History and Social Studies Grade Expectations – Grade 9-12

Grades 9-10

that incorporate ideas and concepts of personal, community,

or global relevance (e.g., How will recent changes in the

global economy affect my community and me?).

or interpreting relationships between facts and/or concepts.

needed, including primary and secondary sources.

and analyzing information, including a plan for citing

sources (e.g., establishing a time line or schedule for research,

independently identifying places to find sources).

Point, hypercard, report, graph, etc.).

Grades 11-12

that incorporate ideas and concepts of personal,

community, or global relevance and could lead to answers

(Does my purchasing behavior affect child labor practices

in the developing world?).

or interpreting relationships between facts and/or

concepts.

needed, including primary and secondary sources.

managing, and analyzing data, including a plan for citing

sources (e.g., establishing a time line or schedule for research,

independently identifying places to find sources).

PowerPoint, hypercard, report, graph, etc.).

areas (e.g., to future career goals)

Grades 9-10

(e.g., conduct an inquiry into the several causes of

WWI).

resources.

quantity of and corroborate the information gathered (e.g.,

citing multiple sources to verify evidence)

videotape, tape recorders, journals, or databases.

and/or information, as needed.

to the research statement through maps, graphs, charts,

tables, narratives, timelines, models, simulations, or dramatizations

(e.g., creating a line graph from tabular data in order

to convey economic trends).

information in relation to an analysis of the hypothesis (e.g.,

"How good is my hypothesis based on the reliable information

I’ve gathered?").

information, such as comparing and contrasting, summarizing,

illustrating, generalizing, sequencing, synthesizing, analyzing,

inferring, deducing, and/or justifying.

peer critique, expert opinion, etc.

Grades 11-12

inquiry (e.g., conduct an inquiry into the several causes of

WWI).

human resources.

quantity of and corroborate the information gathered (e.g.,

judging the accuracy of historical fiction by comparing the

characters and events described with accounts in multiple

notecards, videotape, tape recorders, journals, or databases.

and/or information, as needed.

to the research statement through maps, graphs,

charts, tables, narratives, timelines, models, simulations, or

dramatizations.

information in relation to an analysis of the hypothesis.

information, such as comparing and contrasting, summarizing,

illustrating, generalizing, sequencing, synthesizing,

analyzing, inferring, deducing, and/or justifying.

peer critique, expert opinion, etc.

Grades 9-10

to other civic, economic or social issues.

statement.

additional questions.

suggesting improvements (e.g., evaluating the limitations of

some sources).

for various audiences.

Advanced at High School

applied to other civic, economic or social issues.

research statement.

asking additional questions.

and suggesting improvements.

Grades 9-12

Enlightenment, Manifest Destiny, religious and governmental

philosophies) and how they are reinterpreted over time.

changes in the U.S. and world (e.g., comparing life in

China under the early imperial dynasties to present -day life,

and assessing the degree of similarity and difference).

outcomes.

supporting these predictions. i

to find evidence to support his or her hypothesis.

in these maps (e.g., size of African on European-made

maps).

event(s), and recognizing any existing bias in their own

writing about historical events (e.g., comparing accounts of

an event in history textbook written in the early 1900s to the

same account described in a more recent history text).

events, past and present (e.g., World War II propaganda).

to access and interpret historical data ). i

time lines of significant historical developments in

the nation and world, designating appropriate equidistant

intervals of time and recording events according to the order

in which they occurred.

key historical events (e.g., independence days, commemoration

of past.

months, years, decades, centuries, and millennia.

Chinese) and reasons for their organizational structures (e.g.,

political, historic, religious).

defensible position based on an understanding of the past and

present.

and others do not (e.g., the role of Pilgrims in 1628).

as well as those that occurred as a result of a pivotal event,

and evaluating the effects of these transitions (e.g., What

factors led to various democratic revolutions? What have

been the long-term effects of these revolutions?).

how they cause us to reorder time (e.g., Muhammad’s call to

prophecy, the collapse of the Soviet Union).

areas in relation to a particular variable (e.g., quality of life,

economic opportunity, desirability). i

and global land use over time (e.g., agriculture, forestry, industry)

to understand why particular locations are used for

certain human activities; speculating as to which areas might

be used in the future and the impact of that usage. i

United States and the world; hypothesizing the effects of

current trends on these regions (e.g., the dominance of English

as an international language).

and giving reasons to support this prediction.

impact settlement patterns over time (e.g., using tables and

maps to show the distribution of refugees from areas affected

by natural disasters).

of the earth such as maps, globes, and photographs and

project future changes (e.g., analyzing maps to determine

how population density has changed and will change). i

specific purposes (e.g., choosing resource allocation maps in

order to investigate oil distribution).

globes (e.g., UTM or Public Land Survey Systems).

patterns using geographic resources (e.g., examining levels

of AIDS infection in relation to population density and literacy).

i

currently impact the environment in the U.S. and world, and

speculating the impact in the future if current trends continue.

on the physical environment in the local, state, national,

or global community in order to draw conclusions and recommend

actions (e.g., using charts and graphs to analyze the

effects of overfishing along the coast of North America or the

Philippine archipelago). i

U.S. and world; expressing and supporting one’s personal

viewpoint (e.g., after debating the causes and/or existence of

global warming, expressing one’s opinion). i

the environment (e.g., analyzing mediating factors that influence

the relationship between population distribution and environmental

change). i

voluntary and involuntary migration patterns in the U.S.

and world (ex: census data).

in Vermont, the U.S., and the world through analysis of various

modes of expression such as poems, songs, dances, stories,

paintings, and photographs (e.g., analyzing the influence

of black slave culture on subsequent generations of African

Americans). i

world, both past and present, including immigrants and native

peoples; hypothesizing about the impact of the globalization

of culture. i

spread of cultural traits (e.g., comparing clothing, food, religion/

values, government, and art across four ancient cultures in

relation to location); analyzing the means by which various

cultural groups try to retain their cultural identity. i

States and the world has changed and may change in the future

(e.g., how might the spread of Islam change American

culture in the future?). i

rights and responsibilities of citizenship over time (e.g.,

changes in voting age, changes in voting rights for women

and African Americans). i

for U.S. citizenship, past and present (e.g., analyzing the

issues surrounding Japanese citizens during WWII).

and/or another country (e.g., Why did Americans emigrate

to the Soviet Union during the Depression?).

global community (e.g., the Kyoto Agreement).

g., working with a group to draft legislation).

effects of and implementing a course of action in the local

community, state, nation, or world.

that affect themselves and society, using information gained

from reputable sources (e.g. stem cell research, health care

issues, federal budget allocations). i

are not one’s own. i

elections encourage and discourage citizens to participate in

the political process (e.g., voter registration drives, use of

the Internet, negative campaign ads).

change locally, nationally, or internationally (e.g., research

the far-reaching effects of Mohandas Ghandi’s beliefs and

actions). i

to shared political values and principles, and how these are

similar and different to other peoples (e.g. nation building in

regions with disparate cultures). i

community, and defending them (e.g., senior privileges,

curfews). i

and changed (e.g., evaluating recent decisions by the

U.N.).

and how they apply to their own lives (e.g., Patriot Act,

Universal Declaration of Human Rights).

nationally, and internationally. i

purposes of governments, both past and present (e.g., democracy

vs. dictatorship, internal and external protection).

of American democracy (e.g., individual rights vs. common

good, majority rule vs. protection of minority rights). i

state, national and international levels (e.g., analyzing pros

and cons of the primary process; debating the necessity of the

electoral college). i

human rights, and explaining how the values of the time or

place influenced the issue (e.g. Guantanamo, land mines, invasion

of Iraq). i

a subculture and/or counterculture (e.g., the Ku Klux

Klan, Goths, Hippies). i

international organizations (e.g., World Health Organization,

Doctors Without Borders, International Atomic

Energy Agency, IMF).

and defending the rights and needs of others in the

community, nation, and world (e.g., gay rights, environmental

protection, privatization of government). i

people that arise from factors such as cultural, ethnic, racial,

economic, and religious diversity, and describe their costs

and benefits (e.g., affirmative action). i

g., how population shifts impact politics, whites becoming a

minority in the U.S., interracial marriage). i

nations (e.g., OPEC, NAFTA).

foster global cooperation among groups and governments (e.

g., League of Nations, nation building, coalition to fight terrorism).

to conflict within and among individuals, communities,

and nations (e.g., economic conditions, religious beliefs, political

repression). i

resolve conflicts (e.g., assimilation/ separatism; affirmative

action; diplomacy). i

have accessed or were denied justice. (e.g., utilizing contemporary

and current primary and secondary sources to determine

how perspectives on the Nisei have changed).

that exist nationally and globally (e.g., currency,

stock market, world trade). i

used natural, human, and capital resources to produce

goods and services and comparing and contrasting the

findings (e.g., compare the use of the labor supply in different

countries). i

economic systems affect the environment in the state, nation,

and/or world (e.g., mixed, command, and market

economies). i

local, state, national, and international governmental and/

or nongovernmental organizations (e.g., researching and

debating socialized medicine vs. private healthcare; investigating

the role of the International Monetary Fund). i

government and economic programs (e.g., how much welfare

should governments provide, and on what bases do

various governments make these decisions?). i

governmental goods and services (e.g., exploring the benefits

and tradeoffs of foreign aid).

world create their own currency for use as money (e.g., the

switch from multiple currencies to the Euro).

affects services and prices (e.g., September 11, 2001

and its effect on the stock market).

issues and problems (e.g., Should there be debt relief

for economically unstable countries?). i

needs and/or wants exceeding their available resources,

and proposing possible solutions (e.g., distribution and use

of fresh water).

system of accounting (e.g., creating a budget).

and saving (e.g., advertising, current events).

the production of a product or service (e.g., supply and

demand).