History Standards
| History (US) |
SST-HS.US_e3.b3 High 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.
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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.
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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
Websites
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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
Websites
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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
Websites
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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
Websites
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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
Reasoning Targets
Skills (Performance) Targets
Product Targets
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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