History Standards


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SST-HS.ND

BPSS-SST-logo

 HS Social Studies

 North Dakota History Domain

BPS-s SST ND History logo



Description

In North Dakota studies, the student will examine the people and events that have formed and transformed the landscape and cultures of the place and peoples that have become North Dakota. The student will examine important political and ideological movements, as well as economic, cultural, and political accomplishments of state, national, and world significance. The study of North Dakota should lead students to link North Dakota’s history to local, national, and global contexts.

The four standards of North Dakota studies are broken down into benchmarks for a deeper understanding of the standard. The committee has included suggested guiding topics for each standard that can assist in teaching the content. These standards are intended to be used for both the middle level North Dakota studies course and a high school elective course. They may also be embedded in other courses of study. These standards have been written with North Dakota Century Code’s requirement that this course is to have “...an emphasis on the geography, history, and agriculture of this state.” These standards will be used to further North Dakota students’ understanding of their state and its role in the United States and world.


Standards

  • SST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.
  • SST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.
  • SST-HS.ND.03 Evaluate the major industries and economic activities in North Dakota.
  • SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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.ND.01

BPS-s SST ND History logo
High School (SST) Social Studies
North Dakota History

SST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.


Benchmarks

  • SST-HS.ND.01.1 Identify the three landscape regions of North Dakota and describe the major features of the regions and the forces that formed them.
  • SST-HS.ND.01.2 Explain the human settlement patterns in North Dakota.
  • SST-HS.ND.01.3 Interpret current thematic maps to identify where people live and work and how land is used.

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.ND.01.1

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

SST-HS.ND.01.1 Identify the three landscape regions of North Dakota and describe the major features of the regions and the forces that formed them.

Guiding Topics: Red River Valley, Drift Prairie, Missouri Plateau, Lake Agassiz, Wisconsin Glacier, soil types, major waterways


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.ND.01.2

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

SST-HS.ND.01.2 Explain the human settlement patterns in North Dakota.

Guiding Topics: Paleo-Indian Groups, Native American tribes prior to Euro-American settlement, Euro-American settlement patterns, growth and loss of population, soil erosion, population changes due to oil 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.ND.01.3

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

SST-HS.ND.01.3 Interpret current thematic maps to identify where people live and work and how land is used.

Guiding Topics: Historical maps, land usage maps, soil type maps, water usage maps, settlement maps, population density maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines


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.ND.02

BPS-s SST ND History logo
High School (SST) Social Studies
North Dakota History

SST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.


Benchmarks

  • SST-HS.ND.02.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota.
  • SST-HS.ND.02.2 Describe the formation, structure, and modern role of the territorial, state, county, and local government of North Dakota.
  • SST-HS.ND.02.3 Explain the impact of political organizations and individual citizens on the political systems and institutions of North Dakota.

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.ND.02.1

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

SST-HS.ND.02.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota.

Guiding Topics: Selkirk Colony, tribal governance, Three Affiliated Tribes alliance, creation of modern tribal governments and tribal sovereignty


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.ND.02.2

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

SST-HS.ND.02.2 Describe the formation, structure, and modern role of the territorial, state, county, and local government of North Dakota.

Guiding Topics: Territorial government, changing territorial borders, separation from South Dakota, Constitutional Convention, North Dakota Constitution and amendments, North Dakota Century Code, statehood, structure of county and local governments


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.ND.02.3

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

SST-HS.ND.02.3 Explain the impact of political organizations and individual citizens on the political systems and institutions of North Dakota.

Guiding Topics: Populist movement, Farmers’ Alliance, Progressive Movement, creation of initiative, referendum, and recall, Nonpartisan League (NPL), ballot measures, petitions


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.ND.03

BPS-s SST ND History logo
High School (SST) Social Studies
North Dakota History

SST-HS.ND.03 Evaluate the major industries and economic activities in North Dakota..


Benchmarks

  • SST-HS.ND.03.1 Describe the early economic activities of our state prior to 1900 and how they developed into North Dakota's modern economy.
  • SST-HS.ND.03.2 Identify the current economic activities in the state of North Dakota and evaluate their positive and negative impact.

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.ND.03.1

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.03 Evaluate the major industries and economic activities in North Dakota.

SST-HS.ND.03.1 Describe the early economic activities of our state prior to 1900 and how they developed into North Dakota's modern economy.

Guiding Topics: Native American fur trade, bison hunts, corn trade, Dakota trade empire, farming and ranching, railroad, coal, brick, military, urban growth


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.ND.03.2

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.03 Evaluate the major industries and economic activities in North Dakota.

SST-HS.ND.03.2 Identify the current economic activities in the state of North Dakota and evaluate their positive and negative impact.

Guiding Topics: Energy, farming cooperatives, state mill, state bank, oil/natural gas industry, coal industry, reclamation policies, agricultural changes and development, manufacturing, renewable energy resources, connection to global markets


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.ND.04

BPS-s SST ND History logo
High School (SST) Social Studies
North Dakota History

SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.


Benchmarks

  • SST-HS.ND.04.1 Identify the Native American groups in North Dakota before European contact and describe their culture.
  • SST-HS.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American group.
  • SST-HS.ND.04.3 Describe the major factors that brought settlers to North Dakota.
  • SST-HS.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.
  • SST-HS.ND.04.5 Evaluate the growth and struggles of the modernization of North Dakota and the role the state has played in modern America.
  • SST-HS.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.

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.ND.04.1

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.1 Identify the Native American groups in North Dakota before European contact and describe their culture.

Guiding Topics: Paleo-Indian groups, Sioux (Lakota, Dakota, Nakota), Three Affiliated Tribes (Mandan, Hidatsa, Arikara (Sahnish), Chippewa


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.ND.04.2

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups.

Guiding Topics: Sakakawea, Lewis and Clark, Louisiana Purchases, early fur traders and settlers, smallpox epidemics, La Vérendrye, early explorers, Arikara War


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.ND.04.3

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.3 Describe the major factors that brought settlers to North Dakota.

Guiding Topics: Homestead Act, Timber Culture Act, preemption, immigration, development of the railroad


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.ND.04.4

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.

Guiding Topics: Reservation system, Dawes Act, Treaty of Fort Laramie, Native American boarding schools and policy, Civil Rights movement, Bureau of Indian Affairs, Indian Civil Rights Act, Indian Reorganization Act, termination 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.ND.04.5

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.5 Evaluate the growth and struggles of the modernization of North Dakota and the role the state has played in modern America.

Guiding Topics: Dust Bowl, Great Depression, World Wars, Cold War, nuclear weapons, floods, Garrison Diversion, Rough Rider Award Winners


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.ND.04.6

  High School (SST) North Dakota History 
   Benchmark for Standard: SST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

SST-HS.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.

Guiding Topics: Journals and maps of Lewis and Clark Expedition, Homestead Act, Treaty of Ft. Laramie, township and range, North Dakota Constitution, township plat book, North Dakota Native American Essential Understandings


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

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

SST-HS.WH

BPSS-SST-logo

 HS Social Studies

 World History Domain

BPS-s SST World 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.


World History Eras

  • SST-06.WH_e1 Era 1: Emergence of Civilizations and Religions Around the Globe
  • SST-HS.WH_e2 Era 2: Middle Ages and the Renaissance
  • SST-HS.WH_e3 Era 3: Age of Revolutions
  • SST-HS.WH_e4 Era 4: Age of Global War and Globalization

Anchor Standards

  • SST-HS.WH_a.01 Analyze historical achievements related to science and technology.
  • SST-HS.WH_a.02 Explain historical changes related to religions and ideologies.
  • SST-HS.WH_a.03 Analyze the effects of different political systems on people.
  • SST-HS.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.
  • SST-HS.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.
  • SST-HS.WH_a.06 Explain how past events connect to the present.

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.WH_a

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

SST-HS.WH_a Anchor Standards


Benchmarks

  • SST-HS.WH_a.01 Analyze historical achievements related to science and technology.
  • SST-HS.WH_a.02 Explain historical changes related to religions and ideologies.
  • SST-HS.WH_a.03 Analyze the effects of different political systems on people.
  • SST-HS.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.
  • SST-06.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.
  • SST-06.WH_a.06 Explain how past events connect to the present.

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.WH_a.01

High School (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.01 Analyze historical achievements related to science and 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.WH_a.02

World History (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.02 Explain historical changes related to religions and ideologies.


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.WH_a.03

High School (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.03 Analyze the effects of different political systems on people.


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.WH_a.04

High School (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.


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.WH_a.05

High School (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.


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.WH_a.06

High School (SST) Social Studies
World History Anchor Standards

SST-HS.WH_a.06 Explain how past events connect to the present.


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.WH_e1.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 1:

SST-HS.WH_e1.b Emergence of Civilizations and Religions Around the Globe.


Benchmarks

  • SST-HS.WH_e1.b1 Explain multiple achievements of civilizations and connect them to the present.
  • SST-HS.WH_e1.b2 Describe the belief systems or religions of early civilizations.
  • SST-HS.WH_e1.b3 Explain the impact of the development of agriculture on the social, cultural, and economic lives of individuals.
  • SST-HS.WH_e1.b4 Explain how political systems impacted the people in Greece and Rome and how those political systems connect to the present

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.WH_e1.b1

High School (SST) Social Studies
World History Era 1: Emergence of Civilizations and Religions Around the Globe
SST-HS.WH_e1.b1 Explain multiple achievements of civilizations and connect them to the present.

Guiding Topics: River Valley (China, India, Mesopotamia, or Egypt), Greek, Roman, African, and Mesoamerican (Aztecs, Mayans, or Incas) civilizations


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.WH_e1.b2

High School (SST) Social Studies
World History Era 1: Emergence of Civilizations and Religions Around the Globe
SST-HS.WH_e1.b2 Describe the belief systems or religions of early civilizations.

Guiding Topics: Mythology, Hinduism, Sikhism, Buddhism, Daoism, Christianity, Confucianism, Islam, Judaism, 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.WH_e1.b3

High School (SST) Social Studies
World History Era 1: Emergence of Civilizations and Religions Around the Globe
SST-HS.WH_e1.b3 Explain the impact of the development of agriculture on the social, cultural, end economic lives of individuals.

Guiding Topics: Agricultural Revolution, written language, inventions


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.WH_e1.b4

High School (SST) Social Studies
World History Era 1: Emergence of Civilizations and Religions Around the Globe
SST-HS.WH_e1.b4 Explain how political systems impacted the people in Greece and Rome and how those political systems connect to the present.

Guiding Topics: Characteristics of civilizations


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.WH_e2.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 2:

SST-HS.WH_e2.b Middle Ages and the Renaissance


Benchmarks

  • SST-HS.WH_e2.b1 Explain the causes and effects of Medieval social structures using primary and secondary sources.
  • SST-HS.WH_e2.b2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.
  • SST-HS.WH_e2.b3 Explain the emergence of cultural interaction between Europe and other civilizations.

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.WH_e2.b1

High School (SST) Social Studies
World History Era 2: Middle Ages and the Renaissance
SST-HS.WH_e2.b1 Explain the causes and effects of Medieval social structures using primary and secondary sources.

Guiding Topics: Feudalism (European or Japanese), Magna Carta, rise of universities


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.WH_e2.b2

High School (SST) Social Studies
World History Era 2: Middle Ages and the Renaissance
SST-HS.WH_e2.b2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.

Guiding Topics: Rise of Islam, importance of Christianity in Europe, monasteries preserving classical texts, differences between Medieval and Renaissance culture


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.WH_e2.b3

High School (SST) Social Studies
World History Era 2: Middle Ages and the Renaissance
SST-HS.WH_e2.b3 Explain the emergence of cultural interaction between Europe and other civilizations.

Guiding Topics: Crusades, Silk Roads, Marco Polo in China, Bubonic Plague, Mongol Invasions, or early explorations, humanism, the Renaissance


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.WH_e3.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 3:

SST-HS.WH_e3.b Age of Revolutions


Benchmarks

  • SST-HS.WH_e3.b1 Explain the causes and global effects of religious division.
  • SST-HS.WH_e3.b2 Explain the global connections developed during this era because of exploration.
  • SST-HS.WH_e3.b3 Examine and explain the influence of revolutions on social and political aspects of individuals' lives.
  • SST-HS.WH_e3.b4 Explain advancements related to science and technology and the global impact of these advancements..

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.WH_e3.b1

High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b1 Explain the causes and global effects of religious division.

Guiding Topics: Protestant Reformation, Catholic Counter Reformation, Islamic division; 95 Theses or Peasant Revolts


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.WH_e3.b2

High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b2 Explain the global connections developed during this era because of exploration.

Guiding Topics: Effects of imperialism, rise of the Ottoman Empire, slave trade, Columbian Exchange


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.WH_e3.b3

High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b3 Examine and explain the influence of revolutions on social and political aspects of individuals’ lives

Guiding Topics: Enlightenment, English Revolution, American Revolution, French Revolution, Haitian Revolution, Mexican Revolution, Napoleonic Wars


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.WH_e3.b4

High School (SST) Social Studies
World History Era 3: Age of Revolutions
SST-HS.WH_e3.b4 Explain advancements related to science and technology and the global impact of these advancements.

Guiding Topics: Scientific Revolution, Industrial Revolution, steam power, rise of nationalism


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.WH_e4.b

BPS-s SST History logo
High School (SST) Social Studies
World History Era 5:

SST-HS.WH_e4.b Age of Global War and Globalization


Benchmarks

  • SST-HS.WH_e4.b1 Analyze the causes and global effects of the world wars.
  • SST-HS.WH_e4.b2 Explain how political or social ideologies shaped the 20th century.
  • SST-HS.WH_e4.b3 Explain the social, cultural, or economic changes influenced by globalization.

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.WH_e4.b1

High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b1 Analyze the causes and global effects of the world wars.

Guiding Topics: World War I, Russian Revolution, Totalitarianism, World War II (Atlantic and Pacific theaters), end of European empires


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.WH_e4.b2

High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b2 Explain how political or social ideologies shaped the 20th century

Guiding Topics: Communism, Nazism, fascism, nationalism, Islamism, beginning and end of the Cold War (including Korea, Vietnam, or Afghanistan), apartheid, racism


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.WH_e4.b3

High School (SST) Social Studies
World History Era 4: Age of Global War and Globalization
SST-HS.WH_e4.b3 Explain the social, cultural, or economic changes influenced by globalization.

Guiding Topics: Consumer society and global markets, migration movements, independence movements, environmental change, global terrorism, dissemination of information, 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


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