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Standard Identifier: HSS-11.6.2
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Standard:
Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Standard:
Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
Standard Identifier: HSS-11.6.4
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Standard:
Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Standard:
Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
Standard Identifier: HSS-11.8.2
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.8 Students analyze the economic boom and social transformation of post–World War II America.
Standard:
Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
HSS-11.8 Students analyze the economic boom and social transformation of post–World War II America.
Standard:
Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
Standard Identifier: HSS-11.8.6
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.8 Students analyze the economic boom and social transformation of post–World War II America.
Standard:
Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.
HSS-11.8 Students analyze the economic boom and social transformation of post–World War II America.
Standard:
Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.
Standard Identifier: HSS-11.9.6
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.9 Students analyze U.S. foreign policy since World War II.
Standard:
Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
HSS-11.9 Students analyze U.S. foreign policy since World War II.
Standard:
Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
Standard Identifier: HSS-11.9.7
Grade:
11
Content Area:
History–Social Science
Category:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.9 Students analyze U.S. foreign policy since World War II.
Standard:
Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
HSS-11.9 Students analyze U.S. foreign policy since World War II.
Standard:
Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
Standard Identifier: L.11-12.5
Grade Range:
11–12
Content Area:
English Language Arts
Category:
English Language Arts (6–12)
Standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
Standard Identifier: RH.11–12.2
Grade Range:
11–12
Content Area:
English Language Arts
Category:
Literacy in History/Social Studies, Science, and Technical Subjects (6–12)
Standard:
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Standard Identifier: RL.11-12.3
Grade Range:
11–12
Content Area:
English Language Arts
Category:
English Language Arts (6–12)
Standard:
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA
Standard Identifier: W.11-12.1
Grade Range:
11–12
Content Area:
English Language Arts
Category:
English Language Arts (6–12)
Standard:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA
Showing 1621 - 1630 of 1657 Standards
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