History–Social Science Standards
Results
Showing 401 - 500 of 618 Standards
Standard Identifier: HSS-10.3.7
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
Standard Identifier: HSS-10.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard Identifier: HSS-10.4.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
Standard Identifier: HSS-10.4.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Standard Identifier: HSS-10.4.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Standard Identifier: HSS-10.4.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
HSS-10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Standard:
Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
Standard Identifier: HSS-10.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the causes and course of the First World War.
Students analyze the causes and course of the First World War.
Standard Identifier: HSS-10.5.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
Standard Identifier: HSS-10.5.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
Standard Identifier: HSS-10.5.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
Standard Identifier: HSS-10.5.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
Standard Identifier: HSS-10.5.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
HSS-10.5 Students analyze the causes and course of the First World War.
Standard:
Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
Standard Identifier: HSS-10.6
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the effects of the First World War.
Students analyze the effects of the First World War.
Standard Identifier: HSS-10.6.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
Standard Identifier: HSS-10.6.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
Standard Identifier: HSS-10.6.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Standard Identifier: HSS-10.6.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
HSS-10.6 Students analyze the effects of the First World War.
Standard:
Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
Standard Identifier: HSS-10.7
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the rise of totalitarian governments after World War I.
Students analyze the rise of totalitarian governments after World War I.
Standard Identifier: HSS-10.7.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).
Standard Identifier: HSS-10.7.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
Standard Identifier: HSS-10.7.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
HSS-10.7 Students analyze the rise of totalitarian governments after World War I.
Standard:
Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
Standard Identifier: HSS-10.8
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the causes and consequences of World War II.
Students analyze the causes and consequences of World War II.
Standard Identifier: HSS-10.8.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
Standard Identifier: HSS-10.8.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Standard Identifier: HSS-10.8.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
Standard Identifier: HSS-10.8.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
Standard Identifier: HSS-10.8.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
Standard Identifier: HSS-10.8.6
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
HSS-10.8 Students analyze the causes and consequences of World War II.
Standard:
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Standard Identifier: HSS-10.9
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the international developments in the post–World War II world.
Students analyze the international developments in the post–World War II world.
Standard Identifier: HSS-10.9.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
Standard Identifier: HSS-10.9.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
Standard Identifier: HSS-10.9.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
Standard Identifier: HSS-10.9.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
Standard Identifier: HSS-10.9.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
Standard Identifier: HSS-10.9.6
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
Standard Identifier: HSS-10.9.7
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
Standard Identifier: HSS-10.9.8
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
HSS-10.9 Students analyze the international developments in the post–World War II world.
Standard:
Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
Standard Identifier: HSS-11.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard Identifier: HSS-11.1.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
Standard Identifier: HSS-11.1.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
Standard Identifier: HSS-11.1.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
Standard Identifier: HSS-11.1.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
Standard Identifier: HSS-11.10
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the development of federal civil rights and voting rights.
Students analyze the development of federal civil rights and voting rights.
Standard Identifier: HSS-11.10.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
Standard Identifier: HSS-11.10.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
Standard Identifier: HSS-11.10.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
Standard Identifier: HSS-11.10.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
Standard Identifier: HSS-11.10.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
Standard Identifier: HSS-11.10.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Standard Identifier: HSS-11.10.7
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
HSS-11.10 Students analyze the development of federal civil rights and voting rights.
Standard:
Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
Standard Identifier: HSS-11.11
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the major social problems and domestic policy issues in contemporary American society.
Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard Identifier: HSS-11.11.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
Standard Identifier: HSS-11.11.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
Standard Identifier: HSS-11.11.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
Standard Identifier: HSS-11.11.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Explain the constitutional crisis originating from the Watergate scandal.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Explain the constitutional crisis originating from the Watergate scandal.
Standard Identifier: HSS-11.11.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
Standard Identifier: HSS-11.11.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
Standard Identifier: HSS-11.11.7
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Standard:
Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
Standard Identifier: HSS-11.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard Identifier: HSS-11.2.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
Standard Identifier: HSS-11.2.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
Standard Identifier: HSS-11.2.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Trace the effect of the Americanization movement.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Trace the effect of the Americanization movement.
Standard Identifier: HSS-11.2.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
Standard Identifier: HSS-11.2.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
Standard Identifier: HSS-11.2.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
Standard Identifier: HSS-11.2.7
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
Standard Identifier: HSS-11.2.8
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Examine the effect of political programs and activities of Populists.
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Examine the effect of political programs and activities of Populists.
Standard Identifier: HSS-11.2.9
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Standard:
Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
Standard Identifier: HSS-11.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard Identifier: HSS-11.3.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
Standard Identifier: HSS-11.3.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian funda-mentalism in current times.
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian funda-mentalism in current times.
Standard Identifier: HSS-11.3.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
Standard Identifier: HSS-11.3.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
Standard Identifier: HSS-11.3.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Standard:
Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
Standard Identifier: HSS-11.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students trace the rise of the United States to its role as a world power in the twentieth century.
Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard Identifier: HSS-11.4.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
List the purpose and the effects of the Open Door policy.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
List the purpose and the effects of the Open Door policy.
Standard Identifier: HSS-11.4.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Describe the Spanish-American War and U.S. expansion in the South Pacific.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Describe the Spanish-American War and U.S. expansion in the South Pacific.
Standard Identifier: HSS-11.4.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
Standard Identifier: HSS-11.4.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
Standard Identifier: HSS-11.4.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Analyze the political, economic, and social ramifications of World War I on the home front.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Analyze the political, economic, and social ramifications of World War I on the home front.
Standard Identifier: HSS-11.4.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.
HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
Standard:
Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.
Standard Identifier: HSS-11.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard Identifier: HSS-11.5.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
Standard Identifier: HSS-11.5.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Standard Identifier: HSS-11.5.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
Standard Identifier: HSS-11.5.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
Standard Identifier: HSS-11.5.5
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
Standard Identifier: HSS-11.5.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
Standard Identifier: HSS-11.5.7
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Standard:
Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
Standard Identifier: HSS-11.6
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Standard Identifier: HSS-11.6.1
Grade:
11
Course:
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:
Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
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:
Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
Standard Identifier: HSS-11.6.2
Grade:
11
Course:
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-11.6.3
Grade:
11
Course:
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:
Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
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:
Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
Standard Identifier: HSS-11.6.4
Grade:
11
Course:
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-11.6.5
Grade:
11
Course:
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:
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
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:
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
Standard Identifier: HSS-11.7
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze America’s participation in World War II.
Students analyze America’s participation in World War II.
Standard Identifier: HSS-11.7.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
Standard Identifier: HSS-11.7.2
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
Standard Identifier: HSS-11.7.3
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
Standard Identifier: HSS-11.7.4
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
HSS-11.7 Students analyze America’s participation in World War II.
Standard:
Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
Showing 401 - 500 of 618 Standards
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