Pre-K–HS History/Social Science
Core Course Objectives
The Massachusetts Department of Elementary and Secondary Education (ESE)
partnered with WestEd to convene panels of
expert educators to review and develop
statements of essential curriculum content,
Core Course Objectives
Core Course Objectives (CCOs), for
(CCOs) are statements that:
approximately 100 different grades/subjects
and courses.
 describe different elements of core,
In conjunction with the Massachusetts
Curriculum Frameworks, the CCOs were used
by a team of WestEd evaluators to ensure
content alignment in the identification and
evaluation of example assessments suitable
for use as District-Determined Measures
(DDMs). Districts can utilize the CCOs
themselves or the process of developing
CCOs in their own work when selecting
DDMs.
At each meeting, educators developed highquality CCOs that met the following criteria:


essential content (knowledge, skills,
or abilities);
are pulled, created, or synthesized
from a larger set of curriculum
standards; and
clarify key knowledge, skills, and
abilities that many educators and
other content experts working
together agree are most critical in
that content area, grade, or course.
Each CCO should be high-level and
represent broad enough learning goals
to be taught using a wide variety of
instructional tools or methods (scope),
while also focused enough that
students’ growth in learning that
knowledge or skill can be measured by
an assessment (assess-ability).

Scope: The CCO describes an
overarching learning goal.

Assess-ability: The CCO describes
knowledge, skills, or abilities that are
readily able to be measured.

Centrality: The CCO describes a critically important concept, skill, or ability that
is central to the subject/grade or course.

Relevance: The CCO represents knowledge, skills, and abilities that are
consistent with Massachusetts’s values and goals.
After public review, WestEd’s content specialists reviewed the comments submitted by
educators and other stakeholders. The CCOs that emerged from this process are
presented below.
1
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: Pre-K
#
Objective
1
Students identify important American symbols and national holidays, including but not
limited to:
 the American flag: its colors and shapes;
 the picture and name of current president; and
 Thanksgiving.
2
Students identify what a map is and what a globe is, and tell the purposes of each.
3
Students recognize and describe qualities in family members, community members, and
characters in stories that demonstrate good citizenship, such as honesty, kindness,
friendship, respect, and cooperation.
4
Students use words and phrases that indicate location and direction (e.g., up/down,
near/far, left/right, straight, back, behind, and in front of) when describing their
environment.
5
Students give examples of different kinds of jobs that people do, including the work they
do at home.
6
Students use words and phrases related to chronology and time (e.g., first, next, last; now,
long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next
week, month, year; and past, present, and future tenses of verbs) appropriately in context.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
2
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: K
#
Objective
1
Students identify important American symbols and national holidays, including but not
limited to:
 the picture and name of the current president;
 the melody of the national anthem;
 the words of the Pledge of Allegiance;
 the American flag;
 Labor Day;
 Memorial Day;
 Columbus Day;
 Presidents’ Day; and
 Thanksgiving.
2
Students recognize, demonstrate, and explain qualities in family members, community
members, and characters in stories that demonstrate good citizenship, including but not
limited to honesty, courage, friendship, responsibility, and respect.
3
Students describe familiar locations and features of places in their neighborhoods.
4
Students identify their location, including but not limited to address, school name, city,
state, and country.
5
Students sequence events in their own and their families’ lives.
6
Students explain why people work, and give examples of the things that people buy with
the money they earn.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Massachusetts English Language Arts and Literacy Curriculum
Framework (2011).
3
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 1
#
Objective
1
Students describe a map as a representation of a space (e.g., classroom, school,
neighborhood, town, city, state, country, world) and use cardinal directions in explaining
spatial relationships.
2
Students identify and/or label geographical features on a map, including but not limited to:
North Pole and South Pole, equator, continent, mountain, river, lake, and ocean.
3
Students read or listen to folktales, legends, and stories about famous Americans of
different ethnic groups, faiths, and historical periods, and then describe their qualities,
distinctive traits, and impact on society.
4
Students explain that Americans have a variety of different religious, community, and
family celebrations and customs, and research and describe celebrations or customs held
by members of the class, their families, and/or community.
5
Students recognize and/or demonstrate that events in time, including national (United
States) and state (Massachusetts) holidays and events in a student’s own life, can be
organized and sequenced and placed on a calendar or timeline.
6
Students identify and explain the meaning of the following American national symbols:
 the American flag;
 the words of the Pledge of Allegiance;
 the bald eagle;
 the White House; and
 the Statue of Liberty.
7
Students identify the current President of the United States, describe what presidents do,
and explain that they get their authority from a vote by the people.
8
Students give examples of products (goods) that people buy and use, services that people
do for one another, and why they have to make choices about what they buy.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Massachusetts English Language Arts and Literacy Curriculum
Framework (2011).
4
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 2
#
Objective
1
Students describe how maps represent geographical information, and locate and label all
of the continents and oceans on a map of the world.
2
Students locate and label, on a map of North America, the United States, Canada, and
Mexico, including their boundaries, and explain the difference between a continent and
country, giving examples of each.
3
Students research and present information about a country of background or interest,
including physical features, landmarks, and culture (e.g., food, customs, music, sports,
and games).
4
Students define and give examples of some of the rights and responsibilities that they
have as citizens in the school or community (e.g., students have a right to vote in a class
election, a responsibility to follow school rules, and a responsibility to participate in
community recycling programs).
5
Students give examples of fictional characters or real people in a school or community
who are good leaders and/or good citizens, and explain the qualities that make them
admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).
6
Students explain the information that historical timelines convey, and then put in
chronological order events in their lives, using words and phrases related to time (now, in
the past, in the future) and causation (because, reasons).
7
Students define and use economic terms (e.g., producers, consumers, buyers, sellers,
goods, services), giving examples from their school and/or community.
8
Students define relevant history and social science terms (e.g., landforms, boundary,
landmark, continent, country, rights, responsibilities, etc.) and use them appropriately in
context.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Massachusetts English Language Arts and Literacy Curriculum
Framework (2011).
5
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 3
#
Objective
1
Students locate and label the New England states and the Atlantic Ocean by examining a
map of the United States. Discuss their locations and how the geographical features
influence the people’s lives. Using a map of the United States, students locate and label
the New England states and major geographic features, and explain how their locations
and geographic features influence people living there.
2
Students locate and identify the class’s hometown or city by examining a map of
Massachusetts. Students identify major cities and towns of Massachusetts and
understand how the geographical features impacted people’s lives.
On a map of Massachusetts, students locate the class’s hometown or city and its
geographic features and landmarks. Students explain how its location and geographic
features affect people living there.
3
Students identify the Wampanoag and describe their way of life.
4
Students explain who the Pilgrims were and why they left Europe to seek religious
freedom and describe their journey and their early years in the Plymouth Colony.
5
Students explain how the Puritans and Pilgrims differed and describe the daily life,
education, and work of the Puritans in the Massachusetts Bay Colony.
6
Students explain how objects or artifacts of everyday life in the past tell us how ordinary
people lived and how everyday life has changed.
7
Students define what a tax is, the purposes for taxes, and give examples of tax-supported
facilities and services provided by their local government.
8
Students give examples of goods and services provided by their local businesses and
industries.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
6
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 4
#
Objective
1
Students locate North America on a map of the world and locate the United States, the
Atlantic and Pacific Oceans, the Gulf of Mexico, the Mississippi and Rio Grande Rivers,
the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges.
Students differentiate the regions of the United States, including New England,
Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes,
Plains, Southwest Desert, and Pacific States, and the Commonwealth of Puerto Rico.
2
Using a map key, students locate the states, state capitals, and major cities in each region
of the United States.
3
Students identify and describe the climate, major physical features, natural resources, and
unique landmarks in each region of the United States (e.g., the Everglades, the Grand
Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and
Yosemite National Park).
4
Students identify and explain the significance of major monuments and historical sites in
and around Washington, D.C. (e.g., the Jefferson and Lincoln Memorials, the Smithsonian
Museums, the Library of Congress, the White House, the Capitol, the Washington
Monument, the National Archives, Arlington National Cemetery, the Vietnam Veterans
Memorial, the Iwo Jima Memorial, and Mount Vernon).
5
Students describe the diverse nature of the American people by explaining the impact of
the distinctive contributions to American culture of indigenous peoples and immigrants,
past and present.
6
Students define the different ways immigrants can become United States citizens and give
examples of the major rights they acquire as citizens.
7
Using a map, students identify Mexico and Canada, their major cities, and political
boundaries.
8
Students describe the climate, major physical characteristics, and major natural resources
of Canada, and explain their relationship to settlement, trade, and the Canadian economy.
9
Students describe the climate, major physical characteristics, and major natural resources
of Mexico, and explain their relationship to the Mexican economy.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
7
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 5
#
Objective
1
Students interpret timelines of events studied and identify details in cartoons,
photographs, charts, and graphs relating to an historical narrative.
2
Students explain why trade routes to Asia had been closed in the 15th century and trace
the voyages of at least four of the explorers listed below. Describe what each explorer
sought when he began his journey, what he found, and how his discoveries changed the
image of the world, especially the maps used by explorers. (H, G, E)
 Vasco Nuñez de Balboa;
 John and Sebastian Cabot;
 Jacques Cartier;
 Samuel de Champlain;
 Christopher Columbus;
 Henry Hudson;
 Ferdinand Magellan; and
 Juan Ponce de Leon.
3
Students describe the goals and extent of the Dutch settlement in New York, the French
settlements in Canada, and the Spanish settlements in Florida, the Southwest, and
California.
4
On a map of North America, students identify the first 13 colonies, and describe how
regional differences in climate, types of farming, populations, and sources of labor shaped
their economies and societies through the 18th century.
5
Students explain the causes of the establishment of slavery in North America. Describe
the harsh conditions of the Middle Passage and slave life, and the responses of slaves to
their condition. Describe the life of free African Americans in the colonies.
6
Students explain the reasons for the French and Indian War, how it led to an overhaul of
British imperial policy, and the colonial response to these policies.
7
Students explain the meaning of the key ideas on equality, natural rights, the rule of law,
and the purpose of government contained in the Declaration of Independence.
8
Students discuss the major battles of the Revolution and explain the factors leading to
American victory and British defeat (Lexington and Concord, Bunker Hill, Saratoga, Valley
Forge, Yorktown).
9
Students describe the life and achievements of important leaders during the Revolution
and the early years of the United States.
8
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
10
Students identify the three branches of the United States government as outlined by the
Constitution, describe their functions and relationships, and identify what features of the
Constitution were unique at the time.
11
Students describe the basic political principles of American democracy and explain how
the Constitution and the Bill of Rights reflect and preserve these principles. (C)
individual rights and responsibilities;
 equality;
 the rule of law;
 limited government; and
 representative democracy.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
9
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 6
#
Objective
1
Students examine specific factors impacting human settlements and economies of major
African regions and countries:
 Identify absolute and relative locations to be able to relate different regions of
Africa.
 Examine how climate has positive and negative impacts on different regions of
Africa.
 Recognize major physical characteristics and landmarks of the continent.
 Explore some of the major natural resources that are found in Africa.
 Discuss the varying population sizes and how the populations reflect the natural
conditions of the region.
2
Students examine specific factors impacting human settlements and economies of
countries of Oceania:
 Identify absolute and relative locations to be able to relate different regions of
Oceania.
 Examine how climate has positive and negative impacts on different regions of
Oceania.
 Recognize major physical characteristics and landmarks of the continent.
 Explore some of the major natural resources that are found in Oceania.
 Discuss the varying population sizes and how the populations reflect the natural
conditions of the region.
3
Students examine specific factors impacting human settlements and economies of the
major regions and countries of Asia:
 Identify absolute and relative locations to be able to relate different regions of Asia.
 Examine how climate has positive and negative impacts on different regions of
Asia.
 Recognize major physical characteristics and landmarks of the continent.
 Explore some of the major natural resources that are found in Asia.
 Discuss the varying population sizes and how the populations reflect the natural
conditions of the region.
4
Students examine specific factors impacting human settlements and economies of major
regions and countries of South America:
 Identify absolute and relative locations to be able to relate different regions of
South America.
 Examine how climate has positive and negative impacts on different regions of
South America.
 Recognize major physical characteristics and landmarks of the continent.
 Explore some of the major natural resources that are found in South America.
 Discuss the varying population sizes and how the populations reflect the natural
conditions of the region.
10
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
5
Students examine specific factors impacting human settlements and economies of major
regions and countries of Europe:
 Identify absolute and relative locations to be able to relate different regions of
Europe.
 Examine how climate has positive and negative impacts on different regions of
Europe.
 Recognize major physical characteristics and landmarks of the continent.
 Explore some of the major natural resources that are found in Europe.
 Discuss the varying population sizes and how the populations reflect the natural
conditions of the region.
6
Students assess how geographic factors impact individuals’ quality of life and their
communities’ resources.
7
Students interpret geographic information from a graph or chart, and construct a graph or
chart that conveys geographic information (e.g., about rainfall, temperature, or population
size data).
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
11
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Grade: 7
#
Objective
1
Students examine the characteristics of civilizations within the study of ancient
Mesopotamia, Egypt, Greece, and Rome:
 presence of geographic boundaries, and political institutions and economy that
produces food surpluses;
 a concentration in population in distinct areas or cities;
 existence of social classes;
 developed systems of religion, learning, art, and architecture; and
 a system of record keeping.
2
Students compare information from modern and historical maps of the same region, and
explain the influence geography had on how a particular civilization developed
(Mesopotamia, Egypt, Greece, Rome).
3
Students explain the impact of tools, fire, and the agricultural revolution on emerging
ancient river civilizations.
4
Students describe the role of the pharaoh as god/king, the concept of dynasties, the
importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and
the role of slaves in ancient Egypt.
5
Students explain why the government of ancient Athens is considered the beginning of
democracy, and explain the democratic political concepts developed in ancient Greece:
 the “polis” or city-state;
 civic participation and voting rights;
 legislative bodies;
 constitution writing; and
 rule of law.
6
Students distinguish between the fundamental beliefs of polytheistic and monotheistic
religions (Mesopotamia, Egypt, Israel, Greece, Rome).
7
Students describe the government of the Roman Republic and its contribution to the
development of democratic principles, including separation of powers, rule of law,
representative government, and the notion of civic duty.
8
Students explain the reasons for the growth and long life of the Roman Empire and how
inner forces (including the rise of autonomous military powers, political corruption, and
economic and political instability) and external forces (shrinking trade, attacks, and
invasions) led to its disintegration.
9
Students summarize important achievements of ancient civilizations (Mesopotamia, Egypt,
Greece, Rome).
12
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
NOTE: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
13
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Civics/Government – Grade: HS
#
Objective
1
Students analyze purposes and functions of government by evaluating various authors’
points of view, and utilizing textual evidence from primary sources, such as:
 John Locke, Second Treatise of Civil Government (1690);
 Charles de Montesquieu, The Spirit of the Laws (1748);
 Plato, The Republic;
 John-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality
(1755);
 Thomas Hobbes, Leviathan;
 John Stuart Mill, On Liberty (1859); and
 Immanuel Kant, “Perpetual Peace.”
2
Students explain how the rule of law, embodied in a constitution, and civil society work
together to limit the power of government and to protect the rights of individuals in a
representative democracy.
3
Students define and provide examples of foundational ideas of American government,
including popular sovereignty, constitutionalism, republicanism, federalism, and individual
rights.
4
Students analyze and interpret central ideas on government, individual rights, and the
common good, in founding documents of the United States. Students consider examples
such as:
 the Virginia Declaration of Rights (1776);
 the Declaration of Independence (1776);
 the Massachusetts Constitution (1780);
 the Virginia Statute for Religious Freedom (1786);
 the Northwest Ordinance (1787);
 the United States Constitution (1787);
 selected Federalist Papers, such as numbers 1, 9, 10, 39, 51, and 78 (1787–
1788);
 the Bill of Rights (1791);
 President Washington’s Farewell Address (1796); and
 President Jefferson’s First Inaugural Address (1801).
5
Students examine historical and contemporary efforts to narrow the gap between
American political ideals and the realities of American political and civic life, and identify
where inequities still exist.
14
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
6
Students explain and provide examples of the constitutional principles of federalism,
separation of powers among the three branches of government, the system of checks and
balances, republican government or representative democracy, and popular sovereignty in
the federal government of the United States and the State of Massachusetts.
7
Students compare and contrast the political differences between the United States and
other nations, such as parliamentary systems, theocracies, and authoritarian regimes.
8
Students analyze the reasons for conflict among nation states, such as competition for
resources and territory, differences in systems of government, and religious or ethnic
conflicts.
9
Students identify and explain the different forces that influence U.S. foreign policy,
including business and labor organizations, interest groups, public opinion, and ethnic and
religious organizations.
10
Students use a variety of sources, including newspapers, magazines, and the internet to
identify significant world political, demographic, and environmental developments, and
analyze ways that these developments may affect U.S. foreign policy in specific regions of
the world.
11
Students research the platforms of political parties and candidates for local, state, and/or
federal government, and explain how citizens in the United States participate in public
elections as voters and supporters of candidates for public office.
12
Students identify a significant public policy issue in the community, gather information
about that issue, fairly evaluate the various points of view and competing interests,
examine ways of participating in the decision-making process about the issue, and draft a
position paper on how the issue should be resolved.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Common Core State Standards.
15
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Contemporary U.S. Issues – Grade: HS
#
Objective
1
Students describe current news stories from different perspectives, including
geographical, historical, political, social, and cultural:
 evaluate the impact of current news stories on the individual and on local, state,
and national communities (political, cultural, and social perspectives);
 compare current news stories with related past events (historical perspective); and
 locate areas affected by events described in news stories (geographical
perspective).
2
Students evaluate how the role and perspective of various media sources impact the
discourse surrounding contemporary U.S. issues.
3
Students analyze the impact of scientific and technological changes in the United States.
4
Students demonstrate an understanding of how their civic roles and responsibilities affect
and are affected by civil rights issues in the United States (e.g., women’s rights, freedom
of the press, gun control, same-sex marriage, etc.).
5
Students explain the contributions of the United States to the global economy and, in turn,
how the global market has impacted the United States economy.
6
Students demonstrate an understanding of how economic, cultural, political, and ethical
concerns impact environmental policies and decisions in the United States.
7
Students evaluate the roles and actions of local, state, and national levels of government
to protecting U.S. citizens from enemies, domestic and abroad.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Alabama Course Curricula—High School
Elective Courses (2010), Contemporary U.S. Issues; Arkansas Social Studies Curriculum
Framework (2006), Contemporary U.S. History.
16
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Contemporary World Issues – Grade: HS
#
Objective
1
Students compare civic responsibilities, individual rights, and opportunities of peoples of
various nations:
 consider comparing examples of democratic societies with other forms of
government.
2
Students explain the growing interconnectedness of cultures:
 consider transfer of food, religion, clothing, language, music, and philosophy as
examples of cultural exchange; and
 consider effects on governmental structure, laws, gender roles, health, and
lifestyle.
3
Students analyze how nations and organizations develop and implement policies resulting
in human rights violations and injustices against marginalized groups, including
contemporary examples of genocide or ethnic cleansing:
 consider examples of discriminatory government policies (e.g., apartheid, gay
rights, women’s rights).
4
Students evaluate how businesses, non-governmental organizations, and nations make
decisions that impact the environment, and analyze the effects of those decisions at the
local, national, and international levels:
 consider the roles of developed and developing nations and the role of the United
Nations or other international organizations in creating environmental regulations;
 consider decisions that positively and negatively impact the environment (e.g.,
alternative energy sources, land use, pollution); and
 consider the balance between economic, social, and political concerns with issues
of sustainability.
5
Students analyze how the development and use of technology influences economic,
political, ethical, and social issues:
 consider communication technology (e.g., internet and telecommunication);
transportation (movement of people and ideas); science and innovation (e.g.,
medical technology, space exploration, and the impact of new scientific research);
and
 consider issues such as shifting global workforce, interconnectedness of people
and business, intellectual property rights, and the transformation of culture.
6
Students analyze how economic, political, and social differences, or competing interests
between global entities can lead to conflict or can lead to compromise reached through
diplomacy:
 consider civil wars, wars between nation-states, and conflict between nations and
non-nation-states (terrorism); and
 consider examples of compromise (e.g., treaties, reorganization of national borders
and governments).
17
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
7
Students explain how the global economy creates interdependence so that economic
circumstances in one country impact conditions in other countries:
 consider poverty, structural unemployment, and working conditions;
 consider the role of multinational corporations and financial institutions, and
 consider how governments can help or hinder economic activity through trade
agreements and sanctions.
8
Students evaluate how nations approach the balance between international diplomacy
and national security:
 consider espionage, anti-terrorism efforts, border control, military armament, and
nuclear proliferation; and
 consider how nations’ policies change over time.
9
Students identify problems or dilemmas for a current global issue, propose appropriate
solutions, formulate action plans, and assess the intended and unintended consequences
of proposed actions.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: 2012 Ohio New Learning Standards: HS Social
Studies Standards (2012), Contemporary World Issues; Alabama Course Curricula—High
School Elective Courses (2010), Contemporary U.S. Issues, Content standard 3.
18
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Economics – Grade: HS
#
Objective
1
Students define economics using both specific written examples and the production
possibilities model to illustrate how consumers and producers confront the conditions of
scarcity by making choices that involve opportunity costs and tradeoffs.
2
Students compare and contrast how various economic systems (traditional, market,
command, and mixed) answer the three essential questions of economics:
 What to produce?
 How to produce it?
 For whom to produce?
3
Students demonstrate how changes in supply and demand influence equilibrium price and
quantity using examples from product markets.
4
Students analyze government interventions, such as taxation and price controls, and their
effects on a market economy.
5
Students compare the characteristics of market structures (perfect competition, monopoly,
and oligopoly), including their effects on prices, and explain how market power leads to
the formation of monopoly or oligopoly.
6
Students analyze how the government uses taxing and spending decisions (fiscal policy)
to promote price stability, full employment, and economic growth; and predict how
changes in federal spending and taxation would affect budget deficits and surpluses, and
national debt.
7
Students analyze national economic performance using calculations of:
 gross domestic product (GDP);
 economic growth (as measured in changes in GDP);
 unemployment rate; and/or
 inflation.
8
Students describe the organization and function of the Federal Reserve System, and
explain how the Federal Reserve uses monetary policy to promote price stability, full
employment, and economic growth.
9
Students describe the basic functions of money (e.g., medium of exchange, store of value,
unit of account).
10
Students analyze financial markets (stocks and bonds) from the perspective of both
business firms’ financing operations and consumers’ savings from investments.
11
Students explain the benefits of trade among individuals, regions, and countries, while
examining examples of barriers to trade and formulating arguments for and against free
trade.
19
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: Massachusetts History and Social Science
Curriculum Framework (2003).
20
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Humanities – Grade: HS
#
Objective
1
Students compare and analyze various cultures’ responses to common and enduring
human problems, such as injustice, conflict, and abuse of human rights.
2
Students analyze how interpretations of the same event can differ according to individual
and cultural perspectives.
3
Students relate a work of art, work of literature, or historical document to the seminal
ideas or events of its time and place of origin.
4
Students compare works of art and literature across artistic domains, historical periods,
and cultures.
5
Students evaluate the effects of transportation, trade, communication, science, and
technology on the production, preservation, and diffusion of culture.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011); Massachusetts Foreign Languages Curriculum
Framework (1999); Massachusetts Arts Curriculum Framework (1999); North Carolina Essential
Standards (2010), Social Studies Elective, World Humanities Seminar; Florida Next Generation
Sunshine State Standards for Social Studies, Humanities Strand (Florida NGSSS) (2008).
21
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Law Studies – Grade: HS
#
Objective
1
Students explain fundamental legal principles and concepts, including their origins,
evolution, and contemporary influence (e.g., due process, habeas corpus, right to
property, and equal protection of the law).
2
Students identify, explain, and apply basic concepts and procedures of constitutional, civil,
and criminal law.
3
Students analyze specific legal cases by stating the facts, finding the legal question,
applying the law, evaluating ethical concerns, or resolving the issue.
4
Students explain basic rights in the Constitution.
5
Students describe the structure and processes of the civil, criminal, or juvenile justice
systems.
6
Students explain how the Constitution distributes power and seeks to prevent its abuse.
7
Students gather various types of evidence from multiple authoritative print and digital
sources as preparation for analysis of legal issues (see Core Course Objective 8).
8
Students analyze legal issues, develop a coherent argument in light of other possible
arguments, and form a reasoned conclusion.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Common Core State Standards; Sun Prairie
Area (WI) School District Course Power Standards (2007); Indiana DOE Business and Personal
Law Course Content Standards and Performance Expectations (2008); Holmdel Township
Public Schools Curriculum Guide: Business and Personal Law (New Jersey 2011);
Elizabethtown Area School District: Business and Personal Law (Pennsylvania); Massachusetts
History and Social Science Curriculum Framework (2003).
22
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Psychology – Grade: HS
#
Objective
1
Students demonstrate an understanding of psychology as an empirical science, and
describe the various perspectives employed to understand behavior and mental
processes.
2
Students describe the interactive effects of heredity and environment and explain how
each influences behavior.
3
Students make connections between individual behavior and group behavior and describe
the ways in which each influences the other.
4
Students analyze and defend a stance on issues related to scientific advances in
neuroscience and genetics.
5
Students evaluate perspectives on personality development, including psychodynamic
theories, trait theories, humanistic theories, and social-cognitive theories.
6
Students compare and contrast the theories of life-span development (e.g., cognitive,
moral, social development), and describe the changes that occur during each stage.
7
Students describe the processes of sensation and perception and how they interact to
form everyday experiences.
8
Students evaluate the theories of classical and operant conditioning, the principles of
observational and cognitive learning, and their impact on human behavior.
9
Students explain alternative conceptualizations of intelligence and how biological, cultural,
and environmental influences are explained by each.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source document used is as follows: National Standards for High School Psychology
Curricula (APA) (2011).
23
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Sociology – Grade: HS
#
Objective
1
Students explain the science of sociology, using social theory and research methods.
2
Students analyze the influence of culture on individual and social behavior.
3
Students explain how socialization shapes and regulates individual behavior.
4
Students evaluate human relationships in terms of social class, stratification, and
inequality.
5
Students explain how racism, classism, sexism, ageism, and other social problems affect
the life experiences and social equity of minority groups in the United States.
6
Students demonstrate the effects of social institutions on individual and group behavior.
7
Students analyze human behavior in terms of conformity, deviance, and social control.
8
Students analyze the changing nature of society and the collective responses to such
change.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Florida Next Generation Sunshine State
Standards for Social Studies (Florida NGSSS) (2008); North Carolina Essential Standards
(2010), Social Studies Elective, Sociology; Sun Prairie Area School District Course Power
Standards (Wisconsin 2004); 2011 Mississippi Social Studies Framework.
24
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – U.S. History I – Grade: HS
#
Objective
1
Students analyze the evolution of the concepts of personal freedom, individual
responsibility, and respect for human dignity through learning objectives such as:
 Explain the influence and ideas of the Declaration of Independence and the
political philosophy of Thomas Jefferson;
 Explain the reasons for the passage of the Bill of Rights;
 Explain the rights and the responsibilities of citizenship and describe how a
democracy provides opportunities for citizens to participate in the political process
through elections, political parties, and interest groups;
 Analyze the rising levels of political participation and the expansion of suffrage in
antebellum America;
 Describe the formation of the abolitionist movement, the roles of various
abolitionists, and the response of southerners and northerners to abolitionism;
 Analyze the goals and effect of the antebellum women’s suffrage movement;
 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his
views on slavery, and the political obstacles he encountered; and
 Explain the policies and consequences of Reconstruction.
2
Students examine the growth and impact of centralized state power through learning
objectives such as:
 Analyze how Americans resisted British policies before 1775 and the reasons for
the American victory and the British defeat during the Revolutionary War;
 Explain the reasons for the adoption of the Articles of Confederation in 1781,
including why its drafters created a weak central government; analyze the
shortcomings of the national government under the Articles; and describe the
crucial events (e.g., Shays’s Rebellion) leading to the Constitutional Convention;
 Explain the roles of various founders at the Constitutional Convention. Describe
the major debates that occurred at the Convention and the “Great Compromise”
that was reached;
 Describe the debate over the ratification of the Constitution between Federalists
and Anti-Federalists and explain the key ideas contained in the Federalist Papers
on federalism, factions, checks and balances, and the importance of an
independent judiciary;
 Explain the reasons for the passage of the Bill of Rights;
 Explain the characteristics of American democracy, including the concepts of
popular sovereignty and constitutional government, which includes representative
institutions, federalism, separation of powers, shared powers, checks and
balances, and individual rights;
 Summarize the major policies and political developments that took place during the
Early Republic;
 Summarize the critical developments leading to the Civil War;
 Provide examples of the various effects of the Civil War; and
 Explain the policies and consequences of Reconstruction.
25
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
3
Students assess the influence of economic, political, religious, and cultural ideas as
human societies move beyond regional, national, or geographic boundaries through
learning objectives such as:
 Explain the political and economic factors that contributed to the American
Revolution;
 Explain the historical and intellectual influences on the American Revolution and
the formation and framework of the American government;
 Explain the influence and ideas of the Declaration of Independence and the
political philosophy of Thomas Jefferson;
 Describe the causes, course, and consequences of America’s westward expansion
and its growing diplomatic assertiveness;
 Use a map of North America to trace America’s expansion to the Civil War,
including the location of the Santa Fe and Oregon trails;
 Summarize the growth of the American education system and Horace Mann’s
campaign for free compulsory public education;
 Describe the formation of the abolitionist movement, the roles of various
abolitionists, and the response of southerners and northerners to abolitionism;
 Describe important religious trends that shaped antebellum America;
 Analyze the goals and effect of the antebellum women’s suffrage movement;
 Analyze the emergence of the Transcendentalist movement through the writings of
Ralph Waldo Emerson and Henry David Thoreau; and
 Describe how the different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the early 19th century.
4
Students analyze the effects of geography on the history of civilizations and nations
through learning objectives such as:
 Describe the causes, course, and consequences of America’s westward expansion
and its growing diplomatic assertiveness. Use a map of North America to trace
America’s expansion to the Civil War, including the location of the Santa Fe and
Oregon trails;
 Explain the importance of the Transportation Revolution of the 19th century (the
building of canals, roads, bridges, turnpikes, steamboats, and railroads), including
the stimulus it provided to the growth of a market economy;
 Explain the emergence and impact of the textile industry in New England and
industrial growth generally throughout antebellum America;
 Describe the rapid growth of slavery in the South after 1800 and analyze slave life
and resistance on plantations and farms across the South, as well
as the impact of the cotton gin on the economics of slavery and Southern
agriculture;
 Describe how the different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the early 19th century;
 Summarize the critical developments leading to the Civil War;
 On a map of North America, identify Union and Confederate States at the outbreak
of the war;
26
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective


Provide examples of the various effects of the Civil War; and
Explain the policies and consequences of Reconstruction.
5
Students analyze the growth and spread of free markets and industrial economies through
learning objectives such as:
 Explain the political and economic factors that contributed to the American
Revolution;
 Explain the importance of the Transportation Revolution of the 19th century (the
building of canals, roads, bridges, turnpikes, steamboats, and railroads), including
the stimulus it provided to the growth of a market economy;
 Explain the emergence and impact of the textile industry in New England and
industrial growth generally throughout antebellum America;
 Describe the rapid growth of slavery in the South after 1800 and analyze slave life
and resistance on plantations and farms across the South, as well as the impact of
the cotton gin on the economics of slavery and Southern agriculture; and
 Describe how the different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the early 19th century.
6
Students examine the origins and impact of sectionalism on American life and politics
through learning objectives such as:
 Describe how the different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the early 19th century;
 Summarize the critical developments leading to the Civil War;
 Analyze the roles and policies of various Civil War leaders and describe the
important Civil War battles and events;
 Provide examples of the various effects of the Civil War; and
 Explain the policies and consequences of Reconstruction.
7
Students read closely to determine what the following texts say explicitly and to make
logical inferences from them, citing specific textual evidence when writing or speaking to
support conclusions drawn from the text:
 the Mayflower Compact (1620);
 the Declaration of Independence (1776);
 the Northwest Ordinance (1787);
 the U.S. Constitution (1787);
 Federalist #10 (1787);
 the Bill of Rights (1789);
 Douglass’ Independence Day Speech (1852);
 the Seneca Falls Declaration of Sentiments and Resolutions (1848);
 the Gettysburg Address (1863); and
 Lincoln’s Second Inaugural Address (1865).
8
Students write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
27
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Common Core State Standards.
28
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – U.S. History II – Grade: HS
#
Objective
1
Students analyze the concepts of personal freedom, individual responsibility, and respect
for human dignity through learning objectives such as:
 the post-Civil War struggles of African Americans and women to gain basic civil
rights;
 important domestic events that took place during World War II (e.g., internment of
Japanese Americans);
 the roots of domestic anticommunism (House Committee on Un-American
Activities);
 the origins, goals, and key events of the Civil Rights movement;
 the accomplishments of the Civil Rights movement; and
 the causes and course of the women’s rights movement in the 1960s and 1970s.
2
Students analyze the rise and continuing international influence of the United States in the
late 19th and 20th centuries though learning objectives such as:
 the causes and course of America’s growing role in world affairs from the Civil War
to World War I (e.g., the Spanish-American War);
 the course and significance of President Wilson’s wartime diplomacy (e.g.,
Fourteen Points);
 the impact of American isolationism after World War I on U.S. foreign policy;
 the short- and long-term effects of dropping the atomic bombs on Japan;
 the policy of containment as America’s response to Soviet expansionist policies;
 the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson,
and Nixon; and
 the course and consequences of America’s recent diplomatic initiatives (e.g.,
attempts to negotiate a settlement to the Israeli-Palestinian conflict).
3
Students examine the growth and impact of centralized state power through learning
objectives such as:
 policies and outcomes of the progressive movement;
 ideas of John Maynard Keynes;
 policies of the New Deal;
 increased importance of the federal government;
 domestic policies of World War II; and
 important policies and programs during the presidencies of Johnson and Nixon
(e.g., Great Society programs, the Environmental Protection Agency).
29
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
4
Students analyze the growth and spread of free markets and industrial economies through
learning objectives such as:
 the various causes of the Industrial Revolution;
 the formation and goals of unions, as well as the rise of radical political parties
during the Industrial era;
 the major accomplishments (policies) of progressivism;
 how Americans responded to the Great Depression;
 important economic policies of the New Deal;
 important domestic events that took place during World War II;
 the presidency of Ronald Reagan; and
 the important domestic policies and events of the Clinton presidency (e.g.,
NAFTA).
5
Students demonstrate the influence of economic, political, religious, and cultural ideas as
human societies move beyond regional, national, or geographic boundaries, through
learning objectives such as:
 the causes of immigration and the role of immigrants;
 westward expansion and its impact on Native Americans;
 traditionalism versus modernity (Scopes trial); and
 the Cold War and key policies and events such as the Truman Doctrine and the
Korean War.
6
Students examine the development of scientific reasoning, technology, and formal
education over time and their effects on people’s health, standards of living, economic
growth, government, religious beliefs, communal life, and the environment, through
learning objectives such as:
 the important consequences of the Industrial Revolution;
 the short- and long-term effects of dropping atomic bombs on Japan;
 the causes and consequences of important Cold War trends;
 the domestic policies of President Eisenhower (e.g., response to the Soviet’s
launching of Sputnik);
 the important domestic policies and events that took place during the presidencies
of Kennedy, Johnson, and Nixon (e.g., the space exploration program, the creation
of the Environmental Protection Agency); and
 the major economic and social trends of the late 20th century (e.g., computer and
technological revolution of the 1980s and 1990s, scientific and medical
discoveries).
7
Students read closely to determine what the following texts say explicitly and to make
logical inferences from them, citing specific textual evidence when writing or speaking to
support conclusions drawn from texts that include:
 “The New Colossus” by Emma Lazarus (1883);
 “Peace Without Victory” speech by Woodrow Wilson (1917);
 “The New Nationalism” speech by Theodore Roosevelt (1910);
30
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective





8
“The Four Freedoms” by Franklin D. Roosevelt (1941);
The Truman Doctrine (1947);
John F. Kennedy’s Inaugural Address (1961);
Reverend Martin Luther King’s “I Have a Dream” speech (1963) and “Letter from
Birmingham Jail” (1963); and
Lyndon Baines Johnson’s speech to Congress on voting rights (1965).
Students write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant sufficient evidence.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Common Core State Standards.
31
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – Western Civilization – Grade: HS
#
1
Objective
Students demonstrate an understanding of the development of democracy.
Students describe key events over time in the development of the concepts of liberty, civic
participation, responsibility, and human dignity.
Students evaluate how democracy, liberty, civic participation, responsibility, and human
dignity resonate in the modern world.
For all three, key events will include the:
 beginnings of democracy in ancient Greece;
 formation of republican government in Rome;
 evolution of constitutional monarchy in the United Kingdom;
 growth of centralized monarchies in the early modern world;
 ideas of Enlightenment philosophers;
 influence of the French Revolution;
 rise of unions and socialism;
 rise and significance of the antislavery movement in Britain; and
 impact of the British Reform Bills.
2
Students demonstrate understanding of the historical origins, beliefs, and moral teachings
of Judaism, Christianity, and Islam.
Students evaluate the role of Judaism, Christianity, and Islam and their impact on various
societies, institutions, and events in western civilization, including the:
 first Jewish Diaspora;
 relationship between early Christians and the Roman Empire;
 relationship of Islam to Judaism and Christianity;
 religious origins of conflicts between Islam and Christianity, including the
Crusades;
 decline of Muslim rule on the Iberian Peninsula and the Reconquest in 1492;
 influence of the Catholic faith on the arts and architecture of the Renaissance; and
 origins and effects of the Protestant Reformation and the era of religious wars.
3
Students demonstrate understanding of the growth and spread of free markets and
industrial economies.
Students connect the role of economic trade in spreading ideas, customs, and practices,
including the:
 importance of the trade routes connecting the Far East and Europe, including the
silk routes to China;
 emergence of a modern economy, including the growth of banking, technological
and agricultural improvements, commerce, towns, and a merchant class during the
32
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective






4
Middle Ages and the Renaissance;
end of a feudal economy;
economic reasons for the Age of Exploration;
development and effects of the trans-Atlantic slave trade;
causes of the Industrial Revolution, including transportation improvements, new
sources of energy, technological innovations such as the steam engine, population
and urban growth, the growth of a middle class, problems caused by urbanization
and harsh working conditions, and the subsequent reform movements by
organizations and individuals;
rise of unions and socialism; and
causes of 19th century imperialism.
Students analyze the art, architecture, literature, and music of the following time periods.
Students argue that particular examples reflect the values and beliefs of the societies of
the time that produced them.
Students’ analyses and arguments should draw examples from the following:
 Greece and Rome: theater, athletics, art, philosophy, mythology, and architecture;
 the Middle Ages: art, architecture, and literature;
 the Renaissance: art, architecture, literature, theater, and philosophy; and
 the Early Modern World: music, art, literature, and philosophy.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Freehold Regional High School District, Honors Western
Civilization Curriculum (New Jersey 2006).
33
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – World Geography – Grade: HS
#
Objective
1
Students use geographic tools, such as maps and other technologies, to interpret the
earth’s physical and human systems. Students use geographic representations to explain
and solve geographic problems:
 Students analyze characteristics of environments, exposing problems and
obstacles and in reaction to a particular region.
 Students demonstrate the use of special models to analyze relationships in and
between places and peoples.
 Students explain how people perceive and use space in regard to age, sex,
employment, etc.
 Students apply concepts and models of spatial organization to make decisions in
relationship to commercial economies.
 Students evaluate the applications of geographic tools in supporting technologies
that serve a particular purpose.
2
Students describe the physical structures of particular regions using multiple criteria, and
explain how the physical and human systems are interconnected:
 Students explain the criteria that can be used to define a region and how/why that
criteria can change.
 Students identify physical and human changes in regions, and explain the factors
that contribute to those changes.
 Students describe how social, cultural, and economic processes shape the
features of place.
 Students interpret the connections between different regional systems and how
those connections can be both beneficial and detrimental to a region.
 Students use regions to analyze geographic issues, and answer geographic
questions about how those issues relate to human interaction.
3
Students analyze causes and effects and patterns of human settlements:
 Students define the differences between urban and rural settlements.
 Students demonstrate ways to measure, map, and show change across themes of
human settlement: population density, distribution, scale, composition, growth, and
decline over time.
 Students analyze issues of conflict and cooperation across the intersections of
human settlements.
 Students understand types of migration, historical migrations, and push and pull
migration.
4
Students demonstrate an understanding of the role that geography plays in economic
development. Students demonstrate an understanding of the integral role geography
plays in how societies meet their needs and wants.
34
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
5
Students examine geography through the lens of cultures:
 Students examine the cultural characteristics that delineate specific regions of the
world.
 Students explain how cultural spaces can overlap or differ with political
boundaries.
 Students identify the cultural characteristics that link regions.
 Students analyze connections between cultural landscapes and cultural identity
and the resulting practices, beliefs, and communities that occur.
6
Students analyze how cooperation and conflict among people influence the division and
control of the Earth’s surface:
 Students explain how cooperation and/or conflict can lead to the control of earth’s
surface (e.g., the establishment of new social, political, or economic divisions).
 Students explain the causes of boundary conflicts and internal disputes between
culture groups.
 Students explain why political boundaries, such as national borders or political
districts, change.
 Students explain how the size, shape, and relative location of a country or a nation
can be an advantage or a disadvantage to it.
 Students explain how a country’s ambition to obtain foreign markets and resources
can cause fractures and disruptions in the world.
 Students analyze how globalization affects different functions of citizenship.
7
Students explain how human actions modify the physical environment; how the physical
environment both benefits and challenges human interaction; how physical systems affect
human systems; and how resources change in meaning, use, distribution, and
importance:
 Students explain how human interaction with the environment is affected by
cultural characteristics.
 Students explain how technology has expanded human ability to utilize renewable
and non-renewable resources.
 Students explain how human societies use a variety of strategies responsive to
demand for resources, which impacts economies, population distribution, and
sustainability of the environment.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Ohio New Learning Standards (2012); South
Carolina Social Studies Academic Standards (2011): World Geography; Geography for Life:
National Geography Standards (2012); AP Human Geography: Course Description: Topic
Outline, College Board (Effective Fall 2013).
35
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – World History I – Grade: HS
#
Objective
1
Students trace the emergence, expansion, and decline of Islamic Empires and the
influence and achievements of Islamic civilization.
2
Students assess the growth and impact of centralized government and the economy in the
Middle Ages.
3
Students compare and contrast the influence of Islam and Christianity on economic,
political, religious, and cultural ideas as societies clashed over regional and geographic
boundaries.
4
Students describe the culture and history of civilizations and nations in the Americas,
Africa, and Asia prior to 1800.
5
Students evaluate the reasons for and effects of European expansion into the Americas,
Africa and Asia.
6
Students examine the origins, development, and effects of the Renaissance and the
Reformation on western civilization.
7
Students explain the development of scientific reasoning and ideas during the Scientific
Revolution and the Enlightenment, and their effect on individual rights, economic growth,
government, religious beliefs, and communal life.
8
Students read closely to determine what the following texts say explicitly and to make
logical inferences from them, citing specific textual evidence when writing or speaking to
support conclusions drawn from texts that include:
 John Milton, Areopagitica (1644);
 John Locke, Second Treatise of Civil Government (1690);
 Charles de Montesquieu, The Spirit of the Laws (1748);
 Jean-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality
(1755);
 Edmund Burke, “On Election to Parliament” speech (1766);
 National Assembly of France, “The Declaration of the Rights of Man and Citizen”
(1789); and
 Thomas Paine, Rights of Man (1791).
9
Students write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant sufficient evidence.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts History and Social Science
Curriculum Framework (2003); Common Core State Standards.
36
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
History/Social Science – World History II – Grade: HS
#
Objective
1
Students assess the growth and impact of centralized state power through the rise of the
nation-state in Europe.
2
Students demonstrate how the agricultural and industrial revolutions led to demands for
social, political, and economic change.
3
Students analyze the major influences of economic, political, religious, and cultural ideas
as European and American empires expand into Asia, Africa, and Latin America in the
19th and early 20th centuries.
4
Students evaluate the causes, major events, and consequences of World War I.
5
Students evaluate the rise and impact of totalitarianism and militarist governments, and
the causes, major events, and consequences of World War II.
6
Students evaluate the evolution of the concepts of personal freedom, individual
responsibility, and respect for human dignity through the course and consequences of the
Holocaust, the dropping of the atom bombs on Japan, and the establishment of the United
Nations.
7
Students summarize and describe the influence of economic, political, religious, and
cultural ideas as societies moved beyond national, regional and geographic boundaries
during the Cold War era.
8
Students explain the effects of scientific reasoning, technology, and formal education on
people’s health, standards of living, economic growth, government, religious beliefs,
communal life, and the environment during the Atomic and Information Ages.
9
Students appraise the decline and collapse of the Soviet Union.
10
Students trace the ethnic and religious conflicts that have resulted in terrorism and in the
late 20th and early 21st centuries.
37
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
11
Students read closely to determine what the following texts say explicitly and to make
logical inferences from them, citing specific textual evidence when writing or speaking to
support conclusions drawn from texts that include:
 John Locke, Second Treatise of Civil Government (1690);
 Charles de Montesquieu, The Spirit of the Laws (1748);
 Jean-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality
(1755);
 Edmund Burke, “On Election to Parliament” speech (1766);
 National Assembly of France, “The Declaration of the Rights of Man and Citizen”
(1789);
 Thomas Paine, Rights of Man (1791);
 Mary Wollstonecraft, Vindication of the Rights of Women (1792);
 John Stuart Mill, On Liberty (1859);
 Winston Churchill, “The Iron Curtain” speech (1946);
 United Nations, “International Declaration of Human Rights” (1948);
 Nelson Mandela, “Statement at the Rivonia Trial” (1964); and
 Fang Lizhe, “Human Rights in China” speech (1989).
12
Students write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant sufficient evidence.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts Curriculum History and Social
Science Curriculum Framework (2003); Common Core State Standards.
38