquests of Alexander the Great in Asia (c.336-331BCE).

HSS.7.T4b.06

Give examples of Greek gods and goddesses, heroes, and events; explain the persistence of terms from Greek and Roman mythology in modern English and other European languages (e.g., Pandora’s box, a Herculean task, the wrath of Achilles, Amazon, Olympics, marathon, narcissism).

HSS.7.T4b.07

Identify the major accomplishments of the ancient Greeks by researching and reporting on one of the following:

a. a scientist or mathematician (e.g., Thales, Pythagoras, Euclid, or Hippocrates)
b. a philosopher(e.g., Socrates, Plato, or Aristotle), historian (e.g., Herodotus or Thucydides), poet or dramatist (e.g., Homer, Aeschylus, Sophocles, Aristophanes, or Euripides)
c. architecture (e.g., the Parthenon, the Acropolis, and the Temple of Apollo)
d. writing (e.g., development of the first complete alphabet with symbols for consonants and vowels)
e. art (e.g., the development of ideals of beauty and proportions in the human body in sculpture or the depiction of myths and heroes in vase painting)

HSS.7.T4c.01

Locate Rome on a map, trace the expansion of the Roman Empire to 500 CE and explain how Rome’s location contributed to its political power in the Mediterranean and beyond.

HSS.7.T4c.02

Describe the rise of the Roman Republic, its government, including separation of powers, rule of law, representative government, and the notion of civic duty.

HSS.7.T4c.03

Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire.

a. Military organization, tactics, and conquests; and decentralized administration
b. the purpose and functions of taxes c. the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes and the benefits of a Pax Romana

HSS.7.T4c.04

Describe the characteristics of the system of classes and slavery under the Romans.
Clarification Statement: Teachers may want to review relevant grade 6 standards to clarify that lands and peoples of Palestine, Western Asia, Egypt, and other parts of North Africa, and Europe were part of the Roman Empire. Many slaves in the Roman Empire were captives from conquered countries.

HSS.7.T4c.05

Explain how inner forces (e.g., the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, invasions from northern tribes) led to the disintegration of the Roman Empire.

HSS.7.T4c.06

Describe the contribution of the Romans to architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation).

HSS.7.T4c.07

Explain the spread and influence of the Roman alphabet and the Latin language, and the role of Latin and Greek in scientific and academic vocabulary today.

HSS.7.T4c.08

Describe how scientific, philosophical, and aesthetic ideas diffused throughout Europe, Asia, and Africa as a result of trade, migration, conquest, and colonization.

HSS.8.T1.01

Explain why the Founders of the United States considered the government of ancient Athens to be the beginning of democracy and explain how the democratic political concepts developed in ancient Greece influenced modern democracy (e.g., civic participation, voting rights, trial by jury, legislative bodies, constitution writing, rule of law).

HSS.8.T1.02

Describe the government of the Roman Republic and the aspects of republican principles that are evident in modern democratic governments (e.g., separation of powers, rule of law, representative government, and the notion of civic duty/common good).

HSS.8.T1.03

Explain the influence of Enlightenment thinkers on the American Revolution and framework of the American government (e.g., John Locke, Charles de Montesquieu).

HSS.8.T1.04

Explain how British ideas about and practices of government (e.g., the Magna Carta, the concept of habeas corpus, the Mayflower Compact, self-government, town meetings, the importance of education and literacy, the House of Burgesses, colonial legislatures, the Albany Plan of Union)influenced American colonists and the political institutions that developed in colonial America.

HSS.8.T1.05

Analyze the evidence for arguments that the principles of government of the United States were influence by the governments of Native Peoples (e.g. the Iroquois Confederacy).

HSS.8.T2.01

Apply knowledge of the history of the American Revolutionary period to determine the experiences and events that led the colonists to declare independence; explain the key ideas about equality, representative government, limited government, rule of law, natural rights, common good, and the purpose of government in the Declaration of Independence.

HSS.8.T2.02

Analyze the weaknesses of the national government under the Articles of Confederation; and describe the crucial events (e.g., Shays’ Rebellion) leading to the Constitutional Convention.

HSS.8.T2.03

Identify the various leaders of the Constitutional Convention and analyze the major issues (e.g., distribution of political power, rights of individuals, representation and rights of states, slavery) they debated and how the issues were resolved.

HSS.8.T2.04

Compare and contrast key ideas debated between the Federalists and Anti-Federalists over ratification of the Constitution (e.g., federalism, factions, checks and balances, independent judiciary, republicanism, limited government).

Note: Important topics of individual Federalist Papers: Federalist 10-factions; Federalist 9-strong union; Federalist 39-republican government; Federalist 51-three branches of government independent of each other to ensure liberty; Federalist 78 -importance of an independent judicial branch and judicial review.

HSS.8.T2.05

Summarize the Preamble and each article in the Constitution, and the rights enumerated in the Bill of Rights; explain the reasons for the addition of the Bill of Rights to the Constitution in 1791.

HSS.8.T3.01

Distinguish the three branches of government (separation of powers):

• Congress as the legislative branch
• the Presidency and the executive agencies as the executive branch and
• the Supreme Court and other federal inferior courts as the judicial branch

HSS.8.T3.02

Examine the interrelationship of the three branches (the checks and balance system).

• Congress: enumerated powers, general powers, limits on power, checks on other two branches; roles of political parties in the organization of Congress; roles within the legislative branch, such as the Speaker of the House, the President of the Senate, minority party leaders; the system for accomplishing legislation, including committees, hearings and legislative procedures
• the Presidency: roles, powers and limits, checks on other two branches, role of the Cabinet, such as the Vice President, Attorney General and Secretaries of State, Defense, Health and Human Services, Homeland Security; executive departments and agencies (such as the Department of Education, the Federal Bureau of Investigation, or the Food and Drug Administration), and branches of the military
• the Supreme Court: role and powers, checks on other two branches, lower courts

HSS.8.T3.03

Describe the respective roles of each of the branches of government.

HSS.8.T3.04

Explain the process of elections in the legislative and executive branches and the process of nomination/confirmation of individuals in the judicial and executive branches.

• Elections: running for legislative office (U.S. Representative – unlimited two-year terms, U.S. Senator – unlimited six-year terms), or executive office (President – two four-year terms and Vice President –unlimited four-year terms) and the function of the Electoral College in Presidential elections • Nomination by the President and confirmation by Congress: Supreme Court Justices and Secretaries/agency heads in the executive branch)

HSS.8.T3.05

Describe the role of political parties in elections at the state and national levels.

HSS.8.T4.01

Explain the different ways one becomes a citizen of the United States.

HSS.8.T4.02

Describe the rights and responsibilities of citizens (e.g., voting, serving as a juror, paying taxes, serving in the military, running for and holding elected office) as compared to non-citizens.

HSS.8.T4.03

Distinguish among civic, political, and private life.

HSS.8.T4.04

Define and provide examples of fundamental principles and values of American political and civic life (e.g., liberty, the common good, justice, equality, tolerance, law and order, due process, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy).

HSS.8.T4.05

Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.

HSS.8.T4.06

Evaluate information related to elections (e.g., policy positions and debates among candidates, campaign financing, campaign advertising, influence of news media and social media, and data relating to voter turnout in elections).

HSS.8.T4.07

Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.

HSS.8.T4.08

Explain the importance of individuals working cooperatively with their elected leaders.

HSS.8.T4.09

Explain the importance of public service, and identify career and other opportunities in public service at the local, state, and national levels.

HSS.8.T4.10

Analyze issues involving liberty in conflict with equality or authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.

HSS.8.T4.11

Examine the varied understandings of the role of elected representatives and discuss those who have demonstrated political courage or those whose actions have failed to live up to the ideals of the Constitution.

HSS.8.T4.12

Examine the role of political protest in a democracy.

HSS.8.T4.13

Examine the influence of public and private interest groups in a democracy, including policy research organizations (e.g. Pew Research Center, Brookings Institute, Heritage Foundation) in shaping debate about public policy.

HSS.8.T5.01

Explain why the “necessary and proper” clause and why it is often referred to as the “elastic clause.”

HSS.8.T5.02

Explain the historical context and significance of changes in the Constitution, including key amendments. Examples of amendments include the:

a. 14th Amendment (1868): citizenship rights, equal protection of laws
b. 19th Amendment (1920):women’s right to vote in federal and state elections
c. 26th Amendment (1971): lowering the voting age from 21 to 18 in federal elections

HSS.8.T5.03

Analyze the Constitutional issues that caused the Civil War and led to the eventual expansion of the power of the Federal government and individual civil rights.

HSS.8.T5.04

Explain the historical context and significance of laws enacted by Congress that have expanded the civil rights and equal protection for race, gender, disability (e.g., the 1964 Civil Rights Act, 1965 Voting Rights Act, 1990 Americans with Disabilities Act, 1990 Individuals with Disabilities Education Act), and explain how the evolving understanding of human rights has affected the movement for civil rights for all.

HSS.8.T5.05

Explain the principle of judicial review established in Marbury v. Madison (1803) and explain how cases come before the Supreme Court, how cases are argued, and how the Court issues decisions and dissents.

HSS.8.T5.06

Research, analyze, and report orally or in writing on one area (a, b, or c, below) in which Supreme Court decisions have made significant changes over time in citizens’ lives.
a. Interpretations of freedoms of religion, assembly, press, petition, and speech under the First Amendment; for example,
Tinker v. Des Moines Independent Community School District (1969)The Court held, 7-2, that students’ right to protest is protected in schools.
Bethel School District v. Fraser (1986) The Court held, 7-2, that students’ right to use vulgar language is not protected in schools. Hazelwood School District v. Kuhlmeier (1988) The Court ruled, 5-3, that students’ right to school-sponsored student speech in a school
newspaper may be restricted with educational justification.

Citizens United vs. Federal Election Commission (2010) The Court ruled, 5-4, that contributions by corporations and organizations such as unions to political campaigns are protected as free speech.b. Interpretations of the due process clause and the equal protection clause of the 14th Amendment, for example Dred Scott v. Sandford (1857)The Court dismissed the case brought by Dred Scott, an African American, to obtain his freedom from slavery, 7-2, on the grounds that African Americans were not citizens, that the Congress could not ban slavery in federal territories, and that the due process clause prohibited the government from freeing slaves brought into territories. Plessy v. Ferguson (1896)The Court upheld, 7-1, the ruling that racial segregation was constitutional under the “separate but equal” doctrine.Brown v. Board of Education of Topeka (1954) The Court unanimously overturned the “separate but equal” doctrine, ruling that state laws establishing separate schools for white and black students were unconstitutional.

Mapp v. Ohio (1961) The Court, redefined, 6-3, the implementation of the exclusionary rule (evidence collected in violation of an individual’s Fourth Amendment rights is inadmissible for a criminal prosecution in a court of law) to apply to states.

Loving v. Virginia (1967) The Court unanimously recognized the right to interracial marriage and declared race-based restrictions on marriage unconstitutional. Romer v. Evans (1996) The Court determined, 6-3, that the Equal Protection Clause prevents states from denying civil rights protections to sexual minorities, including lesbian, gay, and bisexual people. Obergefell v. Hodges (2015) The Court held, 5-4, that same sex marriage is protected under the 14th Amendment. c. Interpretations in cases where individual rights and perceived community or national interests were in conflict, for example, The United States Flag and the Pledge of Allegiance Minersville School District v. Gobitis (1940)

The Court held, 8-1, that the state’s interest in national unity allowed school boards to require students to salute the flag.

West Virginia State Board of Education v. Barnette (1943)

Court held, 6-3, that students are protected from having to salute the flag or recite the Pledge of Allegiance through the free exercise clause of the First Amendment.
Texas v. Johnson (1989)

The Court held, 5-4, that an individual has a right to burn the flag under the First Amendment free expression clause.

School Prayer
Engel v. Vitale (1962)

The Court held, 6-2, that requiring school prayer in public schools was a violation of the First Amendment establishment clause.

National Security

Korematsu v. United States (1944)

The Court held, 6-3, that a government order during World War II sending Japanese-Americans to internment camps, rather than allowing them to remain in their homes, was constitutional.
Clapper v. Amnesty International (2012)

The Court, 5-4, dismissed a challenge to the government’s power to conduct surveillance on international phone calls and emails under the Foreign Intelligence Surveillance Courts.
Gun Control

District of Columbia v. Heller (2008)

The Court, 5-4, upheld the right of individuals to own guns under the Second Amendment and found the District of Columbia’s ban on owning handguns to be unconstitutional.

HSS.8.T6.01

Compare and contrast the functions of state government and national government.

HSS.8.T6.02

Describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

HSS.8.T6.03

Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution.

HSS.8.T6.04

Compare core documents associated with the protection of individual rights, including the Bill of Rights, the 14th Amendment to the United States Constitution, and Article I of the Massachusetts Constitution.

HSS.8.T6.05

Explain why the Tenth Amendment to the United States Constitution is important to state government and identify the powers granted to states by the Tenth Amendment and the limits to state government outlined in it.

HSS.8.T6.06

Identify additional protections provided by the Massachusetts Constitution that are not provided by the U.S. Constitution.

HSS.8.T6.07

Contrast the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement, welfare payments, and the building and funding of schools).

HSS.8.T6.08

Explain the leadership structure of the government of the Commonwealth of Massachusetts and the function of each branch

a. the executive branch (governor and agencies)
b. the legislative branch (state representatives and state senators)
c. courts of law (Supreme Judicial Court, lower court system)

HSS.8.T6.09

Give examples of tax-supported facilities and services provided by the Massachusetts state government and by local governments.

HSS.8.T6.10

Explain the major components of local government in Massachusetts, including the roles and functions of mayors, city councils, and school committees in cities; town managers, select boards, representative and open town meetings and school committees, in towns, and courts and sheriff’s departments in counties.

HSS.8.T7.01

Explain why freedom of the press was included as a right in the First Amendment to the United States Constitution and in Article 16 of the Massachusetts Constitution; explain that freedom of the press means the right to express and publish views on politics and other topics without government sponsorship, oversight, control, or censorship.

HSS.8.T7.02

Give examples of how a free press can provide competing information and views about government and politics.

HSS.8.T7.03

Explain the different functions of news articles, editorials, editorial cartoons, and “op-ed” commentaries.

HSS.8.T7.04

Evaluate the benefits and challenges of digital news and social media to a democratic society.

HSS.8.T7.05

Explain methods for evaluating information and opinion in print and online media (e.g., determining the credibility of news articles; analyzing the messages of editorials and op-ed commentaries; assessing the validity of claims and sufficiency of evidence).

HSS.8.T7.06

Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).

HSS.USI.T1.01

Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.

HSS.USI.T1.02

Explain the reasons for the French and Indian War (1754-1763), the North American component of the global Seven Years’ War between Great Britain and France (1756-1763), and analyze how the war affected colonists and Native Peoples.

HSS.USI.T1.03

Explain Britain’s policies in the North American colonies (e.g., the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies.

HSS.USI.T1.04

Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook).

HSS.USI.T1.05

Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law.

HSS.USI.T1.06

Describe the key battles of the Revolution (e.g., Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army.

HSS.USI.T1.07

Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention.

HSS.USI.T1.08

Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification).

HSS.USI.T2.01

Evaluate the major policies and political developments of the presidencies of George Washington, John Adams, and Thomas Jefferson, and their implications for the expansion of Federal power and foreign policy (e.g., the origins of the Federalist and Democratic-Republican parties in the conflicting ideas of Thomas Jefferson and Alexander Hamilton on topics such as foreign policy, the Alien and Sedition Acts, and the National Bank; the establishment of the concept of judicial review in Marbury v. Madison).

HSS.USI.T2.02

Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis.

HSS.USI.T2.03

Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846-48, the California Gold Rush, and the rapid rise of Chinese immigration in California).

HSS.USI.T3.01

Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).

HSS.USI.T3.02

Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.

a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S.) d. the rise of a business class of merchants and manufacturers e. the role of women as the primary workforce in New England textile factories and female workers’ activism in advocating for reform of working conditions

HSS.USI.T3.03

Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.

HSS.USI.T3.04

Research primary sources such as antebellum newspapers, slave narratives, accounts of slave auctions, and the Fugitive Slave Act, to analyze one of the following aspects of slave life and resistance (e.g., the Stono Rebellion of 1739, the Haitian Revolution of 1791-1804, the rebellion of Denmark Vesey of 1822, the rebellion of Nat Turner in 1831; the role of the Underground Railroad; the development of ideas of racial superiority; the African American Colonization Society movement to deport and resettle freed African Americans in a colony in West Africa).

HSS.USI.T4.01

Describe important religious and social trends that shaped America in the 18th and 19th centuries (e.g., the First and Second Great Awakenings; the increase in the number of Protestant denominations; the concept of “Republican Motherhood;” hostility to Catholic immigration and the rise of the Native American Party, also known as the “Know-Nothing” Party).

HSS.USI.T4.02

Using primary sources, research the reform movements in the United States in the early to mid-19th century, concentrating on one of the following and considering its connections to other aspects of reform:

a. the Abolitionist movement, the reasons individual men and women (e.g., Frederick Douglass, Abbey Kelley Foster, William Lloyd Garrison Angelina and Sarah Grimké, Charles Lennox Remond, Harriet Beecher Stowe, Sojourner Truth, Harriet Tubman, David Walker, Theodore Weld) fought for their cause, and the responses of southern and northern white men and women to abolitionism.
b. the women’s rights and suffrage movements, their connections with abolitionism, and the expansion of women’s educational opportunities (e.g., Susan B. Anthony, Margaret Fuller, Lucretia Mott, Elizabeth Cady Stanton, the 1848 Seneca Falls Convention, Mary Lyon and the founding of Mt. Holyoke Female Seminary, later Mt. Holyoke College).
c. Horace Mann’s campaign for free compulsory public education, increased literacy rates, and the growth of newspaper and magazine publishing d. the movement to provide supports for people with disabilities, such as the founding of schools for students with cognitive, hearing, or vision disabilities; and the establishment of asylums for people with mental illness
e. the Transcendentalist movement (e.g., the writings of Ralph Waldo Emerson, Henry David Thoreau and Margaret Fuller, and the concepts of materialism, liberty, appreciation of the natural world, self-reliance, abolitionism, and civil disobedience).

HSS.USI.T5.01

Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.

HSS.USI.T5.02

Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831-2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the Kansas-Nebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).

HSS.USI.T5.03

Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation. his views on slavery and national unity, and the political obstacles he encountered).

HSS.USI.T5.04

Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).

HSS.USI.T5.05

Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.

HSS.USI.T5.06

Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15th Amendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).

HSS.USI.T5.07

Analyze the long term consequences of one aspect of the Jim Crow era (1870s-1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka).

HSS.USI.T5.08

Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).

HSS.USI.T6.01

Explain the various causes of the Industrial Revolution (e.g., the economic impetus provided by the Civil War; important technological and scientific advances, such as the expansion of the railroad system; the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt).

HSS.USI.T6.02

Make connections among the important consequences of the Industrial Revolution (e.g., economic growth and the rise of big business; environmental impact of industries; the expansion of cities; the emergence of labor unions such as the Knights of Labor and the American Federation of Labor under Samuel Gompers; workers’ distrust of monopolies; the rise of the Populist Party under the leadership of William Jennings Bryan or the rise of the Socialist Party under Eugene Debs).

HSS.USI.T6.03

Evaluate the effects of the entry of women into the workforce after the Civil War and analyze women’s political organizations, researching one of the following topics: the opening of teaching and nursing professions to women; new employment opportunities in clothing manufacture as a result of the invention of the sewing machine; in office work as the result of the invention of the typewriter, and in retail sales as the result of the creation of department stores; the formation of the Women’s Suffrage Association in 1869 and the Women’s Christian Temperance Union in 1874.

HSS.USI.T6.04

Using primary source images, data, and documents, describe the causes of the immigration of Germans, the Irish, Italians, Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and the major roles of these immigrants in industrialization and the building of railroads.

HSS.USI.T6.05

Analyze the consequences of the continuing westward expansion of the American people after the Civil War and evaluate the impact of the 14th Amendment on Native Peoples and Asian and European immigrant men and women. Examples of research materials: the Treaty of Fort Laramie (1868), the Navajo Treaty (1868), the Chinese Exclusion Act (1882), the Dawes Act (1887), cartoons by Thomas Nast on immigration, Native Peoples, and politics for Harper’s Weekly Magazine in the 1870s-1880s.

HSS.USI.T7.01

Explain what Progressivism meant in the early 20th century and analyze a text or images by a Progressive leader (e.g., Jane Addams, William Jennings Bryan, John Dewey, Robert La Follette, Theodore Roosevelt, Margaret Sanger, Upton Sinclair, Lewis Hine, William H. Taft, Ida Tarbell, Woodrow Wilson).

HSS.USI.T7.02

Research and analyze one of the following governmental policies of the Progressive Period, determine the problem it was designed to solve, and assess its long and short-term effectiveness: bans against child labor, the development of Indian boarding schools, the Sherman Anti-Trust Act (1890), the Pure Food and Drug Act (1906), the Meat Packing Act (1906), the Federal Reserve Act (1913), the Clayton Anti-Trust Act (1914), the Indian Citizenship Act (1924).

HSS.USI.T7.03

Analyze the campaign for, and the opposition to, women’s suffrage in the late 19th and early 20th centuries; describe the role of leaders and organizations in achieving the passage of the 19th Amendment (e.g., Carrie Chapman Catt, Alice Paul, Ida B. Wells-Barnett the National Woman Suffrage Association, National Women’s Party, League of Women Voters).

HSS.USI.T7.04

Analyze the strategies of African Americans to achieve basic civil rights in the early 20th century, and determine the extent to which they met their goals by researching leaders and organizations (e.g., Ida B. Wells-Barnett, W. E. B. DuBois, Marcus Garvey, Booker T, Washington, and the National Association for the Advancement of Colored People).

HSS.USI.T7.05

Analyze the causes and course of growing role of the United States in world affairs from the Civil War to World War I, researching and reporting on one of the following ideas, policies, or events, and, where appropriate, including maps, timelines, and other visual resources to clarify connections among nations and events.

a. the purchase of Alaska from Russia (1867)
b. the influence of the United States in Hawaii leading to annexation (1898)
c. the Spanish-American War (1898) and resulting hanges in sovereignty for Cuba, Guam, Puerto Rico and the Philippines; the Philippine-American War (1899-1902)
d. U.S. expansion into Asia beginning in 1899 under the Open Door policy
e. Theodore Roosevelt’s Corollary to the Monroe Doctrine (1904) and his “big stick” diplomacy in the Caribbean
f. The Platt Amendment describing the role of the United States in Cuba (1901) and the subsequent occupation of Cuba (1903, 1906-1909) g. the role of the United States in the building of the Panama Canal (1904-1914) h. William Howard Taft’s foreign policy of Dollar Diplomacy i. United States involvement in the Mexican Revolution (1910-1920) j. American entry of the United States into World War I (1917) k. the global influenza pandemic (1918-1920)

HSS.USI.T7.06

Explain the rationale and events leading to the entry of the U.S. into World War I (e.g., unrestricted submarine warfare, the sinking of the Lusitania, the Zimmerman telegram, the concept of “making the world safe for democracy.”

HSS.USI.T7.07

Analyze the role played by the U.S. in support of the Allies and in the conduct of the war

HSS.USI.T7.08

Explain the course and significance of Woodrow Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles Treaty.
For example, students take on the roles of legislators and debate whether or not the United States should join the League of Nations. This is an opportunity for students to engage with the concept of “making the world safe for democracy” that they will encounter in United States History II and World History II.

HSS.USII.T1a.01

Describe how resources for the production of goods are limited, therefore people must make choices to gain some things and give up others.

HSS.USII.T1a.02

Explain that the goals of economic policy may be to promote freedom, efficiency, equity, security, growth, price stability, and full employment and that different economic systems place greater emphasis on some goals over others.

HSS.USII.T1b.01

Define supply and demand and explain the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.

a. the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure
b. factors that cause changes in market supply and demand and how these changes influence the price and quantity of goods and services
c. how financial markets, such as the stock market, channel funds from savers to investors and the function of investment in the economy

HSS.USII.T1c.01

Explain what a financial investment is (e.g., a bank deposit, stocks, bonds, mutual funds, real estate); explain why the value of investments fluctuate, and track the gains or losses in value of a financial investment over time (e.g., stocks, bonds, or mutual funds).

HSS.USII.T1c.02

Explain how buyers and sellers in financial markets determine the prices of financial assets and therefore influence the rate of return on those assets.

HSS.USII.T1d.01

Explain the role of banks and other financial institutions in the market economy of the United States, and analyze the reasons for banking crises.

HSS.USII.T1d.02

Describe the organization and functions of the Federal Reserve System; explain the reason the government established it in 1913 and analyze how it uses monetary tools to promote price stability, full employment, and economic growth.

HSS.USII.T1f.01

Explain how a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households and firms, and that government measures such as Gross Domestic Product (GDP) describe these factors at the national level.

HSS.USII.T1f.02

Analyze the impact of events such as wars and technological developments on business cycles. Examples:

a. the impact of the Civil War
b. the impact of the expansion of canals and railroads in the 19th century and the invention of space-age technology and the Internet in the 20th century

HSS.USII.T1g.01

Explain and give examples of the roles that government may play in a market economy, including the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures.

HSS.USII.T1g.02

Analyze how the government uses taxing and spending decisions (fiscal policy) and monetary policy to promote price stability, full employment, and economic growth.

HSS.USII.T2.01

Analyze primary sources (e.g., documents, audio or film recordings, works of art and artifacts), to develop an argument about how the conflict between traditionalism and modernity manifested itself in the major societal trends and events in first two decades of the 20th century. Trends and events students might research include:

a. the arts, entrepreneurship and philanthropy of the Harlem Renaissance, including the work of individuals such as Langston Hughes, Zora Neale Hurston, Josephine Baker, Eubie Blake
b. exhibitions, such as the Armory Show in New York, of avant-garde modern art (e.g., cubism, futurism) from Europe
c. women serving in the military as nurses and telephone operators
d. the influx of World War I refugees leading to the Red Scare and the 1924 restrictions on immigration
e. racial and ethnic tensions, the resurgence of the Ku Klux Klan, white supremacy as a movement, and the first Great Migration of African Americans from the South to the North
f. the impact of the eugenics movement on segregation, immigration, and the legalization of involuntary sterilization in some states; and the Supreme Court case, Buck v. Bell (1927), in which the Court ruled that state statutes permitting involuntary sterilization did not violate the Due Process clause of the 14th Amendment
g. debates over the concept of evolution, such as the reporting of H. L. Mencken on the Scopes Trial (1925), which raised the debate over teaching evolution in public schools; Charles Darwin’s book, On the Origin of Species(1859), and Christian fundamentalism
h. Prohibition of the manufacture, transport, or sale of alcoholic beverages under the 18th Amendment (1920-1933) and “the Jazz Age”
i. The growing prominence of same-sex relationships, especially in urban areas
j. The Bread and Roses Strike in Lawrence (1912), the Boston police strike (1919), and the Massachusetts trials, appeals and execution of Nicola Sacco and Bartolomeo Vanzetti (1921)

HSS.USII.T2.02

Describe the multiple causes (e.g., fall in stock market and commodities prices, restrictive monetary and trade policies, post-war reparations and debt) and consequences of the global depression of the 1930s (e.g., widespread unemployment, decline of personal income, support for social and political reform, decline in trade, the rise of fascism), including consideration of competing economic theories that explain the crisis (e.g., insufficient demand for goods and services [Keynesianism] vs. insufficient supply of money [monetarism]). (See also United States History II standards 1-12 on economics.)

HSS.USII.T2.03

Gather, evaluate, and analyze primary sources (e.g., economic data, articles, diaries, photographs, audio and video recordings, songs, movies, and literary works) to create an oral, media, or written report on how Americans responded to the Great Depression.

HSS.USII.T2.04

Using primary sources such as campaign literature, news articles/analyses, editorials, and radio/newsreel coverage, analyze the important policies, institutions, trends, and personalities of the Depression era (e.g., Presidents Herbert Hoover and Franklin D. Roosevelt, Eleanor Roosevelt, Frances Perkins, Huey Long, Charles Coughlin, Charles Lindbergh). Students may research and complete a case study on any one of the following policies , institutions, or trends:

a. the Federal Deposit Insurance Corporation
b. the Securities and Exchange Commission
c. the Tennessee Valley Authority
d. the Social Security Act
e. the National Labor Relations Act
f. the Works Progress Administration
g. the Fair Labor Standards Act
h. the American Federation of Labor
i. the Congress of Industrial Organizations
j. the American Communist Party
k. the America First movement and anti-Semitism in the United States

HSS.USII.T2.05

Evaluate the effectiveness of the New Deal programs enacted during the 1930s and the societal responses to those programs.

HSS.USII.T3.01

Develop an argument which analyzes the effectiveness of American isolationism and analyzes the impact of isolationism on U.S. foreign policy.

HSS.USII.T3.02

Explain the rise of fascism and the forms it took in Germany and Italy, including ideas and policies that led to the Holocaust.

HSS.USII.T3.03

Explain the reasons for American involvement in World War II and the key actions and events leading up to declarations of war against Japan and Germany.

HSS.USII.T3.04

On a map of the world, locate the Allied powers at the time of World War II (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan).

HSS.USII.T3.05

Using primary sources such as news articles/analyses, editorials, and radio/newsreel coverage, analyze one of the events that led to World War II, one of the major battles of the war and its consequences, or one of the conferences of Allied leaders following the war:

a. German rearmament and militarization of the Rhineland
b. The Munich Conference and Germany’s seizure of Austria and Czechoslovakia
c. the Nazi-Soviet Pact of 1939 and the invasion of Poland
d. Japan’s invasion of China and the Nanjing Massacre
e. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima
f. the Yalta and Potsdam conferences

HSS.USII.T3.06

Describe the Allied response to the persecution of the Jews by the Nazis before, during, and after the war.

HSS.USII.T3.07

Explain the reasons the United States gave for the use of atomic bombs at Hiroshima and Nagasaki in Japan; and use primary and secondary sources to analyze how arguments for and against the use of nuclear weapons developed from the late 1940s to the early 1960s.

HSS.USII.T3.08

Explain the long-term consequences of important domestic events during the war.

a. the War’s stimulus to economic growth
b. the beginning of the second Great Migration of African Americans from the South to industrial cities of the North and to California
c. A. Philip Randolph and the efforts to eliminate employment discrimination on the basis of race
d. large numbers of women in the workforce of munitions industries and serving in non-combat jobs in the military, including as pilots, clerks, computer scientists, and nurses
e. the internment of West Coast Japanese Americans in the U.S. and Canada
f. how the two world wars led to greater demands for civil rights for women and African Americans.

HSS.USII.T3.09

Analyze the factors that contributed to the Cold War and describe the policy of containment as a response by the United States to Soviet expansionist policies, using evidence from primary sources to explain the differences between the Soviet and American political and economic systems; Soviet aggression in Eastern Europe; the Korean War, United States support of anti-communist regimes in Latin America and Southeast Asia; the Truman Doctrine, the Marshall Plan, NATO, and the Warsaw Pact).

HSS.USII.T3.10

Explain what communism is as an economic system and analyze the sources of Cold War conflict; on a political map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union in the 1950s to the 1980s.

HSS.USII.T3.11

Analyze Dwight D. Eisenhower’s response to the Soviet Union’s launching of Sputnik (1957) and the nation’s increased commitment to space exploration and education in science.

HSS.USII.T3.12

Summarize the diplomatic and military policies on the War in Vietnam of Presidents Eisenhower, John F. Kennedy, Lyndon Johnson, and Richard Nixon and explain the intended and unintended consequences of the Vietnam War the Vietnamese and Americans.

HSS.USII.T4.01

Research and analyze one the domestic policies of Presidents Truman and Eisenhower (e.g., Truman’s Fair Deal, the Taft-Hartley Act of 1947, the Federal-Aid Highway Act of 1956 or the Social Security Disability Insurance Act of 1956).

HSS.USII.T4.02

Analyze the roots of domestic communism and anti-communism in the 1950s, the origins and consequences of, and the resistance to McCarthyism, researching and reporting on people and institutions such as Whittaker Chambers, Alger Hiss, FBI Director J. Edgar Hoover, Senators Joseph McCarthy and Margaret Chase Smith, Julius and Ethel Rosenberg, the American Communist Party, the House Committee on Un-American Activities, and congressional investigations into the Lavender Scare).

HSS.USII.T4.03

Analyze the causes and consequences of important domestic Cold War trends in the United States (e.g., economic growth and declining poverty, the G. I. Education bill, the decline in women’s employment, climb in the birthrate, the growth of suburbs and home ownership, the increase in education levels, the impact of television and increased consumerism).

HSS.USII.T4.04

Analyze the origins, evolution, and goals of the African American Civil Rights Movement, researching the work of people such as Martin Luther King, Jr., Thurgood Marshall, Rosa Parks, Malcolm X, John Lewis, Bayard Rustin, Robert F. Kennedy, and institutions such as the National Association for the Advancement of Colored People, the Student Nonviolent Coordinating Committee, and the Congress of Racial Equality.

HSS.USII.T4.05

Using primary sources such as news articles/analyses, editorials, and radio/television coverage, research and analyze resistance to integration in some white communities, protests to end segregation, and Supreme Court decisions on civil rights.

a. The 1954 Supreme Court decision in Brown v. Board of Education
b. the 1955-1956 Montgomery Bus Boycott, the 1957-1958 Little Rock School Crisis and Eisenhower’s civil rights record
c. King’s philosophy of non-violent civil disobedience, based on the ideas of Gandhi and the sit-ins and freedom rides of the early 1960s
d. the 1963 civil rights protest in Birmingham and the March on Washington
e. 1965 civil rights protest in Selma
f. the 1968 assassination of Martin Luther King, Jr.

HSS.USII.T4.06

Evaluate accomplishments of the Civil Rights movement (e.g., the 1964 Civil Rights Act and the 1965 Voting Rights Act) and how they served as a model for later feminist, disability, and gender rights movements of the 20th and 21st centuries; collect and analyze demographic data to investigate trends from the 1964 to 2010 in areas such as voter registration and participation, median family income, or educational attainment among African American, Hispanic American, Asian American and white populations.

HSS.USII.T4.07

Using primary sources such as news articles/analyses, editorials, and television coverage, research Massachusetts leaders for civil rights and the controversies over the racial desegregation of public schools in the 1960s and 1970s, including:

a. the establishment of the Metropolitan Council for Educational Opportunity (METCO) busing plan involving Boston, Springfield, and suburban school districts
b. Court-ordered desegregation and mandated busing in the public schools of Boston and other Massachusetts cities

HSS.USII.T4.08

Using primary and secondary sources, analyze the causes and course of one of the following social and political movements, including consideration of the role of protest, advocacy organizations, and active citizen participation.

a. Women’s rights, including the writings on feminism by Betty Friedan, Gloria Steinem and others; the availability of the birth control pill; the activism of the National Organization for Women and opposition to the movement by conservative leaders such as Phyllis Schlafly; passage of the Equal Rights Amendment to the Constitution (1972), and its failure to achieve sufficient ratification by states; Title IX of the 1972 Education Amendments to the 1964 Civil Rights Act, the 1973 Supreme Court decision, Roe v. Wade, the appointment of Sandra Day O’Connor as the first woman Justice of the Supreme Court in 1981, and increasing numbers of women in elected offices in national and state government.
b. the Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Civil Rights Movement, the impact of world wars on the demand for gay rights, the Stonewall Rebellion of 1969, the Gay Pride Movement, and activism and medical research to slow the spread of AIDS in the 1980s; the role of the Massachusetts Supreme Judicial Court in Goodridge v. Department of Public Health (2004) and the role of other state courts in providing equal protection for same sex marriage in advance of the United States Supreme Court decision in Obergefell v. Hodges (2015)
c. the disability rights movement such as deinstitutionalization, independent living, the Education for All Handicapped Children Act (1975), the Americans with Disabilities Act (1990), and the Individuals with Disabilities Education Act (1990)
d. the environmental protection movement (e.g., the 1962 publication of Rachel Carson’s Silent Spring; the 1970 federal Clean Air Act; the 1972 Massachusetts Wetlands Protection Act; the 1972 Federal Water Pollution Control Act and subsequent amendments)
e. the movement to protect the health and rights of workers, and improve working conditions and wages (e.g., César Chávez and Dolores Huerta and the migrant farmworkers’ movement, workplace protections against various forms of discrimination and sexual harassment)
f. the movement to protect the rights, self-determination, and sovereignty of Native Peoples (e.g., the Indian Civil Rights Act of 1968, the American Indian Movement, the Wounded Knee Incident at the Pine Ridge Reservation in South Dakota in 1973, the Indian Self Determination and Education Assistance Act of 1975, and the efforts of Native Peoples’ groups to preserve Native cultures, gain federal or state recognition and raise awareness of Native American history

HSS.USII.T4.09

Research and analyze issues related to race relations in the United States since the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, including: the Fair Housing Act of 1968 and its impact on neighborhood integration; policies, court cases, and practices regarding affirmative action and their impact on diversity in the workforce and higher education; disparities and trends in educational achievement and attainment, health outcomes, wealth and income, and rates of incarceration; the election of the nation’s first African American president, Barack Obama, in 2008 and 2012.

HSS.USII.T5.01

Using primary sources such as campaign literature and debates, news articles/analyses, editorials, and television coverage, analyze the important policies and events that took place during the presidencies of John F. Kennedy (e.g., the confrontation with Cuba over missile bases, the space exploration program, Kennedy’s assassination), Lyndon Johnson (the Great Society programs, the Civil Rights and Voting Rights Acts, the Vietnam War and anti-war movements, the 1965 Immigration and Nationality Act, the assassinations of Martin Luther King, Jr., and Robert F. Kennedy), and Richard Nixon (the creation of the Environmental Protection Agency, diplomacy with China, détente with the Soviet Union, the Watergate scandal, and Nixon’s resignation).

HSS.USII.T5.02

Analyze and evaluate the impact of economic liberalism on mid-20th century society, including the legacy of the New Deal on post World War II America, the expansion of American manufacturing and unionism, social welfare programs, and the regulation of major industries such as transportation, energy, communications and finance.

HSS.USII.T5.03

Analyze the presidency of Ronald Reagan (1981-1989) and the rise of the conservative movement in American politics, (e.g., policies such as tax rate cuts, anti-communist foreign and defense policies, replacement of striking air traffic controllers with non-union personnel.

HSS.USII.T5.04

Analyze how the failure of communist economic policies and U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to the fall of the Berlin Wall in 1989 the dissolution of the Soviet Union in 1991, and the end of the Cold War.

HSS.USII.T5.05

Analyze some of the major technological and social trends and issues of the late 20th and early 21st centuries (e.g., the computer and technological revolution beginning in the 1980s, scientific and medical discoveries such as DNA research, major immigration and demographic changes such as the rise in Asian and Hispanic immigration).

HSS.USII.T5.06

Evaluate the effectiveness of the federal government’s response to international terrorism in the 21st century, including the 2001 terrorist attack on the World Trade Center in New York City and the Pentagon near Washington, D.C., the Homeland Security Act, the Foreign Intelligence Surveillance Act, and the Afghanistan and Iraq Wars.

HSS.WHI.T1.01

Explain different ways in which societies interact across regions (e.g., trade; cultural, religious, linguistic, and technological exchange and diffusion; migration; exploration; diplomatic alliances; colonization and conquests).

HSS.WHI.T1.02

Give examples of exchanges of ideas and goods among ancient complex societies to c. 500 CE.

HSS.WHI.T1.03

Explain how interactions among societies are affected by geographical factors such as the location of bodies of water, mountains, and deserts, climate, the presence or scarcity of natural resources, and human factors such as population size and density, mortality rates, or migration patterns.

HSS.WHI.T1.04

Demonstrate the ability to analyze primary sources, including texts, maps, diagrams, works of art and architecture.

HSS.WHI.T1.05

Demonstrate the ability to construct graphic displays that convey information about interactions among and comparisons between societies.

a. different kinds of maps to show physical features, political boundaries and forms of interaction (e.g., trade routes, invasions, cultural diffusion)
b. timelines that show simultaneous relationships (e.g., the development of technologies or artistic styles in different parts of the world or the rise, interaction, and collapse of multiple kingdoms or empires)
c. charts or graphs to convey comparative information (e.g., size of population in different periods and places, value of goods traded between different locations)

HSS.WHI.T2.01

Map how the Buddhist, Christian, and Islamic religions spread from their places of origin to other parts of Eurasia and Africa to c. 1400 CE, and explain some of the means by which religions spread (e.g., by official government decree, missionary work, pilgrimages, translations of texts, the diffusion of religious imagery and the construction of buildings such as temples, churches, cathedrals, monasteries, and mosques for religious purposes).

HSS.WHI.T2.02

Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began.

HSS.WHI.T2.03

Describe the historic commonalities among monotheistic religions (e.g., Zoroastrianism, Judaism, Christianity, Islam) and how they differed from polytheistic religions.

HSS.WHI.T2.04

Describe indigenous religious practices in Africa and explain how these practices survived and shaped African Christian and Islamic religions.

HSS.WHI.T2.05

Locate on a map and analyze relationships between political power, religion, and cultural achievement in one empire that flourished between c.100 and 1000 CE.

a. the Kushan Empire (c. 1st-5th centuries) with its fusion of Greco-Roman and Buddhist culture and imagery in Gandharan sculpture; the Gupta Empire (c. 320-600 CE), uniting multiple kingdoms of North, Central, and Southeast India, religious tolerance for Hinduism, Buddhism and Jainism; highly developed Hindu and Buddhist sculpture and literature
b. the early period of the Byzantine Empire (4th -6th century CE), the founding of Constantinople, the adoption of Christianity as an officially sanctioned religion, the building of the Hagia Sophia, and the development of the Code of Justinian
c. the Abbasid Caliphate in western Asia and North Africa (750-1258 CE) and the flourishing of Islamic arts, science, and learning

HSS.WHI.T3.01

Explain the concepts of hereditary rule, kingdom, empire, feudal society, and dynasty and explain why these concepts are important in the analysis of political power and governments in different historical periods and in different places.

HSS.WHI.T3.02

Map the geographical extent of one of the following kingdoms or empires; explain its central political, economic, cultural developments and its role in trade, diplomatic alliances, warfare, and exchanges with other parts of the world.
Kingdoms and empires based in Africa

a. the West African empires of ancient Ghana (c. 700-1240 CE), Mali (c.1230-1670 CE), and Songhai(15th-17th centuries CE), the importance of Timbuktu as a center of trade and learning, the gold-salt and slave trade
b. the East African Sub-Saharan kingdoms of Axum (c. 100-940 CE) and the Swahili city-states (c. 8th-17th centuries CE)
Kingdoms and empires based in Western, Central, and East Asia
c. the Song Dynasty in China (960-1279 CE), the development of the concepts of the scholar-official, landscape painting and calligraphy, and the merging of Buddhist, Taoist, and Confucian beliefs
d. The Mongol Empire (1206-1368 CE), its role in the Silk Routes, the rule of Genghis Khan and Kublai Khan, contacts with Europeans, and the cultural achievements of the Yuan Dynasty (1221-1368) and early years of the Ming Dynasty (1368-1644) in China
e. The Ottoman Empire from its beginnings in 1299 CE, its capture of the city of Constantinople in 1453, through the reign of Sultan Süleiman I (1566 CE)
f. The Kamakura Shogunate (c. 1185-1333 CE) in Japan, feudal military rule, invasions of the Mongol Empire, restoration of temples destroyed in war, Buddhist sculpture, calligraphy influenced by Zen Buddhism
g. The early period of the Mughal Empire in India (1527-1857 CE) and its development as a major textile, shipbuilding, and firearms manufacturer and exporter and a major center of illustrated manuscripts
Kingdoms and empires based in the Americas
h. The Mayan civilization of the Classic period (c. 250-950 CE), cities such as Teotihuacán, Tikal, and Copán, pyramid building, long-distance trade between inland sites and sites near the Gulf of Mexico and the Caribbean
i. The Aztec regional empire (c.1345-1521 CE), the capital of Tenochtitlan, conquests of neighboring states, monumental sculpture
j. The Inca regional empire (c. 13th century-1572 CE), extensive networks of roads, conquests of neighboring states, monumental architecture at sites such as Machu Picchu and Cusco
Kingdoms and empires based in Europe
k. Kingdoms and feudal societies in England, France, Germany, Rome, the Netherlands, Russia, and Spain, including the Holy Roman Empire (c. 5th century-1492 CE)
l. Italian city-states such as Venice, Milan, Florence, and Genoa (c. 800-1500 CE), the development of banking, capitalism, education, patronage of the arts, commerce with the Byzantine and Ottoman Empires and Asia

HSS.WHI.T3.03

Describe the goods and commodities traded east, west, north and south along the Silk Roads connecting Europe, Africa and Asia, including horses, grain, wood, furs, timber, spices, silk, and other luxury goods.

HSS.WHI.T3.04

Explain how travelers’ accounts and maps contributed to knowledge about the world.

HSS.WHI.T3.05

Explain the widespread practice in Europe, Africa, Asia and the Americas of enslaving captives of war and of buying and selling slaves from the 5th to the 18th centuries CE.

HSS.WHI.T3.06

Describe coexistence, tolerance, and trade between Arab and Christian kingdoms in the 8th to early 10th centuries CE.

HSS.WHI.T3.07

Explain the consolidation of wealth of the Catholic Church and the power struggles within the church in the 11th century CE, the development of the practices of feudalism, knighthood, and chivalry in Europe, and the emergence of the concept of rights in England.

HSS.WHI.T3.08

Evaluate the causes, course, and consequences of the European Crusades in the Mediterranean region in the 11th, 12th, and 13th centuries CE.

HSS.WHI.T3.09

Explain the global consequences of diseases, focusing on the Bubonic plague and its spread through the Eurasian and African trade routes several times, in particular the severity of the impact of the disease on mortality rates in Europe, Africa, and Asia in the 15th century CE.

HSS.WHI.T4.01

Explain how classical learning survived into the medieval world.

a. the role of Islamic scholars in preserving Greek, Roman, and Arabic texts after the collapse of the Roman Empire and the role of Christian monasteries housing libraries and making manuscript copies of Christian and pagan texts
b. the development of Islamic and European universities from the 9th to the 13th centuries

HSS.WHI.T4.02

Explain the global spread and consequences of Chinese inventions and technologies (e.g., gunpowder, the compass, printing, and papermaking).

HSS.WHI.T4.03

Analyze the Agricultural Revolution (Arab or Green Revolution) in Africa, Europe, and Asia, including the diffusion of plants from Asia and Africa into medieval Spain and the construction of large scale systems of irrigation (e.g., canals, windmills, and aqueducts).

HSS.WHI.T4.04

Describe the importance to India’s medieval economy of textile technologies (e.g., processes to improve the growing, processing, spinning, weaving, printing, and dyeing of cotton), and the importance of cotton cloth as an export to Africa and Europe.

HSS.WHI.T4.05

Describe the origins and development of the European Renaissance, the emerging concept of humanism, and the influence and accomplishments of key artists, writers, and inventors of the Italian and Northern European Renaissance.
Clarification Statement: Students may use the following examples to meet this Standard:Italian Renaissance: Michelangelo Buonarroti, Leonardo da Vinci, Raphael, Niccolò Machiavelli, Filippo Brunelleschi
Northern Renaissance: Jan van Eyck, Albrecht Durer, Pieter Bruegel the Elder, Hieronymus Bosch, William Shakespeare, Erasmus, Johannes Gutenberg

HSS.WHI.T4.06

Describe political and religious origins of the Protestant Reformation and its effects on European society, including. the reasons for the growing discontent with the Catholic Church; the main ideas of Martin Luther and John Calvin; the importance of Gutenberg’s invention of the printing press and its adoption by others in the spread of Protestantism across Europe, and the formation of the Anglican Church.

HSS.WHI.T4.07

Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola.

HSS.WHI.T4.08

Identify the role that the Protestant Reformation and Catholic Counter-Reformation played on shifting political power in Europe, the persecution of religious minorities, and wars among European nations in the 15th and 16th centuries.

HSS.WHI.T4.09

Explain the emergence of a wealthy Protestant middle class in the 17th century Northern Europe, its involvement in global trade, and its patronage of the arts and sciences.

HSS.WHI.T4.10

Summarize how the scientific method and new technologies such as the telescope and microscope, led to new theories of the universe; describe the accomplishments of at least two figures of the Scientific Revolution (e.g., Nicolaus Copernicus, Galileo Galilei, René Descartes, Johannes Kepler, Robert Hooke, Antoni von Leeuwenhoek, Isaac Newton, Carolus Linnaeus); explain how advances in shipbuilding contributed to European exploration and conquest.

HSS.WHI.T5.01

Describe the expulsion of Jews and Muslims from the Iberian Peninsula after the Treaty of Granada (1492), the rise of Spanish and Portuguese Kingdoms, the Spanish Inquisition, and the Spanish expeditions to conquer and Christianize the Americas and the Philippines, and Portuguese conflicts with Muslim states.

HSS.WHI.T5.02

Explain the motivations for European nations to find a sea route to Asia.

HSS.WHI.T5.03

Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade.

HSS.WHI.T5.04

Map the extent of the Ottoman, Chinese, Portuguese, Dutch, Spanish, and British Empires in the 17th century and research and report on an account of travel, trade or diplomacy of the 17th century.

HSS.WHI.T6.01

Identify the origins and the ideals of the European Enlightenment, such as happiness, reason, progress, liberty, and natural rights, and how intellectuals of the movement (e.g., Denis Diderot, Emmanuel Kant, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, Mary Wollstonecraft, Cesare Beccaria, Voltaire, or social satirists such as Molière and William Hogarth) exemplified these ideals in their work and challenged existing political, economic, social, and religious structures.

HSS.WHI.T6.02

Explain historical philosophies of government, giving examples from world history:

a. the Chinese doctrine of the Mandate of Heaven, in which a ruler must be worthy of the right to rule
b. absolute monarchy, in which a monarch holds unlimited power with no checks and balances (e.g., in France of Louis XIV, Spain, Prussia, and Austria)
c. enlightened absolutism (e.g., in Russia under Czars Peter the Great and Catherine the Great, in which ideas of the Enlightenment temper absolutism)
d. constitutional monarchy, in which a ruler is limited by a written or unwritten constitution (e.g., English traditions beginning with Magna Carta).

HSS.WHI.T6.03

Explain why England was the exception to the growth of absolutism in Europe.

a. the causes, essential events, and effects of the English Civil War and the Glorious Revolution of 1688
b. the English Bill of Rights and its limits on the power of the monarch to act without the consent of Parliament

HSS.WHI.T6.04

Explain the development of constitutional democracy following the American Revolution, the United States Constitution (1787), and the Bill of Rights (1791).

HSS.WHII.T1.01

Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs.

a. the Thirty Years War in central Europe (1618-1648) and the Peace of Westphalia (1648)
b. the rise of the French monarchy, the policies and influence of Louis XIV (1638-1718), and the design of the Château de Versailles as a symbol of royal power
c. the growing power of Russian czars, including the attempts at Westernization by Peter the Great (1682-1785), the growth of serfdom, and Russia’s rise as an important force in Eastern Europe and Asia; and the rise of Prussia, Poland, and Sweden in the 17th and 18th centuries.

HSS.WHII.T1.02

Absolute power, political revolutions, and the growth of nation states, c. 1700-1900

HSS.WHII.T1.03

Analyze the various political, social, intellectual, and economic causes of the French Revolution (e.g., the influence of Enlightenment philosophy, the development of a middle class, the excesses and growing economic struggles of the French monarchy, the incompetence and corruption of the monarchy and government officials).

HSS.WHII.T1.04

4. Summarize the main events of the French Revolution and analyze whether the revolution achieved its desired goals.
Clarification Statement: Students may use the following events to address this standard.

a. the Estates General and the National Assembly
b. the storming of the Bastille on July 14, 1789 and the Declaration of the Rights of Man and Citizen
c. the execution of Louis XVI in 1793
d. Robespierre and the Reign of Terror (c. 1793-1794)
e. the rise and fall of Napoleon and the French Empire (1804-1815)
f. the Congress of Vienna (1814-1815)

HSS.WHII.T1.05

Compare the causes, goals, and outcomes of the American Revolution (1776-1787), the French Revolution (1789-1799), and the Haitian Revolution (1791-1804), and analyze the short-term and long-term impact of these revolutions on world history. a. the revolutions’ contributions to modern nationalism

b. the abolition of theocratic absolutism and remaining feudal restrictions and obligations in France
c. the revolutions’ support for the ideas of popular sovereignty, religious tolerance, and legal equality

HSS.WHII.T1.06

Analyze the causes and methods of the unification of both Italy and Germany, including the respective roles of Cavour and Bismarck, and the effect that such unification had on the balance of power in 19th century Europe.

HSS.WHII.T1.07

7. Identify the major political, social, and economic developments of Central and South American and Mexican history in the 19th century and analyze how these developments were similar to or different from those in Europe during the same time period.

a. the wars for independence that led to the creation of Latin America’s modern nation-states, including the influence and ideas of Simón Bolívar, José de San Martin, and their connections to the Haitian, American, and French Revolutions
b. economic and social stratification
c. the role of the Catholic Church
d. the 19th century wars between Liberals and Conservatives over whether to maintain or destroy the legacies of Spanish colonialism
e. the Mexican-American War of 1846-1848 and Mexico’s resulting loss of half of its territory to the United States
f. the growing power of the United States and its economic and political impact on Central America and the Caribbean, especially in the period before the Spanish-American War of 1898
g. the persistence of slavery in Cuba, Puerto Rico, and Brazil until the end of the 19th century

HSS.WHII.T2.01

Analyze the economic, political, social, and technological factors that led to the Agricultural and Industrial Revolutions.

a. technological advancements in agricultural practices during the 18th century and their impact on productivity of farms
b. the presence of coal that could be relatively easily mined in Britain for use in coal-fired furnaces and engines
c. the technological advancements of the textile, energy, and transportation industries in the 18th and 19th centuries
d. the transatlantic slave trade and its role in supplying Europe with cheap raw materials such as cotton from North American Southern states and products such as sugar from South American and the Caribbean Islands
e. the expanding markets for manufactured goods in the Americas and Africa, and the decision of China to withdraw from Indian Ocean trade, opening the way for the British East India Company and similar trading companies of other European nations to trade in Southeast Asia
f. the impact of Adam Smith’s economic theories and the investment of capital by entrepreneurs on the development of new industries

HSS.WHII.T2.02

Evaluate the economic and social impact of the Agricultural and Industrial Revolutions in England, including population growth and the migration of workers from rural areas to new industrial cities, the emergence of a large middle class, the growing inequity in wealth distribution, the environmental impact of industrialization, and the harsh working and living conditions for the urban poor.

HSS.WHII.T2.03

Analyze how the Industrial Revolution gave rise to new social, political, and economic philosophies such as feminism, socialism and communism, including ideas and influence of Robert Owen and Karl Marx.

HSS.WHII.T2.04

Explain the impact of British economic and political reform movements such as labor unions on creating political reforms during the 19th century.

a. the expansion of suffrage for men throughout the 19th century through various popular movements and the emergence of political liberalism, and the movement for women’s suffrage
b. the development of labor laws and social reform laws such as the Factory Act of 1833 and the Mines Act of 1842
c. the development of government-provided social welfare programs such as unemployment insurance and old age pensions

HSS.WHII.T2.05

Explain how industrialization spread from Great Britain to continental Europe and the United States and how industrial development affected the political balance of power among nations.

HSS.WHII.T3.01

Locate on a map key locations outside of Europe controlled by the European countries in the 19th century (e.g., India, Canada, Australia, and much of Africa by Britain; the Philippines, western and southwestern parts of North and South America, and the Caribbean Islands by Spain; Cape Verde, Brazil, and parts of India by Portugal; North and West Africa by France; parts of central Africa by Belgium and Germany).

HSS.WHII.T3.02

Describe the causes of 19th century European global imperialism.

a. competition among England, Spain, Portugal, France, the Netherlands, and Belgium beginning in the 15th century for economic gain, resources, and strategic advantage
b. the importance of slavery and slave-generated capital to the Industrial Revolution; the role of European traders, merchants, and buyers in making the slave trade profitable in North and South America and the Caribbean Islands
c. the integration of political, religious, and economic goals in the Spanish and Portuguese empires in the Americas, including the conversion of indigenous peoples by Jesuit and Franciscan missionaries, the spread of Spanish and Portuguese languages and the imposition of European political structures.
d. the writings of 18th and 19th century European race theorists that posited differences among races and the superiority of the “Caucasian race” as scientific fact, including the concept of Social Darwinism, thus justifying European attitudes toward colonialism and slavery.

HSS.WHII.T3.03

Analyze the impact of Western imperialism in Asia, Africa, and Latin America.
Students may study in depth imperialism on one continent, choosing a former colony to research, and using maps, images, literature, and other primary and secondary sources to create a case study of the area before, during, and after the colonial period, explaining the process of decolonization, and evaluating the success of the independent nation.

India
a. the economic and political relationship between India and Britain,
b. the role of the British East India Company in India
c. development of new railway infrastructure in India
d. the Indian Rebellion of 1857
e. the rise of Indian nationalism and the influence and ideas of Mahatma Gandhi in the 20th century for an independent India

China
a. the spheres of influence and extraterritorial rights for European nations
b. the role of the British East India Company in controlling the opium trade between India and China and the impact of the opium trade on Chinese society and politics
c. the rise of anti-Western and nationalist movements during the 19th century

Japan
a. the Meiji Restoration and the opening of Japan to the West
b. the rapid modernization and industrialization of Japan
c. the emergence of a growing Japanese empire in Asia by the early 20th century

Africa
a. the impact of European direct and indirect control of the existing political structure of African countries
b. the exploitation of African people for European economic gain in a variety of industries
c. agricultural changes and new patterns of employment
d. interactions between India and East Africa
e. the effects of assimilation on the people of Africa

Latin America
a. Spanish control of Cuba and Puerto Rico; Portuguese colonial rule in Brazil
b. the drive by the United States to annex Mexico’s northern territories, the Dominican Republic, Nicaragua, Cuba, and other Caribbean territories
c. the Spanish-American War of 1898

HSS.WHII.T3.04

Analyze the cultural impact of colonial encounters and trade on people in Western nations, drawing on examples such as
a. Asian furniture, porcelain, and cloth made for export
b. the introduction of new foods into Europe and the United States
c. emerging academic fields of archaeology and cultural anthropology
d. collections of art and artifacts from around the world exhibited in international expositions and museums
e. the influence of Japanese and African art on European art styles of impressionism and cubism
f. colonialism portrayed in literature and journalism by writers such as Rudyard Kipling, Edward. D. Morel, Joseph Conrad, Robert Louis Stevenson, and Isak Dinesen (Karen Blixen)

HSS.WHII.T4.01

Analyze the factors that led to the outbreak of World War I (e.g., the emergence of Germany as a great power, the rise of nationalism and weakening of multinational empires, industrial and colonial competition, militarism, and Europe’s complex alliance systems.

HSS.WHII.T4.02

Evaluate the ways in which World War I was a total war and its impact on the warring countries and beyond.
a. the use of industrial weapons and prolonged trench warfare and how they led to massive casualties and loss of life
b. the expansion of World War I beyond Europe into a global conflict (including the mobilization of Asian and African colonial subjects as troops to support military efforts and the reasoning for and impact of United States involvement; the impact on various nationalities, religious and ethnic groups )
c. the impact of war on the home front in Europe, including the conscription, war propaganda, rationing, and government control of wartime industries

HSS.WHII.T4.03

Analyze the political, social, economic, and cultural developments following World War I.

a. the vast economic destruction resulting from the war
b. the emergence of a “Lost Generation” in European countries
c. the collapse of the Russian, Ottoman, and Austrian Empires
d. the modernization of Turkey under President Kemal Atatürk
e. the establishment of European mandates in the Middle East and the creation of modern state boundaries in the region
f. the Armenian genocide
g. the proceedings of the Paris Peace Conference and the Treaty of Versailles
h. the global influenza pandemic of 1918-1920
i. the development of modernism in the arts, in the works by composers, visual artists, writers, choreographers, and playwrights such as Igor Stravinsky, Pablo Picasso, Max Ernst, René Magritte, Gertrude Stein, Ruth St. Denis, Martha Graham, Bertolt Brecht, Luigi Pirandello

HSS.WHII.T4.04

Evaluate the negotiation of the Treaty of Versailles and how the treaty did or did not address the various issues caused by World War I.

HSS.WHII.T4.05

Analyze the various developments of early 20th century Russian history including the Russian Revolution within the context of World War I, the growing political and social unrest under Czar Nicholas II, the emergence of the Bolshevik movement, the political revolutions of 1917, and the Russian Civil War.

HSS.WHII.T4.06

Analyze later developments in Russian history, including the creation of the Union of Soviet Socialist Republics (USSR) in 1922, the New Economic Plan (NEP) and the creation of a Soviet economy, artistic and cultural experimentation, the death of Lenin and the cult of his personality, and the power struggle that resulted in Stalin’s leadership.

HSS.WHII.T4.07

Identify the various causes and consequences of the global economic collapse of the 1930s and evaluate how governments responded to the effects of the Great Depression.

a. restrictive monetary policies
b. unemployment and inflation
c. political instability in weak democracies such as Germany
d. the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman

HSS.WHII.T4.08

Identify the characteristics of fascism and totalitarianism as exhibited in the rise of the authoritarian regimes in Italy, Germany, and the Soviet Union during the 1920s and 1930s.

HSS.WHII.T4.09

Evaluate the economic, social, and political conditions that allow the rise of Hitler, Mussolini, and Stalinin their respective countries, and how each dictator repressed dissention and persecuted minorities.

a.the lingering resentment over World War I and the Treaty of Versailles
b. the devastation of the Great Depression and the inability of fragile democracies to address those effects
c. the rise of anti-Semitism and racist ideologies in Europe during the last decades of 19th and early 20th centuries
They may use the following examples of how each dictator repressed dissention and persecuted minorities:
d. the arrest and execution of political opponents to Mussolini in Italy
e. censorship of the press and propaganda
f. the Nazi use of art as propaganda, promoting classicism and disparaging modernism as degenerate
g. the great purges under Stalin, the development and maintenance of the gulag system, and it impact on Soviet society
h. forced collectivization in Russia and the Holodomor, or the Ukrainian Genocide
i. the Enabling Act, Night of the Long Knives, and Nuremburg Laws in Germany
j. the use of paramilitary groups and youth movementswed the rise of Hitler, Mussolini, and Stalin in their respective countries, and how each dictator repressed dissention and persecuted minorities.

HSS.WHII.T4.10

Analyze the aggression of Germany, Italy, and Japan in the 1930s and early 1940s and the lack of
response by the League of Nations and Western democracies.

a. Italy’s invasion of Ethiopia (1935)
Massachusetts Curriculum Framework for History and Social Science 156
b. the Spanish Civil War (1936–39)
c. the Japanese invasion of China (1931), the Manchukuo State and the Nanjing
Massacre (1937), and the Japanese invasion of the Philippines (1941–42)
d. Germany’s militarization of the Rhineland, annexation of Austria, and aggression
against Czechoslovakia, the Nazi-Soviet Pact of 1939, the German attack on Poland,
and the changing responses of Great Britain and the United States to Hitler’s
strategies

HSS.WHII.T4.11

Analyze the effects of one of the battles of World War II on the outcome of the war and the countries involved:
1940: the Battles of Britain and Dunkirk;
1941: the attack on Pearl Harbor
1942: the Battles of Midway and, Corregidor
1943: Stalingrad and the Allied invasion of Italy
1944-1945: the invasion of Normandy, D-Day , the Battle of the Bulge, Battle of Berlin, Battle of Bataan and the subsequent Bataan Death March, the Battles of Iwo Jima , Okinawa, Manila and Corregidor

HSS.WHII.T4.12

Identify the goals, leadership, strategies, and post-war plans of the Allied leaders (i.e., Winston Churchill, Franklin D. Roosevelt, Joseph Stalin) and how wartime diplomacy affected the outcome of the war and the emergence of the Cold War.

HSS.WHII.T4.13

Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about race and nation, and the Nazi dehumanization and planned extermination of the Jews and persecution of LGBT and Gypsy/Roma people.

HSS.WHII.T4.14

Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union.

HSS.WHII.T4.15

Evaluate the global political, economic, and social consequences of World War II.

a. the physical and economic destruction through the bombing of population centers
b. enormous disruption of societies and the deaths of millions of soldiers, civilians, colonial subjects, political opponents, and ethnic minorities
c. support in Europe for political reform and decolonization
d. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
e. the nuclear arms race between the U.S and the Soviet Union
f. the establishment of the United Nations in 1945, the promulgation of the Universal Declaration of Human Rights, the adoption of the Nuremberg Principles to guide the Nuremberg Tribunal of 1945 and the expansion of the Geneva Conventions in 1949

HSS.WHII.T5.01

Identify the differences in worldview between the United States and the Union of Soviet Socialist Republics (USSR) and analyze how tensions between the USSR and the West led to the division of Europe.

HSS.WHII.T5.02

Analyze the impact of transnational organizations and alliances such as the United Nations (UN), the European Economic Community (EEC), the North Atlantic Treaty Organization (NATO, 1949), the Warsaw Pact (1955), and the non-alignment movement on the developments of the Cold War.

HSS.WHII.T5.03

Evaluate the importance of key military and political developments on the outcome of the Cold War. Students may use one the following examples to address this standard.

a. The partition of Germany and the Berlin Crises of 1948 and 1961
b. The Marshall Plan and the revival of Western Europe’s economy
a. the policy of containment and its relation to the Korean War and the Vietnam War
b. the emergence of the People’s Republic of China as a major power
c. life in the USSR after Stalin’s death in 1953, the rule of Nikita Khrushchev, popular uprisings in Soviet-controlled countries such as the 1956 uprising in Hungary and the “Prague Spring” of 1968
d. the United States backing for the overthrow of Mossadegh in Iran (1953) and Arbenz in Guatemala (1954), demonstrating the stakes of the Cold War in non-Great Power countries
e. Soviet-U.S. competition in the Middle East and the Soviet War in Afghanistan
f. The Cuban Revolution and the Cuban Missile Crisis
g. the arms race and arms control agreements (including the ABM and SALT treaties)
h. détente and diplomatic efforts between the USSR and the West

HSS.WHII.T5.04

Analyze the major developments in Chinese history during the second half of the 20th century, including the Chinese Civil War and the triumph of the Communist Revolution in China, the rise of Mao Tse-Tung and political, social, and economic upheavals under his leadership, such as the Great Leap Forward and the Cultural Revolution, the Tiananmen Square student protests in Beijing in 1989 and economic reforms under the leadership of Deng Xiaoping.

HSS.WHII.T5.05

Analyze the development and goals of nationalist movements in Africa, Asia, Central and South America, and the Middle East, and evaluate how one of these movements and its leader brought about decolonization and independence in the second half of the 20th century (e.g., Fidel Castro in Cuba, Patrice Lumumba in Congo, Ho Chi Minh in Vietnam, Gamel Abdul Nasser in Egypt, Jawaharlal Nehru in India, Salvador Allende in Chile).

HSS.WHII.T5.06

Explain the defense of and resistance to the official South African government policy of apartheid (legalized racial segregation) between 1948 and 1991, and analyze how opposition by the African National Congress, including resistance leader Nelson Mandela, and international organizations such as the United Nations, contributed to the downfall of apartheid.

HSS.WHII.T5.07

Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflicts.

a. the growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to Palestine
b. anti-Semitism and the Holocaust
c. the United Nations (UN) vote in 1947 to partition the western part of the Palestine Mandate into two independent countries
d. Palestinian loss of land and the creation of refugees by Israeli military action
e. the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries
f. the various wars between Israel and neighboring Arab states since 1947, (e.g., the Six Day War and the Yom Kippur War)
g. the diverse mix of cultures (e.g., Jews, Palestinians, and Arabs of Christian, Jewish, Muslim, and Druze backgrounds) in the region in the late 20th and early 21st centuries
h. attempts to secure peace between Palestinians and Israelis, including the proposal of a two-state solution

HSS.WHII.T5.08

Analyze the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe, including the increasingly costly geopolitical competition with the United States, the growing gap between the economies of Western and Eastern Europe, the impact on people’s lives of the weakness of the Soviet economy, the toll of extended military conflict in Afghanistan, and the weakening popular support for communism in the Soviet Union and Eastern Europe.

a. The 1975 Helsinki Accords and the emergence of human rights movements in Eastern Europe
b. The deployment of intermediate range nuclear missiles in Europe and the Reagan Administration’s investment in new defense technologies and the expansion of U.S. military forces
c. the Solidarity movement in Poland
d. the Velvet Revolution in Czechoslovakia
e. the rise of nationalist sentiment in the Soviet bloc and USSR
f. the fall of the Berlin Wall
g. Mikhail Gorbachev’s leadership and policies of glasnost and perestroika
h. the Russian opposition movement to Boris Yeltsin

HSS.WHII.T5.09

Evaluate the consequences of the breakup of the Soviet Union on the development of market economies, political and social stability, the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations, and analyze how these consequences led to the consolidation of political power in the hands of an oligarchy during the first and second decades of the 21st century.

HSS.WHII.T5.10

Analyze the contributing factors to and the effects of the global surge in economic productivity, the rise in living standards in Western Europe and Japan, such as the long postwar peace between democratic nations, the role of migrant workers in rebuilding postwar nations, and the policies of international economic organizations.

HSS.WHII.T5.11

Evaluate how scientific developments of the 20th century altered understanding of the natural world, changed the lives of the general populace, and led to further scientific research. Students may use one of the following examples to address this standard:

a. Albert Einstein and the theory of relativity
b. Niels Bohr and quantum theory
c. Marie and Pierre Curie and radioactivity
d. Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy
e. Wernher von Braun and space exploration
f. Jonas Salk , the polio vaccine, and other medical breakthroughs
g. Rosalind Franklin, Maurice Wilkins, James Watson and Francis Crick, the discovery of DNA, and the Human Genome Project
h. The development of the first integrated circuit in 1958
i. The invention of the ARPAnet and its evolution into the Internet
j. Sylvia Earle and oceanography
k. Jane Goodall and the study of primates and ecology

HSS.WHII.T5.12

Analyze how various social and intellectual movements of the second half of the 20th century changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion (e.g., the modern feminist movement, the LGBTQ rights movement; the environmentalist movement and emergence of Green parties).

HSS.WHII.T6.01

Analyze reasons for globalization – an international network of economic systems - and explain its consequences for workers in highly developed and less developed countries.

HSS.WHII.T6.02

Analyze the major forces in the Middle East since 1980, including the rise of Islamic fundamentalism; the bulge in the youth population, rivalry between Saudi Arabia and Iran, struggle for autonomy by the Kurds, the political challenges of the oil-rich Persian Gulf states, the Iranian Revolution of 1978-1979 and the Iran-Iraq War, the Persian Gulf War, the Iraq War, Arab uprisings, the growth of the Islamic State of Iraq and Syria (ISIS).

HSS.WHII.T6.03

Explain the role of populist political movements, their strength in European political parties in the early 21st century.

HSS.WHII.T6.04

Analyze the rise in political and economic power of China and its increasingly critical role in global affairs (e.g., North Korea, the World Trade Organization).

HSS.WHII.T6.05

Evaluate the impact of international efforts to address global issues.

a. environmental efforts to slow climate change, preserve wildlife habitat, and increase agricultural production
b. humanitarian efforts to slow the spread of the Acquired Immunodeficiency Syndrome (AIDS), lower rates of disease and childhood mortality, provide solutions to recurring refugee crises, increase the availability of education for girls and women, and develop local rural economies

HSS.WHII.T7.01

Distinguish between the concepts of genocide and mass atrocity and analyze the causes of genocide and mass atrocities in the modern world (e.g., conflicts over political power, historical grievances, manipulation of ideas about difference and fear by political forces). Students may use one the following events to address this standard:

a. conflict between Catholics and Protestants in Northern Ireland
b. the Bosnian War and the persecution of ethnic Albanians in Kosovo
c. the Cambodian genocide carried out by the Khmer Rouge
d. the Rwandan Genocide and ethnic conflicts in the Democratic Republic of Congo
e. the Darfur crisis and South Sudan
f. conflict between India and Pakistan in Kashmir
g. ethnic tension in Sri Lanka
h. mass atrocities in Guatemala and Syria
i. conflict between Shi’a and Sunni Muslims
j. the treatment of Rohingya people in Myanmar

HSS.WHII.T7.02

Analyze the events, people and conditions that have given rise to international terrorism including the emergence of the global terror network Al-Qaeda, the Taliban in Afghanistan, and ISIS, and evaluate responses by governments and societies to international terrorist activity.

HSS.GOV.T1.01

Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens, civil associations, and government.

HSS.GOV.T1.02

Describe the purposes and functions of government.

HSS.GOV.T1.03

Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy.

HSS.GOV.T1.04

Analyze theoretical perspectives related to the Constitution such as theories on democratic government, republicanism, pluralism, and elitism.

HSS.GOV.T1.05

Analyze perspectives on the functions and values of voluntary participation by citizens in the civil associations that constitute civil society. For example, students analyze the views expressed by Alexis de Tocqueville in Democracy in America, in the early 19th century and compare them to views of contemporary writers on this topic.

HSS.GOV.T1.06

Using founding documents of the United States and Massachusetts, research, analyze and interpret central ideas on government, including popular sovereignty, constitutionalism, republicanism, federalism, individual rights, the social contract and natural rights.

HSS.GOV.T1.07

Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U.S. Constitution.

HSS.GOV.T1.08

Research, analyze, and present orally, in writing or through a multimedia presentation how the principles of U.S. democracy (e.g., liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, representative democracy) are embodied in founding-era documents and how the perspectives on these principles have evolved, as described in core documents of subsequent periods of United States history. Cite textual evidence to summarize key ideas, provide historical context for the particular documents cited. For example, students compare the ideas of Martin Luther King, Jr. to those in such founding-era documents as the Virginia Declaration of Rights, the Declaration of Independence, the Massachusetts Declaration of Rights, and the Federalist.

HSS.GOV.T1.09

Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life.

HSS.GOV.T1.10

Argue and defend positions on issues in which foundational ideas or values are in tension or conflict (e.g., liberty in conflict with equality or authority, individual rights in conflict with national or community interests or perceptions of the common good, or majority rule in conflict with minority rights).

HSS.GOV.T2.01

Compare and contrast governments that are unitary, confederate, and federal.

HSS.GOV.T2.02

Identify and describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

HSS.GOV.T2.03

Explain the difference between a town and a city form of government in Massachusetts, including the difference between a representative and an open-town meeting.

HSS.GOV.T2.04

Explain the legal, fiscal, and operational relationships between state and local governments in Massachusetts.

HSS.GOV.T2.05

Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution.

HSS.GOV.T2.06

Explain the functions of the courts of law in the governments of the United States and the state of Massachusetts with emphasis on the principles of judicial review and an independent judiciary.

HSS.GOV.T2.07

Explain the role, checks on the other two branches, and the powers particular to the President, including the implications of the authority to issue executive orders and the authority to appoint Federal judges.

HSS.GOV.T2.08

Explain the functions of executive branch departments or agencies in the United States or the state of Massachusetts; conduct research on one governmental agency to determine the reasons that it was established and give a contemporary example of the function it serves. Examples include:

a. United States Department of Defense
b. United States Environmental Protection Agency
c. United States Department of the Treasury
d. Massachusetts Executive Office of Education
e. Massachusetts Executive Office of Labor and Workforce Development
f. Massachusetts Executive Office of Health and Human Services

HSS.GOV.T2.09

Examine the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government, representative democracy, and popular sovereignty. Analyze and evaluate one United States Supreme Court case that addresses these principles, and make an argument orally, in writing, or in a multimedia presentation, for either the majority or dissenting opinion in the case and explain what the case demonstrates about the relationship between the branches of government.

Example 1: analyze and evaluate a decision by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances, using such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), City of Boerne, Texas v. Flores (1997), and Clinton v. City of New York (1998)

Example 2: analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism, using cases such as McCulloch v. Maryland (1819), Texas v. White (1869), Alden v. Maine (1999).

HSS.GOV.T2.10

Examine the relationships among the three main branches of the U.S. government in the current system of government, Congress, the Presidency, and the Federal Courts, as well as the Federal bureaucracy and the various balances of power between them. Evaluate historical challenges to the checks and balances among the branches of government and what they reveal about the relationship between the branches. Examples may include:

a. the Judicial Procedures Reform Bill (1937), President Franklin Delano Roosevelt’s attempt to alter the political balance of the Supreme Court
b. the so called “Saturday Night Massacre” (1973), President Richard Nixon’s firing of independent special prosecutor Archibald Cox during the Watergate Scandal
c. historical attempts to make use of the “reconciliation” process (a congressional legislative process that allows expedited passage of certain budgetary legislation on spending, revenues, and the federal debt limit with a simple majority vote) in order to pass legislation with larger policy implications
d. the debate over the shared authority to declare and prosecute war

HSS.GOV.T2.11

Research the course of the movement to constrain and reduce the size of government since the 1980s and make an argument, supported by credible evidence and responses to possible counter-arguments, that makes the case for or against this movement. The argument may be presented in writing, orally, as in a debate, or in a multimedia presentation.

HSS.GOV.T2.12

Construct an argument about the relevance of the United States Constitution in the 21st century, analyzing the effectiveness of its concepts of the separation of powers, checks and balances, federalism, and the rule of law; support the argument with examples from recent political history.

HSS.GOV.T3.01

Compare core documents associated with the protection of individual rights (e.g., the U.S. Bill of Rights, the 14th Amendment to the United States Constitution, Article I of the Massachusetts Constitution, the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, the Convention on the Elimination of All Forms of Racial Discrimination).

HSS.GOV.T3.02

Research, analyze, and present orally, in writing or through a multimedia presentation the historical context of two Supreme Court decisions on a topic related to individual rights and what the respective decisions demonstrate about how the protection of individual rights has evolved over time. Cite textual evidence to summarize key perspectives in the decisions and provide historical context for the particular decisions cited. Cases may include:
Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Brandenburg v. Ohio (1969), Texas v. Johnson (1989), and Reno v. American Civil Liberties Union (1997)

HSS.GOV.T4.01

Trace the evolution of political parties in the U.S. governmental system, analyze their organization, functions in elections and government at national and state levels, and evaluate examples of current methods used to promote candidates and issues.

HSS.GOV.T4.02

Research the platforms of political parties and candidates for state or national government and analyze data on campaign financing, advertising, and voter demographics, to draw conclusions about how citizens in the United States participate in public elections.

HSS.GOV.T4.03

Trace the evolution of interest groups, including political action committees (PACs); analyze the range of interests represented, the strategies used, the unique characteristics and roles of PACs in the political process, and the effects of interest groups on the political process. Evaluate perspectives on the role of interest groups since the founding of the U.S. (e.g. Federalist 10, current perspectives).

HSS.GOV.T4.04

Evaluate the benefits and disadvantages of new technologies in politics, including how they broaden the influence of media and public interest groups.

HSS.GOV.T4.05

Analyze current research on the impact of media on civic discourse and the importance of an informed citizenry that determines the credibility of sources and claims and exercises other sound media literacy skills.

HSS.GOV.T4.06

Compare the debate over a public policy issue from the past and a contemporary one and evaluate the role of political parties, interest groups and media in influencing public opinion. Historical and current examples may include:

a. Labor - reforms to improve workplace safety, workers’ hours, and limit child labor
b. Environment – the establishment of the National Parks System, legislation to promote clean air and water
c. Disability rights – independent living, deinstitutionalization, right to education
d. Voting - women’s suffrage
e. Consumer protection -food and drug safety

HSS.GOV.T4.07

Use a variety of sources, including newspapers and digital sources, to identify a current local, state or national public policy issue and evaluate the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, media, and individual voters.

HSS.GOV.T4.08

With other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, discuss policy options as a group and seek to arrive at a consensus or compromise agreement, examine ways of participating in the decision-making process about the issue, and draft one or more position papers, oral or multimedia presentations on how the issue may be resolved.

HSS.GOV.T5.01

Give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action.

HSS.GOV.T5.02

Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in systems of government, and religious or ethnic conflicts.

HSS.GOV.T5.03

Identify and explain powers that the United States Constitution gives to the President and Congress in the area of foreign affairs.

HSS.GOV.T5.04

Describe the tools used to carry out United States foreign policy. Examples: diplomacy, economic aid, military aid, humanitarian aid, treaties, sanctions, covert action, and military intervention.

HSS.GOV.T5.05

Examine the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations.

HSS.GOV.T5.06

Differentiate among various governmental and nongovernmental international organizations, and describe their purposes and functions. (e.g., major governmental international organizations such as the North Atlantic Treaty Organization (NATO), the World Court, and the Organization of American States (OAS); non-governmental entities such as the International Red Cross and the Catholic Relief Services).

HSS.GOV.T5.07

Explain and evaluate participation by the United States government in international organizations such as the United Nations.

HSS.GOV.T5.08

Use a variety of sources, including newspapers, magazines, and the Internet to identify a significant world political, demographic, or environmental issue. Analyze how this issue may affect United States foreign policy in specific regions of the world, and make and argument, orally, in writing, or in a multimedia presentation that addresses the issue and acknowledges and refutes competing perspectives.

HSS.ECON.T1.01

Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services.

HSS.ECON.T1.02

Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.

HSS.ECON.T1.03

Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment.

HSS.ECON.T1.04

Describe how people respond predictably to positive and negative incentives.

HSS.ECON.T1.05

Predict how interest rates act as an incentive for savers and borrowers.

HSS.ECON.T1.06

Recognize that voluntary exchange occurs when all participating parties expect to gain.

HSS.ECON.T1.07

Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? And for whom to produce it?

HSS.ECON.T1.08

Describe how clearly defined and enforced property rights are essential to a market economy.

HSS.ECON.T1.09

Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth.

HSS.ECON.T2.01

Define supply and demand.

HSS.ECON.T2.02

Describe the role of buyers and sellers in determining the equilibrium price.

HSS.ECON.T2.03

Describe how prices send signals to buyers and sellers.

HSS.ECON.T2.04

Recognize that consumers ultimately determine what is produced in a market economy
(consumer sovereignty).

HSS.ECON.T2.05

Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.

HSS.ECON.T2.06

Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets.

HSS.ECON.T2.07

Identify factors that cause changes in market supply and demand.

HSS.ECON.T2.08

Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets.

HSS.ECON.T2.09

Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses.

HSS.ECON.T2.10

Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes.

HSS.ECON.T2.11

Explain how financial markets, such as the stock market, channel funds from savers to investors.

HSS.ECON.T3.01

Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation.

HSS.ECON.T3.02

Identify the three basic ways that firms finance operations (retained earnings, stock issues, and borrowing), and explain the advantages and disadvantages of each.

HSS.ECON.T3.03

Recognize the role of economic institutions, such as labor unions and nonprofit organizations in market economies.

HSS.ECON.T3.04

Identify the basic characteristics of monopoly, oligopoly, and pure competition.

HSS.ECON.T3.05

Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.

HSS.ECON.T3.06

Explain how firms with market power can determine price and output through marginal analysis.

HSS.ECON.T3.07

Explain ways that firms engage in price and nonprice competition.

HSS.ECON.T3.08

Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity.

HSS.ECON.T3.09

Describe how the earnings of workers are determined by the market value of the product produced and workers’ productivity.

HSS.ECON.T4.01

Explain how government responds to perceived social needs by providing public goods and services.

HSS.ECON.T4.02

Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets.

HSS.ECON.T4.03

Identify laws and regulations adopted in the United States to promote competition among firms.

HSS.ECON.T4.04

Describe the characteristics of natural monopolies and the purposes of government regulation of these monopolies, such as utilities.

HSS.ECON.T4.05

Define progressive, proportional, and regressive taxation.

HSS.ECON.T4.06

Describe how the costs of government policies may exceed their benefits because social or political goals other than economic efficiency are being pursued.

HSS.ECON.T4.07

Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt.

HSS.ECON.T4.08

Define and explain fiscal and monetary policy.

HSS.ECON.T4.09

Analyze how the government uses taxing and spending decisions (fiscal policy) to promote
price stability, full employment, and economic growth.

HSS.ECON.T4.10

Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth.

HSS.ECON.T5.01

Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation.

HSS.ECON.T5.02

Explain how Gross Domestic Product (GDP), economic growth, unemployment, and inflation are calculated.

HSS.ECON.T5.03

Analyze the impact of events in United States history, such as wars and technological developments, on business cycles.

HSS.ECON.T5.04

Identify the different causes of inflation, and explain who gains and loses because of inflation.

HSS.ECON.T5.05

Recognize that a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and government.

HSS.ECON.T5.06

Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy.

HSS.ECON.T6.01

Explain the basic functions of money (e.g., medium of exchange, store of value, unit of account).

HSS.ECON.T6.02

Identify the composition of the money supply of the United States.

HSS.ECON.T6.03

Explain the role of banks and other financial institutions in the economy of the United States.

HSS.ECON.T6.04

Describe the organization and functions of the Federal Reserve System.

HSS.ECON.T6.05

Compare and contrast credit, savings, and investment services available to the consumer from financial institutions.

HSS.ECON.T6.06

Research and monitor financial investments such as stocks, bonds, and mutual funds.

HSS.ECON.T7.01

Explain the benefits of trade among individuals, regions, and countries.

HSS.ECON.T7.02

Define and distinguish between absolute and comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular good or service.

HSS.ECON.T7.03

Define trade barriers, such as quotas and tariffs.

HSS.ECON.T7.04

Explain the difference between balance of trade and balance of payments.

HSS.ECON.T7.05

Compare and contrast labor productivity trends in the United States and other developed countries.

HSS.ECON.T7.06

Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries.

HSS.ECON.T7.07

Evaluate the arguments for and against free trade.

HSS.PFL.T1.01

Explain that people choose jobs for which they are qualified based on a variety of factors, such as job satisfaction, independence, salary, opportunities to learn and grow, benefits such as health insurance coverage, retirement plans, and location.

HSS.PFL.T1.02

Explain why wages and salaries are determined by the labor market, and how changes in economic conditions (such as a recession) or the labor market (such as business shift from coal to oil or natural gas) can affect changes in a worker’s income or may cause unemployment.

HSS.PFL.T1.03

Analyze the impact of federal income tax rates on people of different income levels in the United States from 1950 to the present.

HSS.PFL.T1.04

Describe the impact of advertising and social media on purchasing decisions; use data to research the effects of media sources on purchases of durable goods (such as cars or appliances) or more temporary goods and services (such as shoes, clothes, cosmetics, or transportation).

HSS.PFL.T1.05

Give examples of ways people can pay for goods, services, or charitable donations (e.g., cash, credit or debit card, check, mobile phone payment, layaway plan, rent-to-own) and analyze the costs and benefits of each method of payment.

HSS.PFL.T1.06

Explain the state and federal governments’ roles in consumer protection.

HSS.PFL.T2.01

Recognize that banks and other financial institutions are businesses that loan funds received from depositors to borrowers.

HSS.PFL.T2.02

Explain the relationship between principal (the initial amount of money deposited in a bank by a person), interest (the amount earned from a bank, usually annually), and compound interest (interest earned on the principal and the interest already earned).

HSS.PFL.T2.03

Explain the difference between the real interest rate of return on savings (adjusted for inflation) and the nominal interest rate.

HSS.PFL.T2.04

Research and report on government policies such as individual retirement accounts and educational savings plans, analyzing their effectiveness as incentives for saving.

HSS.PFL.T2.05

Analyze the effectiveness of government agencies such as the Federal Reserve System, the Consumer Financial Protection Bureau, the Federal Deposit Insurance Corporation and state banking departments in protecting the safety of the nation’s banking system and consumer interests.

HSS.PFL.T2.06

Formulate a savings or financial investment plan for a future goal (e.g., college or retirement).

HSS.PFL.T3.01

Recognize that a credit card purchase is a type of loan from the financial institution that issued the credit card, that financial institutions may charge a fee for credit card use, and that credit card interest rates tend to be higher than those for other types of loans.

HSS.PFL.T3.02

Explain why some banks offer credit at low introductory rates that increase when a consumer makes a late payment or misses a payment.

HSS.PFL.T3.03

Explain what a credit bureau does, what a credit rating is and the factors from an individual’s credit history that may lead to denial of credit; explain the potential uses of credit reports and scores (e.g., in hiring or renting decisions or the setting of insurance premium rates).

HSS.PFL.T3.04

Research and report on the long-term consequences for borrowers of failure to repay loans, such as negative entries in a credit report, repossession of property, garnishment of wages, the inability to obtain loans in the future, and bankruptcy.

HSS.PFL.T3.05

Explain a consumer’s rights for full disclosure of credit terms for a loan and for a free copy of his or her own credit report so that the consumer can verify it.

HSS.PFL.T3.06

Formulate a credit plan for purchasing a major item such as a car or home, comparing different interest rates.

HSS.PFL.T3.07

Financial Investing
Explain what a financial asset is (e.g., bank deposit, stocks, bonds, mutual funds, real estate) is and explain why the worth of assets can go up or down over time.

HSS.PFL.T3.08

Explain how buyers and sellers in financial markets determine the prices of financial assets and therefore influence the rate of return on those assets.

HSS.PFL.T3.09

Analyze the role of diversification – having an investment portfolio with different kinds of assets – in lowering risk for the individual investor.

HSS.PFL.T3.10

Analyze the role of the Securities and Exchange Commission in regulating financial markets.

HSS.PFL.T4.01

Explain the purpose of various types of insurance (e.g., health, disability, life, property and casualty); research the costs and coverage of a particular type of insurance from several different companies and analyze which company provides the best option for a particular type of consumer (e.g., a young family, a retiree).

HSS.PFL.T4.02

Explain the problems associated with identity theft and ways to protect sensitive personal information, particularly in online transactions, email scams, and telemarketing.

HSS.NML.T1.01

Evaluate the importance of a free flow of information in a democratic society.

HSS.NML.T1.02

Explain why freedom of the press was included as a right in the First Amendment to the United States Constitution and in Article 16 of the Massachusetts Constitution; explain that freedom of the press means the right to express and publish views on politics and other topics without government sponsorship, oversight, control, or censorship.

HSS.NML.T1.03

Give examples of how a free press can provide competing information and views about government, policies, and politics.

HSS.NML.T1.04

Provide examples of government control of information or government censorship from history or the present.

HSS.NML.T1.05

Differentiate between news and opinion and explain the different functions of news articles, editorials, editorial cartoons, and “op-ed” commentaries.

HSS.NML.T2.01

Explain the ways in which the dissemination of information has changed over time, noting the impact of some of the key technological developments that have driven those changes(e.g., the invention of papermaking, the printing press, moveable type, wood engraving, the typewriter, mechanical typesetting, high –speed printing, photography, film, video, the telegraph, telephone, radio, television and the Internet).

HSS.NML.T2.02

Analyze an aspect of journalism in the United States, focusing a case study on one of the topics below:

the role of newspapers in influencing support for the American Revolution and in the debates over ratifying the Constitution

the connections among the expansion of public education in the 19th and 20th centuries, increased literacy rates, and the rise of weekly newspapers and magazines with mass national circulation (e.g., Harper’s Weekly, the Atlantic, Life, Time)

the impact of newspapers and magazines owned, written and published by and for African Americans in the 19th and 20th centuries in uniting the African American community and supporting the movement for equal rights

the role of foreign language newspapers, radio, and television in the United States in serving immigrant communities and preserving language and culture

The influence of newspapers on public opinion during the Civil War, World War I, and the Progressive Era

The combined influence of print, radio, and film as news media in the 1930s-1950s

The impact of broadcast journalism on television in the 1950s-1990s, and the Internet and social media from the 1990s- 21st century

HSS.NML.T3.01

Evaluate the benefits and challenges of digital news and social media to a democratic society (e.g. weighing such factors as the availability of information, the speed with which it is available, the volume of information and the diversity and number of media outlets).

HSS.NML.T3.02

Explain the conventions investigative journalists use and the steps they take in developing and checking the facts in news articles.

HSS.NML.T3.03

Explain how new technologies broaden the influence of the media and corporate or public interest groups.

HSS.NML.T3.04

Explain how structural changes in the news industry (e.g., the consolidation of ownership of news outlets, the transition from print to digital journalism) affect news consumers.

HSS.NML.T3.05

Explain how becoming a discerning news consumer can change individual lives and have an impact on the integrity of a democratic system of government.

HSS.NML.T4.01

Explain the importance of determining the sources of information on a website (e.g., partisan or non-partisan groups, sponsors, signed or anonymous authors), potential biases, what evidence is available, and what perspectives other sources offer.

HSS.NML.T4.02

Explain methods for evaluating information and opinion in print and online media (e.g., determining the credibility of news articles including the use of such websites as Factcheck.org; analyzing the messages of editorials and “op-ed” commentaries; assessing the validity of claims and sufficiency of evidence).

HSS.NML.T4.03

Analyze how assertion differs from verification, evidence differs from inference.

HSS.NML.T4.04

Evaluate and deconstruct news reports, social media posts, editorials, editorial cartoons, or op-ed commentaries on a public policy issue at the local, state, or national level, reviewing them for the quality of evidence presented, the reliability of sources, and perspectives available from other sources.

HSS.NML.T5.01

Gather, organize, analyze, and synthesize information using a variety of digital tools; perform advanced searches to locate information and/or design a data-collection approach to gather original data (e.g., qualitative interviews, surveys).

HSS.NML.T5.02

Write an accurate factual report and an editorial about a public event or policy (e.g., a decision made at a School Committee meeting); explain how the two types of writing differ.

HSS.NML.T5.03

Use digital tools (e.g., drawing, photography, and editing software, video production tools) to communicate visually in reporting or opinion pieces.

HSS.NML.T5.04

Use digital tools to design and produce a significant digital artifact (e.g., multipage website, online portfolio, podcast).

HSS.NML.T5.05

Collaborate on a substantial project with outside experts and others through online digital tools (e.g., public policy debate, community service learning project, capstone project.

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