Social Studies-History 10th Grade Standards

The following standards are based on the History/Social Studies Grades 9-10 Common
Core Standards, the National Curriculum Standards for Social Studies, and the Illinois State
Learning Standards. It is these five standards (and their respective substandards)--Content,
Reading, Writing, Speaking and Listening, and Research--which we will use to assess your
childs progress.

Social Studies Standard 1 (SS1) - Content
Students will understand how the following thematic sub-standards can help
interpret human actions.
*The following content substandards are based on the NCSS document Expectations of Excellence:
Curriculum Standards for Social Studies (1994), which describes NCSS expectations of what pre-K-12 learners
should know and be able to do. Although no sub-standard will be ignored, neglected, or completely unmet, the
depths of knowledge and degrees of competence will, of necessity, vary across the standards.
SS1.1 CULTURAL DIVERSITY - Students will examine history from multiple perspectives.
More specifically, students will be able to. . .
analyze and explain how groups, societies, and cultures address human needs and
concerns.
understand that cultures predispose individuals to develop perspectives, make
assumptions, create ideas, and behave in particular ways.
understand that all cultures have systems of knowledge, values, traditions, and
beliefs; moreover, they will understand that cultures and systems within cultures are
dynamic, ever-changing, and highly influential on the thoughts and actions of those
who belong to them.
SS1.2 GEOGRAPHY - Students will understand geography and its relevance to history. More
specifically, students will be able to . . .
describe how people create places that reflect culture, human needs, current values
and ideals, and government policies.
examine, interpret, and analyze interactions of human beings and their physical
environments, and to observe and analyze social and economic effects of
environmental changes, both positive and negative.
SS1.3 TIME, CONTINUITY, AND CHANGE - Students will understand the human story
across time. More specifically, students will be able to. . .
apply key concepts such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among patterns of historical
change and continuity.
identify and describe significant historical periods and patterns of change within and
across cultures, including but not limited to, the development of ancient cultures and
civilizations, the emergence of religious belief systems, the rise of nation-states, and
social, economic, and political revolutions.
SS1.4 INDIVIDUAL DEVELOPMENT AND IDENTITY - Students will understand how
personal and group identities are shaped by history. More specifically, students will be able
to . . .
describe how family, religion, gender, ethnicity, nationality, socioeconomic status,
and other group and cultural influences contribute to the development of a sense of
self.
analyze the role of perceptions, attitudes, values, and beliefs in the development of
personal identity and their effect upon human behavior.
compare and evaluate the impact of stereotyping, conformity, acts of altruism,
discrimination, and other behaviors on individuals and groups
SS1.5 INDIVIDUALS, GROUPS, AND INSTITUTIONS - Students will understand how the
interactions among individuals, groups, and institutions impact history. More specifically,
students will be able to . . .
understand the concepts of role, status, and social class and use them in describing
the connections and interactions of individuals, groups, and institutions in society.
analyze groups and evaluate the influences of institutions, people, events, and
cultures in both historical and contemporary settings.
understand the various forms institutions take, their functions, their relationships to
one another and how they develop and change over time.
identify and analyze examples of tensions between expressions of individuality and
efforts of groups and institutions to promote social conformity.
describe and examine belief systems basic to specific traditions and laws in
contemporary and historical societies.
evaluate the role of institutions in furthering both continuity and change.
analyze the extent to which groups and institutions meet individual needs and
promote the common good in contemporary and historical settings.
SS1.6 POWER, AUTHORITY, AND GOVERNANCE - Students will understand how people
create, interact with, and change structures of power, authority, and governance. More
specifically, students will be able to...
understand the purpose of government and how its powers are acquired, used, and
justified.
examine issues involving the rights, responsibilities, and status of individuals in
relation to the general welfare.
describe the ways nations and organizations respond to forces of unity and diversity
affecting order and security.
explain conditions, actions, and motivations that contribute to conflict and
cooperation within and among nations.
apply concepts such as power, role, status, justice, and influence to the examination
of persistent issues and social problems.
SS1.7 PRODUCTION, DISTRIBUTION, AND CONSUMPTION - Students will
understand how people organize for the production, distribution, and consumption of
goods and services. More specifically, students will be able to...
compare basic economic systems according to how they deal with demand, supply,
prices, the role of government, banks, labor and labor unions, savings and
investments, and capital.
understand the relationships among the various economic systems.
understand the relationships between institutions that comprise economic systems
such as households, businesses, banks, government agencies, labor unions, and
corporations (U.S. only)
assess how values and beliefs influence private and public economic decisions in
different societies.
critically examine the values and assumptions underlying different economic systems.
SS1.8 CIVIC IDEALS AND PRACTICES - Students will understand how civic ideals and
practices are critical to full participation in society, as well as an essential component of
education for citizenship, which is the central purpose of social studies. More specifically,
students will be able to
understand the origins and continuing influence of various forms of government and
the extent to which they foster or impede individual human dignity, liberty, justice,
equality, and the rule of law.
understand the origins and continuing influence of key ideals of the democratic
republican form of government, such as individual human dignity, liberty, justice,
equality, and the rule of law.
evaluate the degree to which public policies and citizen behaviors reflect or foster
the stated ideals of a democratic republican form of government.


Social Studies Standard 2 (SS2) - Reading Informational
Texts
Students can summarize, analyze, and interpret the key ideas, details, and
arguments of primary and secondary sources by citing relevant evidence and
attending to dates, origin of information, and other important contextual
details.
SS2.1 Students can determine the central ideas and thesis of a primary or secondary source.
SS2.2 Students can cite specific textual evidence in primary and secondary sources, as well as the
extent to which it supports the authors claims.
SS2.3 Students can determine the meaning of words and phrases as they are used in a text
including vocabulary describing political, social, or economic aspects of history/social
science.
SS2.4 Students can compare the point-of-view of two or more authors in both primary and
secondary sources for how they treat the same or similar topics
SS2.5 Students can use a variety of strategies to read and comprehend a multitude of
informational texts.


Social Studies Standard 3 (SS3) - Writing for a Variety of
Purposes
Students can create history-specific types of writing, including
informative/explanatory and argumentation/claim.
SS3. 1 Students can write texts to argue, inform, or explain and convey complex ideas.
SS3.2 Students can develop claim(s) and counterclaims fairly, supplying well-chosen, relevant, and
sufficient evidence for each.
SS3.3 Students can develop strength in writing by engaging writing process, including using
technology responsibly and effectively for production and publication.
SS3.4 Students can develop short and sustained research to gather relevant information from both
primary and secondary texts, avoiding plagiarism and following a standard format for
citation.
SS3.5 Students can establish and maintain a formal style and objective tone while using history
specific language.


Social Studies Standard 4 (SS4) - Speaking & Listening
Students are able to initiate and participate effectively in a range of
collaborative discussions with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
SS4.1 Students come to discussions prepared, having read and researched assigned materials and
are able to draw on that material in a thoughtful manner.
SS4.2 Students are able to move conversations forward, actively incorporating others into the
discussion by clarifying, verifying, or challenge ideas and conclusions.
SS4.3 Students can respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
SS4.4 Students present information, findings, and supporting evidence in a cogent form, including
strategic use of digital media as appropriate to audience and task.

Social Studies Standard 5 (SS5) - Research to Build
Knowledge
Conducting short and sustained research projects to answer teacher-generated
inquiries, to answer a research question, or to solve a problem.
SS5.1 Students are able to gather and assess evidence from multiple authoritative print and digital
sources to answer teacher-generated inquiries (i.e. research activities).
SS5.2 Students are able to avoid plagiarism and follow a standard format for citation.