Appendix
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Introduction to Appendix
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7-11 CST Blueprints: 2-30
CAHSEE Standards Correlation: 31-34
Performance Based Rubrics/Essay Prompts: 35-36
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Content Area Vocabulary: 37-57
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Academic Vocabulary: 57-59
Components of Vocabulary Instruction: 60-69
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A Menu of Formative Assessments: 79-86
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SDAIE Strategies: 70-78
Graphic Organizers: 87-95
Item Writing Guidelines: 96-99
Research: Culturally Responsive Instruction, Warm Demanders: 100-113
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Differentiation: “A How To”: 114-117
Guidelines for Creating Achievable Student Learning Outcome
Statements: 118-120
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History Day: 121-123
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World History 7th Grade Themes: 124-125
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Outcomes and Pacing Samples: 126-136
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Study Guides: pgs. 137-162
1
Introduction to the Appendix
Welcome to the 2009-10 appendix to the Social Science Curriculum packages.
Included in this appendix are a number of resources designed to be both useful and
classroom ready. As instructors, one of our goals is to deliver high quality, engaging,
dynamic, and rigorous content to our students. To achieve this we must use any and
all tools available to us including things like: SDAIE strategies, targeted, interesting,
bellringer activities, clear classroom expectations, scaffolding, Culturally Responsive
Instruction, and varied assessments that range from formatives to project based
learning.
History Instruction Tips
Instruction should be based on content / skills from the TRUSD Curriculum Packages and the
California State Frameworks and Standards. The course curriculum guide and appendices
should serve as tools to guide and assist instruction.
- Use a Student Learning Objective as your starting point: post the SLO prominently and
review it regularly with your students to provide them with a framework for instruction and as a
purpose for learning the content. Student Learning Objectives should be visible and
discussed before and after instruction.
- Social Studies Literacy Strategies can be utilized regularly to enhance engagement and
understanding. (Cornel Notes, Dialectical Notes-or similar note-taking method-SOAPStone or
APPARTS analysis tools, and P.E.R.S.I.A. or other graphic organizer categorization tools).
- Activities can include Document-Based instruction (analytical reading and writing
involving individual and collections of primary and secondary sources), methodology affecting
the multiple intelligences and utilizing both individual and cooperative learning (e.g. History
Alive or Teachers Curriculum Institute lessons).
- Students should conduct research projects related to the National History Day or Project
Citizen.
- Assessment includes both formative assessments “for learning” (which can be graded or
ungraded) and summative assessments. Formatives can range from a short multiple choice
quiz to a snowball activity, exit card, or graphic organizer. Questioning should include Level 1
items that involve foundational knowledge/skills/recall; Level 2 items require students to infer
or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond
the information at hand.
- Writing for Understanding is not only the name of a TCI and AVID strategy but is an
essential element in the learning process. Students should be engaged in higher order writing
on a regular basis, short and extended responses, in-depth essays, document based
questions, summarization, and authentic writing. Students must be able to produce historical
writing, that is, they must be able to take a position on a subject (thesis) and defend it with
examples (facts, evidence) and sound reasoning (logic). Writing can take the form of a short
response (paragraph length) to longer responses (3 paragraph essay up to term paper).
- Students should keep a Notebook as they help students organize information (previews,
teacher directed activities, and process assignments), they provide cohesion and structure to
a unit of study, and they place responsibility for learning on students (e.g. an AVID or
Interactive Student Notebook). They should also have a separate Vocabulary notebook that
2
utilizes a variety of strategies (Word map, Frayer model) to enhance understanding and
retention of content and academic vocabulary.
- Teachers should assign, and students should complete targeted, respectful homework students should be expected to complete homework regularly but homework shouldn’t be
assigned simply for the sake of giving homework. Homework can include preview or process
activities, vocabulary/concept building, work related to projects, or a reworking of the
information acquired during instruction. This can be used as a ‘formative” however, if it is new
information (reading selection), reworking of information, or research, these do not qualify as
“formative”.
You will also find examples of teaching resources and assessment in the curriculum
document. These are a sampling of some of the items you can use to teach the unit. Likewise,
the assessment section provides samples that are classroom ready.
One of the challenges of teaching History Social Science in California is breadth and depth.
We are bound to the California State Standards and have a responsibility to teach the
necessary timeline (for instance, in American History teachers should make it to contemporary
periods and all history teachers should get through 70% of the standards by CST testing).
However, part of the excitement of history is the appreciation of the story, in-depth analysis of
events and ideas and an appreciation that the events of today are rooted in the past.
The curriculum guide is designed to help teachers determine areas of coverage and to avoid
trying to teach 34 chapters in a textbook. The guide contains page correlations for the current
adopted materials and highlights the holes in coverage. Since the textbook is not complete in
coverage (for example Hiram Johnson in US 11) the textbook should considered as merely
one of the resources available to instructors.
3
CST Blueprints Gr. 6-8
CALIFORNIA CONTENT STANDARDS: GRADE 6
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS
Students in grade six expand their understanding of history by studying the people and
events that ushered in the dawn of the major Western and non-Western ancient
civilizations. Geography is of special significance in the development of the human story.
Continued emphasis is placed on the everyday lives, problems, and accomplishments of
people, their role in developing social, economic, and political structures, as well as in
establishing and spreading ideas that helped transform the world forever. Students develop
higher levels of critical thinking by considering why civilizations developed where and
when they did, why they became dominant, and why they declined. Students analyze the
interactions among the various cultures, emphasizing their enduring contributions and the
link, despite time, between the contemporary and ancient worlds.
Reporting Cluster 1:
WORLD HISTORY AND GEOGRAPHY: ANCIENT CIVILIZATIONS
6.1
Students describe what is known through archaeological studies of the early physical
and cultural development of humankind from the Paleolithic era to the agricultural
revolution.
1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
2. Identify the locations of human communities that populated the major regions of the world and
describe how humans adapted to a variety of environments.
3. Discuss the climatic changes and human modifications of the physical environment that gave rise
to the domestication of plants and animals and new sources of clothing and shelter.
6.2 Students analyze the geographic, political, economic, religious, and social structures
of the early civilizations of Mesopotamia, Egypt, and Kush.
1. Locate and describe the major river systems and discuss the physical settings that supported
permanent settlement and early civilizations.
2. Trace the development of agricultural techniques that permitted the production of economic
surplus and the emergence of cities as centers of culture and power.
3. Understand the relationship between religion and the social and political order in Mesopotamia
and Egypt.
4. Know the significance of Hammurabi's Code.
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses the Great.
8. Identify the location of the Kush civilization and describe its political, commercial, and cultural
relations with Egypt.
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9. Trace the evolution of language and its written forms.
6.3 Students analyze the geographic, political, economic, religious, and social structures
of the Ancient Hebrews.
1. Describe the origins and significance of Judaism as the first monotheistic religion based on the
concept of one God who sets down moral laws for humanity.
2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the
Commentaries): belief in God, observance of law, practice of the concepts of righteousness and
justice, and importance of study; and describe how the ideas of the Hebrew traditions are
reflected in the moral and ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in
the development of the Jewish religion.
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4. Discuss the locations of the settlements and movements of Hebrew peoples, including the
Exodus and their movement to and from Egypt, and outline the significance of the Exodus to
the Jewish and other people.
5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the
Jewish population from Jerusalem and the rest of Israel after the destruction of the second
Temple in A.D. 70.
6.4 Students analyze the geographic, political, economic, religious, and social structures
of the early civilization of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region of
the Aegean Sea, including patterns of trade and commerce among Greek city-states and within
the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and
back to dictatorship in ancient Greece, including the significance of the invention of the idea of
citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how
Greek literature continues to permeate our literature and language today, drawing from Greek
mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and
Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g.,
Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
CALIFORNIA CONTENT STANDARDS: GRADE 6
6.5 Students analyze the geographic, political, economic, religious, and social structures
of the early civilizations of India.
1. Locate and describe the major river system and discuss the physical setting that supported the
rise of this civilization.
2. Discuss the significance of the Aryan invasions.
3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early
Hinduism.
4. Outline the social structure of the caste system.
5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and
Central Asia.
6. Describe the growth of the Maurya empire and the political and moral achievements of the
emperor Asoka.
7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the
Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the
zero).
6.6 Students analyze the geographic, political, economic, religious, and social structures
of the early civilizations of China.
1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang
Dynasty.
2. Explain the geographic features of China that made governance and the spread of ideas and
goods difficult and served to isolate the country from the rest of the world.
3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought
to solve them.
5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under
the Qin Dynasty.
6. Detail the political contributions of the Han Dynasty to the development of the imperial
bureaucratic state and the expansion of the empire.
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7. Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and
Roman Empire and their locations.
8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
6.7 Students analyze the geographic, political, economic, religious, and social structures
during the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the importance of
such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar,
and Cicero.
2. Describe the government of the Roman Republic and its significance (e.g., written constitution
and tripartite government, checks and balances, civic duty).
CALIFORNIA CONTENT STANDARDS: GRADE 6
3. Identify the location of and the political and geographic reasons for the growth of Roman
territories and expansion of the empire, including how the empire fostered economic growth
through the use of currency and trade routes.
4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to
empire.
5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict
with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of
Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the
Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection,
salvation).
7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman
territories.
8. Discuss the legacies of Roman art and architecture, technology and science, literature, language,
and law.
CALIFORNIA CONTENT STANDARDS: GRADE 7
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WORLD HISTORY AND GEOGRAPHY: MEDIEVAL AND EARLY MODERN TIMES
Students in grade seven study the social, cultural, and technological changes that occurred in
Europe, Africa, and Asia in the years A. D. 500-1789. After reviewing the ancient world and the
ways in which archaeologists and historians uncover the past, students study the history and
geography of great civilizations that were developing concurrently throughout the world during
medieval and early modern times. They examine the growing economic interaction among
civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. They learn
about the resulting growth of Enlightenment philosophy and the new examination of the concepts
of reason and authority, the natural rights of human beings and the divine right of kings,
experimentalism in science, and the dogma of belief. Finally, students assess the political forces let
loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the
continuing influence of these ideas in the world today.
Reporting Cluster 2:
LATE ANTIQUITY AND THE MIDDLE AGES (formerly titled MIDDLE AGES)
7.1
Students analyze the causes and effects of the vast expansion and ultimate
disintegration of the Roman Empire.
1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman
citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy;
preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of
autonomous military powers within the empire, undermining of citizenship by the growth of
corruption and slavery, lack of education, and distribution of news).
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2. Discuss the geographic borders of the empire at its height and the factors that threatened its
territorial cohesion.
3. Describe the establishment by Constantine of the new capital in Constantinople and the
development of the Byzantine Empire, with an emphasis on the consequences of the
development of two distinct European civilizations, Eastern Orthodox and Roman Catholic,
and their two distinct views on church-state relations.
7.2 Students analyze the geographic, political, economic, religious, and social structures
of civilizations of Islam in the Middle Ages.
1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to
surrounding bodies of land and water, and nomadic and sedentary ways of life.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings
on the connection with Judaism and Christianity.
3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs,
practice, and law, and their influence in Muslims' daily life.
CALIFORNIA CONTENT STANDARDS: GRADE 7
4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the
cultural blending within Muslim civilization and the spread and acceptance of Islam and the
Arabic language.
5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and
Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper,
steel, new crops), and the role of merchants in Arab society.
6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the
contributions Muslim scholars made to later civilizations in the areas of science, geography,
mathematics, philosophy, medicine, art, and literature.
7.3 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of China in the Middle Ages.
1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of
Buddhism in Tang China, Korea, and Japan.
2. Describe agricultural, technological, and commercial developments during the Tang and Sung
periods.
3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung and
Mongol periods.
4. Understand the importance of both overland trade and maritime expeditions between China and
other civilizations in the Mongol Ascendancy and Ming Dynasty.
5. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block
printing, the compass, and gunpowder.
6. Describe the development of the imperial state and the scholar-official class.
7.4 Students analyze the geographic, political, economic, religious, and social structures
of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to
trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
2. Analyze the importance of family, labor specialization, and regional commerce in the
development of states and cities in West Africa.
3. Describe the role of the trans-Saharan caravan trade in the changing religious and cultural
characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West
Africa.
5. Describe the importance of written and oral traditions in the transmission of African history and
culture.
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CALIFORNIA CONTENT STANDARDS: GRADE 7
7.5 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Medieval Japan.
1. Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic,
religious, and philosophical influence of those countries on Japan.
2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and
family life during his reign.
3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting
of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth
century.
4. Trace the development of distinctive forms of Japanese Buddhism.
5. Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects
on culture today, including Murasaki Shikibu's Tale of Genji.
6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in that
society.
7.6 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Medieval Europe.
1. Study the geography of the Europe and the Eurasian land mass, including its location,
topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval
Europe.
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and
by monasteries in its diffusion after the fall of the western half of the Roman Empire.
3. Understand the development of feudalism, its role in the medieval European economy, the way
in which it was influenced by physical geography (the role of the manor and the growth of
towns), and how feudal relationships provided the foundation of political order.
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and
European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
5. Know the significance of developments in medieval English legal and constitutional practices and
their importance in the rise of modern democratic thought and representative institutions (e.g.,
Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).
6. Discuss the causes and course of the religious Crusades and their effects on the Christian,
Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by
Europeans with cultures of the Eastern Mediterranean world.
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe
and describe its impact on global population.
CALIFORNIA CONTENT STANDARDS: GRADE 7
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic
institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of
monastic and mendicant religious orders, preservation of the Latin language and religious texts,
St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept
of "natural law").
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the
Reconquista and the rise of Spanish and Portuguese kingdoms.
7.7 Students compare and contrast the geographic, political, economic, religious, and
social structures of the Mesoamerican and Andean civilizations.
1. Study the locations, landforms, and climates of Mexico, Central America, and South America and
their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
2. Study the roles of people in each society, including class structures, family life, war-fare, religious
beliefs and practices, and slavery.
3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated
by the Spanish.
4. Describe the artistic and oral traditions and architecture in the three civilizations.
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5. Describe the Meso-American achievements in astronomy and mathematics, including the
development of the calendar and the Meso-American knowledge of seasonal changes to the
civilizations' agricultural systems.
Reporting Cluster 3: RENAISSANCE/REFORMATION
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the
Renaissance.
1. Describe the way in which the revival of classical learning and the arts fostered a new interest in
humanism (i.e., a balance between intellect and religious faith).
2. Explain the importance of Florence in the early stages of the Renaissance and the growth of
independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of
Renaissance ideas.
3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and China,
including Marco Polo's travels and the location of his routes.
4. Describe the growth and effects of new ways of disseminating information (e.g., the ability to
manufacture paper, translation of the Bible into the vernacular, printing).
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and
the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da
Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
CALIFORNIA CONTENT STANDARDS: GRADE 7
7.9 Students analyze the historical developments of the Reformation.
1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies,
selling of indulgences).
2. Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
3. Explain Protestants' new practices of church self-government and the influence of those
practices on the development of democratic practices and ideas of federalism.
4. Identify and locate the European regions that remained Catholic and those that became
Protestant and explain how the division affected the distribution of religions in the New World.
5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that
fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
6. Understand the institution and impact of missionaries on Christianity and the diffusion of
Christianity from Europe to other parts of the world in the medieval and early modern periods;
locate missions on a world map.
7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that
promoted creativity in art, literature, and science, including how that cooperation was terminated
by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the
expulsion of Jews and Muslims from Spain in 1492).
7.10 Students analyze the historical developments of the Scientific Revolution and its
lasting effect on religious, political, and cultural institutions.
1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and
Muslim science; Renaissance humanism; new knowledge from global exploration).
2. Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo,
Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope,
thermometer, barometer).
3. Understand the scientific method advanced by Bacon and Descartes, the influence of new
scientific rationalism on the growth of democratic ideas, and the coexistence of science with
traditional religious beliefs.
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and
eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
1. Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview.
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CALIFORNIA CONTENT STANDARDS: GRADE 7
2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa,
Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and
social effects on each continent.
3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry;
the elements and importance of a market economy in seventeenth-century Europe; the changing
international trading and marketing patterns, including their locations on a world map; and the
influence of explorers and map makers.
4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the
Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and
Christianity.
5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers
(e.g., John Locke, Charles-Louis Montesquieu, American founders).
6. Discuss how the principles in the Magna Carta were embodied in such documents as the English
Bill of Rights and the American Declaration of Independence.
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UNITED STATES HISTORY AND GEOGRAPHY: GROWTH AND CONFLICT
Students in grade eight study the ideas, issues, and events from the framing of the
Constitution up to World War I, with an emphasis on America's role in the war. After
reviewing the development of America's democratic institutions founded on the JudeoChristian heritage and English parliamentary traditions, particularly the shaping of the
Constitution, students trace the development of American politics, society, culture, and
economy and relate them to the emergence of major regional differences. They learn about
the challenges facing the new nation, with an emphasis on the causes, course, and
consequences of the Civil War. They make connections between the rise of
industrialization and contemporary social and economic conditions.
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Reporting Cluster 4: U.S. CONSTITUTION AND THE EARLY REPUBLIC
(formerly titled EARLY REPUBLIC)
8.1
Students understand the major events preceding the founding of the nation and
relate their significance to the development of American constitutional democracy.
1. Describe the relationship between the moral and political ideas of the Great Awakening and the
development of revolutionary fervor.
2. Analyze the philosophy of government expressed in the Declaration of Independence, with an
emphasis on government as a means of securing individual rights (e.g., key phrases such as "all
men are created equal, that they are endowed by their Creator with certain unalienable Rights").
3. Analyze how the American Revolution affected other nations, especially France.
4. Describe the nation's blend of civic republicanism, classical liberal principles, and English
parliamentary traditions.
8.2 Students analyze the political principles underlying the U.S. Constitution and
compare the enumerated and implied powers of the federal government.
1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower
Compact.
2. Analyze the Articles of Confederation and the Constitution and the success of each in
implementing the ideals of the Declaration of Independence.
3. Evaluate the major debates that occurred during the development of the Constitution and their
ultimate resolutions in such areas as shared power among institutions, divided state-federal
power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of
Rights), and the status of American Indian nations under the commerce clause.
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CALIFORNIA CONTENT STANDARDS: GRADE 8
4. Describe the political philosophy underpinning the Constitution as specified in the Federalist
Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such
leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James
Wilson in the writing and ratification of the Constitution.
5. Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the
First Amendment and the origins, purpose, and differing views of the founding fathers on the
issue of the separation of church and state.
6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties
ensured by the Bill of Rights.
7. Describe the principles of federalism, dual sovereignty, separation of powers, checks and
balances, the nature and purpose of majority rule, and the ways in which the American idea of
constitutionalism preserves individual rights.
8.3 Students understand the foundation of the American political system and the ways in
which citizens participate in it.
1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that
created the context out of which American political institutions and ideas developed.
2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred
federally owned lands into private holdings, townships, and states.
3. Enumerate the advantages of a common market among the states as foreseen in and protected by
the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.
4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the
emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts,
economic policy, National Bank, funding and assumption of the revolutionary debt).
5. Know the significance of domestic resistance movements and ways in which the central
government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebellion).
6. Describe the basic law-making process and how the Constitution provides numerous
opportunities for citizens to participate in the political process and to monitor and influence
government (e.g., function of elections, political parties, interest groups).
7. Understand the functions and responsibilities of a free press.
8.4 Students analyze the aspirations and ideals of the people of the new nation.
1. Describe the country's physical landscapes, political divisions, and territorial expansion during the
terms of the first four presidents.
CALIFORNIA CONTENT STANDARDS: GRADE 8
2. Explain the policy significance of famous speeches (e.g., Washington's Farewell Address,
Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).
3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g.,
Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that
reinforced the sanctity of contracts and a capitalist economic system of law).
4. Discuss daily life, including traditions in art, music, and literature, of early national America (e.g.,
through writings by Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
1. Understand the political and economic causes and consequences of the War of 1812 and know
the major battles, leaders, and events that led to a final peace.
2. Know the changing boundaries of the United States and describe the relationships the country
had with its neighbors (current Mexico and Canada) and Europe, including the influence of the
Monroe Doctrine, and how those relationships influenced westward expansion and the MexicanAmerican War.
3. Outline the major treaties with American Indian nations during the administrations of the first
four presidents and the varying outcomes of those treaties.
# of
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2
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11
8.6 Students analyze the divergent paths of the American people from 1800 to the mid1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region,
including human modification of the landscape and how physical geography shaped human
actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a
network of roads, canals, and railroads (e.g., Henry Clay's American System).
3. List the reasons for the wave of immigration from Northern Europe to the United States and
describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants
and the Great Irish Famine).
4. Study the lives of black Americans who gained freedom in the North and founded schools and
churches to advance their rights and communities.
5. Trace the development of the American education system from its earliest roots, including the
roles of religious and private schools and Horace Mann's campaign for free public education and
its assimilating role in American culture.
CALIFORNIA CONTENT STANDARDS: GRADE 8
6. Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth
Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
7. Identify common themes in American art as well as transcendentalism and individualism (e.g.,
writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa
May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
8.7 Students analyze the divergent paths of the American people in the South from 1800
to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the
cotton-producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region's
political, social, religious, economic, and cultural development; and identify the strategies that
were tried to both overturn and preserve it (e.g., through the writings and historical documents
on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment
influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in
the South.
8.8 Students analyze the divergent paths of the American people in the West from 1800 to
the mid-1800s and the challenges they faced.
1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian
democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy
of Indian removal, opposition to the Supreme Court).
2. Describe the purpose, challenges, and economic incentives associated with westward expansion,
including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the
removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the
territorial acquisitions that spanned numerous decades.
3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura
Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting
suffrage to women in 1869).
4. Examine the importance of the great rivers and the struggle over water rights.
5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery,
land-grant system, and economies.
6. Describe the Texas War for Independence and the Mexican-American War, including territorial
settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans,
including Mexican Americans today.
3
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3
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CALIFORNIA CONTENT STANDARDS: GRADE 8
# of
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Reporting Cluster 5: CIVIL WAR AND ITS AFTERMATH
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the
ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional
amendment, John Brown and the armed resistance, Harriet Tubman and the Underground
Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
2. Discuss the abolition of slavery in early state constitutions.
3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery
in new states north of the Ohio River.
4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California's
admission to the union as a free state under the Compromise of 1850.
5. Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the
Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri
Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v.
Sandford decision (1857), and the Lincoln-Douglas debates (1858).
6. Describe the lives of free blacks and the laws that limited their freedom and economic
opportunities.
8.10 Students analyze the multiple causes, key events and complex consequences of the
Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the
speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between
the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the
earliest origins of that doctrine.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their
relationship to the Declaration of Independence, such as his "House Divided" speech (1858),
Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861
and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and
soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical
advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
13
18%
CALIFORNIA CONTENT STANDARDS: GRADE 8
7. Explain how the war affected combatants, civilians, the physical environment, and future
warfare.
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social
structures of different regions.
2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to
the West and their differing experiences in those regions (e.g., the experiences of Buffalo
Soldiers).
3. Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and
opportunities of freedmen, including racial segregation and "Jim Crow" laws.
4. Trace the rise of the Ku Klux Klan and describe the Klan's effects.
5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and
analyze their connection to Reconstruction.
8.12 Students analyze the transformation of the American economy and the changing
social and political conditions in the United States in response to the Industrial Revolution.
1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural
resources, markets, and trade and locate such development on a map.
4
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4
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13
2. Identify the reasons for the development of federal Indian policy and the wars with American
Indians and their relationship to agricultural development and industrialization.
3. Explain how states and the federal government encouraged business expansion through tariffs,
banking, land grants, and subsidies.
4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g.,
Andrew Carnegie, John D. Rockefeller, Leland Stanford).
5. Examine the location and effects of urbanization, renewed immigration, and industrialization
(e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation
movement).
6. Discuss child labor, working conditions, and laissez-faire policies toward big business and
examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for
collective bargaining, and its strikes and protests over labor conditions.
7. Identify the new sources of large-scale immigration and the contributions of immigrants to the
building of cities and the economy; explain the ways in which new social and economic patterns
encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity;
and discuss the new wave of nativism.
8. Identify the characteristics and impact of Grangerism and Populism.
9. Name the significant inventors and their inventions and identify how they improved the quality
of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
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14
CALIFORNIA CONTENT STANDARDS: GRADE 6-8
HISTORY AND SOCIAL SCIENCE ANALYSIS SKILLS
1. Students explain how major events are related to one another in time.
2. Students construct various time lines of key events, people, and periods of the historical era they
are studying.
3. Students use a variety of maps and documents to identify physical and cultural features of
neighborhoods, cities, states, and countries and to explain the historical migration of people,
expansion and disintegration of empires, and the growth of economic systems.
RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students frame questions that can be answered by historical study and research.
2. Students distinguish fact from opinion in historical narratives and stories.
3. Students distinguish relevant from irrelevant information, essential from incidental information,
and verifiable from unverifiable information in historical narratives and stories.
4. Students assess the credibility of primary and secondary sources and draw sound conclusions
about them.
5. Students detect the different historical points of view on historical events and determine the
context in which the historical statements were made (the questions asked, sources used,
author’s perspectives).
HISTORICAL INTERPRETATION
1. Students explain the central issues and problems from the past, placing people and events in a
matrix of time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical events,
including the long- and short-term causal relations.
3. Students explain the sources of historical continuity and how the combination of ideas and
events explains the emergence of new patterns.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information is
uncovered.
6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses
of economic and political issues.
# of
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25%
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CALIFORNIA CONTENT STANDARDS: GRADE 10
B. WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Students in grade ten study major turning points that shaped the modern world, from the
late eighteenth century through the present, including the cause and course of the two
world wars. They trace the rise of democratic ideas and develop an understanding of the
historical roots of current world issues, especially as they pertain to international relations.
They extrapolate from the American experience that democratic ideals are often achieved
at a high price, remain vulnerable, and are not practiced everywhere in the world. Students
develop an understanding of current world issues and relate them to their historical,
geographic, political, economic, and cultural contexts. Students consider multiple accounts
of events in order to understand international relations from a variety of perspectives.
Reporting Cluster 1 – DEVELOPMENT OF MODERN POLITICAL THOUGHT
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law,
reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of
tyranny, using selections from Plato’s Republic and Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the
political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effect on the democratic revolutions in
England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the
Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other parts of the
world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from constitutional
monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Reporting Cluster 2 – INDUSTRIAL EXPANSION AND IMPERIALISM
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,
Japan and the United States.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought about
massive social, economic, and cultural change (e.g., the inventions and discoveries of James
Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with
the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of
immigration, mining and manufacturing, division of labor, and the union movement.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an
industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it,
including Utopianism, Social Democracy, Socialism, and Communism.
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CALIFORNIA CONTENT STANDARDS: GRADE 10
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake
and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move
away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least
two of the following regions or countries: Africa, Southeast Asia, China, India, Latin
America and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the
role played by national security and strategic advantage; moral issues raised by the search for
national hegemony, Social Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the role of
leaders, such as Sun Yat-sen in China, and the role of ideology and religion.
Reporting Cluster 3 – CAUSES AND EFFECTS OF THE FIRST WORLD WAR
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War
and the role of political and economic rivalries, ethnic and ideological conflicts, domestic
discontent and disorder, and propaganda and nationalism in mobilizing civilian population in
support of "total war."
2. Examine the principal theaters of battle, major turning points, and the importance of geographic
factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
3. Explain how the Russian Revolution and the entry of the United States affected the course and
outcome of the war.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the
conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's actions
against Armenian citizens.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of
Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of United States's
rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the
Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that
resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g.,
Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
# of
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3
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*
A**
*
14
7
23%
*
*
*
*
*
7
A**
*
*
*
Reporting Cluster 4 – CAUSES AND EFFECTS OF THE SECOND WORLD WAR
10.7 Students analyze the rise of totalitarian governments after the First World War.
1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of
totalitarian means to seize and maintain control (e.g., the Gulag).
2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies,
political policies, the absence of a free press, and systematic violations of human rights (e.g., the
Terror Famine in Ukraine).
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in
Germany, Italy, and the Soviet Union, noting their common and dissimilar traits.
13
6
10.8 Students analyze the causes and consequences of World War II.
7
*
*
*
22%
A.
CALIFORNIA CONTENT STANDARDS: GRADE 10
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937
Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939.
# of
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2. Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
*
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of
the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
*
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
*
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution and the Holocaust resulted in the murder of six million
Jewish civilians.
A**
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in
Russia, Germany, Britain, United States, China and Japan.
Reporting Cluster 5 – INTERNATIONAL DEVELOPMENTS IN THE POST-WORLD
WAR II ERA
10.9 Students analyze the international developments in the post-World War II world.
1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the
development of nuclear weapons, Soviet control over Eastern European nations, and the
economic recoveries of Germany and Japan.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on
the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and
Chile.
3. Understand the importance of the Truman Doctrine and Marshall Plan, which established the
pattern for America's postwar policy of supplying economic and military aid to prevent the
spread of Communism and the resulting economic and political competition in arenas such as
Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and
economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the
Tiananmen Square uprising).
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those
countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from
Soviet control.
6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust
affected world opinion regarding the need for a Jewish state, and the significance and effects of
the location and establishment of Israel on world affairs.
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the
command economy, burdens of military commitments, and growing resistance to Soviet rule by
dissidents in satellite states and the non-Russian Soviet republics.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the
Warsaw Pact, SEATO, and NATO, and the Organization of American States.
10.10 Students analyze instances of nation-building in the contemporary world in two of the
following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
1. Understand the challenges in the regions, including the geopolitical, cultural, military, and
economic significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including the political divisions and systems, key
leaders, religious issues, natural features, resources, and population patterns.
%
*
10
8
B**
A**
A**
B**
B**
A**
*
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1
*
*
16.5%
A.
CALIFORNIA CONTENT STANDARDS: GRADE 10
3. Discuss the important trends in the region today and whether they appear to serve the cause of
individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television, satellites,
computers).
* Standard not ranked for emphasis. 19
** Emphasis: A=high; B=medium; C=low.
# of
Items
*
1
%
C.
CALIFORNIA CONTENT STANDARDS: GRADE 10
HISTORY AND SOCIAL SCIENCE ANALYSIS SKILLS (Grade 10)***
CHRONOLOGICAL AND SPATIAL THINKING
1. Students compare the present with the past, evaluating the consequences of past events and
decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some
aspects can change while others remain the same; and understand that change is complicated
and affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including major
patterns of domestic and international migration, changing environmental preferences and
settlement patterns, the frictions that develop between population groups, and the diffusion of
ideas, technological innovations, and goods.
4. Students relate current events to the physical and human characteristics of places and regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the
past, including an analysis of authors' use of evidence and the distinctions between sound
generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple
primary and secondary sources; and apply it in oral and written presentations.
HISTORICAL INTERPRETATION
1. Students show the connections, causal and otherwise, between particular historical events and
larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations of
determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather
than solely in terms of present day norms and values.
4. Students understand the meaning, implication, and impact of historical events while recognizing
that events could have taken other directions.
5. Students analyze human modifications of a landscape, and examine the resulting environmental
policy issues.
6. Students conduct cost/benefit analyses and apply basic economic indicators to analyze the
aggregate economic behavior of the U.S. economy.
* Standard not ranked for emphasis. 20
** Emphasis: A=high; B=medium; C=low.
# of
Items
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15
25%
D.
CALIFORNIA CONTENT STANDARDS: GRADE 10
E. WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
Students in grade ten study major turning points that shaped the modern world, from the
late eighteenth century through the present, including the cause and course of the two
world wars. They trace the rise of democratic ideas and develop an understanding of the
historical roots of current world issues, especially as they pertain to international relations.
They extrapolate from the American experience that democratic ideals are often achieved
at a high price, remain vulnerable, and are not practiced everywhere in the world. Students
develop an understanding of current world issues and relate them to their historical,
geographic, political, economic, and cultural contexts. Students consider multiple accounts
of events in order to understand international relations from a variety of perspectives.
Reporting Cluster 1 – DEVELOPMENT OF MODERN POLITICAL THOUGHT
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law,
reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of
tyranny, using selections from Plato’s Republic and Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the
political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effect on the democratic revolutions in
England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the
Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other parts of the
world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from constitutional
monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Reporting Cluster 2 – INDUSTRIAL EXPANSION AND IMPERIALISM
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,
Japan and the United States.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought about
massive social, economic, and cultural change (e.g., the inventions and discoveries of James
Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with
the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of
immigration, mining and manufacturing, division of labor, and the union movement.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an
industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it,
including Utopianism, Social Democracy, Socialism, and Communism.
# of
Items
%
60
100%
13
22%
5
*
*
*
8
A**
A**
*
A**
*
10
7
A**
*
*
*
*
A**
16.5%
D.
CALIFORNIA CONTENT STANDARDS: GRADE 10
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake
and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move
away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least
two of the following regions or countries: Africa, Southeast Asia, China, India, Latin
America and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the
role played by national security and strategic advantage; moral issues raised by the search for
national hegemony, Social Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the role of
leaders, such as Sun Yat-sen in China, and the role of ideology and religion.
Reporting Cluster 3 – CAUSES AND EFFECTS OF THE FIRST WORLD WAR
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War
and the role of political and economic rivalries, ethnic and ideological conflicts, domestic
discontent and disorder, and propaganda and nationalism in mobilizing civilian population in
support of "total war."
2. Examine the principal theaters of battle, major turning points, and the importance of geographic
factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
3. Explain how the Russian Revolution and the entry of the United States affected the course and
outcome of the war.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the
conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's actions
against Armenian citizens.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of
Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of United States's
rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the
Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that
resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g.,
Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
# of
Items
%
*
3
A**
*
A**
*
14
7
23%
*
*
*
*
*
7
A**
*
*
*
Reporting Cluster 4 – CAUSES AND EFFECTS OF THE SECOND WORLD WAR
10.7 Students analyze the rise of totalitarian governments after the First World War.
1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of
totalitarian means to seize and maintain control (e.g., the Gulag).
2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies,
political policies, the absence of a free press, and systematic violations of human rights (e.g., the
Terror Famine in Ukraine).
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in
Germany, Italy, and the Soviet Union, noting their common and dissimilar traits.
13
6
10.8 Students analyze the causes and consequences of World War II.
7
*
*
*
22%
D.
CALIFORNIA CONTENT STANDARDS: GRADE 10
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937
Rape of Nanking and other atrocities in China and the Stalin-Hitler Pact of 1939.
# of
Items
A**
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
*
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of
the war, the principal theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the importance of geographic factors.
*
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill,
Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin,
Douglas MacArthur, Dwight Eisenhower).
*
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its
transformation into the Final Solution and the Holocaust resulted in the murder of six million
Jewish civilians.
A**
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in
Russia, Germany, Britain, United States, China and Japan.
Reporting Cluster 5 – INTERNATIONAL DEVELOPMENTS IN THE POST-WORLD
WAR II ERA
10.9 Students analyze the international developments in the post-World War II world.
1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the
development of nuclear weapons, Soviet control over Eastern European nations, and the
economic recoveries of Germany and Japan.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on
the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and
Chile.
3. Understand the importance of the Truman Doctrine and Marshall Plan, which established the
pattern for America's postwar policy of supplying economic and military aid to prevent the
spread of Communism and the resulting economic and political competition in arenas such as
Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and
economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the
Tiananmen Square uprising).
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those
countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from
Soviet control.
6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust
affected world opinion regarding the need for a Jewish state, and the significance and effects of
the location and establishment of Israel on world affairs.
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the
command economy, burdens of military commitments, and growing resistance to Soviet rule by
dissidents in satellite states and the non-Russian Soviet republics.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the
Warsaw Pact, SEATO, and NATO, and the Organization of American States.
10.10 Students analyze instances of nation-building in the contemporary world in two of the
following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
1. Understand the challenges in the regions, including the geopolitical, cultural, military, and
economic significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including the political divisions and systems, key
leaders, religious issues, natural features, resources, and population patterns.
%
*
10
8
B**
A**
A**
B**
B**
A**
*
B**
1
*
*
16.5%
D.
CALIFORNIA CONTENT STANDARDS: GRADE 10
3. Discuss the important trends in the region today and whether they appear to serve the cause of
individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the
information, technological, and communications revolutions (e.g., television, satellites,
computers).
# of
Items
*
1
%
F.
CALIFORNIA CONTENT STANDARDS: GRADE 10
HISTORY AND SOCIAL SCIENCE ANALYSIS SKILLS (Grade 10)***
# of
Items
%
15
25%
CHRONOLOGICAL AND SPATIAL THINKING
1. Students compare the present with the past, evaluating the consequences of past events and
decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some
aspects can change while others remain the same; and understand that change is complicated
and affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including major
patterns of domestic and international migration, changing environmental preferences and
settlement patterns, the frictions that develop between population groups, and the diffusion of
ideas, technological innovations, and goods.
4. Students relate current events to the physical and human characteristics of places and regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the
past, including an analysis of authors' use of evidence and the distinctions between sound
generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple
primary and secondary sources; and apply it in oral and written presentations.
HISTORICAL INTERPRETATION
1. Students show the connections, causal and otherwise, between particular historical events and
larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations of
determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather
than solely in terms of present day norms and values.
4. Students understand the meaning, implication, and impact of historical events while recognizing
that events could have taken other directions.
5. Students analyze human modifications of a landscape, and examine the resulting environmental
policy issues.
6. Students conduct cost/benefit analyses and apply basic economic indicators to analyze the
aggregate economic behavior of the U.S. economy.
25
G.
CALIFORNIA CONTENT STANDARDS: GRADE 11
UNITED STATES HISTORY AND GEOGRAPHY: CONTINUITY AND CHANGE IN
THE TWENTIETH CENTURY
Students in grade eleven study the major turning points in American history in the 20th
century. Following a review of the nation’s beginnings and the impact of the
Enlightenment on U.S. democratic ideals, students build upon the tenth-grade study of
global industrialization to understand the emergence and impact of new technology and a
corporate economy, including the social and cultural effects. They trace the change in the
ethnic composition of American society; the movement toward equal rights for racial
minorities and women; and the role of the United States as a major world power. An
emphasis is placed on the expanding role of the federal government and federal courts as
well as the continuing tension between the individual and the state. Students consider the
major social problems of our time and trace their causes in historical events. They learn
that the United States has served as a model for other nations and that the rights and
freedoms we enjoy are not accidents, but the results of a defined set of political principles
that are not always basic to citizens of other countries. Students understand that our rights
under the U.S. Constitution comprise a precious inheritance that depends on an educated
citizenry for their preservation and protection.
Reporting Cluster 1 – FOUNDATIONS OF AMERICAN POLITICAL AND SOCIAL
THOUGHT (formerly titled FOUNDATIONS OF AMERICAN POLITICAL AND
SOCIAL IDEOLOGY)
11.1 Students analyze the significant events surrounding the founding of the nation and its
attempts to realize the philosophy of government described in the Declaration of
Independence.
1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation
was founded.
2. Analyze the ideological origins of the American Revolution; the divinely-bestowed unalienable
natural rights philosophy of the Founding Fathers and the debates surrounding the drafting and
ratification of the Constitution; the addition of the Bill of Rights.
3. Understand the history of the Constitution after 1787 with emphasis on federal versus state
authority and growing democratization.
4. Examine the effects of the Civil War and Reconstruction and of the industrial revolution,
including demographic shifts and the emergence in the late 19th century of the United States as a
world power.
H.
CALIFORNIA CONTENT STANDARDS: GRADE 11
11.3 Students analyze the role religion played in the founding of America, its lasting moral,
social and political impact, and issues regarding religious liberty.
1. Describe the contributions of various religious groups to American civic principles and social
reform movements (e.g., civil and human rights, individual responsibility and the work ethic,
anti-monarchy and self-rule, worker protection, family-centered communities).
2. Analyze the great religious revivals and the leaders involved, including the First Great
Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement,
the rise of Christian liberal theology in 19th century, the impact of the Second Vatican Council,
and the rise of Christian fundamentalism in current times.
3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, antiCatholic sentiment, anti-Semitism).
4. Discuss the expanding religious pluralism in the United States and California as a result of largescale immigration in the twentieth century.
# of
Items
%
60
100%
10
17%
5
*
*
*
*
# of
Items
%
5
*
*
*
*
26
5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses
of the First Amendment, including the debate on the issue of separation of church and state.
Reporting Cluster 2 – INDUSTRIALIZATION AND THE U.S. ROLE AS A WORLD
POWER (formerly titled INDUSTRIALIZATION AND AMERICA’S ROLE AS A
WORLD POWER)
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural
to urban migration, and massive immigration from Southern and Eastern Europe.
1. Know the effect of industrialization on living and working conditions, including the portrayal of
working conditions and food safety in Upton Sinclair’s The Jungle.
2. Describe the changing landscape, including the growth of cities linked by industry and trade; the
development of cities divided according to race, ethnicity, and class.
3. Trace the effect of the Americanization movement.
4. Analyze the effect of urban political machines and responses by immigrants and middle-class
reformers.
5. Discuss corporate mergers that produced trusts and cartels and the economic and political
policies of industrial leaders.
6. Trace the economic development of the U.S. and its emergence as a major industrial power,
including the gains from trade and advantages of its physical geography.
I.
CALIFORNIA CONTENT STANDARDS: GRADE 11
7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social
Gospel (e.g., biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
8. Examine the effect of political programs and activities of Populists.
9. Understand the effect of political programs and activities of the Progressives (e.g., federal
regulation of railroad transport, Children’s Bureau, the 16th Amendment, Theodore Roosevelt,
Hiram Johnson).
11.4 Students trace the rise of the U.S. to its role as a world power in the 20th century.
1. List the purpose and the effects of the Open Door policy.
2. Describe the Spanish-American War and U.S. expansion in the South Pacific.
3. Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
4. Explain Roosevelt’s Big Stick diplomacy, Taft’s Dollar Diplomacy, and Wilson’s Moral
Diplomacy, drawing on relevant speeches.
5. Analyze the political, economic and social ramifications of World War I on the homefront.
6. Trace the declining role of Great Britain and the expanding role of the U.S. in world affairs after
World War II.
Reporting Cluster 3 – UNITED STATES BETWEEN THE WORLD WARS (formerly
titled AMERICA BETWEEN THE WORLD WARS)
11.5 Students analyze the major political, social, economic, technological, and cultural
developments of the 1920s.
1. Discuss the policies of Warren Harding, Calvin Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and philosophies that prompted attacks
on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the
Ku Klux Klan, immigration quotas and the responses of organizations such as the American
Civil Liberties Union, the National Association for the Advancement of Colored People, and the
Anti-Defamation League to those attacks.
3. Examine the passage of the 18th Amendment to the Constitution and the Volstead Act
(Prohibition).
4. Analyze the passage of the 19th Amendment and the changing role of women in society.
5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special
attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
6. Trace the growth and effects of radio and movies and their role in the wide world diffusion of
popular culture.
*
13
22%
7
*
A**
*
A**
A**
*
# of
Items
%
*
*
A**
6
*
*
*
*
*
*
12
20%
5
*
A**
*
A**
A**
*
27
J.
CALIFORNIA CONTENT STANDARDS: GRADE 11
7. Discuss the rise of mass production techniques, the growth of cities, the impact of new
technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the
American landscape.
11.6 Students analyze the different explanations for the Great Depression and how the New
Deal fundamentally changed the role of the federal government.
1. Describe the monetary issues of the late 19th and early 20th century that gave rise to the
establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the
late 1920’s.
2. Understand the explanations of the principal causes of the Great Depression and steps taken by
the Federal Reserve, Congress and the President to combat the economic crisis.
3. Discuss the human toll of the Depression, natural disasters, unwise agricultural practices and
their effect on the depopulation of rural regions and on political movements of the left and right
with particular attention to the Dust Bowl refugees and their social and economic impacts in
California.
4. Analyze the effects of and the controversies arising from New Deal economic policies and the
expanded role of the federal government in society and the economy since the 1930’s (e.g.,
Works Progress Administration, Social Security, National Labor Relations Board, farm
programs, regional development policies and energy development projects such as the
Tennessee Valley Authority, California Central Valley Project, Bonneville Dam).
5. Trace the advances and retreats of organized labor, from the creation of the American Federation
of Labor and Congress of Industrial Organization to current issues of a post-industrial
multinational economy, including the United Farm Workers in California.
Reporting Cluster 4 – WORLD WAR II AND FOREIGN AFFAIRS (formerly titled
WORLD WAR II: POLITICAL, SOCIAL, AND ECONOMIC IMPACT)
11.7 Students analyze the American participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the events that
precipitated the attack on Pearl Harbor.
2. Explain United States and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the role and sacrifices of individual American soldiers, as well as the unique
contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental
Combat team, the Navajo Codetalkers).
4. Analyze Roosevelt’s foreign policies during World War II (e.g., Four Freedoms speech).
K.
CALIFORNIA CONTENT STANDARDS: GRADE 11
5. Discuss the constitutional issues and impact of events on the U.S. home front, including the
internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the
restrictions on German and Italian resident aliens; the response of the administration to Hitler’s
atrocities against Jews and other groups; the role of women in military production; the role and
growing political demands of African Americans.
6. Describe major developments in aviation, weaponry, communication, and medicine and the war’s
impact on the location of American industry and use of resources.
7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima
and Nagasaki).
8. Analyze the effect of massive aid given to western Europe under the Marshall Plan to rebuild
itself after the war, and the importance of a rebuilt Europe to the U.S. economy.
11.9 Students analyze United States foreign policy since World War II.
1. Discuss the establishment of the United Nations and International Declaration of Human Rights,
IMF, the World Bank, and GATT, and their importance in shaping modern Europe and
maintaining peace and international order.
# of
Items
%
*
7
*
*
*
*
*
12
20%
6
*
*
*
*
# of
Items
%
*
*
*
*
6
*
28
2. Understand the role of military alliances including NATO and SEATO in deterring communist
aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and
containment policy, including the following:
 The era of McCarthyism, instances of domestic communism (e.g., Alger Hiss) and
blacklisting
 The Truman Doctrine
 The Berlin Blockade
 The Korean War
 The Bay of Pigs invasion and the Cuban Missile Crisis
 Atomic testing in the American west, the “mutual assured destruction” doctrine, and
disarmament policies
 The Vietnam War
 Latin American policy
4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war
in Vietnam, the “nuclear freeze” movement).
5. Analyze the role of the Reagan Administration and other factors in the victory of the West in the
Cold War.
6. Describe the U.S. Middle East policy and its strategic, political, and economic interests, including
those related to the Gulf War.
7. Examine U.S.-Mexican relations in the twentieth century, including key economic, political,
immigration, and environmental issues.
L.
CALIFORNIA CONTENT STANDARDS: GRADE 11
Reporting Cluster 5 – POST-WORLD WAR II DOMESTIC ISSUES (formerly titled
POST-WORLD WAR II DOMESTIC ISSUES, DEVELOPMENTS, AND POLICIES)
11.8 Students analyze the economic boom and social transformation of post-World War II
America.
1. Trace the growth of service sector, white collar, and professional sector jobs in government and
business.
2. Describe the significance of Mexican immigration and its relationship to the agricultural
economy, especially in California.
3. Examine Truman’s labor policy and congressional reaction to it.
4. Analyze new federal government spending on defense, welfare, interest on the national debt, and
Federal and state spending on education, including the California Master Plan.
5. Describe the increased powers of the presidency in response to the Great Depression, World
War II and the Cold War.
6. Discuss the diverse environmental regions in North America, their relation to local economies
particular forms of economic life, and the origins and prospects of environmental problems in
those regions.
7. Describe the effects on society and the economy of technological developments since 1945,
including the computer revolution, changes in communication, advances in medicine, and
improvements in agricultural technology.
8. Discuss forms of popular culture with emphasis on their origins and geographic diffusion (e.g.,
jazz and other forms of popular music, professional sports, architectural and artistic styles).
11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including
President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how
African American service in World War II produced a stimulus for President Truman’s decision
to end segregation in the armed forces in 1948.
*
A**
A**
*
*
*
# of
Items
%
13
21%
5
*
A**
*
*
A**
*
*
*
5
*
29
2. Examine and analyze the key events, policies and court cases in the evolution of civil rights,
including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of
the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African-American and white civil rights
lawyers to end racial segregation in higher education.
M.
CALIFORNIA CONTENT STANDARDS: GRADE 11
4. Examine the role of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King Jr.,
Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin
Luther King’s “Letter from Birmingham Jail” and “I Have a Dream” Speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of
the rural South and the urban North, including the resistance to racial desegregation in Little
Rock and Birmingham and how the advances influenced the agendas, strategies, and
effectiveness of the quest of American Indians, Asian Americans, and Hispanic Americans for
civil rights and equal opportunities.
6. Analyze the passage and effect of civil rights and voting rights legislation (e.g., 1964 Civil Rights
Act, Voting Rights Act of 1965) and the 24th Amendment with an emphasis on equality of
access to education and to the political process.
7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony
and the passage of the 19th Amendment to the movement launched in the 1960s, including
differing perspectives on the role of women.
11.11 Students analyze the major social problems and domestic policy issues in
contemporary American society.
1. Discuss the reasons for the nation’s changing immigration policy with emphasis on the way the
Immigration Act of 1965 and successor acts have transformed American society.
2. Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson,
Nixon, Carter, Reagan, Bush, and Clinton (e.g., education, civil rights, economic policy,
environmental policy).
3. Describe the changing role of women in society as reflected in the major entry of women into the
labor force and the changing family structure.
4. Explain the constitutional crisis originating from the Watergate scandal.
5. Trace the impact, need and controversies associated with environmental conservation, expansion
of the national park system, and the development of environmental protection laws, with
particular attention to the interaction between environmental protection advocates and property
rights advocates.
6. Analyze the persistence of poverty and how different analyses of this issue influence welfare
reform, health insurance reform and other social policies.
7. Explain how the federal, state and local governments have responded to demographic and social
changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt to
Sunbelt migration, international migration, decline of the family farm, increase in out-of-wedlock
births, and drug abuse.
A**
*
# of
Items
%
A**
A**
*
A**
3
A**
*
A**
A**
*
*
*
30
N.
CALIFORNIA CONTENT STANDARDS: GRADE 11
HISTORICAL AND SOCIAL SCIENCE ANALYSIS SKILLS (Grade 11)***
# of
Items
%
15
25%
CHRONOLOGICAL AND SPATIAL THINKING
1. Students compare the present with the past, evaluating the consequences of past events and
decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some
aspects can change while others remain the same; and understand that change is complicated
and affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including major
patterns of domestic and international migration changing environmental preferences and
settlement patterns, the frictions that develop between population groups, and the diffusion of
ideas, technological innovations, and goods.
4. Students relate current events to the physical and human characteristics of places and regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the
past, including an analysis of authors' use of evidence and the distinctions between sound
generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple
primary and secondary sources; and apply it in oral and written presentations.
HISTORICAL INTERPRETATION
1. Students show the connections, causal and otherwise, between particular historical events and
larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on
determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather
than solely in terms of present day norms and values.
4. Students understand the meaning, implication, and impact of historical events while recognizing
that events could have taken other directions.
5. Students analyze human modifications of a landscape, and examine the resulting environmental
policy issues.
6. Students conduct cost/benefit analyses and apply basic economic indicators to analyze the
aggregate economic behavior of the U.S. economy.
31
High School Exit Exam
Language Arts Blueprint*and History-Social Science
Based on Language Arts Blueprint
Revised July 2003
California Department of Education
Social Science connections are shown in red type or red shaded boxes.
These connections were developed by Dr. Margaret Hill, H/SS Coordinator, San Bernardino County
California Content Standard
Number and
Type of Items
Reading (Grades Nine and Ten with two standards from Grade Eight as noted*)
Multiple-choice
Items Total
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
7 Multiple-choice
Items
1.1 Identify and use the literal and figurative meanings of words and understand word
derivations.
5
1.2 Distinguish between the denotative and connotative meanings of words and
interpret the connotative power of words.
2
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to
understand the origin and meaning of new words (e.g., the word narcissistic drawn
from the myth of Narcissus and Echo).
0
2.0 Reading Comprehension (Focus on Informational Materials)
18 Multiple-choice
Items
8.2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals).
1
2.1 Analyze the structure and format of functional workplace documents, including the
graphics and headers, and explain how authors use the features to achieve their
3
purposes.
2.2 Prepare a bibliography of reference materials for a report using a variety of
consumer, workplace, and public documents.
0
2.3 Generate relevant questions about readings on issues that can be researched.
0
2.4 Synthesize the content from several sources or works by a single author dealing
with a single issue; paraphrase the ideas and connect them to other sources and
related topics to demonstrate comprehension.
3
2.5 Extend ideas presented in primary or secondary sources through original analysis,
3
evaluation, and elaboration.
2.6 Demonstrate the use of sophisticated learning tools by following technical
directions (e.g., those found with graphic calculators and specialized software
programs and in access guides to World Wide Web sites on the Internet).
0
2.7 Critique the logic of functional documents by examining the sequence of
information and procedures in anticipation of possible reader misunderstandings.
3
2.8 Evaluate the credibility of an author 's argument or defense of a claim by critiquing
the relationship between generalizations and evidence, the comprehensiveness of
5
evidence, and the way in which the author 's intent affects the structure and tone of
32
the text (e.g., in professional journals, editorials, political speeches, primary source
material).
3.0 Literary Response and Analysis
20
Multiple-choice Items
3.1 Articulate the relationship between the expressed purposes and the characteristics
of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic
2
monologue).
3.2 Compare and contrast the presentation of a similar theme or topic across genres
to explain how the selection of genre shapes the theme or topic.
0
3.3 Analyze interactions between main and subordinate characters in a literary text
(e.g., internal and external conflicts, motivations, relationships, influences) and explain 2
the way those interactions affect the plot.
3.4 Determine characters ' traits by what the characters say about themselves in
narration, dialogue, dramatic monologue, and soliloquy.
2
3.5 Compare works that express a universal theme and provide evidence to support
the ideas expressed in each work.
2
3.6 Analyze and trace an author’s development of time and sequence, including the
use of complex literary devices (e.g., foreshadowing, flashbacks).
2
3.7 Recognize and understand the significance of various literary devices, including
figurative language, imagery, allegory, and symbolism, and explain their appeal [as in
the study of persuasive writing such as propaganda]
2
3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies,
2
and incongruities in a text [as in the study of persuasive writing such as propaganda]
3.9 Explain how voice, persona, and the choice of a narrator affect characterization
and the tone, plot, and credibility of a text.
2
3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides,
1
and character foils in dramatic literature:
Ý8.3.7 Analyze a work of literature, showing how it reflects the heritage, traditions,
attitudes, and beliefs of its author. (Biographical approach)
3 on one test form
3.11 Evaluate the aesthetic qualities of style, including the impact of diction and
figurative language on tone, mood, and theme, using the terminology of literary
criticism. (Aesthetic approach)
3 on one test form
3.12 Analyze the way in which a work of literature is related to the themes and issues
of its historical period. (Historical approach)
3 on one test form
Writing (Grades Nine and Ten)
27
Multiple-choice Items
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits
students ' awareness of audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Students progress
through the stages of the writing process as needed.
12
1.1 Establish a controlling impression or coherent thesis that conveys a clear and
distinctive perspective on the subject and maintain a consistent tone and focus
throughout the piece of writing.
3
1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and
the active rather than the passive voice.
3
1.3 Use clear research questions and suitable research methods (e.g., library,
electronic media, personal interview) to elicit and present evidence from primary and
secondary sources.
0
1.4 Develop the main ideas within the body of the composition through supporting
evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
2
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each medium
1
33
(e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals,
technical documents).
1.6 Integrate quotations and citations into a written text while maintaining the flow of
ideas.
0
1.7 Use appropriate conventions for documentation in the text, notes, and
bibliographies by adhering to those in style manuals (e.g., Modern Language
Association Handbook, The Chicago Manual of Style).
0
1.8 Design and publish documents by using advanced publishing software and
graphic programs.
0
1.9 Revise writing to improve the logic and coherence of the organization and
controlling perspective, the precision of word choice, and the tone by taking into
consideration the audience, purpose, and formality of the context.
3
2.0 Writing Applications (Genres and Their Characteristics)
Essay Items
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events
to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene
and the specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters ' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives,
and sensory details.
2.2 Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
b. Support important ideas and viewpoints through accurate and detailed references to
the text or to other works.
c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation
of the effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and complexities
within the text.
2.3 Write expository compositions, including analytical essays and research reports:
a. Marshal evidence in support of a thesis and related claims, including information on
all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and
coherently.
c. Make distinctions between the relative value and significance of specific data, facts,
and ideas.
d. Include visual aids by employing appropriate technology to organize and record
information on charts, maps, and graphs.
e. Anticipate and address readers ' potential misunderstandings, biases, and
expectations.
f. Use technical terms and notations accurately.
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g. appeal to logic through
reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study,
or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts,
expert opinions, quotations, and expressions of commonly accepted beliefs and
logical reasoning.
d. Address readers ' concerns, counterclaims, biases, and expectations.
2.5 Write business letters:
a. Provide clear and purposeful information and address the intended audience
appropriately.
b. Use appropriate vocabulary, tone, and style to take into account the nature of the
relationship with, and the knowledge and interests of, the recipients.
34
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and spacing that contribute to
the documents ' readability and impact.
2.6 Write technical documents (e.g. a manual on rules of behavior for conflict
resolution, procedures for conducting a meeting, minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g.
troubleshooting guide).
d. Anticipate readers ' problems, mistakes, and misunderstandings.
1.0 Written and Oral English Language Conventions
15
Multiple-choice Items
1.1 Identify and correctly use clauses (e.g. main and subordinate), phrases (e.g.
gerund, infinitive, and participial), and mechanics of punctuation (e.g. semicolons,
colons, ellipses, hyphens).
5
1.2 Understand sentence construction (e.g. parallel structure, subordination, proper
placement of modifiers) and proper English usage (e.g. consistency of verb tenses).
5
1.3 Demonstrate an understanding of proper English usage and control of grammar,
paragraph and sentence structure, diction, and syntax.
5
1.4 Produce legible work that shows accurate spelling and correct use of the
conventions of punctuation and capitalization.
0
1.5 Reflect appropriate manuscript requirements, including title page presentation,
pagination, spacing and margins, and integration of source and support material (e.g.
in-text citation, use of direct quotations, paraphrasing) with appropriate citations.
0
1 Essay
Randomly rotated from the following categories:
 From standards 2.2 or 2.3 - Response to Literature or Analytic Essay (Expository Writing)
 From standards 2.1, 2.4 or 2.5 - Biography, persuasion, business letter
35
Standards Assessment Essays (Sample)
1. Between 1763 and 1776, many events occurred that led to the
creation of the Declaration of Independence. Identify three of
these major events and explain their relevance. (8.1 inclusive)
2. The President, the House of Representatives and the Senate all
play a role in a bill becoming a law. Explain the role that each
plays in that process, and how citizens can participate in the
process. (8.2.6) (8.3.6)
3. Between 1776 and 1860, many events occurred that led to the
South’s secession and the Civil War. Choose three of these
events and explain how they led to the Civil War. (8.10 inclusive)
4. During the period of Reconstruction, the Thirteenth, Fourteenth,
and Fifteenth Amendments were added to the Constitution.
Explain how each of these amendments protected citizens’ rights.
(8.11.5)
36
Eighth Grade Essay Assessment Rubric
Criteria
Score
4 Excellent
1) Essay addresses all parts of the prompt.
2) Essay shows superior clarity and organization.
3) All of the interpretations, arguments and/or conclusions are supported
by accurate evidence.
4) Essay shows thoughtful analysis with logical connections to
information beyond the scope of the prompt.
3 Good
1) Essay addresses all parts of the prompt.
2) Essay is clear and organized.
3) Most of the interpretations, arguments and/or conclusions are
supported by accurate evidence.
4) Essay shows reasonable analysis with adequate logical connections
to information addressed in the prompt.
2 Fair
1) Essay addresses most of the prompt.
2) Essay is partially clear and adequately organized.
3) Few of the interpretations, arguments and/or conclusions are
supported by accurate evidence.
4) Essay shows some attempt at analysis with logical connections to
information addressed in the prompt.
1 Fail
1) Essay addresses little, if any, of the prompt.
2) Essay is unclear and unorganized.
3) None of the interpretations, arguments and/or conclusions are
supported by accurate evidence.
4) Essay shows no attempt at analysis or logical connections to
information addressed in the prompt.
37
Content Area Vocabulary
What Words are Suggested for Explicit Academic Vocabulary
Instruction?
The following lists are drawn from Marzano’s compilation of nearly 8,000 important
academic content terms. They are grouped in primary lists and upper elementary lists.
Select the words from the following lists that you feel are most relevant to what your
students will be reading.
How might I include this in my classroom?
One way to include this in your classroom is to write (along with your Learning Objective)
a Language Objective. See the definition below
 Language objectives emphasize vocabulary necessary for students to master the
Learning Objective.
 The vocabulary tends to be directly from the lesson and Learning Objective;
however, there may be some procedural vocabulary or background vocabulary
that must also be addressed for the student. (in particular ELL students)
 Think carefully about everything you will expect of the student, and be sure all
key vocabulary is included.
Assume, for instance, you are teaching about the characteristics of Democracy and
other forms of government based on explorations and concrete models. The
students will need to know what you mean by characteristics, compare, contrast,
describe, etc.
Another way to use this list is to identify to vocabulary that will be in the lesson and
embed it in a scaffolded prompt, bellringer, or writing activity. Ensure that the students
use the vocabulary in your question and responses with the students.
VOCABULARY TERMS FOR HISTORY SOCIAL SCIENCE
General History, Level 1 (K-2)
1. Abraham Lincoln
2. Cowboy
3. Future
4. America
5. Crop
6. Generation
7. American Revolution,
1776
8. Cultural tradition
9. Geography
10. Ancient time
11. Daily life
12. George Washington
13. Archeological
evidence
14. Dance
15. Goods
16. Argument
17. Day
18. Government
19. Automobile
20. Decade
21. Group membership
22. Beginning
23. Democracy
24. Harvest festival
38
25. Behavior
26. Disagreement
27. Heroism
28. Belief
29. Domesticated animal
30. History
31. Benjamin Franklin
32. Education
33. Holiday
34. Bow and arrow
35. Ending date
36. Houses of worship
37. Bridge
38. England
39. Housing
40. Building
41. English colony
42. Human rights
43. Calendar time
44. Environment
45. Hunger
46. Camel caravan
47. Equality
48. Hunter/gatherer
49. Cause
50. Event
51. Idea
52. Celebration
53. Expansion
54. Independence
55. Ceremony
56. Explorer
57. Individual rights
58. Cjaropt
59. Fable
60. Invention
61. Christmas
62. Family history
63. Job
64. Christopher
Columbus
65. Family life
66. Journey
67. City
68. Farm
69. Law
70. Colonial community
71. Father of our country
72. Leader
73. Common good
74. Folktale
75. Legend
76. Community
77. Fourth of July
78. Liberty
79. Country
80. Freedom
81. Liberty Bell
82. Lifestyle
83. Prairie
84. Technology
85. Local history
86. Present
87. Telegraph
88. Martin Luther King Jr.
89. Printing press
90. Temple
91. Martin Luther King Jr.
Day
92. Recreation
93. Territory
94. Memorial Day
95. Region
96. Thanksgiving
97. Middle
98. Regional folk hero
99. Thomas Jefferson
100. Money
101. Regional song
102.
Time line
103. Month
104. Religion
105.
Today
106. Monument
107. Resistance
108.
Tomorrow
109. Myth
110. Respect for others
111.
Tool
39
112. Nation
113. Responsibility
114.
Town
115. National flag
116. Revolution
117.
Trade
118. National holiday
119. Role
120.
Trail
121. Native American
122. Rules
123.
Transportation
124. Newcomer
125. Satellite system
126.
Travel
127. Nonmotorized
vehicle
128. Sculpture
129.
United States
130. Oral tradition
131. Senior citizen home
132.
Vote
133. Origin
134. Services
135.
War
136. Past
137. Society
138.
Week
139. Photograph
140. Soup kitchen
141.
Wheel
142. Picture time line
143. Sate
144.
White House
145. Pioneer
146. Steam engine
147.
Worker
148. Place-name
149. Steamship
150.
World
151. Plant cultivation
152. Surplus food
153.
Year
154. Pledge of allegiance
155. Symbol
156.
Yesterday
157. Plymouth
158. Tall tale
159. Pony express
160. Team member
General History, Level 2
1. A.D.
2. Archeologist
3. Bill of Rights
4. Abolition movement
5. Archeology
6. Billy the Kid
7. Abolitionist
8. Architect
9. Biography
10. Acceptable behavior
11. Architecture
12. Black Hawk War
13. Adolf Hitler
14. Armed forces
15. Blue-collar worker
16. Africa
17. Artifact
18. Booker T. Washington
19. African American
20. Artistic expression
21. Boston Tea Party
22. African slave trade
23. Asia
24. Braille alphabet
25. Agriculture
26. Asian American
27. Brer Rabbit
28. Aircraft carrier
29. Asian Pacific settler
30. Britain
31. Alaska
32. Assembly line
33. British isle
40
34. Alexander Graham
Bell
35. Astoria
36. Bronze tool-making
technology
37. Alliance
38. Astrolabe
39. California
40. Allied Powers
41. Attitudes
42. Camel
43. Amelia Earhart
44. Author’s interpretation
45. Campaign
46. American Indian chief
47. Autobiography
48. Canady
49. American society
50. Aviation
51. Canal system
52. American symbol
53. Aztec
54. Caribbean
55. Americas, the
56. Ballad
57. Caste system
58. Ancestor worship
59. Bantu migrations in
Africa
60. Castle
61. ancient Greece
62. B.C., Before Christ
63. Cattle herders
64. ancient Rome
65. B.C.E. Before the
Common Era
66. C.E.
67. Angel Island
68. Behavior consequence
69. Central Africa
70. Annexation
71. Behavior pattern
72. Central America
73. Anno Domini
74. Bering land bridge
75. Century
76. anti-Chinese
movement
77. Betty Zane
78. Cesar Chavez
79. Aqueduct
80. Big business
81. Character trait
82. Cherokee
83. Commercial
advertising
84. Developing country
85. Cherokee Trail of
Tears
86. Commercial center
87. Development
88. China
89. Common Era
90. Diplomacy
91. Chinese community
92. Common man
93. Direct experience
94. Chinese New Year
95. Communication
technology
96. Discovery
97. Christian
98. Communism
99. Disease
100. Christianity
101. Compass
102.
103. Chronology
104. Computer technology
105. dugout Phoenician
ship
106. Cinco de Mayo
107. Conquest
108.
Dust Bowl
109. Citizenship
110. Constitution
111.
Dutch
112. Civil liberties
113. Convent
114.
early Middle Ages
115. Civil rights
116. Corruption
117.
Earnings
118. Civil rights
movement
119. Country of origin
120.
Earthquake
Document
41
121. civil war
122. Court
123.
East Asia
124. Civil War U.S.
125. Craft
126.
Eastern Europe
127. Clara Barton
128. Credibility
130. Class
131. Cuba
133. Climate changes
134. Cuban Missile Crises
135.
Economic system
136. Coal mining
137. Cultural contact
138.
Egypt
139. Coffee trade
140. Cuneiform
141.
Egyptian time
142. Cold War
143. Custom
144.
Eleanor Roosevelt
145. Colonial
government
146. Daniel Boone
147. Elected
representative
148. Colonial period
149. Davey Crockett
150.
Electricity
151. Colonist
152. Debt
153.
Elizabeth Blackwell
154. Colony
155. Declaration of
Independence
156.
Ellis Island
157. Columbian
exchange
158. Delegated power
159.
Emancipation
160. Columbus
161. Democratic values
163. Emperor
164. Fertilizer
166. Empire
167. First inhabitant
168.
Gerald Ford
169. Employment
170. Fishing community
171.
Germany
172. Enlightenment
173. Flooding pattern
174.
Geronimo
175. Entertainment
industry
176. Food production
177.
Gold production
178. Equal rights
179. Food storage
180.
Great depression
181. Era
182. Forced relocation
183.
Group behavior
184. Eric the Red
185. Foreign policy
186.
Group expectations
187. Erie Canal
188. Foreign trade
189.
Gunpowder
190. Ethnic diversity
191. Former master
192. Hanging Gardens
of Babylon
193. Ethnic tradition
194. Former slave
195.
Harriet Tubman
196. Europe
197. France
198.
Hawaii
199. European
colonization
200. Francisco Franco
201.
Hawaiian culture
202. European crusades
203. Franklin D. Roosevelt
204.
Hemisphere
205. European explorer
206. Frederick Douglass
207.
Henry Ford
129. Eastern
Hemisphere
132. Economic
interdependence
162. Emancipation
Proclamation
165. George
Washington Carver
42
208. European settler
209. Freedom of
expression
210.
Hieroglyphic
211. Expedition
212. Freedom of religion
213.
Historian
214. Extended family
215. Freedom of speech
216.
Historic figure
217. Eyewitness account
218. French colony
219. Historical
document
220. Factory
221. French revolution
222.
Historical map
223. Family alliance
224. Frontier
225.
Home country
226. Family farm
227. Frontiersman
228.
Home front
229. Family role
230. Galileo
231.
Homeless
232. Famine
233. Geographic border
234.
Hopi
235. Far West
236. Geology
237. Household
appliance
238. Farming methods
239. George Bush
240.
Human cost
241. Ferdinand Magellan
242. George W. Bush
243.
Hymn
244. Immigrant
245. James Armistead
246.
Literacy
247. Immigration
248. Japan
249.
Literacy rate
250. Incan Empire
251. Jedediah Smith
252.
Local resource
253. Incan highway
254. Jesus of Nazareth
255.
London
256. Independence
movement
257. Jew
258. Long-distance
trade
259. Indian time
260. Jewish time
261.
Louis Pasteur
262. Indigenous people
263. Joe Magarac
264.
Low-income area
265. Industrial
development
266. John Glenn
267.
Lunar year
268. Industrial Revolution
269. John Henry
270.
Luxury goods
271. Industrial society
272. Jonas Salk
273.
Lydia Darragh
274. Infectious disease
275. Judaism
276.
Majority rule
277. Institution
278. Justice
279.
Mali
280. Interest group
281. Kingdom
282.
Manor
283. International conflict
284. Labor
285.
Manufacturing
286. Internet, the
287. Labor Day
288.
Marco Polo
289. Interpretation
290. Labor movement
291.
Marie Curie
292. Interstate highway
system
293. Land use
294.
Mass advertising
43
295. Inuit
296. Landowner
297.
Mass media
298. Iron
299. Landscape
300.
Mass production
301. Iron tools and
weapons
302. Latin America
303.
Mayan calendar
304. Iroquois
305. Law and order
306. Mayflower
Compact
307. Islam
308. League of Nations
309.
Media
310. Islamic law
311. Lee Iaccoa
312.
Medical advance
313. Israel
314. Leisure activity
315.
Medieval Europe
316. Italy
317. Lesson of history
318.
Merchant
319. Jackie Robinson
320. Life experience
322. Jacques Cartier
323. Lincoln Memorial
325. Mexico
326. National symbol
327.
329. Native American
ancestors
332. Native American land
holdings
330. Pacific Rim
economy
333.
Pacific Theater
334. Middle passage
335. Native American tribe
336.
Palestine
337. Migrant
338. Natural environment
339.
Parables
340. Migration
341. Natural resource
342.
Paris
343. Military power
344. Naval warfare
345.
Patriot
346. Mill
347. Navigation
348.
Pattern of change
349. Mining town
350. New England
351.
Paul Bunyan
354.
Peacekeeper
357.
Peasant
359. New Orleans
360.
Pecos Bill
362. New York
363.
Period of history
364. Modernization
365. Newspaper account
366.
Personal values
367. Monk
368. Nez Perce
369.
Philadelphia
370. Monroe Doctrine
371. Nonviolent resistance
372.
Physical geography
373. Moslem
374. Norm
375.
Pictograph
376. Mother country
377. Norse long ship
378.
Pilgrim
379. Motive
380. North America
381.
Plague
328. Middle class
331. Middle East
352. Minority rights
355. Missionary
358. Mode of
communication
361. Modern democratic
thought
353. New England
colonies
356. New England mill
town
321. Mexican-American
war
324. Mexican migrant
worker
Pacific, the
44
382. Motorized vehicle
383. Nuclear technology
384.
Planned city
385. Motto
386. Occupation
387.
Plantation
388. Mountain man
389. Ocean currents
390.
Plantation colony
391. Mummification
392. Official
393.
Point of view
394. Muslim
395. Old Northwest
396.
Policy issue
397. Muslim time
398. Outlaw
399.
Political cartoon
400. Nathan Beman
401. Overland trade route
402.
Political geography
403. National park
404. Overseas trade
405.
Pollution
406. Popular culture
407. Rapid transit
408.
San Francisco
409. Popular figure
410. Reconstruction
411.
Scandinavia
412. Popular uprising
413. Reform
414.
School attendance
415. Population
416. Reformer
417. Scientific
breakthrough
418. Population growth
419. Religious freedom
420.
421. Postwar period
422. Religious revival
424. Pottery
425. Reservation
427. Poverty
428. Revolutionary
government
429.
Settlement
430. Power by the
people
431. Right to hold office
432.
Settler
433. Presidents Day
434. Right to life, liberty,
and the pursuit of
happiness
435.
Seven Years’ War
436. Principles
437. Right to vote
438. Ship design
439. Primary source
440. Right to work
441. Silver production
442. Private life
443. Ritual
444. Sioux
445. Production
446. Road system
447. Sitka
448. Professional sport
449. Rocketry
450. Slave
451. Property ownership
452. Roman Empire
453. Slave holder
454. Protest
455. Roman Republic
456. Slave rebellion
457. Proverb
458. Roman system of
roads
459. Slave trade
460. Pueblo
461. Rome
462. Slogan
463. Puerto Rico
464. Rosa Parks
465. Smuggling
466. Puritan values
467. Ruling class
468. Social class
Secondary source
423. Separation of
church and state
426. Separation of
powers
45
469. Pyramids
470. Rural area
471. Social reform
472. Race relations
473. Russia
474. Solar system
475. Racial group
476. Russian peasantry
477. Solar year
478. Rail transportation
479. Sacramento
480. Sojourner Truth
481. Railroad
construction
482. Sally Ride
483. Southeast Asia
484. Ranching
485. San Antonio
486. Southwest
487. Southwest Asia
488. Tenant
489. Veteran’s memorial
490. Soviet Union
491. Tenochtitlan
492. Vietnam
493. Space exploration
494. Textile industry
495. Vietnam War
496. Spain
497. Timbuktu
498. Vietnamese boat
people
499. Spanish-American
War
500. Tobacco
501. Vincennes
502. Spanish colony
503. Tolerance
504. Volunteer
505. Spectator sport
506. Trade route
507. Voting rights
508. Square rigger
509. Tradition
510. W.E.B. DuBois
511. St. Augustine
512. Transport system
513. Weaving
514. Statehood
515. Transportation hub
516. Western Europe
517. Statue of Liberty
518. Tribute
519. Western Hemisphere
520. Steam locomotive
521. Turning point in
human history
522. While-collar worker
523. Steel construction
524. Twentieth century
525. Williamsburg
526. Street gang
527. Unification
528. Women’s movement
529. Submarine
530. United Nations
531. Woodrow Wilson
532. Suburb
533. United States
Constitution
534. Working conditions
535. Sugar cane
536. University
537. Workplace
538. Superstition
539. Urban center
540. World economy
541. Susan B. Anthony
542. Urban community
543. World population
growth
544. Systems of roads
545. Vaccine
546. World War I
547. Tactic
548. Vasco da Gama
549. World War II
550. Tax
551. Versailles
552. Written code
553. Tecumseh
554. Versailles Treaty
555. Written language
46
556. Ten
Commandments
557. Veterans Day
558. Written record
559. Zheng He
General History, Level 3
1. Adaptation
2. Catholic Christianity
3. Conservation
4. Agrarian society
5. Catholic church
6. Contemporary
democracy
7. Agribusiness
8. Chance event
9. Convert
10. Agricultural
economy
11. Charter document
12. Cosmos
13. Agricultural lifestyle
14. Chattel slavery
15. Court packing
16. Agricultural
technology
17. Checks and balances
18. Crop rotation
19. Anthropologist
20. Child labor
21. Cross-cultural contact
22. Antibiotics
23. Chinese Revolution
24. Cultural exchange
25. Armed revolution
26. Christian beliefs
27. Cultural heritage
28. Astronomical
discovery
29. Civil disobedience
30. Cultural integration
31. Astronomy
32. Civil service
examination
33. Daily survival skill
34. Atomic bomb
35. Civil service reform
36. Dating methods
37. Authoritarian rule
38. Civilian
39. Death rate
40. Batu
41. Civilian population
42. Debtor class
43. Benin
44. Civilization
45. Demographic shift
46. Bill Clinton
47. Clergy
48. Depression
49. Birth rate
50. Coerced labor
51. Desegregation
52. Black majority
53. Cohesion
54. Discrimination
55. Blind respect
56. Collectivization
57. Disease microorganism
58. Boundary dispute
59. Colonization
60. Disenfranchisement
61. Bourgeoisie
62. Colony in
Massachusetts
63. Dissent
64. British rule
65. Commercialization
66. Divided loyalties
67. Bronze casting
68. Communal life
69. Domestic crop
70. Brush painting
71. Communist country
72. Dowry
73. Business practice
74. Communist Party
75. Dutch colonization
76. Capitalism
77. Conflict resolution
78. Economic power
47
79. Capitalist economy
80. Conservation
movement
81. Economy
82. Egyptian civilization
83. Final solution
84. Human nature
85. Emigration
86. Financing
87. Iberia
89. Flora
90. Immigration screening
92. Foreign capital
investment
93. Imperial policy
95. Foreign market
96. Imperialism
97. Epic
98. Fortification
99. Import
100. Epidemic disease
101. Founders
102. Individual status
103. Equal opportunity
104. Framers
105. Industrialization
106. Equal protection
of the laws
107. Fraternal
organization
108. Infant mortality rate
109. Ethical belief
110. French colonization
111. Inheritance law
112. Ethical systems
113. Fundamental value
114. Innate ability
115. Ethnic art
116. Gender role
117. International market
118. Ethnic conflict
119. Global
communication
120. International relations
121. Ethnic group
122. Global market
123. Interpretation
124. Ethnic identity
125. Gridiron pattern
126. Intervention
127. Ethnic minority
128. Group overlap
129. Iraq
130. Ethnic origin
131. Haitian Revolution
132. Islamic beliefs
133. Evolution
134. Hierarchy
135. Isolationism
136. Exodus
137. Historical account
138. Jazz
139. Extractive mining
140. Historical fiction
141. Jesus Christ
142. Fiar employment
practice
143. Historical narrative
144. Jewish monotheism
145. Fascism
146. Hoarding
147. Jewish refugee
148. Federalist Party
149. Holocaust
150. Jewish resistance
movement
151. Feminism
152. Hostility
153. Korean War
154. Feminist
movement
155. Human intention
156. Labor force
157. Labor union
158. Military unit
159. North American plains
society
161. Modern art
162. Nuclear politics
164. Monarchy
165. Obsidian
88. Employment
opportunity
91. English Common
Law
94. Environmental
change
160. Learned behavior
pattern
163. Liberal
democracy
48
166. Limitations on
government
169. Linguistic
diversity
167. Monastery
168. Occupational
specialization
170. Monasticism
171. Open range
172. Literary narrative
173. Monsoon wind
174. Open shop
175. Long-distance
migration
176. Moral reform
177. Organized labor
178. Lost Generation
179. Moral responsibility
181. Lynching
182. Moral values
184. Magna Carta
(1215)
185. Mortality rate
186. Pathogen
187. Mandate
188. Mosque
189. Patriarchal society
190. Marine
transportation
191. Mound builder
192. Peasantry
193. Marital status
194. Multiple-tier time line
195. People’s Republic of
China
196. Maritime rights
197. Mural
198. Persian Gulf
200. Muslim Empire
201. Perspective
203. Nation-sate
204. Philanthropist
205. Marshall Plan
206. National bank
207. Philippine annexation
208. Mass consumer
economy
209. National self-rule
210. Philosophical
movement
211. Matrilineal family
212. Nativism
213. Philosophy
214. Memento
215. Nazi
216. Political alliance
217. Middle-class
culture
218. Nazi-Soviet NonAggression pact of
1939
219. Political border
220. Migrant worker
221. Neutrality
222. Polygamous marriage
224. Nobility
225. Pooled resources
227. Nomadic people
228. Port city
229. Military tactic
230. North American
mound-building people
231. Port of entry
232. Portugal
233. Secession
234. Stratification
235. Portuguese
caravel
236. Secular ruler
237. Strike
238. post-World War I
239. Secular state
240. Strip mining
241. post-World War II
242. Seed drill
243. Subculture
244. Post Vincennes
245. Segregation
246. Superpower rivalry
247. Price war
248. Semi lunar calendar
249. Tariffs
199. Maritime
technology
202. Maritime trade
route
223. Militant religious
movement
226. Military
mobilization
180. Paris Peace Accord of
1973
183. Participatory
government
49
250. Private property
251. Separatist movement
252. Telecommunication
254. Service industry
255. Temperance
257. Sicily
258. Territorial expansion
260. Significant event
261. Terrorism
263. Social agency
264. Theater of conflict
266. Social attitudes
267. Third party
268. Public education
269. Social Darwinism
270. Totalitarian regime
271. Public opinion
272. Social factor
273. Trade balance
274. Puritanism
275. Social issue
276. Trade union
277. Racial minority
278. Social status
279. Trading triangle
280. Rapid
industrialization
281. Socialist Party
282. Transformation
283. Rationing
284. Sovereign state
285. Transmission of beliefs
287. Spoils system
288. Transmission of
culture
290. Standard behavior
291. Tribal identity
293. Standard of living
294. Urbanization
295. Removal policy
296. State bureaucracy
297. War crime
298. Ritual sacrifice
299. States’ rights
300. Water rights
302. Status
303. Weaponry
305. Steppe lands
306. Welfare
308. Stereotype
309. White-collar sector
310. Saint
311. Stimuli
312. Woman suffrage
313. Scientific method
314. Stock breeding
315. Woodrow Wilson’s
Fourteen Points
253. Private white
academy
256. Professional
sector
259. Protective tariff
262. Protestant
Christianity
265. Protestant
Reformation
286. Reform
government
289. Reform
legislation
292. Religious
dissenter
301. Roman
occupation of
Britain
304. Russian
absolutism
307. Russian
Revolution of 1917
316. Working-class culture
317. World history
318. World power
319. World war
General History, Level 4 (Gr. 9-12)
1. Abortion
2. cartography
3. Critical text analysis
50
4. Absolutism
5. Casualty rate
6. Cultural continuity
7. Adaptation
8. Catholic clergy
9. Cultural identity
10. Affluence
11. Centralized monarchy
12. Cultural preservation
13. African American
community
14. Chemical warfare
15. Defense policy
16. Amnesty
19. Animal domestication
17. Chinese Communist
Party
20. Christian
denomination
18. Defense spending
21. Demobilization
22. Anticommunist
movement
23. Church-state relations
24. Democratization
25. Anti-Semitism
26. City planning
27. Demographics
28. Aristocratic power
29. Civic center
31. Arms embargo
32. Class conflict
34. Arms limitations
35. Class relations
36. Détente
37. Artisan
38. Colonial rule
39. Diffusion
40. Assimilation
41. Commodity price
42. Disease pandemic
43. Atomic diplomacy
44. Common refuse
45. Distribution of powers
46. Autonomous power
47. Compulsory education
48. Due process
49. Bank recharter
50. Conscription
51. Duke
52. Barbarian
53. Constitutional ideal
54. Dutch merchant class
55. Bilingual education
56. Constitutionalism
57. Dutch West Indies
58. Biological evidence
59. Consumer’s rights
60. Economy
61. Bipolar centers of
power
62. Consumer culture
63. Economic
dependency
64. Black market
65. Containment policy
66. Economic disparity
67. Border conflict
68. Contemporary life
69. Economic reforms
70. Breakup of Soviet
Union
71. Continuity
72. Education reform
73. British colony
74. Conventional warfare
75. Enemies of the state
76. British imperialism
77. Corporation
78. Energy crisis
79. British monarch
80. Covenant of the
League of Nations
81. English Parliament
82. Capitalist country
83. Creditor
84. Entrepreneur
85. Entrepreneurial spirit
86. Gradation
87. Jewish scapegoating
88. Environmental
degradation
89. Group identity
90. Jihad
30. Depression of 18731879
33. Depression of 18931897
51
91. Environmentalism
92. Guerilla warfare
93. Labor relations
94. Environmentalism
95. Hearsay
96. Legal code
97. Ethical dilemma
98. Hereditary social
system
99. Liberalism
100. Ethnicity
101. Heredity
102.
104. Historical context
105. Male-dominated
job
107. Historical continuity
108.
Market revolution
109. Exchange of fauna
110. Humanism
111.
Martyr
112. Exchange of flora
113. Ideological conflict
114.
Materialism
115. Expansionism
116. Ideology
117.
Mercantilism
118. Expansionist foreign
policy
119. Imperial presidency
120.
Mercenary
121. Federalist
122. Inalienable right to
freedom
123. Mexican
Revolution
124. Food plant
domestication
125. Income gap
126.
127. Fraud
128. Individualism
130. Free enterprise
131. Industrial parity
133. Free labor system
134. Inflammatory
135.
Millennialism
136. Free trade
137. Inflation
138.
Mining economy
139. Freedom of the
press
140. Instinctive behavior
141.
Mobilization
142. Fundamentalism
143. Integration
144.
Moderate thinking
145. Generational conflict
146. Intellectual life
147.
Monetary policy
148. Genetically
determined behavior
149. Internal trade
150.
Monotheism
153.
Mulatto
156.
Multiculturalism
103. Evangelical
argument
106. Evangelical
movement
151. Genocide
154. Geopolitics
152. International
economy
155. Investigative
technique
Liberation theology
Militarism
129. Military-industrial
complex
132. Military
preparedness
159. Multilateral aid
organization
162. Multinational
corporation
157. Global economy
158. Investment
160. Global trade
161. Iron metallurgy
163. Globalizing trend
164. Islamic state
165.
Muslim country
166. Government subsidy
167. Islamization
168.
Nation building
169. National autonomy
170. Privatization
171.
Resettlement
172. National debt
173. Profit motive
174.
Retaliation
175. National identity
176. Profiteering
177.
Reunification
52
178. National market
179. Propaganda
180. Rights of the
disabled
181. National security
182. Propaganda
campaign
183.
Rigid class
184. National socialism
185. Property rights
186.
Russian Chronicle
187. Nationalism
188. Protestant clergy
189. Russian
Revolution of 1905
190. Native American
origin story
191. Province
192.
Sanctioned country
193. Native population
194. Psyche
195.
Scientific racism
196. Natural history
197. Public policy
198.
Second front
199. Neocolonialism
200. Quadrant
201.
Sectionalism
202. New scientific
rationalism
203. Racial role
204.
Secular ideology
205. Noble savage
206. Radicalism
207. Sedentary
agriculture
208. Nonunion worker
209. Rationalism
210.
211. Nullification
212. Reactionary thinking
213. Social
democratization
214. Oil crisis of 1970’s
215. Realism
216.
217. One man one vote
218. Realpolitik
219. Socioeconomic
group
220. Opposition group
221. Recession
222.
South Africa
223. Oppression
224. Recurrent pandemic
225.
Sovereignty
226. Outward migration
227. Red Russian
229. Parliament
230. Red Scare
232. Parliamentary
government
233. Redistribution of
wealth
228. Sphere of
influence
231. Stagnation of
wages
234. Staple crop
production
235. Periodize
236. Refugee population
237.
State constitution
238. Philippines
239. Religious evangelism
240.
Status quo
241. Pop Art
242. Reparation payment
243. Subsistence
method
244. Postindustrial society
245. Repertoire
246.
247. Primate
248. Representative
government
250. Prior experience
251. Republicanism
249. Supply-side
economics
252. System of
alliances
253. Traditional cultural
identity
254. U.S. Smoot-Hawley
Tariff
255.
Welfare state
256. UN resolution
257. U.S.S.R.
258.
Western values
259. United States
intervention
260. Utopian community
261.
Women in clergy
Self-determination
Socialism
Suburbanization
53
262. Universal language
263. Volunteerism
264.
Workforce
265. Urban bourgeoisie
266. Wartime diplomacy
267.
World geopolitics
268. U.S. domestic
energy policy
269. Wartime inflation
270. Writ of habeas
corpus
U.S. History, Level 2 (Gr. 3-5)
1. 1492
2. Chickasaw
3. Harry S. Truman
4. 1896 election
5. Choctaw removal
6. Herbert Hoover
7. 1920’s
8. Coal mine strike
9. Hispanic American
10. 13th Amendment
11. Confederacy
12. “I Have a Dream”
speech
13. 14th Amendment
14. Confederate Army
15. Indentured servant
16. 15th Amendment
19. 16th Amendment
17. Connecticut
Compromise
20. Constitutional
Convention
18. Industrial North
21. Internment of
Japanese Americans
22. 17th Amendment
23. Cotton gin
24. Jacqueline Kennedy
25. 18th Amendment
26. Cree removal
27. James Monroe
28. 19th Amendment
29. December 7, 1941
30. Jenne
31. Age of Exploration
32. Democratic Party
33. Jim Bowie
34. Alamo
35. Escaped slave
36. Jim Crow
37. Alexander Hamilton
38. European theater
39. Jimmy Carter
40. American
Expeditionary Force
41. Fort Sumter
42. John Adams
43. Andrew Jackson
44. Fourteen Points
45. John F. Kennedy
46. Antietam
47. Francisco Vasquez de
Coronado
48. John Hancock
49. Arab-Israeli crisis
50. Fredericksburg
51. King James I
52. Articles of
Confederation
53. Freedmen’s Bureau
54. Know-Nothing Party
55. Axis Powers
56. Freedom ride
57. Latino
58. Battle of Bull Run
59. French Quebec
60. Lexington and
Concord
61. Black Reconstruction
62. French settlement
63. Louisiana
64. Boston
65. Fur trade
66. Louisiana Purchase
67. Brown v. Board of
Education (1954)
68. General Robert E. Lee
69. Lower South colony
70. Cabeza de Vaca
71. GI Bill
72. Lyndon B. Johnson
administration
54
73. Camelot image
74. Golden Door
75. Manassas
76. Cayuga
77. Great Awakening
78. Manifest destiny
79. Charles Finney
80. Great Plains
81. Mary McLeod
Bethune
82. Chickasaw removal
83. Harlem Renaissance
84. Mid-Atlantic colony
85. Minstrel show
86. Prohibition
87. Texas War for
Independence (1836)
88. Missouri Compromise
89. Regan revolution
90. the East
91. Mohawk
92. Revolutionary War
93. the North
94. Mormon
95. Richard Henry Lee
96. the South
97. Mother Mary Jones
98. Richard Nixon
99. the West
100. Mt. Rushmore
101. Ronald Regan
102. Theodore
Roosevelt
103. National
Organization for
Women
104. Sam Houston
105.
Thirteen colonies
106. New Deal
107. Samuel Adams
108.
Thomas Nast
109. New Federalism
110. Santa Fe
111.
Trail of Tears
112. New Frontier
113. Second Great
Awakening
114. Treaty of
Guadalupe Hidalgo
115. New Jersey Plan
116. Seminole removal
117.
118. New Mexico
119. Seneca
120. Underground
Railroad
121. Northeast
122. Sharecropper
123.
Union Army
124. Oneida
125. Shays Rebellion
126.
U.S. territory
127. Onondaga
128. Shiloh
129.
Vicksburg
130. Open Door policy
131. Silent Majority
132.
Virginia Plan
133. Oregon
134. Songhai
135.
War of 1812
136. P. T. Barnum
137. spinning jenny
138.
Warren Court
139. Panama Canal
140. Stock market crash of
1929
141.
Watergate
142. Pearl Harbor
143. Suffrage movement
144. Westward
expansion
145. Pennsylvania
146. Supreme Court
147.
Whiskey Rebellion
148. Peter Cartwright
149. Taxation without
representation
150.
William H. Taft
151. post-Civil War
period
152. Texas
153.
Yeoman farmer
Treaty of Paris
154. pre-Columbus
55
U.S. History, Level 3 (Gr. 6-8)
1. 1960 presidential
campaign
4. African-American
Union soldier
2. Congressional
authority
3. First Congress
5. Continental Congress
6. First Lady
10. American foreign
policy
8. Dawes Severalty Act
of 1887
11. Declaration of
Sentiments
13. American identity
14. Democrat
15. French and Indian War
16. American West
17. DemocraticRepublican Party
18. Garvey movement
19. Anne Hutchinson
20. Dollar diplomacy
21. Gentleman’s agreement
22. Antebellum period
23. Domestic policy
24. Glorious Revolution
25. Anti-Federalist
26. Domestic program
27. Great Society
28. Anti-immigrant
attitude
29. Dr. Francis Townsend
30. Hiram Johnson
31. Antislavery ideology
32. Dred Scott decision
33. Huey Long
34. Article III of the
Constitution
35. Dwight D.
Eisenhower
36. Impeachment
37. Atlantic slave trade
38. Eisenhower Doctrine
39. Industrial Workers of the
World
40. Bacon’s rebellion
41. Election of 1800
42. Iranian hostage crisis
43. Battle for Britain
44. Election of 1912
45. James Buchanan
46. Benjamin Franklin’s
autobiography
47. Engel v. Vitale
48. James Madison
50. English Bill of Rights
(1689)
53. Equal Rights
Amendment
51. Jay’s Treaty
55. Camp David Accords
56. Fair Deal
57. Joseph McCarthy
58. Charles Evans
Hughes
61. Christian evangelical
movement
64. Church of Jesus
Christ of Latter-day
Saints
59. Family assistance
program
60. Judiciary Act of 1789
62. Farm labor
63. Kennedy assassination
65. Featherbedding
66. Ku Klux Klan
67. Closed shop
68. Federal Indian policy
69. Lewis and Clark
expedition
70. Compromise of 1850
71. Federalism
72. Little Rock 1957
73. Compromise of 1877
74. Filipino insurrection
75. Loyalist
76. Congress
77. First Amendment
78. Malcolm X
7. American dream
49. Big stick diplomacy
52. Calvin Coolidge
9. Flawed peace
12. Free exercise clause
54. John Marshall
56
79. Marbury v. Madison
(1803)
80. Populism
81. Soviet espionage
82. Massachusetts
83. Populist Party
84. Sun Belt
85. McCarthyism
86. Progressive era
87. Tenure of Office Act
91. Modern
republicanism
89. Progressive
movement
92. Reconstruction
amendments
94. NAACP
95. Republican
96. Transcendentalism
97. Navigation Acts
98. Republican Party
99. trans-Mississippi region
100. New freedom
101. Return to
domesticity
102. Truman Doctrine
103. New nationalism
104. Robert La Follette
105. U.S. Supreme Court
106. Normandy Invasion
107. Roosevelt coalition
108. Universal white male
suffrage
109. Northwest
Ordinance of 1787
110. Rust Belt
111. Virginia
112. Oregon territory
113. Scopes trial
114. Warren G. Harding
115. Pardon of Richard
Nixon
116. Seneca Falls
Convention
117. Whig Party
118. Party system
119. Share the wealth
120. Works Progress
Administration
121. Paxton Boys
Massacre
122. Short heard around
the world
123. WPA project
88. Midnight judge
90. Thirteen virtues
93. Townsend Plan
U.S. History, Level 4 (Gr. 9-12)
1. 18th century
republicanism
2. Covenant community
4. Accession of Elizabeth I
5. Crabgrass frontier
7. Affirmative action
8. Crop lien system
9. Full dinner pail
10. Agricultural Adjustment
Act
11. Cross of Gold speech
12. Gay Liberation
Movement
13. Algonkian
14. Dartmouth College v.
Woodward (1819)
15. Gay rights
16. Alien and Sedition Acts
17. D-Day
19. American Communist
Party
22. American Federation of
Labor
20. De facto segregation
23. De jure segregation
25. Americanization
26. Democratic nominee
28. Arizona
29. Desert Storm
31. Asian Civil Rights
Movement
32. Downtown business
area
3. Four Freedoms
speech
6. French Declaration of
the Rights of Man
18. General Ulysses S.
Grant
21. General William T.
Sherman
24. Gettysburg Address
27. GI Bill on higher
education
30. Gibbons v. Ogden
(1824)
33. Good Neighbor Policy
57
34. Baby boom generation
37. Bank Recharger Bill of
1832
40. Battle of Saratoga
43. Bay of Pigs
35. East Asian CoProsperity Sphere
38. Economic depression
of 1819
41. Economic depression
of 1837
44. Economic depression
of 1857
36. Grand Alliance
39. Great Migration
42. Greenback Labor
Party
45. Hammering campaign
46. Black legend
47. Election of 1960
48. Hernando Cortex
49. Carolina regulators
50. Emerging capitalist
economy
51. Hetch Hetchy
controversy
52. Carrie Chapman Cart
53. Emilio Aguinaldo
54. Indian laborer
55. Chesapeake
56. European land
hunger
58. CIO
59. Evil empire
57. Indian Reorganization
Act of 1934
60. International Ladies
Garment Workers
Union
61. “City Upon a Hill”
speech
62. Executive branch
63. Iran-Contra affair
64. Civil Rights Act of 1964
65. Farm labor
movement
66. James K. Polk
68. Federal judiciary
69. Japanese American
71. Fireside chats
72. Jay Gardoqui Treaty
of 1786
74. First New Deal
75. Jefferson Davis
76. Constitution of 1787
77. Five Civilized Tribes
78. John Collier
79. John F. Kennedy
presidency
80. National Woman
Suffrage Association
81. Second New Deal
82. John Locke
83. New Klan
84. Secondary education
85. John White
86. New Woman
87. Shaysites
88. Kansas-Nebraska Act
89. New York City draft
riots of July 1863
90. South Carolina
91. King’s Mountain
92. Northwest Territory
93. Spirit of individualism
94. Kuwait
95. November 10
proposal
97. La Raza Unida
98. Old Hickory
96. Tennessee Valley
Authority Act
99. Texas Revolution
(1836-1845)
100. Labor conflicts of
1894
101. Omaha Platform of
1892
104. Panama Revolution
of 1903
67. Civil Works
Administration
70. Civilian conservation
Corps
73. Committee for Industrial
Organizations
103. Legislative branch
102.
Theodore deBry
105.
Title VII
106. Leisler’s Rebellion
107. Parochial school
108. Traditional
American family
109. Lone Star Republic
110. Peace of Paris
111.
112. Mainstream America
113. Plessy v. Ferguson
(1896)
114. Two Treatises on
Government
115. Mark Hanna
116. post-Cold War era
117.
Two-party system
Upton Sinclair
58
118. Maryland
119. Public Works
Administration
120. U.S. communist
Party
121. McCulloch v.
Maryland
122. Quaker
123.
Victorian value
124. Midwest
125. Radical republicans
126.
War bond
127. Mississippian culture
128. Relocation center
129.
War on Poverty
131. Roe v. Wade
132. War Powers Act of
March 1942
134. Roger Williams
135.
137. Roosevelt Corollary
138. William Jennings
Bryan
130. Mormon migration to
the West
133. Mound center in
Cahokia, Illinois
136. Mound center in the
Mississippi valley
139. National Democratic
Party
142. National Industrial
Recovery Act
145. National Recovery
Administration
148. National Republican
Party
140. Rural Electrification
Administration
143. Sacco and Vanzetti
trial
146. Scots-Irish
West Indian colony
141.
William McKinley
144.
Wilmot Proviso
147.
Zuni
59
High Incidence Academic Word List
How to utilize this list . . .
The Academic Word List is one of several vocabulary lists that does not connect directly
with a single particular piece of literature. It includes ten units of sets of words most
frequently found in school text books of all types, hence applying to non-fiction.
"The Academic Word List, compiled by Coxhead (2000), consists of 570 word families
that are not in the most frequent 2,000 words of English but which occur reasonably
frequently over a very wide range of academic texts. These 570 words are grouped into
ten sublists that reflect word frequency and range. A word like analyze falls into Sublist
1, which contains the most frequent words, while the word adjacent falls into Sublist 10
which includes the least frequent (amongst this list of high incidence words). In other
words, the ten sublists contain the most frequent form of the word, more often a noun or
verb form, although there may be one or more important related word forms. For
example, the headword analyze would also include analyst, analytic, analytical and
analytically in the word family.
1. analyze approach area assess assume authority available benefit concept consist
context constitute contract data define derive distribute economy environment establish
estimate evident factor finance formula function income indicate individual interpret
involve issue labor legal legislate major method occur percent period principle proceed
process policy require research respond role section sector significant similar source
specific structure theory vary
2. achieve acquire administrate affect appropriate aspect assist category chapter
commission community complex compute conclude conduct consequent construct
consume credit culture design distinct equate element evaluate feature final focus
impact injure institute invest item journal maintain normal obtain participate perceive
positive potential previous primary purchase range region regulate relevant reside
resource restrict secure seek select site strategy survey text tradition transfer
3. alternative circumstance comment compensate component consent considerable
constant constrain contribute convene coordinate core corporate correspond criteria
deduce demonstrate document dominate emphasis ensure exclude fund framework
illustrate immigrate imply initial instance interact justify layer link locate maximize minor
negate outcome partner philosophy physical proportion publish react register rely
remove scheme sequence sex shift specify sufficient task technical technique
technology valid volume
4. access adequacy annual apparent approximate attitude attribute civil code commit
communicate concentrate confer contrast cycle debate despite dimension domestic
emerge error ethnic goal grant hence hypothesis implement implicate impose integrate
internal investigate job label mechanism obvious occupy option output overall parallel
parameter phase predict prior principal professional project promote regime resolve
retain series statistic status stress subsequent sum summary undertake
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5. academy adjust alter amend aware capacity challenge clause compound conflict
consult contact decline discrete draft enable energy enforce entity equivalent evolve
expand expose external facilitate fundamental generate generation image liberal license
logic margin mental medical modify monitor network notion objective orient perspective
precise prime psychology pursue ratio reject revenue stable style substitute sustain
symbol target transit trend version welfare whereas
6. abstract acknowledge accuracy aggregate allocate assign attach author bond brief
capable cite cooperate discriminate display diverse domain edit enhance estate exceed
expert explicit federal fee flexible furthermore gender ignorance incentive incorporate
incidence index inhibit initiate input instruct intelligence interval lecture migrate minimum
ministry motive neutral nevertheless overseas precede presume rational recover reveal
scope subsidy tape trace transform transport underlie utilize
7. adapt adult advocate aid channel chemical classic comprehensive comprise confirm
contrary convert couple decade definite deny differentiate dispose dynamic equip
eliminate empirical extract file finite foundation globe grade guarantee hierarchy identical
ideology infer innovate insert intervene isolate media mode paradigm phenomenon
priority prohibit publication quote release reverse simulate sole somewhat submit
successor survive thesis topic transmit ultimate unique visible voluntary
8. abandon accompany accumulate ambiguous appendix appreciate arbitrary automate
bias chart clarify commodity complement conform contemporary contradict crucial
currency denote detect deviate displace drama eventual exhibit exploit fluctuate
guideline highlight implicit induce inevitable infrastructure inspect intense manipulate
minimize nuclear offset paragraph plus practitioner predominant prospect radical random
reinforce restore revise schedule tense terminate theme thereby uniform vehicle via
virtual visual widespread
9. accommodate analogy anticipate assure attain behalf cease coherent coincide
commence compatible concurrent confine controversy converse device devote diminish
distort duration erode ethic found format inherent insight integral intermediate manual
mature mediate medium military minimal mutual norm overlap passive portion
preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere
subordinate supplement suspend team temporary trigger unify violate vision
10. adjacent albeit assemble collapse colleague compile conceive convince depress
encounter enormous forthcoming incline integrity intrinsic invoke levy likewise
nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called
straightforward undergo whereby
61
Vocabulary Instruction
What Does Explicit Vocabulary Instruction Look Like?
Teachers should employ a research-based approach to vocabulary instruction. This involves
explicit teaching of vocabulary words that will appear in the context of student reading. The lists
that follow in this document represent some of the important words from Marzano’s lists.
Teachers should select the words they feel will be most relevant to students based on the
expected reading material (e.g, independent reading books, small-group texts, content-area
textbooks, research materials) and grade level curriculum standards. Vocabulary word selection
is typically differentiated to meet the individual needs of each student.
Once the important words have been selected, explicit instruction might proceed in the following
sequence according to Marzano’s research:
Step 1: Provide a description, explanation, or example of the new term in a whole class, smallgroup, or 1:1 setting.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representation of the word.
Step 4: Engage students periodically in activities that help them add to their knowledge of the
terms in a vocabulary journal or similar tool.
Step 5: Periodically ask students to discuss the terms with one another.
Step 6: Involve students in games that allow them to play with the terms.
When Might Teachers Provide Explicit Vocabulary Instruction?
In the balanced literacy model, vocabulary instruction might happen during the following times:





15-minute word study block
15-minute focus lesson (e.g., Good readers learn about new vocabulary words they
encounter while reading.)
Small-group instruction
Interactive read aloud
1:1 conferring opportunities
In addition, homework assignments might allow students ample opportunity to create drawings or
graphic representations of words, locate vocabulary in environmental print, or record quotes from
at-home reading that include new terms. Homework experiences with vocabulary should follow
explicit classroom instruction.
62
Are There Suggestions for Tools that Promote Vocabulary
Acquisition?
Marzano, as well as other school districts, state education departments, and Internet sites, offer a
number of ideas that correspond to the six step approach to explicit vocabulary instruction. The
following represent some of these ideas in no particular order.
Vocabulary Journal Page
Word Cards for Paired Practice or Homework Review
Twister Vocabulary Game
63
Vocabulary Log
64
WORDO Bingo Game
(Insert the vocabulary words in the WORDO boxes. As you call out the
definitions, students identify and mark the related terms. You can also put
definitions in the boxes and call out matching terms.)
Clue Card
65
Train Car Analogies
New Word Record Sheet
66
Independent Reading Book Dictionary
67
Word Maps
68
How Should Teachers Assess Vocabulary Knowledge?
Periodically assess vocabulary knowledge in formal and informal ways. The
following are some examples of approaches to vocabulary assessment:




Assessing student vocabulary journal pages
Recording observations of student vocabulary discussions
Asking students to tell you about a term as they encounter it while reading
a text with/to you
Formal vocabulary assessments that require students to describe the
meaning of a word, match words with meanings or graphic
representations, or select appropriate definitions from a multiple choice list
69
SDAIE Strategies: A Glossary of Instructional Strategies
Anticipatory Chart - Before reading a selection, hearing a selection or viewing a video
students are asked to complete the first two sections of the chart-"What I already know
about ...." and "What I would like to find out about ...." After the information has been
presented students complete the "What I learned..." section. Responses are shared with
a partner. This is also known as a KWL Chart
Anticipatory Guide - Students are given a series of statements that relate to a reading
selection, lecture, or video. Students indicate AGREE or DISAGREE. After the
information has been presented, students check to see if they were correct.
Brainstorming - Students work as a whole group with the teacher, or in small groups.
Begin with a stimulus such as a word, phrase, picture, or object and record all responses
to that stimulus without prejudgment. Prewriting or INTO strategy. The students give
ideas on a topic while a recorder writes them down. The students should be working
under time pressure to create as many ideas as possible. All ideas count; everything is
recorded. More ideas can be built on the ideas of others.
Carousel Brainstorming - Each small group has a poster with a title related to the topic
of the lesson. Each group uses a different colored marker to write 4 to 5
strategies/activities that relate to their topic. Students rotate to all the other posters,
reading them and adding 2 to 3 more strategies. Students discuss the results.
Character Matrix - In groups, students create a grid, which lists the characters
horizontally on the left and character traits vertically across the top. The students
determine the traits used. Group members decide if each character possesses each of
the traits and writes "yes" or "no" in the appropriate box.
Choral Reading - Groups of students chorally present a poem, or other reading
selection. One person reads the title, author, and origin. Each person says at least one
line individually. Pairs of students read one or more lines. Three students read one or
more lines. All students read an important line.
Clustering/Webbing/Mapping - Students, in a large group, small groups, or
individually, begin with a word circled in the center, then connect the word to related
ideas, images, and feelings which are also circled. Prewriting or INTO strategy.
Comprehension Check - The teacher or students read the selection aloud.
Intermittently, the teacher asks for verbal and nonverbal comprehension checks ("raise
your hand", "thumbs up for 'yes' ", "thumbs down for 'no'." The teacher uses a variety of
question types: Right There, Think and Search, On My Own (See QAR, Day One.)
Co-op Co-op - Students work in teams to complete a project. The steps are: studentcentered class discussion, selection of student study teams, team building and skill
development, team topic selection, mini-topic selection, mini-topic preparation, mini-topic
presentations, preparation of team presentations, team presentations, evaluation.
70
Cooperative Dialogue 1.Students number off one through four.
2.Each student pairs with another student from a different group who has the same
number.
3.Following the timeline from the article that was previously read each pair writes a
dialogue between two characters in the passage.
4.Pairs are selected to present dialogues in chronological order to the class. activity is
designed to be a text "re-presentation."
Cooperative Graphing - This activity involves graphing information based on a survey.
Each group of four will take a survey of how many countries each has visited (or other
teacher-determined information). A bar graph is then developed. Each person in the
group is responsible for one aspect of the graph, and signs his/her name on the chart
along with their area of responsibility. Jobs are: survey group members and record
results, construct the graph, write names and numbers on the graph, write title and
assist with graph construction. Each person in the group describes his/her part of the
graph to the class.
Corners - Cooperative activity used to introduce a topic. The teacher poses a question
or topic along with four choices. On a 3x5 card students write their choice and the
reasons for it. Students go to the corner of the room representing their choice. In their
corner, students pair up and share their reasons for selecting that corner. The topic is
discussed. For example, the corners could be labeled cone, cube, pyramid, and sphere
with information about each figure provided. Students go to the corner, learn about the
figure, and return to teach other team members.
Directed Reading-Thinking Activity This is a group activity to get students to think
about the content of a fiction or non-fiction reading selection. The steps are 1) Students
predict what they will read and set purposes for reading. 2) Students read the material.
3) Students discover if their predictions and hypotheses are confirmed.
Famous Person Mystery - The name of a famous person, living or deceased is placed
on the back of each student. Without looking, students try to guess who the person is by
asking questions that require only yes/no answers.
Graphic Organizers - Graphic organizers are charts, graphs, or diagrams, which
encourage students to see information as a component of systems rather than isolated
facts. Students may complete these as they read or view a presentation. There are a
variety of ways to use graphic organizers, including the following: semantic word map,
story chart, Venn diagram, spider map, network tree, word map, and KWL chart. Other
examples of graphic organizers are listed below.
Comparison-Contrast Matrix-Students determine similarities and differences between
two people, things, solutions, organisms stories, ideas, or cultures.
Branching Diagrams -Organization charts, hierarchical relationships systems, family
trees.
Interval Graphs-Chronological order, bar graphs, parallel events, number value.
Flowcharts - Sequential events, directions, decision making, writing reports, study skills.
Matrix Diagram-Schedules, statistics, problem solving, comparisons with multiple
criteria.
Fishbone Diagram-Cause and effect, timeline.
71
Group Discussion, Stand Up and Share, and Roam the Room - After the teacher
asks a question, students discuss and report their group findings to the class. Teams
can share their best answer, perhaps on the board at the same time, or on an overhead
transparency. When an individual student has something important to share with the
class, he or she stands up. When one person from each group is standing, the teacher
calls on one of these students for a response. If others have a similar response, they sit
down. Students move around the room to view the work of other teams. They return to
their teams to Round Robin share what they have learned.
Hot Topics - Students title a sheet "Hot Topics". This sheet is kept in an accessible
place in their notebooks or portfolios. Students brainstorm with the teacher on possible
topics of interest related to the content of the course. Each student writes down at least
ten Hot Topics and adds to the list throughout the year. Students occasionally choose
one Hot Topic and write in depth on the topic as a class assignment or as homework.
These may be included in their portfolios.
Idea Starts -Use a prompt for writing, such as a quote, a photo, words from a
vocabulary list, an article, a poem, opening lines to a story, an unusual object, a film, or
a guest speaker to get students started.
Image and Quote with Cooperative Poster - Groups of four are formed. Students read
a selection. Each chooses a quote and an image that have impact for them. Round
Robin share. Groups come to consensus on favorite image and quote. Each student
takes one colored pen. With all members participating, and each using their chosen
color, they draw the group image and write the group quote on a piece of butcher or
easel paper. Each member signs the poster with his or her pen. Posters are shared with
the class.
Inside-Outside Circle - Students are arranged into two equal circles, one inside the
other. Students from the smaller inside circle face those in the outer larger circle and
vice versa. Students ask each other questions about a review topic. These may be either
teacher or student generated. Students from one of the circles rotate to either the left or
right. The teacher determines how many steps and in which direction. Another question
is asked and answered.
Interactive Reading Guide - Working in groups, students write down everything they
know about a reading selection topic. Then, they write three questions they want to have
answered by the selection. Each student reads a short first section silently; then
students retell the information with a partner. Next, the first ___pages (teacher's choice)
are read aloud in the group, each person taking a turn to read. Then, the group predicts
four things that will be discussed in the next section. The groups finish reading the
chapter silently. Each person writes four thinking questions for a partner to answer. (Why
do you think ? Why do/did ____ ? How does ____relate to your life or experiences?
Compare ____to __. What if____? Predict _____) Papers are exchanged and answers
are given to each other's questions. Finally, with a partner, a chart or diagram is drawn
to illustrate the main points of the chapter.
72
In-Text Questions - Students answer teacher-constructed questions about a reading
selection as they read it. Questions are designed to guide students through the reading
and provide a purpose for reading. Students preview In-Text questions first then answer
them as they read the article. Students review their answers with their small group, then
share them with the whole group.
Jigsaw - 4-6 people per "home" team. Name the teams. Within each team, number off
1-4. All ones form an "expert group," as do twos, threes, and fours. Each expert group is
assigned a part to read (or do). Experts take 15 minutes to read, take notes, discuss,
and prepare presentations. Return to home teams. Each expert takes 5 minutes to
present to home team.
Journals -Students keep questions and ideas in a journal. These may be used later to
develop a formal piece of writing.
Key Words Story Prediction - In their groups, students using key words listed by
Language Experience Approach - This is a reading strategy based on a common
experience. The students dictate a story to the teacher, who then records the story. The
teacher then uses the reading as a practice on word recognition, sentence patterns, and
vocabulary items.
Learning Logs - Double-entry journals with quotes, summaries, notes on the left and
responses reactions, predictions, questions, or memories on the right.
Line-Ups - Line-ups can be used to improve communication and to form teams. The
entire class lines up according to a specific criteria (age, birthday, first letter of name,
distance traveled to school, etc.). The end of the line can move to the head of the line
and pair up until each person has a partner. This is called "folding the line." Teams of
four members can then be formed from this line-up.
Multiple Intelligences Inventory Given a list of preference statements organized
according to the eight multiple intelligences, students place checks next to those that are
true for them. By totaling the number of checks per intelligence students are able to
determine areas of strength and weakness.
Novel Ideas - Groups of four are formed. Each group member has a sheet of paper with
the team name or number in the corner. Each person writes, "We think a story/selection
entitled (insert appropriate title) might be about ..." Each person then has one minute to
list what he or she thinks the story might be about. For example, a story entitled "Eleven"
might be about a football team, roll of dice, etc. Each person draws a line. Members
Round Robin share their lists. As each member shares, other members add new ideas
to their lists. Groups then take turns standing in a line and reading their possible topics
for the whole group. Topics may not be repeated. All students add new or "novel" ideas,
not on their lists.
Numbered Heads Together - A 5-step cooperative structure used to review basic facts
and information. Students number off I to 4. Teacher asks a question. Students consult
one another to make sure everyone can answer the question. Teacher randomly picks a
number from 1 to 4. Those students with that number raise their hand: Teacher
randomly chooses one of the groups. The group member with the previously-selected
number answers the question. After the student responds, the other teams may agree
73
with a thumbs up or a thumbs down hand signal. Teacher may ask another student to
add to the answer if an incomplete response is given.
Open Mind Diagram - Each person in a group of four uses a different colored marker to
participate in the poster creation. Students draw a shape of a head and, inside the head,
write words, quotes from the story, symbols and pictures. Words can be made into
pictures of parts of the face.
Pairs Check - Cooperative pairs work on drill and practice activities. Students have
worksheets. One student answers the first question while a second student acts as the
coach. After the coach is satisfied that the answer is correct, then roles are reversed.
Then this pair can check with the other pair on the team. If all agree, then the process
continues. If they do not agree, students try one more time to figure out the answer, or
ask for help from the teacher.
Pantomime-A-Tale - This technique can be used with fiction or nonfiction reading
selections. Divide an article into sections. Each group prepares their assigned section as
a pantomime. There should be one group member who reads the section, with
appropriate pauses, and three members who act it out without using words. Rehearsal is
important, so allow time for it.
Pass the Picture -Each person in a group has a visual of a person. A blank sheet of
paper is clipped to the back. The teacher asks a question (e.g., "What is his/her
name?"). Students write the answer in a complete sentence on the blank paper.
Students then pass the visual and the paper to the student on the right. The teacher
continues asking questions and students continue writing the answer, then passing the
visual to the right for 6-8 questions. At the end, each student will have a descriptive
paragraph for each visual. Each student takes a visual and shares it with the group while
reading the final paragraph description.
Picture This - This activity is useful as a vocabulary or concept review. A blank paper is
divided into eight sections. Students draw pictures or symbols to represent words or
major concepts. Students are not to label the drawings. Students exchange papers with
a partner and partners try to correctly label each other's drawings.
Pie Graph - Using the results of the Multiple Intelligences inventory students draw a pie
graph representing how they are smart on a paper plate. Students may color, make
designs, or draw symbols for each section. Students can determine the size of each
section by creating a fraction that represents each intelligence. The total number of
checks is the denominator and the number of checks for that section is the numerator.
This fraction can then be changed to a percent by dividing the numerator by the
denominator.
Posters - As a BEYOND activity students create a poster in small groups. The following
list describes several types of posters that the teacher may assign.
Illustrated Timeline Tell the plot or sequence on a timeline, with pictures that depict the
events.
Movie Poster Advertise the content from a lesson by creating a movie poster complete
with ratings, pictures, actors, descriptions, and comments by a critic.
74
Comic Strip Create a 6-paneled comic strip of the lesson content.
Image and Quote Choose an image and quote from the lesson content that are
representative or important. Poster should include a title.
Advertisement Choose an item from the lesson content and make a newspaper or
magazine ad for it.
PQRST Study Strategy - Preview: Student skims the title, side headings, pictures and
graphics to identify writer's generalization. Question: Student identifies questions that the
writer is going to answer during the reading. Read: Student reads to obtain answers to
the questions and takes notes. Summarize: Student summarizes the information
regarding each question posed. Test: Student tests the generalization against the
supporting information to see if the author has enough information to support the
generalization.
Prediction - Students make a prediction about the subject they are about to read by
selecting an answer to a multiple-choice question.
Question-Answer Relationship QAR) - This program teaches students strategies for
answering questions. It also points out the sources for different kinds of questions. Here
are the three types of answers:
Right There The answer is located directly in the reading
Think and Search The answer is "between the lines." The reader needs to analyze,
make inference and/or predict the answer based on the information in the reading.
On My Own The answer is "beyond the lines." The reader must base the answer on
his/her own experience.
Quickdrawing - Students sketch ideas that relate to a topic. Prewriting or INTO
strategy.
Quickwrite - Pre-reading or pre-writing focus activity. Students are asked to respond to
a question in writing for 5 minutes. Emphasis is on getting thoughts and ideas on paper.
Grammar, spelling, style not important.
Quickwriting -Students respond quickly to a prompt without self-editing. If students get
stuck they can repeat phrases over and over until a new idea comes to mind. Prewriting
or INTO strategy.
RAFT -May be used in any content area to reinforce information and check for
understanding. Individuals or groups of students write about information that has been
presented to them The teacher determines the role of the writer, audience, format, and
topic (RAFT). For example, in a science class, students are asked to write using the
following RAFT - Role of Writer Cloud; Audience Earth; Format Weather report; Topic
Explanation of upcoming thunderstorms.
Ranking and Consensus Building - Students individually rank items in a list from least
important to most important. Each group or pair comes to a consensus on the order.
Read Around Groups -After completing a writing assignment, students are divided into
groups of equal size. A group leader collects the group's papers then, in a clockwise
75
direction, passes them to the next group. Each member of the group receives one paper
then reads it. Readers star a line they especially like. One minute is allowed for reading
and marking each paper. At signal the students pass the paper to the person on the
right. After reading the papers of one group, the group chooses one paper to read aloud
to the class. If time allows, groups may continue to pass papers until everyone has read
all the papers.
Reader Response Chart - Students draw a T-chart on their paper. On the left side they
write 3 interesting quotes from the story and on the right side students respond to the
quote with personal reactions, memories, questions, compare/contrast, or something to
learn more about.
Reading Circles/ Book Clubs Once students choose a book from a selection of 4 to 5
titles, they form a group with those reading the same book. Students read and solve the
teacher-designed activities that relate to their book. The group shares with the class
what they have learned from their reading.
Reading Guide
1. Headings Read -Around- Students take turns reading the headings of the reading
2. Prediction Chart- With their group, students choose two headings and predict what will
be discussed in those sections. Students write their answers on a prediction chart with
the following labels: "Heading", "Prediction", "Yes or No". In their groups, students take
turns reading the first page aloud, and finish reading the selection in silence. They write
"yes" or "no" on the prediction chart to indicate whether or not their predictions were
correct.
3. Thinking Questions- Students write one thinking question (Why..., How..., Compare...,
What if...), and exchange papers to answer each other's questions.
Reading Log- Students complete while reading a selection. The left-hand side contains
topic headings for sections of the reading. Students are to briefly summarize each topic.
On the right--hand side students reflect on the implications of each topic.
Reciprocal Teaching - Two students work together to read a passage. Each may have a
text or they may share a text. Student A reads one paragraph aloud, then asks Student
B one or two good questions. (See QAR below.) B answers or explains why (s)he
cannot. A and B discuss questions and answers. The process is repeated in reverse.
Reflections - Students reflect, in writing, on what was learned, what was confusing, and
connections of this lesson to other lessons/other content areas/real world. Students may
also reflect on their progress as a student, what to do differently next time, or what was
liked about the topic.
Round Robin - Cooperative learning structure in which team members share ideas
verbally on a topic. Group members share in order, without interruption, comment,
discussion, or questions from other members so that everyone has an opportunity to
share.
Round Table - The teacher asks a question that has many possible answers. In groups,
the students make a list of possible answers by one at a time saying an answer out loud
and writing it down on a piece of paper. The paper is then passed to the next student to
record another answer. The process continues until the teacher tells the students to
stop.
76
Same-Different - In pairs, students sit across from but different, pictures. Their job is to
fill out what is the same and what is different in their pictures, without seeing what the
other sees. Each student has a recording sheet. Students alternate recording the
similarities and differences they find. One resource is Same-Different: Holidays by Dr.
Spencer Kagan, Kagan Cooperative Learning 1 (800) WEE CO-OP. SDAIE
STRATEGIES GLOSSARY
Send-A-Problem - Each student on a team makes up a review question and writes it on
a 3x5 card. The writer asks the question of the other members of the team. When
everyone agrees on an answer it is written on the back of the card. The teams then send
their review questions to another team. Teams respond by having one student read the
first question. Each team member writes down an answer. Team members then
compare and discuss their answers. If they agree, they turn the card over to see if they
concur with the sending team. If not, they write their answer on the back of the card as
an alternative answer. A second student reads the next question, and so on. The stacks
of cards are sent to a third, then a fourth group until all teams have had a chance to
answer all questions. When the cards return to the senders, the teacher should provide
an opportunity to discuss and clarify.
Startling Statements - Students are told not to look at the startling statement (question)
that they have on their backs. They circulate asking five others to provide an estimate for
an answer. After finding the average of the five estimates provided by others, students
look at their statements (questions) and write their own estimate if they disagree with the
average. Actual answers are given after the students share estimates with the whole
group.
Tableau - The students form a tableau of characters or scenes or concepts. The teacher
directs students regarding their positions and facial expressions. Students hold their
positions in a brief tableau.
Tap-A-Word - Students practice pronouncing words or phrases by using a combination
of claps, hitting the table, and snapping the fingers the teacher. In Round Table style,
each member uses a word from the list, in the order given, in a sentence to create a
collaborative story.
Think-Pair-Share - When asked to consider an idea or answer a question, students
write their ideas on paper (think). Each student turns to another student nearby and
reads or tells his or her own responses (pair, share). This is an oral exchange, not a
reading of each other's papers.
Three Step Interview - Group participants letter off A-B-C-D. They use the following
interview steps in order to share what they have written in a quickwrite until they all have
been read. Step 1: A interviews B C interviews D Step 2: B interviews A D interviews C
Step 3:A interviews C and D about B B interviews C and D about A, C interviews A and
B about D, D interviews A and B about C.
Verbalizing -Students share with a partner ideas they have on a topic. Pre-writing or
INTO strategy.
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Visualization - In response to a teacher prompt, students visualize in their mind a
particular time or place and concentrate on sensory images. (Tell students to "turn on
the TV in their minds.")
Vocabulary Cards Each student selects a difficult vocabulary word fro the story and
creates a card in the following manner: The word and its definition in the front, and a
drawing and the vocabulary word in a sentence in the back. These cards are shared with
team members, then exchanged with other groups.
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A Menu of Formative Assessments
The following menu includes a list (not comprehensive) of formative assessments that
can be used as an alternative to traditional multiple choice.
One Sentence Summary
At the end of a class or delivery of information (lecture, video, direct instruction) the one sentence
summary sheet get the students to write down their understanding of the content at that time. In
class, you can have the students exchange and read another student’s response. This can then be
turned into a reteach, or discussion of the content.
1. One Sentence Summary Sheet
_____________________________ (began with) _____________________________
(covering, discussing, presenting, demonstrating, etc.) __________________________
____________________________________________________________________
(and ended with, concluded when, etc.) ______________________________________
_____________________________________________________________________ .
2 . One Sentence Summary Sheet
_____________________________ (began with) _____________________________
(covering, discussing, presenting, demonstrating, etc.) __________________________
___________________________________________________________________
(and ended with, concluded when, etc.) ______________________________________
_____________________________________________________________________ .
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Exit Pass
Use the Exit Pass at the end of class as a review of learning and delivery. Look at them for the
following day for reteaching or bellringer activity. Or, hand them out at the beginning of class the
next day and have the students discuss and review them.
Exit Pass
3
2
1
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
Exit Pass
3
2
1
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
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CHAIN NOTES
For Chain Notes begin with a question printed at the top of a paper. The paper is
then circulated from student to student. Each student responds with one to two
sentences related to the question and passes it on to the next student. Upon receiving
the previous “chain of responses,” a student adds a new thought or builds on a prior
statement. See the example on the next page.
Select a broad, open-ended question focused on a particular concept relevant to
the curriculum. Write the question at the top of a long sheet of paper. In addition,
post the questions somewhere in the room so that everyone can see it. Pass the note
around the class from student to student, having each student add a one- or twoword sentence that relates to the question and builds upon, extends, or disagrees with
others’ comments. Make sure students know they should read all the prior responses
before adding their own “note.” Encourage students to build upon the last note made
so that it connects with the idea they are adding. Have students turn the sheet over
when they run out of space on the first page. The Chain Notes can be passed around
as students are engaged in other tasks. It should take no more than one or two
minutes per student to respond and pass on. Notes should e brief – only one or two
sentences in length.
When completed, the Chain Notes can be read aloud or projected from an
overhead, allowing for students to give feedback on the statements made by their
peers. Students discuss whether they agree or disagree with the statements on the
paper and defend their reasoning.
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Eighth Grade Chain Note
What Is Free Speech?
 Free speech means I can say anything I want.
 Free speech has some limitations like not being able to yell “Fire”
in a crowded theater.
 Free speech is a constitutional right.
 Free speech is guarded by laws.
 Free speech limits was a complaint of the colonists.
 Free speech has created many businesses like newspapers.
 Free speech means no censorship.
 Free speech is not ‘Hate speech’.
 Free speech means I can express myself anyway I want.
 Free speech means I can read whatever I want.
 The media likes Free speech and Freedom of the Press.
 Free speech means sometimes we get to listen to people or ideas
we don’t like as well as those that we do.
 Music and Art are protected by Free speech.
 Democracy doesn’t work without Free speech.
 Free speech doesn’t mean I can use words or images to harm
others.
 Governments censor the internet.

Sometimes limits to Free speech are a good thing.
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AGREEMENT CIRCLES
Agreement Circles provide a kinesthetic way to activate thinking and engage students in
argumentation. Students stand in a circle as the teacher reads a statement. The students who
agree with the statement step to the center of the circle. They face their peers still standing in
the circle and then match themselves up in small groups of students who agree and disagree.
The small groups engage in discussion to defend their thinking. After discussion, the
students are given an opportunity to reposition themselves with those who agree standing in
the center of the circle, and those who disagree standing on the circumference of the circle.
The idea is to get everyone either inside the circle or on the circumference. This is repeated
with several rounds of statements relating to the same topic, each time with students starting
by standing along the circumference of a large circle.
Develop a set of three to five conceptually challenging statements related to the topic of
instruction. Statements should be a combination of true and false. False statements can be
developed based on examining the research on students’ commonly held ideas. For example,
a set of eighth-grade statements used to elicit students’ ideas about the Civil War might be as
follows:
1.
Lincoln’s Emancipation Proclamation freed the slaves in the America.
2.
There was no resistance to Slavery in the South.
3.
The Civil War was inevitable because of the contradictions in the Constitution.
4.
The Civil War was a contest between the Agrarian South and Industrial North.
Begin by having students form a large circle. Read the first statement, and then give students
five to ten seconds of think time. Ask students to move to the center of the circle if they
agree with the statement and stay on the outside if they disagree. Match students up 1:2, 1:3,
1:4, 1:5, or whatever the proportion of agree/disagree indicates and give them a few minutes
to defend their ideas in small groups. Call time, read the question again, and have students
re-position themselves according to whether their ideas have changed or stated the same.
Students who agree with the statement move to the inside of the circle. Students who
disagree stay on the outside of the circle. Note any changes and then have students go back
to the circle for another round. When finished with all rounds, the next step depends on the
stage of instruction. If the FACT was used to activate and elicit student thinking, then the
next step is to plan and provide lessons that will help the students to explore their ideas
further and formulate understandings. If the FACT was used during the concept
development state provide an opportunity for a whole-class discussion to resolve conceptual
conflicts, formalize development of the key ideas, and solidify understanding.
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CARD SORTS
Card Sorts is a sorting activity in which students group a set of cards with pictures or words
on them according to a certain characteristic or category. Students sort the cards based on
their preexisting ideas about the concepts, objects, or processes on the cards. As students
sort the cards, they discuss their reasons for placing each card into a designated group. See
the example on the next page.
Prepare sets of cards that align with the content goal of the lesson or lessons students will
encounter. It is helpful to use tools such as Google or conversation with the students in
order to identify common misconceptions that may be used as examples on the cards. You
can use index cards or make cards from preprinted matchbook-sized squares on a sheet of
paper and have students cut out the squares. Provide students with a category header under
which to sort their cards. Encourage students to lay out each card in a row or column under
the category header rather than on top of each other so you can see how students sort each
individual item. Have students work in small groups to discuss each of the cards and come
to a common agreement on which category to place it in before sorting the next card. Listen
carefully to students as they discuss and argue their ideas. Note examples where instructional
opportunities may need to be designed to challenge students’ ideas. If a record of student
thinking is needed, provide individual students and/or small groups with a recording sheet
to note where each card was placed along with a justification for its placement.
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Example-10th-11th Grade
Should we have gone to war with Iraq?
Reasons for War
Reasons Against War
Iraq had weapons of mass destruction that posed a
threat to world peace.
No weapons of mass destruction were
found so the war was unjustifiable.
Iraq funded suicide bombers` families in Palestine
so were actively promoting terrorism.
No links with Al Qaeda have been
proved – so the Iraqis could not be
linked to September 11th.
Saddam Hussein was an evil dictator responsible
for the deaths of thousands of his own people. The
Iraqi people will be able to develop much better
without him.
35 British, over 300 Americans and
10,000 Iraqis died in the war. More
troops are being killed. This is too high
a price to pay for the removal of
Saddam. Since the war Iraq has become
unstable and thousands of civilians and
more troops have died. There is still no
end in sight to the problem.
There should have been a second U.N.
resolution before war was declared.
There was still a chance to avoid a
conflict through peaceful negotiation.
Saddam Hussein was a threat to his Arab
neighbors. His removal will bring a greater chance
of stability in the region.
Iraq has 20% of the worlds` oil supplies. With
Saddam in charge the worlds` economy could be
held to ransom.
Britain and America have now gone to
war with Yugoslavia, Afghanistan and
Iraq. They are the aggressors. Will they
stop now or continue to attack other
countries without U.N. backing?
Saddam Hussein failed to comply with the U.N.
resolution and the arms inspectors. He would have
continued to lie to the U.N. as long as he was
allowed to.
The U.N. has been weakened by the
war. It is in danger of becoming
irrelevant in doing the job it was set up
to do – that is keeping world peace.
Iraq has an elected government and despite the
problems of internal unrest is moving towards
becoming an Islamic democracy.
Western involvement in Iraq has
contributed to an increase in terrorism
in Britain and throughout the world not
a decrease as imagined.
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COMMIT AND TOSS/SNOWBALL
Commit and Toss is an anonymous technique used to get a quick read on the different ideas
students have in the class. It provides a safe, fun, and engaging way for all students to make
their ideas known to the teacher and the class without individual students being identified as
having “wild” or incorrect ideas. Students are given a question. After completing the
question, students crumple their paper up into a ball and, upon a signal from the teacher,
toss the paper balls around the room until the teacher tells them to stop and pick up or hold
on to one paper. Students take the paper they end up with and share the ideas and thinking
that are described on their “caught” paper, not their own ideas.
Choose a content goal. Design or select a true/false-choice assessment item that requires
students to commit to an outcome and provide a justification for the answer they selected.
Remind students not to write their names on their paper. Give students time to think
about and record their response, encouraging them to explain their ideas as best they can so
another student would understand their thinking. When everyone is ready, give the cue to
crumple all their paper into a ball, stand up, and toss it back and forth to other students.
Students keep tossing and catching until the teacher says to stop. Make sure all students have
a paper. Remind students that the paper they have in their hand will be the one they talk
about, not the answer and explanation they wrote on their own paper.
After students catch a paper, give them time to read the response and try to “get into the
other student’s head” by making sense of what the student was thinking. Ask for a show of
hands or use the Four Corners strategy to visually show the number of students who selected a
particular response. Have students get into small groups according to the selected response
on their paper and discuss the similarities or differences in the explanations provided for
each choice and report out to the class the different explanations students provided for each
answer choice. The teacher can list the ideas mentioned, avoiding passing any judgments,
while noting the different ideas students have that will inform the instructional opportunities
that will follow.
Once all the ideas have been discussed, engage students in a class discussion to decide
which ideas they believe are most plausible and to provide justification for their thinking.
This is the time when they can share their own ideas. Following an opportunity to examine
the class’s thinking, ask for a show of hands indicating how many students modified or
completely changed their ideas. Also, ask how many students are sticking to their original
idea. With consensus from the class, select a few of the common ideas and have students
decide in small groups or as a class how to go about investigating the question in order to
determine the correct explanation. Provide opportunities for students to test or use other
resources to research their ideas.
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Graphic Organizers
Included in this package are a series of commonly used graphic organizers for History Social
Science. These are a great way to increase the scaffolding and cognitive complexity of an
assignment, homework, or class work.
How do I do it?
In 1992, Jay McTighe in his book Graphic Organizers: Collaborative Links to Better Thinking
outlined three general methods Instructors can utilize graphic organizers in their teaching
and a number of ways that students can use them to aid in the learning process.



Before instruction, teachers may use a graphic organizer to provide structure for the
presentation of new material while indicating relations between ideas. Teachers can
elicit information from students by creating a graphic organizer on the blackboard to
get an accurate idea of students’ prior knowledge (a formative assessment)
During instruction, graphic organizers can help students to actively isolate, process and
reorganize key information. The student must take an active role in learning while
processing and reorganizing information. It also allows students to construct maps
that are appropriate to their individual learning styles.
After instruction, students can construct their own organizers using the full text to
isolate and organize key concepts. This summarization technique is a tool to see if
students can interpret what was being taught and state it in concise, accurate terms.
Post-instruction graphic organizers also encourage elaboration. If a student can
connect prior knowledge with what was learned and identify relationships between
those ideas, they are actively learning. These are great
When introducing students to a new graphic organizer, you should describe its purpose,
model its use, and provide students with opportunities for guided practice. Once
students become comfortable with using the organizer, more independent applications
are appropriate. In the end, you should encourage and assist students to create their own
organizers.
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HISTORYFRAME
StoryMapping
TITLE OF EVENT:
PARTICIPANTS / KEY PLAYERS:
WHERE:
PROBLEM or GOAL:
WHEN:
RESOLUTION or OUTCOME:
KEY EPISODES or EVENTS:
THEME/LESSON/So What?
88
APPARTS
AUTHOR
Who created the source? What do you know about the author? What is the
author’s point of view?
PLACE AND TIME
Where and when was the source produced? How might this affect the meaning
of the source?
PRIOR KNOWLEDGE
Beyond information about the author and the context of its creation, what do you
know that would help you further understanding the primary source? For
example, do you recognize any symbols and recall what they represented?
AUDIENCE
For whom was the source created and how might this affect the reliability of the
source?
REASON
Why was this source produced and how might this affect the reliability of the
source?
THE MAIN IDEA
What point is the source trying to convey?
SIGNIFICANCE
Why is the source important? Ask yourself, “So what?” in relation to the question
asked.
89
APPARTS WORKSHEET
Author
Place and Time
Prior Knowledge
Audience
Reason
(The) Main Idea
Significance
90
Timeline Organizer: (Title)
Timelines help determine the sequence of major events, cause – effect
relationships, and how events influence people. To complete the timeline below,
list dates above the timeline and describe events that took place at this time
below.
91
Name _____________________________ Date ______________________
Five W's Chart
Fill in each row with details that answer the question.
What happened?
Who was there?
Why did it happen?
When did it happen?
Where did it happen?
92
PERSIA Model
Political, Economic, Religious, Social, Intellectual, Area
Political Influences:
 Structure
 War
 Treaties
 Courts/Laws
 Leaders
 Popular participation
 Loyalty to leader
Economic Influences:
 State control of trade/industry
 Agriculture/Industry importance
 Labor systems
 Levels of technology
 Levels of international trade
 Gender and slaves
 Money system
Religious Influences:
 Importance on societal interaction
 Holy books
 Beliefs/teachings
 Conversion – role of missionaries
 Sin/salvation
 Deities
Social Influences:
 Family order –patriarchal, matriarchal
 Gender relations – role of women, children
 Social classes – slavery
 Entertainment
 Life styles
Intellectual Influences – The Arts:






Art and music
Writing and literature
Philosophy
Math/science
Education
Inventions
Area – Geographic Influences:



Location
Physical
Movement
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B. Religious Influences
E. Economic Influences
F. Social Influences
D. Intellectual Influences – The Arts
A. Political Influences
C. Area – Geographic Influences
94
Student Name ____________________________________
O. “Webbing” the Main Idea
Title of Reading _________________________________________________
Directions: First, find the subject or topic covered in the reading. Write it in the
center of the Web. Write supporting details or characteristics about the subject in
the other circles. Finally, write the main idea on the lines below, using words and
ideas from the circles.
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Checklist for Item Writing Guidelines
√
Items must measure the objectives they are designed to address.
√
Items must have only ONE clearly correct answer.
√
Items must be at the appropriate level of difficulty. (Both DOKS and Readability)
√
The language used in items must be simple, direct, and free of ambiguity.
√
Items must not ask about trivial information.
√
Items must NOT provide clues within an item or within a test form.
√
Items must reflect good and current teaching practices in the field.
√
Items must be free from grammatical errors.
√
Item must be free from bias.
-Ethnic
-Gender
-Geographic
-Socioeconomic
√
Items must avoid referring to topics or issues that may be deemed controversial,
offensive, or emotionally-charged, such as death, divorce, drug use, politics,
religion, sex, unemployment [unless standards explicitly address these topics e.g.
Great Depression, Holocaust, 60’s, Great Awakening, etc. ]
√
The use of internal or beginning blanks in completion type MC items should be avoided.
√
Use negatively-stated stem only when significant learning outcomes require it…
√
All distractors should be plausible.
√
The relative length of the options should not provide a clue to the answer.
√
Do NOT use “all of the above” or “none of the above.”
√
Present options in a logical, systematic order.
√
The response options should include reasonable misconceptions and errors.
√
The response options do NOT deny the truth of the stem.
√
No two options should be EXACT opposites of each other [and the answer is one of
them] UNLESS the remaining two options are plausible EXACT opposites of each other.
96
Depth of Knowledge Level Descriptors
In multiple choice tests students will only be presented with questions up to level 3.
Level 1Recall
Level 2 –
Basic
Application
of Skill/
Concept
READING
WRITING
Requires students to receive or recite fact or to
use simple skills or abilities. Oral reading that
does not include analysis of the text as well as
basic comprehension of a text is included. Items
require only a minimal understanding of text
presented and often consist of verbatim recall
from text or simple understanding of a single
word or phrase. Some examples that represent
but do not constitute all of Level 1 performance
are:
 Support ideas by reference to details in
the text.
 Use a dictionary to find the meaning
of words.
 Identify figurative language in a
reading passage.
Automatic responses will be dependent on grade level.
Includes the engagement of some mental
processing beyond recalling or reproducing a
response; it requires both comprehension and
subsequent processing of text or portions of
text. Inter sentence analysis of inference is
required.
Some important concepts are covered but not
in a complex way. Standards and items at this
level may include words such as summarize,
interpret, infer, classify, organize, collect, display,
compare, and determine whether fact or opinion. Literal
main ideas are stressed. A Level 2 assessment
item may require students apply some of the
skills and concepts that are covered in Level 1.
Some examples that represent but do not
constitute all of Level 2 performance are:

meaning of unfamiliar words.

events in a narrative. Use information
or conceptual knowledge.
At this level 2 or more steps are typical.
Level 1 requires the student to write or recite
simple facts. This writing or recitation does not
include complex synthesis or analysis but basic
ideas. The students are engaged in listing ideas or
words as in a brainstorming activity prior to
written composition; are engaged in a simple
spelling or vocabulary assessment; or are asked
to write simple sentences. Students are expected
to write and speak using Standard English
conventions. This includes using appropriate
grammar, punctuation, capitalization and
spelling. Some examples that represent but do
not constitute all of Level 1 performance are:
 Use punctuation marks correctly.
 Identify Standard English grammatical
structures and refer to resources for
correction.
Level 2 requires some mental processing. At this
level students are engaged in first draft writing or
brief extemporaneous speaking for a limited
number of purposes and audiences. Students are
beginning to connect ideas using a simple
organizational structure. For example, students
may be engaged in note-taking, outlining or
simple summaries. Text may be limited to one
paragraph. Students demonstrate a basic
understanding and appropriate use of such
reference materials as a dictionary, thesaurus, or
web site. Some examples that represent but do
not constitute all of Level 2 are covered in Level
1. Some examples that represent but do not
constitute all of Level 2 performance are:

meaning of unfamiliar words.
 Identify and summarize the major
events in a narrative.
 Use information or conceptual
knowledge.
At this level 2 or more steps are typical.
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Level 3 –
Strategic
Thinking
Deep knowledge becomes more of a focus at
Level 3. Students are encouraged to go beyond
the text; however, they are still required to show
understanding of the ideas in the text. Students
may be encouraged to explain, generalize, or
connect ideas. Standards and items at Level 3
involve reasoning and planning. Students must
be able to support their thinking. Items may
involve abstract theme identification, inference
across an entire passage, or students’ application
of prior knowledge. Items may also involve
more superficial connections between texts.
Some examples that represent but do not
constitute all of Level 3 performance are:

purpose and
describe how it affects the
interpretation of a reading selection.
 Summarize information from multiple
sources to address a specific topic.
 Analyze and describe the
characteristics of various types of
literature.
Level 4 –
Extended
Thinking
Higher order thinking is central and knowledge
is deep at Level 4. The standard or assessment
item at this level will probably be an extended
activity, with extended time provided. The
extended time period is not a distinguishing
factor if the required work is only repetitive and
does not require applying significant conceptual
understanding and higher-order thinking.
Students take information from at least one
passage and are asked to apply this information
to a new task. They may also be asked to
develop hypotheses and perform complex
analyses of the connections among texts. Some
examples that represent but do not
constitute all of Level 4 performance are:
 Analyze and synthesize information
from multiple sources.
 Examine and explain alternative
perspective across a variety of sources.
 Describe and illustrate how common
themes are found across texts from
different cultures.
Level 3 requires some higher level mental
processing. Students are engaged in developing
compositions that include multiple paragraphs.
These compositions may include complex
sentences and may demonstrate some synthesis
and analysis. Students show awareness of their
audience and purpose through focus,
organization and the use of appropriate
compositional elements. The use of appropriate
compositional elements includes such things as
addressing chronological order in a narrative or
including supporting facts and details in an
informational report. At this stage students are
engaged in editing and revising to improve the
quality of the composition. Some examples that
represent but do not
constitute all of Level 3 performance are:
 Support ideas with details and
examples.
 Use voice appropriate to the purpose
and audience.
 Edit writing to produce a logical
progression of ideas.
Higher-level thinking is central to Level 4. The
standard at this level is a multi-paragraph
composition that demonstrates synthesis and
analysis of complex ideas or themes. There is
evidence of a deep awareness of purpose and
audience. For example, informational papers
include hypotheses and supporting evidence.
Students are expected to create compositions
that demonstrate a distinct voice and that
stimulate the reader or listener to consider new
perspectives on the addressed ideas and themes.
An example that represents but does not
constitute all of Level 4 performance is:
Write an analysis of two selections, identifying
the common theme and generating a purpose
that is appropriate for both.
At Level 4 students are typically expected to include
creativity as part of the overall process.
L.A. examples from: Council of Chief State School Officers TILSA Alignment Study, Reviewer Background Information and Instruction May
2001.
98
Note: Standardized tests and SASA’s usually contain items with DOK Levels 1-3. Other forms of assessment are
more appropriate for DOK 4. From: http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf
99
Culturally Responsive Instruction
Addressing Diversity in Schools: Culturally
Responsive Pedagogy
Culturally Responsive Educational Systems: Education for All
Heraldo V. Richards, Austin Peay State University
Ayanna F. Brown, Vanderbilt University
Timothy B. Forde, Buffalo State College
Why Do We Need to Address Diversity?
As more and more students from diverse backgrounds populate 21st century classrooms,
and efforts mount to identify effective methods to teach these students, the need for pedagogical
approaches that are culturally responsive intensifies. Today’s classrooms require teachers to educate
students varying in culture, language, abilities, and many other characteristics (Gollnick & Chinn,
2002). To meet this challenge, teachers must employ not only theoretically sound but also culturally
responsive pedagogy. Teachers must create a classroom culture where all students regardless of their
cultural and linguistic background are welcomed and supported, and provided with the best
opportunity to learn.
For many students, the kinds of behaviors required in school (e.g., sitting in one’s seat and
only speaking when called on) and types of discourse (e.g., “Class, what is the title of this book?”)
contrast with home cultural and linguistic practices. To increase student success, it is imperative that
teachers help students bridge this discontinuity between home and school (Allen & Boykin, 1992).
Moreover, a culturally responsive instructional environment minimizes the students’ alienation as
they attempt to adjust to the different “world” of school (Heath, 1983; Ladson-Billings, 1994). This
brief defines culturally responsive pedagogy and explains how it might be used effectively to address
the instructional needs of a diverse student population.
What is Culturally Responsive Pedagogy?
Culturally responsive pedagogy facilitates and supports the achievement of all students. In a
culturally responsive classroom, effective teaching and learning occur in a culturally supported,
learner-centered context, whereby the strengths students bring to school are identified, nurtured, and
utilized to promote student achievement. Culturally responsive pedagogy comprises three
dimensions: (a) institutional, (b) personal, and (c) instructional. The institutional dimension reflects
the administration and its policies and values. The personal dimension refers to the cognitive and
emotional processes teachers must engage in to become culturally responsive. The instructional
dimension includes materials, strategies, and activities that form the basis of instruction. All three
dimensions significantly interact in the teaching and learning process and
are critical to understanding the effectiveness of culturally responsive pedagogy. While all three
dimensions are important, because of space limitations only a few points will be made about the
institutional dimension. This brief focuses on the two most relevant for teachers’ work: the personal
and instructional dimensions.
100
The Institutional Dimension: What Must the Educational System Do?
The educational system is the institution that provides the physical and political structure for schools.
To make the institution more culturally responsive, reforms must occur in at least three specific areas
(Little, 1999): Organization of the school—this includes the administrative structure and the way it
relates to diversity, and the use of physical space in planning schools and arranging classrooms.
School policies and procedures—this refers to those policies and practices that impact on the
delivery of services to students from diverse backgrounds. Community involvement—This is
concerned with the institutional approach to community involvement in which families and
communities are expected to find ways to become involved in the school, rather than the school
seeking connections with families and communities.
Although all three areas in the institution must become more culturally responsive, a
particular concern is the impact of school policies and procedures on the allocation of resources. As
Sonia Nieto (1999, 2002/2003) noted, we must ask the difficult questions:
Where are the best teachers assigned?
Which students get to take advanced courses?
Where and for what purposes are resources allocated?
We must critically examine the educational system’s relationship to its diverse constituents. Not only
must changes occur institutionally, but personally and instructionally as well. The remainder of this
brief addresses necessary transformations in the personal and instructional dimensions.
The Personal Dimension: How Do Teachers Become Culturally Responsive?
Teacher self-reflection is an important part of the personal dimension. By honestly examining their
attitudes and beliefs about themselves and others, teachers begin to discover why they are who they
are, and can confront biases that have influenced their value system (Villegas & Lucas, 2002).
Because teachers’ values impact relationships with students and their families, teachers must reconcile
negative feelings towards any cultural, language, or ethnic group. Often teachers are resistant to the
notion that their values might reflect prejudices or even racism towards certain groups. When
teachers are able to rid themselves of such biases, they help to create an atmosphere of trust and
acceptance for students and their families, resulting in greater opportunity for student success.
Another important aspect of the personal dimension is exploration. It is crucial that teachers explore
their personal histories and experiences, as well as the history and current experiences of their
students and families. With knowledge comes understanding of self and others, and greater
appreciation of differences. When teachers are unbiased in their instruction and knowledgeable about
themselves and their students, they can
better respond to the needs of all their students.
Specific Activities for Becoming a Culturally Responsive Teacher
(Gay, 2002; Villegas& Lucas, 2002)
1. Engage in reflective thinking and writing: Teachers must reflect on their actions and
interactions as they try to discern the personal motivations that govern their behaviors.
Understanding the factors that contribute to certain behaviors (e.g., racism, ethnocentrism) is the first
step toward changing these behaviors. This process is facilitated by autobiographical and reflective
writing, usually in a journal.
2. Explore personal and family histories Teachers need to explore their early experiences and
familial events that have contributed to their understanding of themselves as racial or nonracial
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beings. As part of this process, teachers can conduct informal interviews of family members (e.g.,
parents, grandparents) about their beliefs and experiences regarding different groups in society. The
information shared can enlighten teachers about the roots of their own views. When teachers come
to terms with the historical shaping of their values, teachers can better relate to other individuals.
3. Acknowledge membership indifferent groups. Teachers must recognize and acknowledge their
affiliation with various groups in society, and the advantages and disadvantages of belonging to each
group. For example, for white female teachers, membership in the white middle-class group affords
certain privileges in society; at the same time being a female presents many challenges in a maledominated world. Moreover, teachers need to assess how belonging to one group influences how
one relates to and views other groups.
4. Learn about the history experiences of diverse groups. It is important that teachers learn
about the lives and experiences of other groups in order to understand how different historical
experiences have shaped attitudes and perspectives of various groups. Further, by learning about
other groups, teachers begin to see differences between their own values and those of other groups.
To learn about the histories of diverse groups, particularly from their perspectives, teachers can read
literature written by those particular groups as well as personally interact with members of those
groups.
5. Visit students’ families and communities. It is important that teachers get to know their
students’ families and communities by actually going into the students’ home environments. This
allows teachers to relate to their students as more than just “bodies”
in the classroom but also as social and cultural beings connected to a complex social and cultural
network. Moreover, by becoming familiar with students’ home lives, teachers gain insight into the
influences on the students’ attitudes and behaviors. Additionally, teachers can use the families and
communities as resources (e.g., classroom helpers or speakers) that will contribute to the educational
growth of the students.
6. Visit or read about successful teachers in diverse settings. Teachers need to learn about
successful approaches to educating children from diverse backgrounds. By actually visiting
classrooms of successful teachers of children from diverse backgrounds and/or reading authentic
accounts of such success, teachers can gain exemplary models for developing their own skills.
7. Develop an appreciation of diversity To be effective in a diverse classroom, teachers must have
an appreciation of diversity. They must view difference as the “norm” in society and reject notions
that any one group is more competent than another. This entails developing respect for differences,
and the willingness to teach from this perspective. Moreover, there must be an acknowledgment that
the teachers’ views of the world are not the only views.
8. Participate in reforming the institution The educational system has historically fostered the
achievement of one segment of the school population by establishing culturally biased standards and
values. The monocultural values of schools have promoted biases in curriculum development and
instructional practices that have been detrimental to the achievement of students from culturally and
linguistically diverse backgrounds. Teachers need to participate in reforming the educational system
so that it becomes inclusive. As the direct link between the institution and the students, teachers are
in a pivotal position to facilitate change. By continuing a traditional “conform-or-fail” approach to
instruction, teachers perpetuate a monocultural institution. By questioning traditional policies and
practices, and by becoming culturally responsive in instruction, teachers work toward changing the
institution.
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The Instructional Dimension: How Does Instruction Become Culturally Responsive?
When the tools of instruction (i.e., books, teaching methods, and activities) are incompatible with, or
worse marginalize, the students’ cultural experiences, a disconnect with school is likely (Irvine, 1992).
For some students this rejection of school may take the form of simply underachieving; for others,
rejection could range from not performing at all to dropping out of school completely. Culturally
responsive pedagogy recognizes and utilizes the students’ culture and language in instruction, and
ultimately respects
the students’ personal and community identities.
Specific Activities for Culturally Responsive Instruction
(Banks& Banks, 2004; Gay, 2000; Ladson-Billings, 1994; Nieto, 1999)
1. Acknowledge students’ differences as well their commonalities While it is important for
teachers to note the shared values and practices of their students, it is equally incumbent that teachers
recognize the individual differences of students. Certainly, culture and language may contribute to
behaviors and attitudes exhibited by students. For example, some cultures forbid children to engage
in direct eye contact with adults; thus, when these children refuse to look at the teacher, they are not
being defiant but practicing their culture. However, for teachers to ascribe particular characteristics to
a student solely because of his/her ethnic or racial group demonstrates just as much prejudice as
expecting all students to conform to mainstream cultural practices. Moreover, because each student
is unique, learning needs will be different. Recognizing these distinctions enhances the ability of the
teacher to address the individual needs of the students. The key is to respond to each student based
on his/her identified strengths and weaknesses, and not on preconceived notions about the student’s
group affiliation.
2. Validate students’ cultural identity in classroom practices and instructional materials
Teachers should, to the extent possible, use textbooks, design bulletin boards, and implement
classroom activities culturally supportive of their students. When the school-assigned textbooks and
other instructional materials perpetuate stereotypes (e.g., African Americans portrayed as athletes) or
fail to adequately represent diverse groups (e.g., books containing no images or perspectives of
Native Americans, Latinos(as), and other non-Anglo Saxons), teachers must supplement instruction
with resources rich in diversity and sensitive in portrayal of individuals from different backgrounds.
By utilizing images and practices familiar to students, teachers can capitalize on the strengths
students bring to school. The more students experience familiar practices in instruction and are
allowed to think differently, the greater the feeling of inclusion and the higher the probability of
success. For example, in some communities, members work together in a supportive manner to
accomplish many tasks in their daily lives. Reflecting these home practices in instructional approach,
such as the use of cooperative learning (Putnam, 1998), increases the likelihood of success for these
students.
3. Educate students about the diversity of world around them As the “village” in which students
live becomes more global, they are challenged to interact with people from various backgrounds.
When students are ignorant about the differences of other groups, there is a greater probability of
conflicts. Particularly in the classroom where student diversity is increasing, students need the skills
to relate to each other positively, regardless of cultural and linguistic differences. Teachers need to
provide students with learning opportunities (e.g., have students interview individuals from other
cultures; link students to email pals from other communities and cultures) so that they might become
more culturally knowledgeable and competent when encountering others who are different.
Furthermore, students will develop an appreciation for other groups when they learn of the
contributions of different peoples to the advancement of the human race. A word of caution, this
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requires active research and planning by teachers so that cultural stereotypes are not inadvertently
reinforced.
4. Promote equity and mutual respect among students In a classroom of diverse cultures,
languages, and abilities, it is imperative that all students feel fairly treated and respected. When
students are subjected to unfair discrimination because of their differences, the results can be feelings
of unworthiness, frustration, or anger, often resulting in low achievement. Teachers need to establish
and maintain standards of behavior that require respectful treatment of all in the classroom. Teachers
can be role models, demonstrating fairness and reminding students that difference is normal. Further,
teachers need to monitor what types of behaviors and communication styles are rewarded and
praised. Oftentimes these behaviors and ways of communicating are aligned with cultural practices.
Care must be taken so as not to penalize a student’s behavior just because of a cultural difference.
5. Assess students’ ability and achievement validly The assessment of students’ abilities and
achievement must be as accurate and complete as possible if effective instructional programming is
to occur. This can only be accomplished when the assessment instruments and procedures are valid
for the population being assessed. In today’s schools students possess differences in culture and
language that might predispose them to different communication practices and even different testtaking skills. Hence, assessment instruments should be varied and suited to the population being
tested. When this does not occur, invalid judgments about students’ abilities or achievement are likely
to result. Further, tests that are not sensitive to students’ cultural and linguistic background will often
merely indicate what the students don’t know (about the mainstream culture and language) and very
little about what they do. Thus, the opportunity to build on what students do know is lost.
6. Foster a positive interrelationship among students, their families, the community, and
school When students come to school they bring knowledge shaped by their families and
community; they return home with new knowledge fostered by the school and its practitioners.
Students’ performance in school will likely be affected by the ability of the teacher to negotiate this
home-community-school relationship effectively. When teachers tap into the resources of the
community by inviting parents and other community members into the classroom as respected
partners in the teaching-learning process, this interrelationship is positively reinforced. To further
strengthen their bond with the students and their community, teachers might even participate in
community events where possible. Moreover, everyone benefits when there is evidence of mutual
respect and value for the contributions all can make to educating the whole student.
7. Motivate students to become active participants in their learning Teachers must encourage
students to become active learners who regulate their own learning through reflection and evaluation.
Students who are actively engaged in their learning ask questions rather than accept information
uncritically. They self-regulate the development of their knowledge by setting goals, evaluating their
performance, utilizing feedback, and tailoring their strategies. For example, by examining his or her
learning patterns, a student may come to realize that reviewing materials with visual aids enhances
retention, or that studying with a partner helps to process the information better. It is important,
therefore, that teachers structure a classroom environment conducive to inquiry-based learning, one
that allows students to pose questions to themselves, to each other, and to the teacher.
8. Encourage students to think critically A major goal of teaching is to help students become
independent thinkers so that they might learn to make responsible decisions. Critical thinking
requires students to analyze (i.e., examine constituent parts or elements) and synthesize (i.e., collect
and summarize) information, and to view situations from multiple perspectives. When teachers
provide opportunities for students to engage in this kind of reasoning, students learn how to think
“outside the box.” More important, these students learn to think for themselves. These students are
less likely to accept stereotypes and to formulate opinions based on ignorance. To foster these skills,
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teachers might devise “what if” scenarios, requiring students to think about specific situations from
different viewpoints.
9. Challenge students to strive for excellence as defined by their potential All students have the
potential to learn, regardless of their cultural or linguistic background, ability or disability. Many
students often stop trying because of a history of failure. Others, disenchanted with a low-level or
irrelevant curriculum, work just enough to get by. Teachers have a responsibility to continually
motivate all students by reminding them that they are capable and by providing them with a
challenging and meaningful curriculum. Low teacher expectations will yield low student performance.
It is important to engage students in activities that demonstrate how much they can learn when
provided with appropriate assistance. As students progress, teachers need to continually “raise the
bar,” giving students just the right amount of assistance to take them one step higher, thereby
helping students to strive for their potential.
10. Assist students in becoming socially and politically conscious Teachers must prepare
students to participate meaningfully and responsibly not only in the classroom but also in society.
Meaningful and responsible participation requires everyone to critically examine societal policies and
practices, and to work to correct injustices that exist. Students must be taught that if the world is to
be a better place where everyone is treated fairly, then they have to work to make it so. This is their
responsibility as citizens of their country and inhabitants of the earth. To foster this consciousness,
teachers might have students write group or individual letters to politicians and newspaper editors
voicing their concerns about specific social issues; or students might participate in food or clothing
drives to help people less fortunate.
What Are the Implications of Culturally Responsive Pedagogy?
Teachers have a responsibility to all their students to ensure that all have an equal opportunity to
achieve to the best of their ability. If instruction reflects the cultural and linguistic practices and
values of only one group of students, then the other students are denied an equal opportunity to
learn. Instruction that is culturally responsive addresses the needs of all learners. The educational
system plans the curriculum for schools, and teachers as their “institutional agents” transfer the
prescribed content to their students. This daily contact with students provides teachers with a unique
opportunity to either further the status quo or make a difference that will impact not only the
achievement but also the lives of their students. Indeed, teachers must recognize their “power” and
use it wisely in teaching other people’s children (Delpit, 1988). Although the curriculum may be
dictated by the school system, teachers teach it. Where the curriculum falls short in addressing the
needs of all students, teachers must provide a bridge; where the system reflects cultural and linguistic
insensitivity, teachers must demonstrate understanding and support. In short, teachers must be
culturally responsive, utilizing materials and examples, engaging in practices, and demonstrating
values that include rather than exclude students from different backgrounds. By so doing, teachers
fulfill their responsibility to all their students.
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Promoting Academic Engagement through
Insistence: Being a Warm Demander
by Ross, Dorene D, Bondy, Elizabeth, Gallingane, Caitlin, Hambacher, Elyse
If educators are to bridge the black/white achievement gap, they must find a way to engage lowincome and minority youth in academic learning. While ample evidence indicates that some teachers
are highly effective in engaging students (e.g., Bempechat, 1998; Corbett, Wilson, & Williams, 2002;
Irvine, 2002; Ladson-Billings, 1994), the persistence of the achievement gap suggests that most are
far less effective at engaging African American students. A positive psychological environment
characterized by respectful interactions, a calm tone, minimal student resistance, and a clear academic
focus (Patrick, Turner, Meyer, & Midgley, 2003) will help achieve increased student engagement and
decreased task avoidance. One key strategy in creating a positive psychological environment is the
teacher's capacity to "insist" that the students meet established academic and behavioral standards.
This paper describes the purposes, structure, and tone of insistence, with examples from three lowincome, predominantly African American classrooms on the first day of school. The teachers-one
white (a 3rd-grade teacher, "Ms. Third"), one black (a 2nd-grade teacher, "Ms. Second"), and one
Asian (a 5th-grade teacher, "Ms. Fifth")-were novices, with fewer than five years of classroom
experience, who were selected based on observations during the previous year. Each was observed to
set high academic and behavioral expectations and then insist firmly yet respectfully that students
meet those expectations. Some have referred to this kind of teacher as a "warm demander" (Irvine,
2003; Kleinfeld, 1975).
THE PURPOSES OF INSISTENCE
The primary purpose of teacher insistence is to create a supportive psychological environment that
scaffolds student engagement and achievement. Literature on positive classroom environments
(Patrick et al., 2003), the development of resilience (Benard, 2004), culturally relevant pedagogy
(Irvine, 2002, 2003; Ladson-Billings, 1994), and culturally relevant classroom management (Brown,
2003; Weinstein, Tomlinson-Clarke, & Curran, 2004) reveals four attributes of classrooms that
scaffold high achievement:
* A strong, caring, respectful relationship between each student and the teacher
* Caring, respectful relationships among peers, creating a culture in which everyone feels safe enough
to take risks
* A task-focused, calm environment that enables everyone to concentrate and learn
* High and clear expectations for academic performance.
Through their daily interactions with children, teachers who create such psychologically supportive
environments communicate that they know and value the children, their families, their cultures, and
their communities. In addition, the classrooms are characterized by a strong commitment to student
learning and a pervasive belief in the children's strengths and capabilities.
In examining teachers' use of insistence, it is critical to remember its purpose. Teachers who are
warm demanders model and insist on a culture of achievement, equity, and mutual respect. They
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insist that children treat the teacher with respect, treat one another with respect, and participate in
ways that give every child an equal opportunity to learn. They insist that children try hard, encourage
others to try hard, and give their best effort every day. Most important, they work tirelessly and
consistently to ensure that children's efforts are successful. Just as they insist that children never give
up on themselves, these teachers never give up on children. As such, the teachers illustrate Noddings'
(1984) view of care as actions focused on the needs and goals of those who are being cared fornamely, the students.
Clarifying the difference between the authoritative insistence on effort and appropriate behavior and
the authoritarian use of power is important in understanding the purpose of "insistence." Delpit
(1995) notes that students of color respond to authoritative classroom management, because they
expect a teacher to act with authority. She describes the authoritative teacher as exhibiting personal
power, earning respect rather than demanding it, setting standards and pushing students to meet
them, and believing all students can learn. In contrast, an authoritarian teacher is indirect in
expressing expectations and expects obedience from students without justification.
Delpit further argues that the authoritative teacher holds students' attention by using a
communicative style that appeals to affiliation rather than authority to maintain order, and believes it
unnecessary to use coercive means to control behavior. The teacher avoids an authoritarian
atmosphere that communicates "because I said so" and finds ways to allow students to vent
frustrations and disagree with school- or teacher-imposed constraints, while building a community
that works together to find a solution acceptable to all. Insistence for its own sake or in the service of
rules that are not linked to creating a psychologically supportive environment in which students can
succeed would create a culture focused on teacher power and control, a non-supportive environment
that would increase student resistance and undermine engagement and achievement motivation
(Patrick et al., 2003).
THE STRUCTURE OF INSISTENCE: WHAT DOES IT LOOK LIKE?
Insistence begins from the first moment of the first day of school. Through insistence, the teacher
conveys her expectations, her authority, and her intention to be consistent. The teacher is neither
authoritarian nor heavy-handed. She simply conveys through actions and words that students WILL
meet her expectations. Let's look at some of the different ways that teachers insist.
Make Expectations Clear
Being explicit about expectations is a standard recommendation from the literature on classroom
management (Bohn, Roehrig, & Pressley, 2004; Emmer, Evertson, & Anderson, 1980). However, it
is easy to underestimate how many times a teacher must communicate expectations before they are
clear to students. In addition, it can be hard for novice teachers to understand the level of detail
required before expectations are "clear." For example, a teacher might state, "When I give the signal,
get in line." While this statement is direct, it is not detailed enough to make the teacher's expectation
clear. If the teacher's only strategy were this statement, it is unlikely every child would demonstrate
appropriate behavior.
The three teachers focused on here do more than "state" expectations; they make sure students hear
them, understand them, and practice them. Also, they use varied strategies so that students stay
engaged during instruction about expectations. Note the use of detailed and direct language and the
varied format and purposes of the following communications:
The teachers clearly state their expectations.
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* The rule is going to be that once Ms. Second starts talking and giving directions, you are not
allowed to get up and go get water and go to the rest room, so do that first thing in the morning.
(Ms. Second)
* Every time you're in here and my door shuts, your eyes should be following where I am. (Ms. Fifth)
* When I call your name, you may either say "Here" or you may raise your hand. (Ms. Third)
The teachers provide demonstrations or examples.
* I have a question for you, and raise your hand to give me an answer [raises own hand]. (Ms. Fifth)
* Give me an example of good manners... and another ... and another. (Ms. Second)
* Put your papers in one pile on your table. So we have one pile here, one pile here, one pile here
[designating a spot for papers at each table]. (Ms. Third)
* You know, . . . just then I said I hope none of you like Pokémon. It's an opinion of mine, but I
should be very careful when I voice my opinion because I could hurt someone's feelings. So we can
learn from that,... I make mistakes, too. (Ms. Fifth)
The teachers provide negative examples, thereby enabling them to demonstrate appropriate behavior
with humor and to help students anticipate possible instances of inappropriate behavior:
* [Our next rule is] work quietly and do not disturb others. Okay, let's say, for example, Keon was
absent and we took a test, and he comes back, and he needs to make up the test, and he goes over to
this area to make up his test. If you are finished [with] your work, should you be snapping and
singing? No, because it will throw him-AAGGG [he'll say], I can't think! So make sure you are
courteous when people are working. (Ms. Second)
* When we are in line, do we talk? ... So do you think you should be standing next to someone that
you know you would talk to? (Ms. Fifth)
* Let's say we are working in groups and three [vote] to use the purple marker and Dwight wanted to
use blue. Should he sit there and look like this [she pouts]? No, he shouldn't. He should say, "Oh
well, I didn't win that time, but maybe next time." (Ms. Second)
The teachers also require student restatement of expectations and that students practice the
appropriate behavior:
* My hand goes up, your hand goes up [waits to see every hand is up]. (Ms. Fifth)
* Now, I want you to put up your markers. What do I want you to do? [Students respond chorally"Put up the markers!"] (Ms. Second)
* If you have a question, raise your hand [teacher raises her hand]. Let me see everyone raise their
hand. Oooh, I see two people [who] don't have hands. (Ms. Second)
Note that in these last examples the key word is "require." The teacher not only states the
expectation and models it, but she also makes it clear that she expects each student to practice the
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appropriate behavior. And the teachers wait until the appropriate behaviors are demonstrated. In
some cases, this means practicing behaviors repeatedly. For instance, all three teachers require
students to practice the lining up procedure multiple times until student performance matches the
teacher's expectation. And the teachers make it very clear that "almost" is not good enough.
"Almost" means practice again!
Repeat, Remind, Reinforce
In most elementary classrooms, one can observe numerous instances of one or more students
ignoring the teacher's first (or even second) request. Our teachers respond to these students firmly
and respectfully. One kind of response is to calmly repeat their request or remind students of the
relevant expectation. Ms. Second often used repetitions. These often-verbatim repetitions are
delivered matter-of-factly. The repetition is delivered in the same tone of voice as the initial request
and continues until students comply. It almost sounds like a broken record:
* Eyes on Ms. Second. Eyes on Ms. Second. Eyes on Ms. Second.
* I want everyone to stand, pushing in your chair. Stand and push in your chair. Stand and push in
your chair. (Ms. Second)
* What happens when my hand goes up? What does that mean, Sean? What happens when my hand
goes up? Yes, and your hand goes where? (Ms. Fifth)
Another way to respond when students ignore a teacher request is with a reminder:
* What kind of folder is this? Does it come back to me? (Ms. Fifth)
* If you have a question, raise your hand. Let me see everyone raise their hand. (Ms. Second)
* Charles, which way should you turn in line? There you go. Thank you. (Ms. Fifth)
It is important to note that throughout the first two or three weeks of school, our teachers' initial
response to student lapses is repetition, re-teaching, and reminding. Not all reminders are verbal.
Sometimes, a teacher reminds by miming the appropriate action (e.g., raising her hand when students
forget to raise theirs). Often, the teachers use their physical presence as a way to remind. They may
move close to a forgetful student, which often serves as sufficient reminder of the appropriate
procedure or encourages more focus on an academic task. Being insistent does not mean being
punitive. Being insistent simply means using varied strategies to communicate that the teacher means
what she says-always.
Additionally, the teachers pepper their classrooms with reinforcement. While reinforcement looks
different in the lower and upper elementary classrooms, all three teachers use reinforcement to
increase appropriate behavior and encourage academic effort-in Ms. Fifth's word, to reinforce
"making right choices." In addition to repeatedly using words like, "That's right," "Excellent,"
"Exactly," "Good thinking," "Great example," and "Thank you," teachers also use explicit praise to
reinforce behaviors that demonstrate core purposes:
* That shows a lot of respect, right? You show each other lots of respect, right? Right! (Ms. Fifth)
* See, that's a time when you don't laugh and you guys didn't laugh; good job! (Ms. Fifth)
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* I like how you are being quiet and waiting for me to finish with my visitor. (Ms. Second)
Unfortunately, students sometimes continue inappropriate behavior despite reminders. An additional
insistence strategy used by these teachers is the implementation of consequences.
Responses to Continued Inappropriate Behavior
The biggest challenge to any teacher is the student who repeatedly violates classroom rules and
procedures. Our teachers respond in two ways. First, they do not hesitate to use consequences to
reinforce their expectations; second, they view repeated infractions as a puzzle to be solved.
Using Consequences To Reinforce Expectations. Although the tone of the three classrooms is very
positive, the teachers do not hesitate to use consequences when necessary. When one of Ms.
Second's students resisted standing and looking at the teacher (a part of the lining up procedure), she
reminded, repeated, and referenced the possibility of a consequence by saying, "Everyone should
stand up nice and tall and your eyes should be on me. Eyes on me. I would hate to move a
clothespin." She was referring to her "stoplight" system in which a student's clothespin could be
moved from green light (ready to learn) to yellow (caution) to red (loss of privileges or parent
notification). When the student continued to resist the procedure, she moved the student's
clothespin. Similarly, when one of Ms. Third's students continued talking as the teacher was talking,
she looked directly into his eyes and said, "Who's talking? Hmmmm, am I going to have to move
somebody on the first day?" And when the talking continued, she calmly led the student to another
desk.
Viewing Misbehavior as a Puzzle To Be Solved.
For those students whose behavior gives the teacher concern, the teachers adopt a wait-and-see
stance that includes observation and data collection. Before taking action, the teachers want to
understand better the nature and extent of the problem. Ms. Third explained, "You know, I don't
really know [what's going on with him], so I'm going to play it by ear for the rest of the week and just
kind of monitor things, keep a log of different things that happen and different things that might
concern me." Similarly, Ms. Second decided on the first day of school that she would find
opportunities to talk privately with one of her students in an effort to understand her better.
Although the teachers agreed with Ms. Third's assertion that it is important to "nip [a problem] in the
bud in the very beginning of the year," they also agreed with her approach of studying the problem in
order to determine appropriate action. They believed more information would help them solve the
puzzle of a student's misbehavior.
THE TONE OF INSISTENCE
Insistence definitely means "demanding" appropriate behavior. However, the tone of insistence,
although difficult to convey in a written format, is more important than the structure. The tone in
these classrooms conveys the "warmth" that comes with mutual respect and a caring relationship
between teacher and students. Insistence is authoritative, firm, and respectful, and never
authoritarian, punitive, sarcastic, or demeaning.
One striking characteristic of these classrooms is that the teachers calmly, respectfully, and directly
communicate their expectations and reminders, and even the consequences for misbehavior. The
following teacher comments about interactions in their classrooms capture the tone of all three
classrooms:
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* I don't put on a façade. I'm just myself and, um, maybe they could just feel the genuineness. (Ms.
Second)
* [I decided to have them sign a letter of commitment] because I think if they take ownership of
something like a document, they truly understand what it means. (Ms. Fifth)
* I was real positive with the kids, and I think that's important because if they see that they are in a
positive environment, they act positively ... as long as I had structure, and I had structure. (Ms. Fifth)
* When the kids come in I will say good morning to each [one] just so they feel that "someone
knows I am here; someone knows who I am; it means something that I am here." (Ms. Third)
The teachers note that their management system is grounded in the personal relationships they
develop with the children, but they also communicate verbally and nonverbally a view that children
are children and teachers therefore must be authoritative adults who teach and insist on appropriate
classroom interactions. Ms. Third articulated the dilemma:
I build a relationship with them and [I would like for them to do what is right] just out of respect, . . .
but during the first week of class they don't know me yet and there are kids who want to push
buttons and there are kids [who] want to get away with everything.
These teachers are not saints, and they are annoyed with student behavior at times. Yet a tone of
anger or frustration almost never can be heard in the classroom. In fact, the pervasive tone in each
classroom is respect and care. As Hall and Hall (2003) noted, an effective management system is
grounded in gentle intervention that is respectful of student dignity and therefore "interrupts"
misbehavior. In contrast, they noted, anger escalates inappropriate behavior.
Insistence is an important component of culturally responsive classroom management, but it is not a
stand-alone component. We have focused on insistence because a common problem for novice
teachers who struggle in urban classrooms is that they incorporate many characteristics of culturally
responsive pedagogy yet fail to demonstrate authoritative insistence. For example, Patrick et al.
(2003) found clear distinctions among teachers who create supportive, ambiguous, or non-supportive
environments. In ambiguous environments, the teachers are sometimes supportive and may set high
expectations, but they fail to connect to students in a personal way because they are inconsistent in
demanding effort and respect. In this way, they undercut their own efforts. The problems of many
beginning teachers may be grounded in good intentions but result in the creation of ambiguous
psychological environments.
The research of Patrick et al. (2003) clearly shows that inconsistent teachers fail to support
achievement motivation. This is a particularly salient point for young, white, female teachers who
have been socialized to speak softly and to be non-direct and non-assertive, and therefore may be
perceived to lack authority by African American youth (Thompson, 2004). For this reason, it is
especially important to help novice teachers learn the strategies of insistence that will help them
convey their expectations to students. At the same time, we do not want to imply that insistence is
the only strategy.
Using the strategies of insistence within a framework of culturally responsive pedagogy holds great
promise for teachers and their students. It is especially encouraging to note that teachers with little
teaching experience and who are of diverse cultural backgrounds can be warm demanders. As Irvine
(2003) pointed out, the purpose of insistence is not to demand compliance. Rather, teachers insist
that students are respectful and hardworking because respect and hard work create an environment
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in which academic engagement and success can flourish. In fact, insistence may be viewed as the
teacher's expression of care for students who have no time to waste-students who "not only can learn
but must learn" (Irvine & Fraser, 1998, p. 56).
INSISTENCE: CREATING THE CONDITIONS FOR SUCCESS
The literature on culturally responsive pedagogy and management emphasizes the critical role played
by insistence in scaffolding the success and achievement motivation of students of color. By clearly
and consistently communicating expectations and insisting that students meet them, the teachers lay
the foundation for a classroom in which task engagement can be maximized and task avoidance
minimized. Given the clear links between task engagement and achievement (e.g., Connell, Spencer,
& Aber, 1994; Furrer & Skinner, 2003), strategies that promote engagement certainly deserve
teachers' attention. Interestingly, the teachers described here behave as warm demanders from the
first moments of the school year. This is a critical period, note Patrick, Anderman, Ruan, Edelin, and
Midgley (2001) and Patrick et al. (2003), because classroom psychological environments take shape
quickly and remain stable over time. What teachers do first matters.
Insistence is an important component of culturally responsive classroom management, but it is not a
stand-alone component. We have focused on insistence because a common problem for novice
teachers who struggle in urban classrooms is that they incorporate many characteristics of culturally
responsive pedagogy yet fail to demonstrate authoritative insistence. For example, Patrick et al.
(2003) found clear distinctions among teachers who create supportive, ambiguous, or non-supportive
environments. In ambiguous environments, the teachers are sometimes supportive and may set high
expectations, but they fail to connect to students in a personal way because they are inconsistent in
demanding effort and respect. In this way, they undercut their own efforts. The problems of many
beginning teachers may be grounded in good intentions but result in the creation of ambiguous
psychological environments.
The research of Patrick et al. (2003) clearly shows that inconsistent teachers fail to support
achievement motivation. This is a particularly salient point for young, white, female teachers who
have been socialized to speak softly and to be non-direct and non-assertive, and therefore may be
perceived to lack authority by African American youth (Thompson, 2004). For this reason, it is
especially important to help novice teachers learn the strategies of insistence that will help them
convey their expectations to students. At the same time, we do not want to imply that insistence is
the only strategy.
Using the strategies of insistence within a framework of culturally responsive pedagogy holds great
promise for teachers and their students. It is especially encouraging to note that teachers with little
teaching experience and who are of diverse cultural backgrounds can be warm demanders. As Irvine
(2003) pointed out, the purpose of insistence is not to demand compliance. Rather, teachers insist
that students are respectful and hardworking because respect and hard work create an environment
in which academic engagement and success can flourish. In fact, insistence may be viewed as the
teacher's expression of care for students who have no time to waste-students who "not only can learn
but must learn" (Irvine & Fraser, 1998, p. 56).
References
Bempechat, J. (1998). Against the odds: How "at risk" students exceed expectations. San Francisco:
Jossey-Bass.
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Benard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd.
Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in the classrooms of two
more effective and four less effective primary-grade teachers. The Elementary School Journal, 104,
269-287.
Brown, D. F. (2003). Urban teachers'use of culturally responsive management strategies. Theory Into
Practice, 42, 277-282.
Connell, J. P., Spencer, N. B., & Aber, J. L. (1994). Educational risk and resilience in AfricanAmerican youth: Context, self, action and outcomes in school. Child Development, 65, 493-506.
Corbett, D., Wilson, B., & Williams, B. (2002). Effort and excellence in urban classrooms. New York:
Teachers College Press.
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Differentiation-How To
Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one
tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most
students in a given lesson? The answer is not simple.
While most would agree it is impractical to try to individualize every lesson for every child, research
has shown that teaching to the middle is ineffective. It ignores the needs of advanced students, often
leaving them unchallenged and bored, while it intimidates and confuses lower functioning learners.
Best practice suggests an alternative: differentiated instruction. Differentiated instruction is an
approach that assumes there is a diversity of learners in every classroom and that all of those learners
can be reached if a variety of methods and activities are used.
Carol Tomlinson (2000), a noted expert on differentiation, points out that research has proven that
students are more successful when they are taught based on their own readiness levels, interests, and
learning profiles. This newsletter examines the characteristics of differentiation and offers
suggestions for how teachers can use it to improve student achievement.
What Is Differentiation?
Simply stated, differentiation is modified instruction that helps students with diverse academic needs
and learning styles master the same challenging academic content.
Although it might seem like a daunting task, designing and applying a variety of strategies within one
classroom can be done at a variety of levels. Teachers can differentiate instruction with an individual
student, within a small group, or with a whole class. Differentiating does not mean providing separate,
unrelated activities for each student but does mean providing interrelated activities that are based on
student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea
(Good, 2006).
How to Start
Four planning steps set the stage for effective differentiated instruction. First, teachers must have a
thorough understanding of the academic content or skill they want their students to learn. Second,
they must determine how much their students already know—and what they do not know—about
that content. Then they must decide which instructional methods and materials will most successfully
address those needs and, finally, design ways to adequately assess student mastery of what is taught.
• Teachers who effectively reach all of their students stay focused on teaching
challenging academic content but vary the materials and strategies they use.
Taking stock of student knowledge and understanding is a key first component of successful
differentiation. While end-of-year tests provide some information that can help differentiate
instruction, regularly used, classroom-based assessments are much more effective in achieving this
purpose. These assessments help teachers accurately measure their students’ academic strengths,
weaknesses, and interests on a day-to-day basis and provide a roadmap for next steps in instruction.
An initial skills assessment can be conducted at the beginning of the school year, but teachers also
should gauge student knowledge and needs before introducing a new concept, starting a new unit, or
when developing lessons to review or expand on topics already covered. These assessments can be
formal, such as diagnostic tests that evaluate specific skill levels, individual student performance
notebooks in which teachers keep track of objectives or skills the student has or has not mastered, or
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student surveys and questionnaires that determine interests and preferences. But skills assessments
also can be informal. Teachers can review existing student work such as writing samples or test
results, conduct conferences with students, or observe them to get a sense of their current skill level.
(See The Center’s December 2006 newsletter, Using Classroom Assessment to Improve Teaching, at
www.centerforcsri.org/files/TheCenter_NL_Dec06.pdf for more information.) Formal or informal,
the key to the successful use of these assessments is keeping track of the findings and using them to
design instructional strategies tailored for the individual student. Figure 1, created by differentiation
expert Tracy Hall, illustrates the process of planning and implementing differentiated instruction.
Vary Materials
Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the
classroom is a crucial next step to effective differentiated instruction. For instance, students in a
third-grade class might be learning how to determine main ideas as a part of the language arts
curriculum. A variety of materials can be used to support instruction in that concept, including the
following:
• Nonfiction and fiction, written at a variety of reading levels. For struggling readers, the text might
be accompanied by a spoken version. The use of leveled materials challenges accomplished readers
but does not intimidate students who are less skilled.
• Pictures that invite students to identify the visual “main idea.”
• Video clips.
• Newspaper or magazine articles that reflect student interests or cultural backgrounds.
The use of varied materials will encourage these students to understand the concept of “main idea”
not only within language arts but in other settings as well.
Vary Process
When teachers differentiate instruction, they vary not only the materials students use but also the way
students interact with them. Varying instructional activities allows all students to learn the same
concepts and skills with varied levels of “support, challenge, or complexity” (Tomlinson, 2000, p. 2).
And differentiating does not mean teaching students one by one. Good (2006) suggests that teachers
plan “several activity options, not one for each student. Instead of generating isolated tasks, on any
given day the teacher may work with the whole class, small groups, individual students, or a
combination of all three” (p. 14). When introducing new content, for example, the teacher might
address all students but make use of graphs, pictures, or artifacts in addition to lecturing. At another
time, teachers might ask most students to work in pairs or independently while they assist a small
group of students, using questioning that encourages critical thinking or assesses the students’ level
of understanding. For literature instruction, small groups can be arranged by achievement level, but
they also can be grouped by a common interest in the subject matter even if materials at varying
reading levels are used (Willis & Mann, 2000). Teachers can differentiate even in their one-to-one
work with students, teaching the same concept but using an interview with one student and
flashcards with another. As always, the keys to choosing the “right” strategies are capitalizing on
student strengths and possessing a clear understanding of students’ current academic needs.
Vary Assessment
Teachers who effectively reach all of their students stay focused on teaching challenging academic
content but vary the materials and strategies they use. They also give students options when it comes
to demonstrating their mastery of that content, and these options allow for another form of
differentiation. Teachers might vary the length of time a student has to complete a task or allow a
written essay rather than an oral presentation. Making use of rubrics—guides that identify the criteria
for demonstrating mastery of assigned work—can empower students to choose how they will show
what they know and also provide them with a way to assess the quality of their own work. Willis and
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Mann provide concrete examples of how to differentiate the means by which students demonstrate
mastery, from creating a newsletter in which students write stories on a topic of their choice to
staging a mock trial to demonstrate their understanding of the concept “beyond reasonable doubt.”
Conclusion
Differentiating instruction alone will not automatically improve student performance. Tomlinson
(2000) points out that efforts to differentiate are most successful when they are combined with the
use of a high-quality curriculum, research-based instructional strategies, well-designed activities that
address the needs and interests of students, active learning, and student satisfaction with the lesson.
Tomlinson (1999) also notes that moving from traditional instruction to this approach takes time and
recommends that teachers introduce differentiation strategies gradually. Schools and districts can
support teachers in learning these new skills by designing professional development activities that
“provide clear models for…differentiated instruction in action” (p. 115). The consistent, effective use
of differentiated instruction also requires considerable amounts of practice and feedback. To increase
their repertoire of skills, general education teachers also can consult with colleagues with specialized
training in differentiation, such as special education teachers and teachers of gifted students. Keck
and Kinney assert that once teachers learn the needs of their students and incorporate strategies to
meet those needs into their instruction, differentiation ensures “equity in the learning process” (2005,
p. 15). Although it requires attention, skill, and commitment to its use, differentiated instruction is a
practical and attainable method of facilitating learning and academic growth in all students.
References
Good, M. E. (2006). Differentiated instruction: Principles and techniques for the elementary grades. San Rafael,
CA: School of Business, Education, and Leadership at Dominican University of California. Retrieved
January 18, 2007, from http://www.
eric.ed.gov/ERICDocs/data/ericdocs2/content_storage01/0000000b/80/33/17/b4.pdf
Keck, S., & Kinney S. C. (2005, September). Creating a differentiated classroom. Learning and Leading
with Technology, 33(1), 12–15. Retrieved January 18, 2007,
http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2f/31/de.pdf
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000, August). Differentiation of instruction in the elementary grades. ERIC
Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC
Document No. ED443572). Retrieved January 18, 2007,
from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/30/ef.p
df
Van Tassel-Baska, J. (2003, January). Differentiating the language arts for high ability learners, K–8.
ERIC Digest. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC
Document No. ED 474306). Retrieved January 18, 2007, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/38/f4.p
df
Willis, S., & Mann, L. (2000, Winter). Differentiating instruction: Finding manageable ways to meet
individual needs. Curriculum Update. Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved January 18, 2007, from
http://www.ascd.org/ed_topics/cu2000win_willis.html
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Teachers Have Choices Too
Lo-Prep
Differentiation
• Choices of books
• Homework options
• Use of reading buddies
• Varied journal prompts
• Varied anchor options
• Goal setting with students
• Work alone/together
• Flexible seating
• Design-the-Day
• Varied supplementary materials
• Think-Pair-Share by
readiness,
interest,
learning style
• Open-ended activities
• Jigsaw
• Mini workshops to re-teach
or extend skills
• Let’s Make a Deal projects
• Varied product choices
• Explorations by interest
• Use of collaboration for
various activities
Hi-Prep
Differentiation
• Tiered activities
• Tiered products
• Alternative assessments
• Compacting
• Spelling by readiness
• Personal agendas
• Literature Circles
• Games and tournaments
• Think-Tac-Toe
• Choice boards
• Simulations
• Interest groups
• Independent research and
projects
• Multiple texts
• Stations
• Leveled rubrics
• Learning contracts
• Multiple intelligence options
• Group investigations
• Interest groups
• Varying organizers for instruction
C. Tomlinson 1999 NAGC
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Guidelines for Creating Achievable Student Learning Outcome
Statements:
At the heart of every lesson plan is a well defined Student Learning Outcome
statement. The statement (typically written in response to the question “What do I want the
students to be able to do?”) describes what the student should be able to do at the end of the
lesson. Content SLO’s will be based in the California State Content Standards and, in
conjunction with the unpacked standards in the curriculum packages, will give a relatively
laser like focus to instruction.
There are three parts to a SLO:
1. The Condition: this includes the commands, materials, circumstances and directionse.g., Given (some physical object) the student will (this means the student is actually
given something, such as a map, a number or multiplication problems, a literary
passage, etc., that relates to performing the intended behavior).
2. The Behavior Verb: this is the observable, measurable behavior that we want the
student to achieve. Verbs such as: list, describe, explain, summarize are all observable
and measurable. Other examples for social science are as below.
3. The Criteria: (the quality or level of performance that will be considered acceptable)
.Examples: include measures of speed (in less than 30 minutes...), direction
(according to manufacturers’ specifications...), accuracy (without error...), and quality
(all cuts must be smooth to the touch). Question to ask when writing this part: How
well must learners perform for me to be satisfied they've accomplished the objective?
A well written objective must be in student friendly language and helps to direct both the
student and instructor in delivery and acquisition of content.
Some Examples:
Students will create a time line of the main events at Gettysburg, after generating a graphic
organizer on Chapter 5: A Decisive Battle, with a rubric rating of 3 (out of 5) or better.
Students, after reading a selection from the Diary of Woodrow Wilson, will be able to write a
7-10 sentence summary of his Fourteen Points plan at the end of WWI with a score of 80%
or better on the rubric.
Students, using maps and the text, will be able to describe rural to urban migration, and get
an 80% on a related quiz.
Tip: Choose alternatives to verbs like “know and understand” as they are vague and difficult
to measure. However, if a student “knows” or “understands” they should be able to explain
the idea, concept or event.
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Social Studies Verbs
Apply a Rule: Given population data that illustrates the principle that the standard of living decreases if
population increases without corresponding increase in production, the student could be asked to analyze the
data to tell and tell how he is able to determine what effects changing population will have upon the standard
of living.
Classify: Given photographs of various people and definitions of racial classes, the student could be asked to
classify the photographs according to the races of the people portrayed.
Construct: Given appropriate materials, the student could be asked to construct a model of a city water
system.
Define: Given a filmed or taped situation in which several forms of communication are portrayed, the student
could be asked to define several categories of communication. His response could include definitions for
verbal, non-verbal, pictorial, visual, auditory, or any of several other classes or categories of communication.
Demonstrate: The student could be asked to demonstrate the use of calipers to determine the measurements
for obtaining cephalic indices. Or he could be asked to demonstrate use of a compass to determine direction.
Describe: The student could be asked to describe the culture of a particular Indian tribe.
Diagram: The student could be asked to diagram the steps involved in the passage of a bill though the
legislature.
Distinguish: Given the names of ancient Greek and Roman gods paired according to function, the student
could be asked to distinguish between them.
Estimate: Given the day of the year and the latitude, the student could be asked to estimate the length of
daylight at a particular place.
Identify: Given the name of one of the U.S. presidents, and photographs of several, the student could be
asked to identify the picture of the one which was named.
Interpret: Given a bar graph that shows production of steel in the U.S. during the last fifty years, the student
could be asked to interpret the graph. His response could include references to times of production increases
or decreases, total amount of decreases or increases, and differences in production between the years.
Label: The student could be given an outline map of a country and be asked to label the major cities and
rivers.
Locate: The student could be asked to locate, in time, the first battle of the American Revolution.
Measure: Given a string and a globe with a scale of miles, the student could be asked to measure the scaled
distance between any two given points.
Name: The student could be asked to name the factors that contribute to natural population increases.
Order: Given the names of the declared wars in which the U.S. has engaged, the student could be asked to
order them according to the time of occurrence.
Predict: The student could be asked to predict the type of economy that could be supported in described
geographic regions.
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Solve: Given tables of prices and costs, the student could be asked to solve problems related to the law of
diminishing returns.
State a Rule: In response to the question: "What controlled the inheritance of family property in the European
Middle Ages?" the student would respond with a statement that indicated that property was inherited by the
eldest son.
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National History Day 2010 Theme:
INNOVATION IN HISTORY:
IMPACT AND CHANGE
By Julie McCullough-Julie McCullough is an independent consultant for National History Day
During the 2009-2010 school year, National History Day invites students to research topics
related to the theme: Innovation in History: Impact and Change. Students need to keep the
entire theme in mind: “in History,” as well as “Innovation” as they begin their research.
While the most obvious topics come from science like Charles Darwin’s theory of evolution,
or new discoveries like Isaac Newton’s laws of gravity, or new inventions like the
automobile, the theme is really much broader than that.
Innovation suggests creative new approaches to any facet of life. Students might explore
innovation in artistic or musical forms, for example, by looking at the rise of jazz. The
important aspect of any National History Day research project is to situate the topic in the
historical context. What was happening in the society that supported the rise of jazz at this
particular point in time? Another way to extend the topic would be to follow the impact of
jazz on society through time, e.g., on the African American community or subsequent music
forms.
Changes in political, social or religious institutions or arrangements might also be considered
innovations, as new ways to respond to problems facing society. For example, the
establishment of the United States of America, the “Cultural Revolution” in China, the
development of settlement houses in America and Europe, or the Protestant Reformation
could all be topics for NHD this year. As always, the theme is broad enough to include
topics from any period of history and from any part of the world. Whatever topics they
choose, however, students must remember to address the theme and place their projects in
history.
What is “Innovation”?
The initial challenge for students participating in National History Day is to make sure they
choose a topic that demonstrates the theme. Innovation, by definition, involves some sort of
change, but not all changes are innovations. As students select their topics, they need to ask
themselves whether their topic is indeed an innovation. What is it about the topic that is new
and different, and is also the result of human ideas or actions?
Let’s say a student wants to research something related to the 1900 hurricane that hit
Galveston, Texas. Taking the topic of development of better storm warning systems or
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weather observation technologies that emerged to prevent similar future disasters would fit
the theme. On the other hand, simply describing
the devastation and loss of life resulting from the hurricane, even if the project showed the
legacy of the hurricane for future development on the island in subsequent decades, does not
address the innovation part of the theme-Not the hurricane but the technology. Another
example is how the 1906 San Francisco earthquake inspired innovation in the construction
industry to design buildings to withstand seismic activity. Remember innovative is
synonymous with new, and the context sets the stage.
Once an appropriate topic has been identified, the crucial first step in any research project is
to learn about the specifics of the topic. What was the innovation called? When was it
adopted or developed? Who was involved, or, in other words, who were the innovators who
created, designed, or implemented the innovation? What did the innovation look like, how
did it work, and what previous ideas, objects, actions, or institutions did it replace? What
benefits did it provide, and to whom? How was it received?
What is “in History”?
Capturing the “in history” part of the theme is critical for a National History Day project.
While it is tempting to focus entirely on the specific innovation, exploration of the “in
history” part of the project takes students into the exciting realm of analysis, of exploring
questions of “why?” and “so what?” This is where students look at how the topic fits into
historical context, why the innovation was important or significant, and what it left as its
legacy.
An examination of historical context begins with looking at why this innovation came about
when and where it did. Establishing historical context means showing what economic,
political, social, technological, cultural, religious or other circumstances existed before, and
perhaps caused or contributed to, the innovation of interest. It is critical for students to read
about the time period first. The development of barbed wire does not make sense unless it is
first situated in the cattle industry and grazing rights. The impact of the vacuum cleaner is
only understood when juxtaposed with the changing roles for women in the 20th century.
Without historical context it is impossible for students to analyze the impact of an
innovation. Perhaps it was an answer to a problem. For example, the New Deal could be
seen as the United States’ response to the Great Depression of the 1930s. Or maybe the
innovation built on other recent developments, with creative individuals taking advantage of
opportunities rather than setting out to solve a problem. Thomas Edison’s discovery of ways
to understand and harness electricity, for example, made all sorts of further inventions
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possible: electric lights, automobiles, and labor saving devices for the kitchen, just to name a
few. Other innovators built on Edison’s work to develop new systems to distribute
electricity from a central utility company to individuals’ homes and businesses.
Innovation in government roles, regulation, and policy also took place, as distribution of
electricity became increasingly perceived as a public service — most likely to solve problems
as well as take advantage of the new technological innovations.
The other aspect of the “in history” part of the theme is to look at the effects or results of
the innovation. How did people react initially, in the short term (within a few years), and
over the longer term (in later years and decades), to the new idea, arrangement, organization,
or technology? The short term is the impact of the innovation and the long term is the
change over time brought about by the innovation.
What were the personal ramifications for the innovator? How soon did people adopt or
accept the innovation — or did they reject it? What happened to the ideas or items replaced
by the innovation, and how quickly did those trends show up? How did it change people’s
ideas, scientific knowledge, everyday behavior, political processes, etc.? Did the innovation
just influence people locally, or did its influences extend nationally or to other countries, and
in what ways did the influences appear? Has the innovation been supplanted by other
innovations, and how fast did that replacement process occur? All of these questions are
designed to explore the historical significance of the topic.
Sample Topics to Consider
Gunpowder: Revolutionizing War
The Camera: Bringing the World into Focus
The Cotton Gin: Increased Production
The Vacuum Cleaner: Redefining Roles
The Sewing Machine: Joining the Industry
The Telephone: Call me! Increased Communication
Plastic: The Gift that Won’t Go Away
Refrigeration: Going Cold
Windmills: New Labor Source
Panama Canal: Connections
Erie Canal: Transforming and Transporting
Penicillin: Saving Lives
The Double Helix: Connecting the Dots
Polio Vaccine: Breakthrough
Atomic Energy: Harnessing the Atom
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World History Themes- 7th Grade
Theme
Related Key Standards
Impact of Geography on People
7.2.1.4
7.4.1.1
7.5.1.1
7.7.3.2
7.7.3.4
7.7.3.6
7.6.3.2
7.6.7.1
Trade and Conquest
7.4.1.2
7.4.3.1
7.4.4.1
7.7.3.1
7.7.3.3
7.7.3.5
7.2.2.1
7.2.2.2
7.2.3.1
7.2.3.2
7.2.3.4
7.4.3.2
7.3.1.2
7.3.3.1
7.1.1.3
7.1.3.3
7.6.4.1
7.6.4.2
7.6.6.1
7.6.6.2
7.2.3.3
7.4.1.2
7.4.3.2
7.4.4.1
7.3.1.1
7.3.6.1
7.3.6.2
7.5.6.1
7.1.1.1
7.1.1.4
7.1.3.1
7.7.3.7
7.7.3.8
7.8.3.1
7.11.2.1
7.11.3.1
Religion
Systems of Government
7.6.6.3
7.6.8.1
7.6.8.2
7.6.8.3
7.8.1.1
7.9.1.1
7.9.2.1
7.9.4.1
7.9.4.2
7.9.5.1
7.9.7.1
7.9.7.2
7.10.3.1
7.1.3.2
7.6.3.1
7.6.3.3
7.6.5.1
7.6.8.1
7.10.3.2
7.11.3.1
7.11.5.1
7.11.5.2
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Theme
Culture/Cultural Blending
Technology/Inventions
Related Key Standards
7.2.2.3
7.2.4.2
7.2.6.1
7.2.6.2
7.2.6.4
7.2.6.6
7.4.3.2
7.3.1.2
7.5.1.2
7.5.3.1
7.5.3.2
7.5.3.3
7.5.6.2
7.7.2.1
7.7.2.3
7.2.6.1
7.2.6.2
7.2.6.4
7.2.6.6
7.3.5.1
7.3.5.2
7.3.5.3
7.3.5.4
7.3.5.5
7.7.5.2
7.7.5.3
7.8.4.1
7.8.4.2
7.7.2.4
7.7.2.6
7.7.2.8
7.7.2.9
7.7.2.1
7.7.2.3
7.7.2.4
7.1.1.1
7.1.1.2
7.1.1.3
7.6.6.3
7.9.7.1
7.10.1.1
7.11.2.1
7.1.1.2
7.8.5.1
7.8.5.2
7.8.5.3
7.9.7.1
7.10.1.1
7.10.2.1
7.10.2.2
7.10.3.1
7.10.3.2
7.11.1.1
7.11.1.2
125
Sample Outcomes and Pacing Calendars
FORMATIVE PACING CALENDAR
Course Name: 10th Grade World History #1
Date/
Week
Standard(s)
Addressed
8/139/26
10.1-10.2
List, Identify,
Cause/Effect
9/2910/24
10.3-10.4
10/2712/19
1/62/27
3/25/1
10.5-10.6
10.7-10.8
10.9-10.10
Skills to Be
Taught
Resources
Type of
Assessmen
t
MC, T/F
Day Test to be
Given
Compare Contrast Video, united
streaming
MC, Fill-in
10/24
Analyze, evaluate,
synthesize,
application
Same above
T.C.I.
MC, T/F
12/19
T.C.I.
MC, Fill-in
2/27
Same Above
T.C.I.
MC, T/F
5/1
T.C.I.
MC, Fill In
5.29
Text, powerpoint
9/26
STAR TEST
5/45/29
126
FORMATIVE PACING CALENDAR
Course Name: 10th Grade World History #2 (red pen)
Date/
Week
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
1
8/1315
2
818-22
3
8/2529
4
9/2-5
10.1
Introduction:
Geography
Text/Videos
Formative
10.1
Text/Videos
Formative
8/22
Text/Videos
Formative
8/29
Text/Videos
Formative
9/5
5
9/8-12
6
9/1519
7
9/2226
8
9/29,
30
10.2
Introduction:
Geography
Democratic Traditions
2000 B.C.E-A.C.E
1689
Democratic Traditions
2000 B.C.E-A.C.E
1689
Enlightenment 17001800
Enlightenment 17001800
Text/Videos
Formative
9/12
Text/Videos
Formative
9/19
10.2
French Revolution
Text/Videos
Formative
9/26
10.2
Revolutions Europe,
Latin America 17901848
Text/Videos
Formative
10/3
10.1
10.1
10.2
Day Test
to be
Given
8/15
127
Date/
Week
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
9
10/610
10
10/1316
11
10/2024
12
10/2731
13
11/3-7
14
11/10,
12-14
15
11/1719
16
12/1-5
17
12/812
18
12/1519
10.2
Revolutions Europe,
Latin America 17901848
Industrial Revolution
1750-1850
Text/Videos
Summative
Day Test
to be
Given
10/10
Text/Videos
Formative
10/16
10.3
Industrial Revolution
1750-1850
Text/Videos
Formative
10/24
10.3
Life in Industrial Age
1800-1914
Text/Videos
Formative
10/31
10.3
Text/Videos
Formative
11/7
Text/Videos
Formative
11/14
Text/Videos
Formative
11/19
Text/Videos
Formative
12/5
10.4
Life in Industrial Age
1800-1914
Nationalism and
Triumphs in Europe
1800-1914
Nationalism and
Triumphs in Europe
1800-1914
Growth of Western
Democracies
The New Imperialism
Text/Videos
Formative
12/12
10.4
The New Imperialism
Text/Videos
Summative
12/19
10.3
10.4
10.4
10.4
128
Date/
Week
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
19
1/6-9
20
1/1216
21
1/2023
22
1/2630
23
2/2-6
10.4
New Global Patterns
1800-1914
New Global Patterns
1800-1914
Text/Videos
Formative
Day Test
to be
Given
1/9
Text/Videos
Formative
1/16
10.5
WWI 1914-1924
Text/Videos
Formative
1/23
10.5
WWI 1914-1924
Text/Videos
Formative
1/30
10.6
Text/Videos
Formative
2/6
24
2/1013
10.6
Nationalism and
Revolution Around
the World 1910-1939
Nationalism and
Revolution Around
the World 1910-1939
Text/Videos
Formative
2/13
25
2/1720
10.7
Totalitarianism 19191939
Text/Videos
Formative
2/20
26
2/2327
27
3/2-6
28
3/9-12
10.7
Totalitarianism 19191939
Text/Videos
Formative
2/27
10.7
WWII 1931-1955
Text/Videos
Formative
3/6
10.8
WWII 1931-1955
Text/Videos
Summative
3/12
10.4
129
Date/
Week
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
29
3/1620
30
3/2327
31
3/304/3
32
4/1417
33
4/2024
34
4/275/1
35
5/4-8
36
5/1115
37
5/1822
38
5/2229
39
6/1-4
10.9
The Cold War 19451991
Text/Videos
Formative
Day Test
to be
Given
3/20
10.9
The Cold War 19451991
Text/Videos
Formative
3/27
10.10
New Nations Emerge
Text/Videos
Formative
4/3
10.10
New Nations Emerge
Text/Videos
Formative
4/17
NA
Star Testing
NA
CST
All Week
10.9
Regional Conflicts
Text/Videos
Formative
5/1
10.9
The Developing
World 1945-Present
The Developing
World 1945-Present
Text/Videos
Formative
5/8
Text/Videos
Formative
5/15
10.10
The World Today
Text/Videos
Formative
5/22
10.10
The World Today
Text/Videos
Formative
5/29
NA
End of School
NA
NA
No test
10.9
130
FORMATIVE PACING CALENDAR
Course Name: 10th Grade World History #3
Date/
Week
1
8/1315
2
8/1822
3
8/2529
4
9/2-5
5
9/8-12
6
9/1519
7
9/2226
8
9/2910/3
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
Introduction and
Geography
Text/Maps
Formative
Day Test
to be
Given
8/15
Introduction and
Geography
Text/Maps
Formative
8/22
Democratic Traditions
Text/Video
Formative
8/29
Democratic Traditions
Text/Video
Formative
9/5
Enlightenment
Text/Video
Formative
9/12
Enlightenment
Text/Video
Formative
9/19
French Revolution
Text/Video
Formative
9/26
Revolutions/Europe/
Latin America
Text/Video
Summative
10/3
10.1
10.1
10.2
10.2
10.2
10.2
131
Date/
Week
9
10/610
10
10/1316
11
10/2024
12
10/2731
13
11/3-7
14
11/1014
15
11/1719
16
12/1-5
17
12/812
18
12/1519
Standard(s)
Addressed
Skills to Be Taught
Resources
Type of
Assessment
10.2
Revolutions/Europe/La
tin America
Text/Video
Formative
Day Test
to be
Given
10/10
10.3
Revolutions/Europe/La
tin America
Text/Video
Formative
10/16
Industrial Revolution
Text/Video
Formative
10/24
Life in Industrial Age
Text/Video
Formative
10/31
Life in Industrial Age
Text/Video
Formative
11/7
Triumphs in Europe
Text/Video
Formative
11/14
Triumphs in Europe
Text/Video
Formative
11/19
Western Democracies
Text/Video
Formative
12/5
New Imperialism
Text/Video
Formative
12/12
New Imperialism
Text/Video
Summative
12/19
10.3
10.3
10.3
10.4
10.4
10.4
10.4
10.4
132
Date/
Week
19
1/6-9
20
1/1216
21
1/2023
22
1/262/6
23
2/1013
24
2/1720
25
2/2327
26
3/23/6
27
3/9-12
28
3/17-?
Standard(s)
Addressed
10.4
10.4
10.5
10.5
10.6
Skills to Be Taught
Resources
Type of
Assessment
New Global Patterns
Text/Video
Formative
Day Test
to be
Given
1/9
New Global Patterns
Text/Video
Formative
1/16
WWI
Text/Video
Formative
1/23
WWI
Text/Video
Formative
2/6
Revolution In America
Text/Video
Formative
2/13
Revolution In America
Text/Video
Formative
2/20
Totalitarianism
Text/Video
Formative
2/27
Totalitarianism
Text/Video
Formative
3/6
WWII
Text/Video
Formative
3/12
WWII
Text/Video
Summative
3/20
10.6
10.7
10.8
10.8
10.8
133
Date/
Week
29
3/1620
Standard(s)
Addressed
10.9
30
3/2327
10.9
31
3/304/3
10.10
32
4/1417
10.10
33
4/2730
10.9
34
5/4-8
Skills to Be Taught
Resources
Type of
Assessment
Cold War
Text/Video
Formative
Day Test
to be
Given
3/20
Cold War
Text/Video
Formative
3/27
New Nations Emerge
Text/Video
Formative
4/3
New Nations Emerge
Text/Video
Formative
4/7
Star Testing
Text/Video
CST
4/30
Regional Conflicts
Text/Video
Formative
5/8
10.9
35
5/1115
10.9
Developing World
Text/Video
Formative
5/15
36
5/1822
10.10
World Today
Text/Video
Formative
5/22
37
5/2226
10.10
World Today
Text/Video
Formative
5/26
Text/Video
Formative
5/29
10.10
World Today
10.10
World Today
Text/Video
Summative
6/4
38
5/2629
39
6/1-4
134
FORMATIVE PACING CALENDAR
Course Name: 10th Grade World History # 5
Date/
Week
Standard(s)
Addressed
8/139/26
10.1-2
9/2910/24
10.3-4
10/2712/19
10.5-6
Skills to Be Taught
Resources
Type of
Assessment
Day Test
to be
Given
Identify, Cause and
Effect, Compare and
Contrast, Explain,
Analyze, Evaluate,
Synthesis-application
Textbook,
Powerpoint,
unitedstreaming
MC, Short
Answer
9/26
10/24
12/19
2/27
1/62/27
10.7-8
3/2-5/1
10.9-10
5/1
Star Testing
5/45/29
10.11
Cumulative Assessment
5/29
135
FORMATIVE PACING CALENDAR
Course Name: 10th Grade World History # 6
Date/
Week
7
6
Standard(s)
Addressed
Skills to Be
Taught
Resources
Type of
Assessment
Day Test to
be Given
10.1 & 10.3
Development of
Modern political
Thinking
Industrial
Expansion and
Imperialism
Cause and Effects
of WWI
Books,
powerpoints
Formative
8/21-9/15
Books,
powerpoints
Formative
10/2-10/27
Books,
powerpoints
Formative
and Essay
10/30
and12/22
10.9, 10.10
International
Developments
Formative
and Essay
3/3-4/30
10.9.5
Describe the
Uprising In
Poland 1952 and
Hungary 1956
Establishment
and work of
United Nations
End Of Term
Assessments
Books,
powerpoints,
video
Books,
powerpoints
Formative
and Essay
4/31-5/15
Books,
powerpoints,
video
All of the above
Formative
and Essay
5/16-5/30
Summative
and MC
6/1-6/5
10.3, 10.4
10.5, 10.6
5
4
3
2
1
10.9.8, 10.9.9
NA
136
Study Guides 7-12
World History 7
Quarter 1 Study Guide
Islam:
1. What are the physical features of the Arabian Peninsula?
2. Describe the climate of the Arabian Peninsula?
3. How do the physical features and climate of the Arabian Peninsula relate to its
peoples’ nomadic and sedentary ways of life?
4. What are the origins of Islam?
5. Describe the life and teachings of Muhammad.
6. What are the connections between Islamic teachings and Judaism and Christianity?
7. What do the Qur’an and Sunnah say about Islamic beliefs and practices?
8. What do the Qur’an and Sunnah say about Islamic law?
9. What effect do the Qur’an and Sunnah have on Muslim’s daily lives?
10. What types of cultural blending occurred as the Muslim Empire expanded?
11. How did Islam and the Arabic language spread?
12. What types of intellectual exchanges took place between Muslim scholars of Eurasia
and Africa?
13. What contributions did Muslim scholars make in the area of science?
14. What contributions did Muslim scholars make in the area of math?
15. What contributions did Muslim scholars make in the area of medicine?
Africa:
1. What is the relationship between the vegetations zones of forest, savannah, and
desert to the trade of gold, salt, food and slaves in the Niger River area?
2. How did the empires of Ghana and Mali grow?
3. What role did the trans-Saharan caravan trade play in changing the religious and
cultural characteristics of West Africa?
4. What was the influence of Islamic beliefs, ethics, and law on the religious and
cultural characteristics of West Africa?
137
5. How did the Arabic language grow in government, trade, and Islamic scholarship in
West Africa?
Quarter 2 Study Guide
China:
1. Describe the reunification of China under the Tang Dynasty.
2. Why did Buddhism spread in Tang China, Korea and Japan?
3. What were the main influences of Confucianism?
4. What is the significance of the discovery of manufactured paper?
5. What is the significance of the discovery of wood block printing?
6. What is the significance of the discovery of the compass?
7. What is the significance of the discovery of gunpowder?
8. How did the imperial state develop in China?
9. How did the scholar-official class develop in China?
Japan:
1. What is the significance of Japan’s close location to China?
2. What intellectual, linguistic, religious, and philosophical influences did China have on
Japan?
3. What were the values of the lord-vassal system in Japan consisting of shogun,
daimyo, and samurai?
4. What were the social customs of the lord-vassal system in Japan consisting of
shogun, daimyo, and samurai?
5. What were the traditions of the lord-vassal system in Japan consisting of shogun,
daimyo, and samurai?
6. Why did a military society rise in Japan during the late twelfth century?
7. What role did the samurai play in the military society of late twelfth century Japan?
Meso-America:
1. What were class structures, warfare, and religious beliefs and practices like in Mayan
society?
138
2. What were class structures, warfare, and religious beliefs and practices like in Aztec
society?
3. What were class structures, warfare, and religious beliefs and practices like in Incan
society?
4. How and where did the Mayan Empire rise?
5. How and where did the Aztec Empire rise?
6. How and where did the Incan Empire rise?
7. How did the Spanish defeat the Aztec and Incan Empires?
8. What were the Meso-American achievements in mathematics?
9. Describe the Meso-American development of the calendar.
Quarter 3 Study Guide
Rome
1. What were the early strengths and lasting contributions of Rome? Consider:
a. the significance of Roman citizenship
b. rights under Roman law
c. Roman art
d. Roman architecture
e. Roman engineering,
f. Roman philosophy
g. Roman preservation and transmission of Christianity
2. What were the weaknesses of the Roman Empire? Consider:
a. The rise of autonomous military powers within the empire
b. The undermining of citizenship by the growth of corruption and slavery
3. Why did Constantine establish the new capital in Constantinople?
4. How did the Byzantine Empire develop?
5. What were the differences between the Eastern Orthodox and Roman Catholic
churches?
139
Middle Ages
1. How did feudalism develop?
2. What was the role of feudalism in the medieval European economy?
3. How was feudalism influenced by physical geography? (the role of the manor and the
growth of towns)
4. How did feudal relationships provide the foundation of political order?
5. What were the conflicts between the Papacy and European monarchs in medieval
Europe (Gregory VII, Emperor Henry IV)?
6. What were the benefits of cooperation between the Papacy and European monarchs
in medieval Europe? (Charlemagne).
7. How were the following significant in the rise of modern democratic thought:
a. the Magna Carta
b. the creation of a parliament
c. the development of habeas corpus
8. What were the causes of the religious Crusades?
9. What were the effects of the Crusades on the Christian, Muslim, and Jewish
populations in Europe?
10. How did the Crusades increase contact by Europeans with cultures of the Eastern
Mediterranean world?
11. How did the bubonic plague spread from Central Asia to China, the Middle East,
and Europe?
12. How did plague impact the global population?
13. How was the Catholic Church important as a political institution in medieval
Europe? Consider:
a. the political and spiritual roles of the clergy
b. the creation of monastic and mendicant religious orders
c. the concept of "natural law"
14. How was the Catholic Church important as an aesthetic institution in medieval
Europe? (art and architecture)
15. How was the Catholic Church important as an intellectual institution in medieval
Europe? Consider:
a. the founding of universities
140
b. the preservation of the Latin language and religious texts
c. St. Thomas Aquinas's synthesis of classical philosophy with Christian
theology
Renaissance
1. How did the revival of classical learning and the arts during the Renaissance foster a
new interest in humanism? (Consider: a balance between intellect and religious
faith).
2. What new ways of disseminating information were created during the Renaissance?
Consider:
a. the ability to manufacture paper
b. the translation of the Bible into the vernacular
c. the printing press
3. What advances were made in literature during the Renaissance? (Dante Alighieri,
Shakespeare)
4. What advances were made the arts during the Renaissance? (da Vinci, Michelangelo)
5. What advances were made in science during the Renaissance?
6. What advances were made in mathematics during the Renaissance?
7. What advances were made in cartography during the Renaissance?
8. What advances were made in engineering during the Renaissance? (Gutenberg)
9. What advances were made in the understanding of human anatomy and astronomy
during the Renaissance? (da Vinci)
Quarter 4 Study Guide
Reformation:
1. What were the causes for problems within and weakening of the Catholic Church
(e.g., tax policies, selling of indulgences)?
2. What were the main beliefs of the major figures during the Reformation (e.g.,
Desiderius Erasmus, Martin Luther, John Calvin, and William Tyndale)?
3. Be able to identify and locate the European regions that remained Catholic and those
that became Protestant.
141
4. How did the division between Catholic and Protestant countries affect the
distribution of religions in the New World?
5. How did the Counter-Reformation revitalize the Catholic Church?
6. Who/What started the Counter-Reformation movement? (e.g., St. Ignatius of Loyola
and the Jesuits, the Council of Trent)
7. How did the Golden Age of cooperation between Jews and Muslims in medieval
Spain promote creativity in art, literature, and science?
8. What were the causes and effects of Jewish and Muslim persecution (e.g., the
Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492)?
Scientific Revolution:
1. What were the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish,
Christian, and Muslim science; Renaissance humanism; new knowledge from global
exploration?
2. What was the significance of the new scientific theories (e.g., those of Copernicus,
Galileo, Kepler, and Newton) during the Scientific Revolution?
3. What was the significance of new inventions (e.g., the telescope, microscope,
thermometer, and barometer) during the Scientific Revolution?
4. What is the scientific method?
5. How did Bacon and Descartes advance the scientific method?
6. What was the influence of new scientific rationalism on the growth of democratic
ideas, including how science with traditional religious beliefs could exist together?
Age of Exploration:
1. What were the great voyages of discovery?
2. What were the locations of the routes of the great voyages of discovery?
3. What was the influence of cartography in the development of a new European
worldview?
4. What types of plants, animals, technology, culture, and ideas did Europe, Africa,
Asia, and the Americas exchange in the fifteenth and sixteenth centuries?
142
5. What were the major economic and social effects in Europe, Africa, Asia, and the
Americas due to their exchanges of goods and ideas?
6. What was the influence of mercantilism and the cottage industry on the development
modern capitalism?
Enlightenment:
1. How did Enlightenment thinkers influence democratic thought and institutions (e.g., John
Locke, Charles-Louis Montesquieu)?
US 8 Q2 Study Guide
1. What parts of the Virginia Plan were incorporated into the Great Compromise?
2. How did the delegates resolve the debate over how slaves should factor into taxation
and representation in the new government?
3. What problem did Anti-Federalists have with the Constitution?
4. Why was the Tenth Amendment added to the Constitution?
5. Why were the Federalist Papers written?
6. How does the Commerce Clause relate to Native Americans?
7. Who were the authors of the Federalist Papers?
8. How did the American government treat Native American tribes during the early
days of the New Republic?
9. What is the significance of the Virginia Statute for Religious Freedom?
10. What is federalism?
11. Under the Constitution, who has the power to:
a. establish foreign policy
b. establish post offices
c. declare war
d. coin money
e. establish courts
f. establish and maintain schools
12. Why did the framers of the Constitution create a system of checks and balances?
13. The Constitution delegated the power to coin money to the federal government.
What is the advantage of decision?
143
14. What is the Bill of Rights?
15. What percentage of votes in both houses of Congress is necessary to override a
president’s veto?
16. What is the main responsibility of Congress in the federal government?
17. According to the Constitution, what is the vice president’s role in the legislative
branch?
18. How can the president check the power of the legislative branch?
19. What is the job of the executive branch in relation to the nation’s laws?
20. What role does the Constitution assign to the judicial branch?
21. What checks do the other two branches of government have on the judicial branch?
22. What are the 5 parts of the First Amendment?
23. What was the main reason the Bill of Rights was added to the Constitution?
24. What is double jeopardy?
25. What are reserved powers?
26. What are concurrent powers?
27. What are delegated powers?
28. What is the purpose of political action committees (PACs)?
29. Article I of the Constitution gives the Congress the power to ______
30. What power does Article I of the Constitution give to Congress?
31. Whose responsibilities does Article II of the Constitution cover?
32. Whose responsibilities does Article III of the Constitution cover?
33. What are the two houses of Congress?
34. How long is the term of office for a member of the Senate?
35. How long is the term of office for a member of the House of Representatives?
36. How many Senators represent each state?
37. How many members of the House of Representatives come from each state?
38. Which house has the power to impeach, and which house tries the case?
39. Who has the power to declare war?
40. From which house must all proposals to raise taxes come?
41. Who has the power to coin, print, and determine the value of money?
42. Which body has the power to approve treaties with foreign nations?
43. Who has the power to make treaties with foreign nations?
144
44. What is the term of office for a Supreme Court Justice?
45. List the two methods to amend the Constitution?
46. Does the Bill of Rights specifically require the separation of church and state?
47. Was the Bill of Rights was part of the original Constitution?
48. Which amendment provides for: indictment by a Grand Jury, double jeopardy, due
process, eminent domain, and just compensation?
49. Which amendment prohibits: excessive bail or fines, and cruel and unusual
punishment?
50. What amendment provides for freedom of: assembly, press, speech, religion, and the
right to petition?
51. Which amendment prohibits unreasonable search or seizers without probable cause,
and specifies requirements for search warrants?
52. Which amendment provides for a speedy and fair trial by an impartial jury?
53. What was the importance of the “checks and balance” system?
54. Is any contract that is valid in one state, valid in all states?
55. What were the main disagreements between Thomas Jefferson and Alexander
Hamilton?
56. What were the names of the two political parties that were founded as a result of
Jefferson and Hamilton’s conflicts?
57. What is the importance of the freedom of the press in the political process?
58. Which political party wanted to strengthen the power of the federal government and
to promote industry and trade?
59. Which political party wanted to preserve the power of the state governments?
60. What responsibilities come with citizenship in the United States?
61. Which groups were on opposite sides to ratify the Constitution?
62. What was the Embargo Act and why did it fail?
63. Why did the US declare war against Britain in 1812?
145
World History 10
Quarter 1 Study Guide
Greece, Rome and Monotheistic Religions
1. What is similar about Judeo-Christian and Greco-Roman views of law, reason and
faith, and duties of the individual?
2. What is different about Judeo-Christian and Greco-Roman view of law, reason and
faith, and duties of the individual?
3. In Plato’s Republic, how does he describe political ideas such as the rule of law and
the illegitimacy of tyranny?
4. In Aristotle’s Politics, how does he describe political ideas such as the rule of law and
the illegitimacy of tyranny?
5. What influence has the U.S. Constitution had on other political systems worldwide?
Revolutions
1. What were the major ideas of the following philosophers and what effect did they
have on democratic revolutions in England, the United States, France and Latin
America?:
 John Locke
 Charles-Louis Montesquieu
 Jean-Jacques Rousseau
 Simon Bolivar
 Thomas Jefferson
 James Madison
2. What are the major principles listed in the Magna Carta?
3. What are the major principles listed in the English Bill of Rights?
4. What are the major principles of the American Declaration of Independence?
5. What are the major principles listed in the French Declaration of Rights of Man and
the Citizen?
6. What are the major principles listed in the US Bill of Rights?
7. How did the ideology of the French Revolution lead France to develop from a
constitutional monarchy to democratic despotism to the Napoleonic Empire?
146
Fall Semester Study Guide
Quarter 1 Review:
Greece, Rome and Monotheistic Religions
1. What is similar about Judeo-Christian and Greco-Roman views of law, reason and
faith, and duties of the individual?
2. What is different about Judeo-Christian and Greco-Roman view of law, reason and
faith, and duties of the individual?
3. In Plato’s Republic, how does he describe political ideas such as the rule of law and
the illegitimacy of tyranny?
4. What influence has the U.S. Constitution had on other political systems worldwide?
Revolutions
1. What were the major ideas of the following philosophers and what effect did they
have on democratic revolutions in England, the United States, France and Latin
America?:
 John Locke
 Charles-Louis Montesquieu
 Jean-Jacques Rousseau
 Simon Bolivar
 Thomas Jefferson
 James Madison
2. What are the major principles listed in the Magna Carta?
3. What are the major principles of the American Declaration of Independence?
4. What are the major principles listed in the US Bill of Rights?
Quarter 2:
The Industrial Revolution
1. Why was England the first country to industrialize?
2. What massive social, economic, and cultural changes occurred due to the inventions
and discoveries of the following individuals:
a. James Watt
b. Eli Whitney
c. Henry Bessemer
d. Louis Pasteur
e. Thomas Edison
3. Why did the population grow during the industrial revolution? To what extent did it
grow?
4. Why did people move from the countryside to cities during the industrial revolution?
5. To what extent did cities grow during the Industrial Revolution?
6. How did capitalism rise as the dominant economic pattern in the world?
147
7.
8.
9.
10.
What is Utopianism? How is it a response to the rise of capitalism?
What is Social Democracy? How is considered a response to the rise of capitalism?
What is Socialism? How is it considered a response to the rise of capitalism?
What is Communism? How is it considered a response to the rise of capitalism?
Imperialism
1. What is the connection between the Industrial Revolution (industrialism) and
imperialism/colonialism?
2. What role did national security and strategic advantage play in imperialism?
3. What moral issues were raised by the search for national hegemony during the era of
New Imperialism?
4. What role did Social Darwinism play in the motives for imperialism?
5. What role did the missionary impulse play in the motives for imperialism?
6. What role did material issues (land, resources, and technology) play in the motives
for imperialism?
7. How did colonizers view imperialism?
8. How did those that were colonized view imperialism?
9. What were the long-term responses of people under colonial rule?
Cause and Course of World War I
1. What were the arguments for entering WWI by the leaders of:
o Great Britain
o France
o Russia
o Germany
o Austria
o Italy
2. What was the role of political and economic rivalries in mobilizing the civilian
population in support of “total war”?
3. What was the role of ethnic and ideological conflicts in mobilizing the civilian
population in support of “total war”?
4. What was the role of domestic discontent and disorder in mobilizing the civilian
population in support of “total war”?
5. What was the role of propaganda and nationalism in mobilizing the civilian
population in support of “total war”?
Quarter 3 Study Guide
Cause and Course of World War I
1. What were the major turning points (battles) during WWI? Discuss why they were
turning points.
2. What did the Russian Revolution affect the course and outcome of the war?
148
3. How did the entry of the United States in WWI affect the course and outcome of the
war?
Effects of WWI
1. What were the aims and negotiating roles of world leaders in the creation of the
Treaty of Versailles?
2. What were the terms and influence of the Treaty of Versailles?
3. What were the terms and influence of Woodrow Wilson’s Fourteen Points?
4. What were the causes and effects of the United State’s rejection of the League of
nations on world politics?
5. How did widespread disillusionment with prewar institutions, authorities, and values
result in a void that was later filled by totalitarian leaders?
Rise of Totalitarians
1. What were the causes of the Russian Revolution?
2. What were the consequences of the Russian Revolution?
3. Describe the rise, aggression, and human costs of the totalitarian regime in Germany
after WWI?
4. Describe the rise, aggression, and human costs of the totalitarian regime in Italy after
WWI?
5. Describe the rise, aggression, and human costs of the totalitarian regime in the Soviet
Union after WWI?
6. What were the common and dissimilar traits of the totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union?
Causes and Consequences of WWII
1. Be able to describe and compare the German, Italian, and Japanese drives for empire
in the 1930s, including :
A) the 1937 Rape of Nanking, [and] other atrocities in China,
B) the Stalin-Hitler Pact of 1939.
2. What was the role of appeasement prior to the outbreak of World War II?
3. What was the role of nonintervention (isolationism) prior to the outbreak of World
War II.?
4. What was the role of domestic distractions in Europe and the United States prior to
the outbreak of World War II?
149
Spring Semester Study Guide
Third Quarter Review:
Cause and Course of World War I
1. What were the major turning points (battles) during WWI? Discuss why they were
turning points.
2. What did the Russian Revolution affect the course and outcome of the war?
3. How did the entry of the United States in WWI affect the course and outcome of the
war?
Effects of WWI
1. What were the terms and influence of the Treaty of Versailles?
2. What were the causes and effects of the United State’s rejection of the League of
Nations on world politics?
Rise of Totalitarians
3. What were the causes of the Russian Revolution?
1. What were the consequences of the Russian Revolution?
2. Describe the rise, aggression, and human costs of the totalitarian regime in Germany
after WWI?
Fourth Quarter:
Causes and Consequences of WWII
1. What were the major turning points in WWII?
2. What were the principal theaters of conflict in WWII?
3. What were the key strategic decisions in WWII?
4. What were the resulting war conferences and political resolutions of WWII?
5. Describe the political, diplomatic, and military leaders during the war
 Winston Churchill
 Franklin Delano Roosevelt
 Emperor Hirohito
 Adolf Hitler
 Benito Mussolini
 Joseph Stalin
 Douglas MacArthur
 Dwight Eisenhower
6. What was the Nazi policy of pursuing racial purity, especially against the European
Jews?
7. How and when did the Nazi policy of racial purity transform into the Final Solution?
8. How many Jewish civilians were killed during the Holocaust?
The Cold War
150
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
What economic and military power shifts took place because of WWII? (Yalta Pact)
What nations possessed nuclear weapons during and after the war?
What was life like in Soviet controlled Eastern European nations?
What was economic recovery after WWII like in Germany and Japan?
What were the causes of the Cold War?
What two groups did the Cold War divide the world into?
In what countries did the US and Soviet Union complete for influence? Why?
What was the purpose and significance of the Truman Doctrine?
What was the purpose and significance of the Marshal Plan?
Describe instances of economic and political competition that occurred between the
US and the Soviet Union during the Cold War, including:
 the Korean War
 Vietnam War
 Cuba
 Africa
What were the causes and consequences of the Chinese Civil War?
How did Mao Tse-tung rise to power in China?
Describe political and economic upheavals in China. (e.g., the Great Leap Forward,
the Cultural Revolution, and the Tiananmen Square uprising).
Describe the following political uprisings:
 Poland (1952)
 Hungary (1956)
 Czechoslovakia (1968)
What occurred in Poland, Hungary, and Czechoslovakia in the 1970s and 1980s as
they sought freedom from Soviet control?
How did the forces of nationalism develop in the Middle East?
How did the Holocaust affect world opinion regarding the need for a Jewish state?
What was the significance and effects of the location and establishment of Israel on
world affairs?
Why was the United Nations established?
What types of work does United Nations do?
What were the purposes and functions of the Warsaw Pact?
What were the purposes and functions of SEATO?
What were the purposes and functions of NATO?
What were the purposes and functions of the Organization of American States?
United States History 11
Quarter 1 Study Guide
Founding of the Nation/Founding Documents
1. What ideas of Enlightenment philosophers were the bases of American democracy?
2. What Enlightenment philosopher believed in unalienable natural rights? Where are
they found in America’s founding documents?
151
3. Discuss the debates and compromises surrounding the drafting and ratifying the
Constitution, including:
a. The Great Compromise
b. The 3/5 Compromise
c. Addition of the Bill of Rights
d. Commerce Compromise (Congress and trade regulation)
e. Slave Trade Compromise
4. What principles of religious liberty are described in the Establishment and Free
Exercise clauses of the First Amendment?
5. What were the Constitutional conflicts regarding federal versus state authority after
1787? Specifically:
a. Judicial Review and the Marshal Supreme Court
b. Causes of the Civil War
6. What where the major effects of the Civil War?
7. What where the major effects of Reconstruction?
8. Who were the leaders of the First Great Awakening?
9. What were the impacts of the First Great Awakening?
10. Who were the leaders of the Second Great Awakening?
11. What were the impacts of the Second Great Awakening?
12. Who were the leaders of the Social Gospel Movement?
13. What were the impacts of the Social Gospel Movement?
14. What were some incidences of religious intolerance in the United States?
a. Persecution of Mormons
b. The Anti-Catholic Movement
c. Anti-Semitism
Industrialization
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What impact did Industrialization have on living conditions?
What impact did industrialization have on working conditions?
How did the landscape change due to industrialization (growth of cities)?
How were populations in cities separated according to race, ethnicity and class?
What were the impacts of urban political machines on cities?
How did immigrants respond to urban political machines?
How did corporate mergers produce trusts and cartels?
What were the economic and political policies of industrial leaders?
What were the effects of the political programs of the Populists?
What were the effects of the political programs of the Progressives? Including
d. Federal Regulation of Railroad Transport
e. The Children’s Bureau
f. The Sixteenth Amendment
g. Theodore Roosevelt
h. Hiram Johnson
11. What were the working and food safety conditions during the period of
industrialization as described in Upton Sinclair’s The Jungle.
12. What led to the passage of the Nineteenth Amendment? What impact did the
amendment have?
152
153
United States History 11
Fall Semester Study Guide
Quarter 1 Review:
Founding of the Nation/Founding Documents
1. What ideas of Enlightenment philosophers were the bases of American democracy?
2. What Enlightenment philosopher believed in unalienable natural rights? Where are they
found in America’s founding documents?
3. Discuss the debates and compromises surrounding the drafting and ratifying the
Constitution, including:
a. The Great Compromise
b. The 3/5 Compromise
c. Addition of the Bill of Rights
d. Commerce Compromise (Congress and trade regulation)
e. Slave Trade Compromise
4. What were the Constitutional conflicts regarding federal versus state authority after
1787? Specifically:
a. Judicial Review and the Marshal Supreme Court
b. Causes of the Civil War
5. Who were the leaders of the Social Gospel Movement?
6. What were the impacts of the Social Gospel Movement?
Industrialization
1.
2.
3.
4.
5.
6.
7.
8.
9.
What impact did Industrialization have on living conditions?
What impact did industrialization have on working conditions?
How did the landscape change due to industrialization (growth of cities)?
How were populations in cities separated according to race, ethnicity and class?
What were the impacts of urban political machines on cities?
How did immigrants respond to urban political machines?
How did corporate mergers produce trusts and cartels?
What were the effects of the political programs of the Populists?
What were the effects of the political programs of the Progressives? Including
a. Federal Regulation of Railroad Transport
b. The Children’s Bureau
c. The Sixteenth Amendment
d. Theodore Roosevelt
e. Hiram Johnson
10. What working and food safety conditions during the period of industrialization were
described in Upton Sinclair’s The Jungle?
11. What led to the passage of the Nineteenth Amendment? What impact did the
amendment have?
154
Quarter 2:
Rise of the US as a World Power
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What was the purpose of the Open Door policy?
What were the effects of the Open Door policy?
Describe the cause and course of the Spanish American War.
How did the US acquire territories in the South Pacific? What territories did they
acquire?
What role did America play in the Panama Revolution?
What role did America play in the building of the Panama Canal?
What was Roosevelt’s Big Stick Policy?
What was Taft’s Dollar Diplomacy?
What was Moral Diplomacy?
What were the political, social and economic effects of World War I on the US home
front?
The 1920s
1. What were the major domestic and international policies of President Warren
Harding?
2. What were the major domestic and international policies of President Calvin
Coolidge?
3. What were the major domestic and international policies of President Herbert
Hoover?
4. What international events prompted the Palmer Raids and immigration quotas?
5. What domestic events prompted the following attacks on civil liberties:
f. The Palmer Raids
g. Marcus Garvey’s “back to Africa” movement
h. The formation and activities of the Ku Klux Klan
i. Immigration Quotas
6. What was the response of the following groups to the attacks on civil liberties
(above):
j. The American Civil Liberties Union
k. The National Association for the Advancement of Colored People
l. The Anti-Defamation League
7. How did the roles of women change after the passage of the Nineteenth
Amendment?
8. What were the new trends in literature during the Harlem Renaissance? Specifically
discuss:
m. Zora Neale Hurston
n. Langston Hughes
9. What were the new trends in music and art during the Harlem Renaissance?
10. How did mass production techniques impact production?
11. What were the effects of new technologies such as the automobile and electricity?
12. How did mass production techniques, the growth of cities, and new technologies
(including the automobile and electricity) affect the American landscape?
155
The Great Depression
1. What were the principal causes of the Great Depression?
2. What was the human toll of the Great Depression? (Consider natural disasters and
unwise agricultural practices)
3. How did the human toll of the Depression, natural disasters, and unwise agricultural
practices effect the depopulation of rural regions? (Including how Dust Bowl
refugees socially and economically impacted California).
4. How did the human toll of the Depression affect political movements of the left and
right?
156
United States History 11
Quarter 3 Study Guide
The New Deal
1. What were the effects of New Deal programs? Consider:
 Works Progress Administration
 Social Security
 National Labor Relations Board
 Farm programs
 Regional development policies
 Energy development projects such as the Tennessee Valley Authority,
California Central Valley Project, and Bonneville Dam
2. What controversies arose over New Deal economic policies?
3. What controversies arose over the expanding role of the federal government in society
since the 1930s?
4. What controversies arose over the expanding role of the federal government in the
economy since the 1930s?
5. How were the powers of the presidency increased in response to the Great
Depression?
WWII
1. What events precipitated the attack on Pearl Harbor?
2. What event(s) brought the United States into WWII?
3. What were the US and Allied war strategies during WWII? Consider the strategies in
the following battles:
 Midway
 Normandy
 Iwo Jima
 Okinawa
 Battle of the Bulge
4. Who were the Tuskegee Airmen and how did they contribute to the war effort?
5. Who made up the 442nd Regimental Combat team and how did they contribute to
the war effort?
6. Who were the Navajo Code Talkers and how did they contribute to the war effort?
7. What was Roosevelt’s foreign policy as outlined in his Four Freedom’s speech?
8. What were the constitutional issues surrounding the internment of Japanese
Americans during WWII? (consider: Fred Korematsu v. United States of America)
9. How did the US government respond to Hitler's atrocities against Jews and other
groups?
10. What roles did women play in military production during WWII?
11. What prompted President Roosevelt's ban on racial discrimination in defense
industries in 1941? How did this help produce a stimulus for the civil rights
movement?
157
12. How did African Americans' service in World War II produce a stimulus for
President Truman's decision to end segregation in the armed forces in 1948? How
did this help produce a stimulus for the civil rights movement?
13. What role A. Philip Randolph play in fighting for civil rights?
14. Why did the US drop atomic bombs on Hiroshima and Nagasaki in WWII?
15. What were the consequences of dropping the atomic bombs on Japan?
16. How were the powers of the presidency increased in response to World War II?
Cold War/Foreign Policy Since WWII
1. What was the effect of massive aid given to Western Europe under the Marshall Plan
to rebuild itself after the war?
2. Why was the massive aid given under the Marshall Plan important to the U.S.
economy?
3. What was the significance of Mexican immigration and its relationship to the
agricultural economy in California after WWII?
4. How were the powers of the presidency increased in response to the Cold War?
5. What were President Truman’s policies with regard to education, civil rights, the
economy, and the environment as expressed in his speeches?
6. What were President Eisenhower’s policies with regard to education, civil rights, the
economy, and the environment as expressed in his speeches?
7. What were the effects on society and the economy of the changes in communication
since 1945?
8. What were the effects on society and the economy of the advances in medicine since
1945?
9. What were the forms of popular culture (youth movement) in the 1950s through
1970s?
10. What was the role of NATO and SEATO in deterring communist aggression and
maintaining security during the Cold War?
11. What were the origins (foreign and domestic) of the Cold War?
12. What were the geopolitical consequences (foreign and domestic) of the US
containment policy?
13. What were the origins and geopolitical consequences (foreign and domestic) of the
era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss), and
blacklisting?
14. What were the origins and geopolitical consequences (foreign and domestic) of the
Truman Doctrine?
15. What were the origins and geopolitical consequences (foreign and domestic) of the
Berlin Blockade?
16. What were the origins and geopolitical consequences (foreign and domestic) of the
Korean War?
158
US History 11
Spring Semester Study Guide
Third Quarter Review:
New Deal
1. What steps did Congress and President Roosevelt take to combat the economic
crisis during the Great Depression?
2. What controversies arose over the expanding role of the federal government in society
since the 1930s?
3. What controversies arose over the expanding role of the federal government in the
economy since the 1930s?
4. How were the powers of the presidency increased in response to the Great
Depression?
WWII
1. What events precipitated the attack on Pearl Harbor? Consider the following:
a. Neutrality Acts of 1935, 1938, 1939,
b. Destroyers for Bases Deal
c. Lend Lease)
2. What event(s) brought the United States into WWII?
3. What was Roosevelt's foreign policy during World War II? Consider the following:
d. Atlantic Charter,
e. Tehran Conference
f. Yalta Conference
4. What was the U.S. and Allied wartime strategy? Consider the following:
g. Opening a second front in W. Europe
h. Island Hopping in the Pacific
5. What was the US and Allied wartime strategy in the battle of Midway, Iwo Jima and
Okinawa?
6. What were the unique contributions of the Tuskegee Airmen during WWI?
7. What were the unique contributions of the Navajo Code Talkers during WWI?
8. What were the constitutional issues surrounding the internment of Japanese
Americans during WWII? (consider: Fred Korematsu v. United States of America)
13. What were the impact of events on the U.S. home front including:
i. Selective Service Act,
j. War Production Board,
k. Rationing,
l. Bracero Program,
m. Zoot Suit Riots
14. How did African Americans' service in World War II produced a stimulus for
President Truman's decision to end segregation in the armed forces in 1948?
15. Why did the US drop atomic bombs on Hiroshima and Nagasaki in WWII?
16. How were the powers of the presidency increased in response to World War II?
159
Cold War/Foreign Policy Since WWII
1. What was the effect of massive aid given to Western Europe under the Marshall Plan
to rebuild itself after the war?
2. What was the role of NATO deterring communist aggression and maintaining
security during the Cold War?
3. What were the origins (foreign and domestic) of the Cold War?
4. What were the causes and consequences (foreign and domestic) of the US
containment policy?
5. What were the causes and consequences (foreign and domestic) of the era of
McCarthyism and instances of domestic Communism (e.g., Alger Hiss) and
blacklisting?
6. What were the causes and consequences (foreign and domestic) of the Truman
Doctrine?
7. What were the effects on society resulting from changes in communication
(television) since 1945?
8. What were the effects on society resulting from advances in medicine since 1945?
4th Quarter:
Cold War/Foreign Policy Since WWII
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
What were the causes and consequences (foreign and domestic) of the Bay of Pigs
invasion?
What were the causes and consequences (foreign and domestic) of the Cuban
Missile Crisis?
What were the causes and consequences (foreign and domestic) of Atomic testing
in the American West?
What were the causes and consequences (foreign and domestic) of the "mutual
assured destruction" doctrine?
What were the causes and consequences (foreign and domestic) of disarmament
policies during the Cold War?
What were the causes and consequences (foreign and domestic) of The Vietnam
War?
What were the causes and consequences (foreign and domestic) of the ending of
the Cold War?
What were the origins and consequences (foreign and domestic) of Latin American
policy during the Cold War?
What were the effects of foreign policy on domestic policies and vice versa (e.g.,
protests during the war in Vietnam, the "nuclear freeze" movement)?
What was the U.S. Middle East policy?
What has been the US’s strategic, political, and economic interest in the Middle
East?
What was the US’s strategic, political, and economic interests related to the Gulf
War?
How were the powers of the presidency increased in response to the Cold War?
160
The Civil Rights Movement
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
What were the key events in the evolution of civil rights?
What were the key policies during the evolution of civil rights including California
Proposition 209?
What were the key court cases in the evolution of civil rights, including Dred Scott v.
Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of
California v. Bakke?
What were the roles of civil rights advocates (e.g., A. Philip Randolph, Martin
Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks) in the
movement?
What is the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail"
and "I Have a Dream" speech?
How did the civil rights movement diffuse from African Americans in churches of
the rural South to the urban North?
How did African Americans and other civil rights advocates resist racial
desegregation in Little Rock and Birmingham?
How did advances in the civil rights movement influence the agendas, strategies,
and effectiveness of the quests of American Indians, Asian Americans, and
Hispanic Americans for civil rights and equal opportunities?
What civil rights and voting rights legislation was passed as a result of the civil
rights movement? (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965, TwentyFourth Amendment)
What were the effects of civil rights and voting rights legislation that was passed as
a result of the civil rights movement? (e.g. equal access to education and to the
political process)
How did the women's rights movement evolve from the era of Elizabeth Stanton
and Susan Anthony and the passage of the Nineteenth Amendment to the
movement launched in the 1960s?
What were the differing perspectives on the roles of women throughout the
evolution of the women’s rights movement?
How have the roles of women changed in society? (as reflected in the entry of
more women into the labor force and the changing family structure)
Social Problems and Domestic Policy Issues in Contemporary America
1.
2.
What were the reasons behind the nation's changing immigration policy?
(concentrate on how the Immigration Act of 1965 and successor acts have
transformed American society)
What was emphasized in the significant domestic policy speeches (with regard to
education, civil rights, economic policy, environmental policy) of the following
Presidents?
 Kennedy
 Johnson
 Nixon
 Carter
 Reagan
161
3.
4.
5.
 Bush
 Clinton
Why did the Watergate scandal cause a constitutional crisis?
Why has there been a need to develop environmental protection laws? What has
been their impact?
How have the different analyses of the persistence of poverty in the US influenced
welfare reform, health insurance reform, and other social policies?
162