History Standards


History (US)

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SST-HS.US

BPSS-SST-logo

 HS Social Studies

 United States History Domain

BPS-s SST US History logo

Description

World history is about connections between people. Students need to understand how civilizations and cultures arose, developed, and interacted through conflict and peaceful exchange.

World history content is separated into four eras. The six standards for world history are the same for each era and are applicable to all eras of study. Benchmarks provide guidance on how to apply the standards to each era. The guiding topics column includes key topics fundamental to that era of study. It is the belief of the development committee that the guiding topics, while not required, illustrate multiple ways for students to successfully achieve the standards.


United States History Eras

  • SST-HS.US_e3 Era 3: (1877-1941)
  • SST-HS.US_e4 Era 4: (1941-2001)
  • SST-HS.US_e5 Era 5: (2001-present)

Anchor Standards

  • SST-HS.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.
  • SST-HS.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.
  • SST-HS.US_a.03 Explain the relationship of events focusing on the link(s) between cause and effect.
  • SST-HS.US_a.04 Compare how historical elements change over time.
  • SST-HS.US_a.05 Analyze the significant contributions of people and policy, and the influence on an era.
  • SST-HS.US_a.06 Connect the past to the present using current events.

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the 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

BPS-s SST US History logo
High School (SST) Social Studies
United States History

SST-HS.US_a Anchor Standards


Anchor Standards

  • SST-HS.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.
  • SST-HS.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.
  • SST-HS.US_a.03 Explain the relationship of events focusing on the link(s) between cause and effect.
  • SST-HS.US_a.04 Compare how historical elements change over time.
  • SST-HS.US_a.05 Analyze the significant contributions of people and policy, and the influence on an era.
  • SST-HS.US_a.06 Connect the past to the present using current events.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards 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.01

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_a.02

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_a.03

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.03 Explain the relationship of events focusing on the link(s) between cause and effect.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_a.04

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.04 Compare how historical elements change over time.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_a.05

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.05 Analyze the significant contributions of people and policy, and the influence on an era.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_a.06

BPS-s SST US History logo
High School (SST) Social Studies
United States History Anchor Standards

SST-HS.US_a.06 Connect the past to the present using current events.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b

BPS-s SST US History logo
High School (SST) Social Studies
United States History Era 3: (1877-1941)

SST-HS.US_e3.b (1877-1941)


Benchmarks

  • SST-HS.US_e3.b1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-HS.US_e3.b2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-HS.US_e3.b3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-HS.US_e3.b4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-HS.US_e3.b5 Explain the political, social and economic changes of the 1920s.
  • SST-HS.US_e3.b6 Explain the political, social and economic events of the 1930s.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards 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.b1

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b2

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b3

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b4

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b5

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e3.b6

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b

BPS-s SST US History logo
High School (SST) Social Studies
United States History Era 4:

SST-HS.US_e4.b (1941-2001) 


Benchmarks

  • SST-HS.US_e4.b1 Explain the causes and consequences of U.S. involvement in World War II.
  • SST-HS.US_e4.b2 Explain the economic and/or social issues of the era and their long-lasting effects.
  • SST-HS.US_e4.b3 Explain the United States' reactions toward the growth of communism.
  • SST-HS.US_e4.b4 Explain the impact of rapid technological change on society.
  • SST-HS.US_e4.b5 Compare and contrast how different groups competed for equality and the effectiveness of various movements.
  • SST-HS.US_e4.b6 Identify and explain how domestic issues changed United States’ perceptions of government.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards 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.b1

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b2

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b3

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b4

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b5

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e4.b6

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e5.b

BPS-s SST US History logo
High School (SST) Social Studies
United States History Era 5:

SST-HS.US_e5.b (2001-Present)


Benchmarks

  • SST-HS.US_e5.b1 Connect the changing political and social climate to United States’ involvement as a global superpower.
  • SST-HS.US_e5.b2 Explain the social, cultural, and economic impact of changes because of technology.
  • SST-HS.US_e5.b3 Explain the social, political, and cultural influences on government policies regarding global immigration.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards 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.b1

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e5.b2

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-HS.US_e5.b3

BPS-s SST US History logo
High School (SST) Social Studies
United 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window


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