U.S. History

SSUH: U.S. History

SSUH.A: Map and Globe Skills

SSUH.B: Information Processing Skills

SSUH.C: Colonial Era

SSUH.D: Revolution to Constitution

SSUH.E: Creating a Nation

SSUH.F: A Divided Nation

SSUH.G: Industrialization and Urbanization

SSUH.H: Progressivism and Imperialism

SSUH.I: World War I, 1920s, and 1930s

SSUH.J: World War II

SSUH.K: Truman and Eisenhower

SSUH.L: Kennedy and Johnson

SSUH.M: Nixon, Ford, and Carter

SSUH.N: Reagan, Bush (41), Clinton, Bush (43), and Obama

SSUH.A.1: use cardinal directions

SSUH.A.2: use intermediate directions

SSUH.A.3: use a letter/number grid system to determine location

SSUH.A.4: compare and contrast the categories of natural, cultural, and political features found on maps

SSUH.A.5: use customary and metric map scales to determine distance on a map

SSUH.A.6: use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

SSUH.A.7: use a map to explain the impact of geography on historical and current events

SSUH.A.8: draw conclusions and make generalizations based on information from maps

SSUH.A.9: use latitude and longitude to determine location

SSUH.A.10: use graphic scales to determine distances on a map

SSUH.A.11: compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

SSUH.A.12: compare maps with data sets (e.g., charts, tables, graphs) and/or readings to draw conclusions and make generalizations

SSUH.B.13: compare similarities and differences

SSUH.B.14: organize items chronologically

SSUH.B.15: identify and write about issues and/or problems and alternative solutions

SSUH.B.16: distinguish between fact and opinion as used in informational/explanatory text

SSUH.B.17: identify main idea, detail, sequence of events, and cause and effect in a social studies context

SSUH.B.18: identify and use primary and secondary sources

SSUH.B.19: interpret timelines

SSUH.B.20: identify social studies reference resources to use for a specific purpose

SSUH.B.21: construct charts and tables

SSUH.B.22: analyze artifacts

SSUH.B.23: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSCI.B.16: interpret political cartoons

SSUH.B.24: analyze graphs and diagrams

SSUH.B.25: translate dates into centuries, eras, or ages

SSUH.B.26: formulate appropriate research questions

SSUH.B.27: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSUH.B.29: interpret political cartoons

SSUH.C.30: compare and contrast the development of the three regions of English settlement and colonization during the 17th century in America

SSUH.C.31: describe the early English colonial society in America and investigate the development of its governance

SSUH.D.32: analyze the causes of the American Revolution

SSUH.D.33: analyze the ideological, military, social, and diplomatic aspects of the American Revolution

SSUH.E.34: investigate specific events and key ideas that brought about the adoption and implementation of the U.S. Constitution

SSUH.E.35: analyze the challenges faced by the first five presidents and how they responded

SSUH.E.36: investigate political, economic, and social developments during the Age of Jackson

SSUH.F.37: explore the relationship between slavery, growing North-South divisions, and westward expansion that led to the outbreak of the Civil War

SSUH.F.38: evaluate key events, issues, and individuals relating to the Civil War

SSUH.F.39: identify legal, political, and social dimensions of Reconstruction

SSUH.G.40: examine connections between the rise of big business, the growth of labor unions, and technological innovations

SSUH.G.41: evaluate the impact of westward expansion on the Plains Indians and fulfilled Manifest Destiny

SSUH.H.42: evaluate efforts to reform American society and politics in the Progressive Era

SSUH.H.43: explain America's evolving relationship with the world at the turn of the 20th century

SSUH.I.44: analyze the origins and impact of U.S. involvement in World War I

SSUH.I.45: investigate how political, economic, and cultural developments after WW I led to a shared national identity

SSUH.I.46: analyze the causes and consequences of the Great Depression

SSUH.I.47: evaluate Franklin D. Roosevelt's New Deal as a response to the Great Depression and compare how governmental programs aided those in need

SSUH.J.48: examine the origins, major developments, and domestic impact of World War II, including the growth of the federal government

SSUH.K.49: analyze the U.S. international and domestic policies, including their influences on technological advancements and social changes, during the Truman and Eisenhower administrations

SSUH.L.50: analyze U.S. international and domestic policies, including their influences on technological advancements and social changes, during the Kennedy and Johnson administrations

SSUH.M.51: analyze U.S. international and domestic policies, including their influences on technological advancements and social changes, during the Nixon, Ford, and Carter administrations

SSUH.N.52: assess the political, economic, and technological changes during the Reagan; Bush (41); Clinton; Bush (43) ; and Obama administrations

SSUH.B.13.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSUH.B.13.b: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSUH.B.13.c: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSUH.B.13.d: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.14.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSUH.B.14.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSUH.B.14.c: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSUH.B.15.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSUH.B.15.b: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSUH.B.15.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSUH.B.15.d: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSUH.B.15.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.15.f: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.16.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSUH.B.16.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSUH.B.16.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSUH.B.16.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSUH.B.16.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSUH.B.16.f: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSUH.B.16.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSUH.B.16.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSUH.B.16.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.17.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSUH.B.17.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSUH.B.17.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSUH.B.17.d: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSUH.B.17.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSUH.B.17.f: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSUH.B.17.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSUH.B.17.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSUH.B.17.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSUH.B.17.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.B.17.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.17.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.17.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.17.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSUH.B.17.o: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSUH.B.17.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.17.q: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.17.r: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSUH.B.18.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSUH.B.18.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSUH.B.18.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSUH.B.18.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSUH.B.18.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSUH.B.18.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSUH.B.18.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSUH.B.18.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSUH.B.18.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.B.18.j: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.18.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.18.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.18.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.18.n: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.18.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSUH.B.18.p: draw evidence from informational texts to support analysis, reflection, and research

SSUH.B.18.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSUH.B.19.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSUH.B.19.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSUH.B.19.c: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSUH.B.20.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSUH.B.20.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSUH.B.20.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSUH.B.20.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSUH.B.20.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSUH.B.20.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSUH.B.20.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSUH.B.20.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSUH.B.20.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSUH.B.20.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSUH.B.20.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSUH.B.20.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSUH.B.20.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.B.20.n: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.20.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.20.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.20.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.20.r: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.20.s: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSUH.B.20.t: draw evidence from informational texts to support analysis, reflection, and research

SSUH.B.21.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCI.B.15.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCI.B.15.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCI.B.15.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSCI.B.15.g: draw evidence from informational texts to support analysis, reflection, and research

SSUH.B.23.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSUH.B.23.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSUH.B.23.c: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSUH.B.23.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSUH.B.23.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSUH.B.23.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSUH.B.23.g: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.23.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.23.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.23.j: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSUH.B.23.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSUH.B.23.l: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSUH.B.23.m: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.24.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.B.26.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSUH.B.26.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSUH.B.26.c: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSUH.B.27.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSUH.B.27.b: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSUH.B.27.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSUH.B.27.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSUH.B.27.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSUH.B.27.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSUH.B.27.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSUH.B.27.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSUH.B.27.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSUH.B.27.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSUH.B.27.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.27.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.27.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.27.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSUH.B.27.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSUH.B.28: check for consistency of information

SSUH.B.28.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSUH.B.28.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.B.28.c: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSUH.B.28.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSUH.B.28.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSUH.B.28.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSUH.B.28.g: draw evidence from informational texts to support analysis, reflection, and research

SSUH.B.29.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSUH.C.30.a: investigate how mercantilism and trans-Atlantic trade led to development of colonies using primary and secondary sources

SSUH.C.30.b: explain the development of the Southern Colonies including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development by analyzing and constructing charts and tables (including maps)

SSUH.C.30.c: explain the development of the New England Colonies including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development by analyzing and constructing charts and tables (including maps) 

SSUH.C.30.d: explain the development of the Mid-Atlantic Colonies including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development by analyzing and constructing charts and tables (including maps) 

SSUH.C.31.a: describe European cultural diversity including the contributions of different ethnic and religious groups using primary and secondary sources

SSUH.C.31.b: describe the Middle Passage, the growth of the African population, and their contributions including but not limited to architecture, agriculture, and foodways by analyzing graphs and diagrams (including maps)

SSUH.C.31.c: describe different methods of colonial self-governance in the period of Salutary Neglect use primary and secondary sources (e.g., Mayflower Compact, Fundamental Orders of Connecticut, Virginia House of Burgesses, etc.)

SSUH.C.31.d: explain the role of the Great Awakening in creating unity in the colonies and challenging traditional authority including using primary and secondary sources (e.g., Sinners in the Hands of an Angry God)

SSUH.D.32.a: explain how the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution by identifying main idea, detail, sequence of events, and cause and effect

SSUH.D.32.b: explain colonial response to the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in the Sons and Daughters of Liberty and the Committees of Correspondence using primary and secondary sources to identify sequence of events and cause and effect

SSUH.D.32.c: explain the importance of Thomas Paine's Common Sense to the movement for independence by identifying main idea and details

SSUH.D.33.a: investigate the intellectual sources, organization, and argument of the Declaration of Independence including the role of Thomas Jefferson and the Committee of Five using primary and secondary sources (e.g., John Locke, Rousseau, Montesquieu)

SSUH.D.33.b: explain the reason for and significance of the French alliance and other foreign assistance including the diplomacy of Benjamin Franklin and John Adams

SSUH.D.33.c: analyze George Washington as a military leader including but not limited to the influence of Baron von Steuben, the Marquis de LaFayette, and the significance of Valley Forge in the creation of a professional military by identifying and writing about issues and/or problems and alternative solutions

SSUH.D.33.d: investigate the role of geography at Battles of Trenton, Saratoga, and Yorktown including analyzing diagrams (including topographic and battle maps)

SSUH.D.33.e: examine the roles of women, American Indians, and enslaved and free Blacks in supporting the war effort by formulating appropriate research questions 

SSUH.D.33.f: explain the significance of the Treaty of Paris, 1783 by identifying main idea and detail

SSUH.E.34.a: examine the strengths of the Articles of Confederation including but not limited to the Land Ordinance of 1785, the Northwest Ordinance of 1787, and their influence on westward migration, slavery, public education, and the addition of new states by writing arguments that draw conclusions and making generalizations

SSUH.E.34.b: evaluate how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government by identifying and writing about issues and/or problems and alternative solutions

SSUH.E.34.c: explain the key features of the Constitution including the Great Compromise, limited government, and the Three-Fifths Compromise by constructing charts and tables

SSUH.E.34.d: evaluate the major arguments of the Anti-Federalists and Federalists by comparing their similarities and differences, during the debate on ratification of the Constitution, The Federalist Papers, and the roles of Alexander Hamilton and James Madison

SSUH.E.34.e: explain how objections to the ratification of the Constitution were addressed in the Bill of Rights by identifying the main idea, details, the sequence of events, and/or cause and effect

SSUH.E.35.a: examine the presidency of Washington, including the precedents he set using primary and secondary sources (e.g., Proclamation of Neutrality, Farewell Address, etc.) 

SSUH.E.35.b: describe the components of Hamilton's financial system and its political and economic impacts by constructing charts and tables

SSUH.E.35.c: explain the presidency of John Adams including the Sedition Acts and its influence on the election of 1800 by identifying and writing about issues and/or problems and alternative solutions

SSUH.E.35.d: explore Jefferson's expansion of presidential power using primary and secondary sources, including the purchase and exploration of the Louisiana Territory

SSUH.E.35.e: explain the significance of Marbury v. Madison (judicial review)

SSUH.E.35.f: explain James Madison's presidency in relation to the War of 1812 and the war's significance on the development of a national identity

SSUH.E.35.g: explain James Monroe's presidency in relation to the Monroe Doctrine  using primary and secondary sources

SSUH.E.36.a: explain Jacksonian Democracy including expanding suffrage, the Nullification Crisis and states' rights, and the Indian Removal Act by writing arguments, informative text, and/or explanatory text that draw conclusions and make generalizations

SSUH.E.36.b: explain, through analyzing graphs and diagrams, how the North, South, and West were linked through industrial and economic expansion; including Henry Clay and the American System

SSUH.E.36.c: explain the influence of the Second Great Awakening on social reform movements, including temperance, public education, and women's efforts to gain suffrage by comparing similarities and differences of each movement

SSUH.E.36.d: explain how the significance of slavery grew in American politics including slave rebellions and the rise of abolitionism using primary and secondary sources (e.g., Nat Turner, writings of Frederick Douglass, Sojourner Truth, William Lloyd Garrison, etc.)

SSUH.F.37.a: explain the impact of the Missouri Compromise on the admission of states from the Louisiana Territory by identifying and writing about issues and/or problems and alternative solutions

SSUH.F.37.b: examine James K. Polk's presidency in the fulfillment of Manifest Destiny including the Texas annexation and Oregon using primary and secondary sources (e.g., American Progress by John Gast, John O'Sullivan; including maps)

SSUH.F.37.c: analyze the impact of the Mexican War on growing sectionalism by identifying main idea, detail, sequence of events, and cause and effect

SSUH.F.37.d: explain how the Compromise of 1850 arose out of territorial expansion and population growth using charts and diagrams (including maps)

SSUH.F.37.e: evaluate the Kansas-Nebraska Act, the failure of popular sovereignty, Scott v. Sanford, John Brown's Raid on Harper's Ferry, and the election of 1860 as events leading to the Civil War by organizing the items chronologically and considering cause and effect

SSUH.F.38.a: explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output

SSUH.F.38.b: discuss Lincoln's purpose in using emergency powers to suspend habeas corpus, issuing the Emancipation Proclamation, and delivering the Gettysburg and Second Inaugural Addresses using primary and secondary sources

SSUH.F.38.c: examine the influences of Ulysses S. Grant, Robert E. Lee, Thomas "Stonewall" Jackson, William T. Sherman, and Jefferson Davis using primary and secondary sources

SSUH.F.38.d: explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, Atlanta as well as the impact of geography on these battles including analyzing diagrams (including topographic and battle maps)

SSUH.F.39.a: compare and contrast Presidential Reconstruction with Congressional Reconstruction, including the significance of Lincoln's assassination and Johnson's impeachment

SSUH.F.39.b: investigate the efforts of the Bureau of Refugees, Freedmen, and Abandoned Lands (the Freedmen's Bureau) to support poor whites, former slaves, and American Indians using primary and secondary sources

SSUH.F.39.c: describe the significance of the Thirteenth, Fourteenth, and Fifteenth amendments by analyzing primary and secondary sources

SSUH.F.39.d: explain the Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction by identifying main idea, detail, sequence of events, and cause and effect

SSUH.F.39.e: analyze how the Presidential Election of 1876 marked the end of Reconstruction

SSUH.G.40.a: explain the effects of railroads on other industries, including steel and oil by identifying main idea, detail, sequence of events, and cause and effect

SSUH.G.40.b: examine the significance of John D. Rockefeller and Andrew Carnegie in the rise of trusts and monopolies using primary and secondary sources (including political cartoons) to compare and contrast their influence

SSUH.G.40.c: examine the influence of key inventions on U.S. infrastructure including but not limited to the telegraph, telephone, and electric light bulb by analyzing graphs and diagrams (including primary and secondary sources)

SSUH.G.40.d: describe Ellis and Angel Islands, the change in immigrants' origins, and their influence on the economy, politics, and culture of the United States using primary and secondary sources

SSUH.G.40.e: discuss the origins, growth, influence, and tactics of labor unions including the American Federation of Labor, as well as the Populist Party by identifying main idea, detail, sequence of events, and cause and effect in a social studies context

SSUH.G.41.a: examine, using primary and secondary sources, the construction of the transcontinental railroad including the use of immigrant labor To include Chinese Exclusion Act and Chinese immigration

SSUH.G.41.b: evaluate, using graphs and diagrams (including maps), how the growth of the western population and innovations in farming and ranching impacted Plains Indians

SSUH.G.41.c: explain the Plains Indians' resistance to western expansion of the United States and the consequences of their resistance by identifying main idea, detail, sequence of events, and cause and effect in a social studies context

SSUH.H.42.a: describe the influence of muckrakers on affecting change by bringing attention to social problems including identify and use primary and secondary sources (including political cartoons)

SSUH.H.42.b: examine and explain the roles of women in reform movements using primary and secondary sources

SSUH.H.42.c: connect the decision of Plessy v. Ferguson to the expansion of Jim Crow laws and the formation of the NAACP using primary and secondary sources

SSUH.H.42.d: describe Progressive legislative actions including empowerment of the voter, labor laws, and the conservation movement using primary and secondary sources

SSUH.H.43.a: describe how the Spanish-American War, war in the Philippines, and territorial expansion led to the debate over American imperialism using primary and secondary sources (including political cartoons and maps)

SSUH.H.43.b: examine U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal using primary and secondary sources

SSUH.I.44.a: describe the movement from U.S. neutrality to engagement in World War I, including unrestricted submarine warfare and the Zimmerman Telegram using primary and secondary sources (including political cartoons and maps)

SSUH.I.44.b: explain the domestic impact of World War I, including the origins of the Great Migration, the Espionage and Sedition Acts, and socialist Eugene Debs and Mexican migrant workers by analyzing graphs, diagrams and primary & secondary sources

SSUH.I.44.c: explain Wilson's Fourteen Points and the debate over U.S. entry into the League of Nations using primary and secondary sources including interpreting political cartoons

SSUH.I.45.a: explain how fears of rising communism and socialism in the United States led to the Red Scare and immigrant restriction using primary and secondary sources including interpreting political cartoons 

SSUH.I.45.b: describe the effects of the Eighteenth and Nineteenth Amendments using primary and secondary sources

SSUH.I.45.c: examine how mass production and advertising led to increasing consumerism, including Henry Ford and the automobile by analyzing graphs and diagrams, and primary & secondary sources

SSUH.I.45.d: describe the impact of radio and movies as a unifying force in the national culture

SSUH.I.45.e: describe the emergence of modern forms of cultural expression including the origins of jazz and the Harlem Renaissance using primary and secondary sources (including literary, visual and/or performing arts)

SSUH.I.46.a: describe the causes, by analyzing graphs and diagrams, that led to the stock market crash of 1929, bank failures and the Great Depression; include overproduction, under consumption, and stock market speculation

SSUH.I.46.b: explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting movement and migration west using primary and secondary sources (e.g., images and maps)

SSUH.I.46.c: explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles

SSUH.I.47.a: describe Roosevelt's attempts at relief, recovery, and reform reflected in various New Deal programs by constructing and analyzing charts and/or tables

SSUH.I.47.b: explain the passage of the Social Security Act as a part of the second New Deal

SSUH.I.47.c: analyze political challenges to Roosevelt's leadership and New Deal programs using primary and secondary sources (including political cartoons)

SSUH.I.47.d: examine how Eleanor Roosevelt changed the role of the First Lady including development of New Deal programs to aid those in need

SSUH.J.48.a: investigate the origins of U.S. involvement in the war including Lend-Lease and the Japanese attack on Pearl Harbor using primary and secondary sources (including video, political cartoons, charts)

SSUH.J.48.b: examine and write about issues and/or problems and alternative solutions in the Pacific Theater  including the difficulties the U.S. faced in delivering weapons, food, and medical supplies to troops, the Battle of Midway, the Manhattan Project, and the dropping of the atomic bombs

SSUH.J.48.c: examine the European Theater including difficulties the U.S. faced in delivering weapons, food, and medical supplies to troops, D-Day, and the Fall of Berlin by analyzing graphs and diagrams and interpreting political cartoons

SSUH.J.48.d: investigate the domestic impact of the war including war mobilization as indicated by rationing, wartime conversion, and the role of women and African Americans or Blacks using primary and secondary sources and interpreting political cartoons

SSUH.J.48.e: examine Roosevelt's use of executive powers including the integration of defense industries and the internment of Japanese-Americans using primary and secondary sources (including images)

SSUH.K.49.a: analyze the international policies and actions developed as a response to the Cold War including containment, the Marshall Plan, the Truman Doctrine, and the Korean War using primary and secondary sources (including maps)

SSUH.K.49.b: connect major domestic issues to their social effects including the G.I. Bill, Truman's integration policies, McCarthyism, the National Interstate and Defense Highways Act, and Brown v. Board of Education

SSUH.K.49.c: examine the influence of Sputnik on U.S. technological innovations and education by formulating appropriate research questions

SSUH.L.50.a: analyze the international policies and actions taken as a response to the Cold War including U.S. involvement in Cuba and the escalation of the war in Vietnam as a result of the Gulf of Tonkin Resolution by analyzing artifacts, graphs and diagrams, using primary and secondary sources, and interpreting political cartoons and maps

SSUH.L.50.b: connect major domestic issues to their social effects including the passage of civil rights legislation following the assassination of John F. Kennedy, and Johnson's Great Society

SSUH.L.50.c: describe the impact of television on American culture; including the presidential debates (Kennedy/Nixon, 1960), news coverage of the Civil Rights Movement, moon landing, and the war in Vietnam using primary and secondary sources (including videos, images, and/or political cartoons)

SSUH.L.50.d: investigate, using primary and secondary sources, the growth, influence, and tactics of civil rights groups(African American Asian American Hispanic/Latino Women), Martin Luther King, Jr., the Letter from a Birmingham Jail, the I Have a Dream Speech, and Cesar Chavez

SSUH.L.50.e: describe the social and political turmoil of 1968 including reactions to the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, the Tet Offensive, and the presidential election using primary and secondary sources (including videos and images)

SSUH.M.51.a: analyze, using primary and secondary sources, the international policies and actions taken as a response to the Cold War including the opening and establishment of diplomatic relations with China, the end of U.S. involvement in Vietnam, the War Powers Act, the Camp David Accords, and Carter's response to the 1979 Iranian Revolution and hostage crisis

SSUH.M.51.b: connect major domestic issues, by identifying cause and effect, to their social effects including the creation of the Environmental Protection Agency, the emergence of the National Organization for Women, Nixon's resignation due to the Watergate scandal, and his pardon by Ford

SSUH.N.52.a: analyze challenges faced by recent presidents including the collapse of the Soviet Union, Clinton's impeachment, the attacks of September 11, 2001, and the war against terrorism; including analyzing artifacts and/or using primary and secondary sources (including video and print)

SSUH.N.52.b: examine economic policies of recent presidents including Reaganomics by constructing charts and/or tables

SSUH.N.52.c: examine the influence of technological changes on society including the personal computer, the internet, and social media by analyzing artifacts and/or using primary and secondary sources (including video and print) 

SSUH.N.52.d: examine the historic nature of the presidential election of 2008 by analyzing artifacts and/or using primary and secondary sources (including video and print)