History Standards
| History (US) |
SST-HS.US_a High School (SST) Social StudiesUnited States History SST-HS.US_a Anchor StandardsAnchor Standards
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.US_a.01High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_a.02High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_a.03High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.03 Explain the relationship of events focusing on the link(s) between cause and effect.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_a.04High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.04 Compare how historical elements change over time.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_a.05High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.05 Analyze the significant contributions of people and policy, and the influence on an era.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_a.06High School (SST) Social StudiesUnited States History Anchor StandardsSST-HS.US_a.06 Connect the past to the present using current events.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e3.bHigh School (SST) Social StudiesUnited States History Era 3: (1877-1941)SST-HS.US_e3.b (1877-1941) Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.US_e3.b1High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b1 Explain the causes and consequences of the Industrial Revolution on American society.Guiding Topics: Gilded Age, populist movements, labor strikes, Progressive Era economic, social, and moral reforms, development of Federal Indian policy Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_e3.b2High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.Guiding Topics: Industrialization, labor rights, mechanization, urbanization, inventions and innovations, public education, immigration Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_e3.b3High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b3 Explain the impact of the United States’ transformation into an imperialist power.Guiding Topics: Spanish-American War, expansion into Asia and the Pacific Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e3.b4High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b4 Explain the causes and effects of the United States’ entrance into World War I.Guiding Topics: Neutrality, Zimmerman Note, Lusitania, Treaty of Versailles, use of propaganda Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e3.b5High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b5 Explain the political, social and economic changes of the 1920s.Guiding Topics: Stock market, consumer culture, isolationism, nativism, Red Scare, Roaring 1920s Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e3.b6High School (SST) Social StudiesUnited States History (1877-1941)SST-HS.US_e3.b6 Explain the political, social and economic events of the 1930s.Guiding Topics: Great Depression, Dust Bowl, New Deal Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.US_e4.bHigh School (SST) Social StudiesUnited States History Era 4: SST-HS.US_e4.b (1941-2001) Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.US_e4.b1High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b1 Explain the causes and consequences of U.S. involvement in World War II.Guiding Topics: Bombing of Pearl Harbor, Japanese internment, life on the home front, birth of the nuclear age Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e4.b2High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b2 Explain the economic and/or social issues of the era and their long-lasting effects.Guiding Topics: Wartime inflation, baby boom, stagflation in the 1970s, 1990s tech boom, etc... Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e4.b3High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b3 Explain the United States' reactions toward the growth of communism.Guiding Topics: Yalta and Potsdam conferences, containment, Truman Doctrine, McCarthyism, wars in Korea and Vietnam Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e4.b4High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b4 Explain the impact of rapid technological change on society.Guiding Topics: Advancements in military and computer technology Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e4.b5High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b5 Compare and contrast how different groups competed for equality and the effectiveness of various movements.Guiding Topics: American Indian movement, Women’s Rights movement, Civil Rights movement, Mexican American Labor Movement Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e4.b6High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b6 Identify and explain how domestic issues changed United States’ perceptions of government.Guiding Topics: 1960s assassinations, Pentagon papers, Watergate scandal, Clinton impeachment, Vietnam protest movement, conservative revolution Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e5.bHigh School (SST) Social StudiesUnited States History Era 5: SST-HS.US_e5.b (2001-Present) Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.US_e5.b1High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b1 Connect the changing political and social climate to United States’ involvement as a global superpower.Guiding Topics: Global topics: 9/11 attacks, United States conflict in Afghanistan, Iraq, and other Middle Eastern regions; the use of monetary, military, and diplomatic influence; involvement in international organizations (i.e., United Nations) Domestic topics: debate between domestic security and individual liberties, social and cultural impacts of domestic terrorist attacks Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e5.b2High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b2 Explain the social, cultural, and economic impact of changes because of technology.Guiding Topics: Social media, medical advancements, career opportunities Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e5.b3High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b3 Explain the social, political, and cultural influences on government policies regarding global immigration.Guiding Topics: Congressional debates regarding immigration and differentiate between different residency statuses (immigrant, refugee, migrant worker, asylee) Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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