History Standards


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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


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