Standard 6: Social Studies

Social Studies Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

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A.      Social Studies Skills

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

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STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.

A.     Civic Life, Politics, and Government

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

 1.         Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).

B.     American Values and Principles

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.         Analyze major historical events and important ideas that led to and sustained the constitutional government of the United States, including the Constitutional Convention of 1787, the Judiciary Act of 1789, the first Cabinet under George Washington, and Amendments 1-15.

 2.         Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).

3.         Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States.

 4.         Discuss how a common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g., Washington’s Farewell Address; Seneca Falls Declaration of Sentiments and Resolutions-1848; The Gettysburg Address; President Franklin Roosevelt’s “Four Freedoms” speech -1941; President Kennedy’s Inaugural Address-1961; the 17^th, 19^th, and 24^th Amendments; Martin Luther King Jr.’s “I Have a Dream” speech and the “Letter from Birmingham Jail”).

5.         Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).

6.         Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.

C.     The Constitution and American Democracy

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.         Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.

2.         Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.

3.         Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France. 

4.         Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved.

5.         Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues.

 6.         Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.

D.    Citizenship

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.         Evaluate the characteristics needed for effective participation in civic and political life.

2.         Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights. 

3.         Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries.

4.         Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).

5.         Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.

E.     International Education: Global Challenges, Cultures, and Connections

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.         Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences. 

 2.         Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War.

 3.         Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7).

 4.         Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions.

 5.         Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation).

 6.         Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.

 7.         Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).

 8.         Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.

 9.         Discuss the impact of technology, migration, the economy, politics, and urbanization on culture.

10.     Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues).

11.     Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports).

12.     Analyze the impact of communication networks, technology, transportation, and international business on global issues.

13.     Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors.

14.     Connect the concept of universal human rights to world events and issues.

 15.     Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.

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STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.

A.     The Birth of Civilization to 1000 BCE

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Reinforce indicators from previous grade levels.

B.     Early Human Societies to 500CE

C.     Expanding Zones of Exchange and Interaction to 1400 CE

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Reinforce indicators from previous grade levels.

D.    The Age of Global Encounters (1400-1750)

 1.         Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India, including the Mughal Empire, and the impact of European arrival in the Americas.

 2.         Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

 3.         Describe the significant social and cultural changes that took place during the Renaissance, including advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women.

 4.         Describe the early influences on the Scientific Revolution and the Enlightenment, including:

·        Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith

·        Medieval theology

·        New global knowledge

·        The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson

 5.         Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon.

 6.         Discuss the major developments in European society and culture, including:

·        The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church

·        Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice

·        European explorations and the establishment of colonial empires

·        Trans-Atlantic slave trade and its impact on Africa

·        Commercial Revolution

·        The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights

·        Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism

·        The economic, social, religious, and political impact of the Plague

E.     The Age of Revolutionary Change (1750-1914) 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.         Discuss the causes and consequences of political revolutions in the late 18^th and early 19^th centuries, including:

·        The impact of the American Revolution on global political thought

·        The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and fraternity; political beliefs and writings; development of the empire)

·        The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code)

·        The emergence of a politically active middle class and the rise of ideologies which questioned class structure in many European countries contributing to socialism and communism

·        How the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy

·        The concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations

·        Democratic and social reforms, including the struggle for women’s rights and the expansion of parliamentary government

·        The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany

 2.         Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations.

 3.         Explain the main patterns of global change in colonizing Africa, Asia, the Middle East, and the Americas, including the Indian Ocean and Pan Asian economies prior to the rise of Europe.

 4.         Trace the growth of independence movements and the rejection of colonialism including the Haitian Revolution and leaders such as Toussaint L’Ouverture, Simon Bolivar in Venezuela, and Jose Marti in Cuba.

5.         Evaluate the changes brought about by the Meiji Restoration period in Japan (e.g., modernization, changes in policies on Western influence).

 6.         Describe how Christianity, Islam, and Buddhism spread during this period, including the areas of influence and reasons for the growth.

 7.         Discuss events that shaped the social structure of Russia in the 19^th and early 20^th century, including:

·        Peasants, aristocracy, and serfdom

·        Czarist reforms and the abolition of serfdom

·        Relations with the Ottoman Empire

·        Development of the Trans-Siberian railroad and other forms of modernization

F.      The Era of the Great Wars (1914-1945) 

 1.         Analyze the causes and aftermath of World War I, including:

·        The growth of European nationalism and increased competition for resources and markets

·        Technology and the changing face of war

·        The Russian Revolutions of 1905 and 1917 and the creation of the Soviet Union (e.g., Lenin’s political ideology, Marxist economic policies, Stalin’s policies on industrialization)

·        The League of Nations and the effects of the Versailles Conference on  Europe, Africa, Asia, and the Middle East

·        Nationalism and propaganda

·        Disintegration of the Ottoman Empire

 2.         Analyze the background and global consequences of actions leading to World War II, including:

·        The Great Depression, including the Stock Market Crash of 1929, massive business and bank failures, and 12 million lost jobs

·        The rise of totalitarian governments in the Soviet Union, Germany, and Italy

·        The fall of the democratic Weimar Republic and the rise of Nazism and European anti-Semitism resulting in the Holocaust and its impact on Jewish life and culture and European society

·        Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced collectivization in the Ukraine, Japan’s occupations in China and Korea)

·        Evaluate the importance of the beginning of the Atomic Age in science, the technological revolution, and the implications of military technology used in war

G.    The Modern World (1945-1979)

 1.         Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and the reconstruction of Europe and Asia, including:

·        The origin and major developments of the Cold War

·        Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO

·        The formation, structure, and purpose of the United Nations

·        The Truman Doctrine and the Marshall Plan

·        The growth and decline of Communism in Eastern Europe  

·        The rise of nationalism and nation-building movements in Africa, Latin America, and Asia

·        The international arms race and nuclear proliferation

·        The non-aligned nations during the Cold War as the voice of the Third World

2.         Apply historical analysis to explain global political, economic, and social changes  in the 20^th century, including:

·        Growth and adaptation of Communism in China

·        Japan’s economic and political transformation and growth of East Asian economies

·        Conflicts in Eastern Europe and the Middle East

·        The Israel/Palestine conflict

·        The impact of Gandhi and the nonviolence movement

·        Apartheid and South Africa

H.    Looking to the Future (1980-present)

 1.         Analyze global political, economic, and social changes in the 20^th century, including:

·        The Gulf War

·        The war in Iraq

·        Growth of a world economy with the information, technological, and communications revolutions

·        The oil crisis and impact of oil producing countries on world economy

·        The development of Third World nations

 2.         Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Agreement, and the European Economic Union, IMF and OPEC.

 3.         Evaluate the paradoxes and promises of the 21^st century, including:

·        Technological growth

·        Economic imbalance and social inequalities among the world’s people

·        New patterns of world migration shaped by international labor demands

·        Global market, economy, trade, and communications

·        Rapid population growth and increasing urbanization

·        The growth of terrorism as a means of warfare

·        Democratic reform

4.         Analyze the development and effects of multinational corporations on trade, employment, and the environment.

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STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE.

A.     Family and Community Life

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Reinforce indicators from previous grade levels.

B.     State and Nation

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

C.     Many Worlds Meet (to 1620)

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Reinforce indicators from previous grade levels.

D.    Colonization and Settlement (1585-1763)

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

 1.         Analyze the major issues of the colonial period, including European hegemony over North America and mercantilism and trade.

2.         Analyze how American colonial experiences caused change in the economic institutions of Europe, Africa, and the native population by examining indentured servitude and slavery and the rights of men and women.

 3.         Analyze the cultural reactions and survival techniques used by enslaved Africans to maintain their family structure, culture, and faith.

 4.         Analyze the political, religious, social, and economic institutions that emerged in colonial New Jersey.

 5.         Discuss Spanish exploration, settlement, and missions in the American Southwest.

E.     Revolution and the New Nation (1754-1820)

1.         Discuss the social, political, and religious aspects of the American Revolution, including key decisions leading to the Revolution, efforts by Parliament and the colonies to prevent revolution, the ideas of different religious denominations, and the economic and social differences of Loyalists, Patriots, and those who remained neutral.

 2.         Analyze the social and economic impact of the Revolutionary War, including problems of financing the war (e.g., wartime inflation, hoarding and profiteering), the impact of the war on women and African Americans, and the personal and economic hardships on families involved with the war.

 3.         Discuss the involvement of European nations during the Revolution and how their involvement influenced the outcome and aftermath (e.g., the assistance of France and Spain, how the self-interests of France and Spain differed from the United States after the war, the contributions of European military leaders, the creation of the Alien Sedition Acts).

4.         Analyze strategic elements used during the Revolutionary War, discuss turning points during the war, and explain how the Americans won the war against superior resources.

 5.         Analyze New Jersey’s role in the American Revolution, including New Jersey’s Constitution of 1776 as a revolutionary document, why some New Jerseyans became Loyalists, and the Battles of Trenton, Princeton, and Monmouth.

6.         Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington’s Farewell Address (1796), Locke’s Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).

 7.         Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).

8.         Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.

 9.         Describe the origin and development of the political parties, the Federalists, and the Democratic Republicans (1793-1801).

F.      Expansion and Reform (1801-1861)

 1.         Discuss the political interests and views of the War of 1812 (e.g., US responses to shipping harassment, role of Native Americans, role of white settlers in the Northwest Territory; congressional positions for and against the war).

 2.         Analyze American territorial expansion during this period, including the reasons for and consequences of the Louisiana Purchase, the Monroe Doctrine, Manifest Destiny, the Mexican War, the settlement of the frontier, and conflicts with Native-Americans.

 3.         Analyze the political, economic, and social changes in New Jersey prior to the Civil War, including the growth of New Jersey’s cities, New Jersey’s 1844 Constitution, the early stages of industrialization, including Alexander Hamilton and the Society for the Establishment of Useful Manufacturing, and the political and economic implications of the transportation monopolies.

 4.         Compare and contrast the characteristics of cultural, religious, and social reform movements in the antebellum period, including the abolition movement, the public school movement, the temperance movement, and the women’s rights movement (e.g., Seneca Falls Declaration of Sentiments).

G.    Civil War and Reconstruction (1850-1877)

 1.         Analyze key issues, events, and personalities of the Civil War period, including New Jersey’s role in the Abolitionist Movement and the national elections, the development of the Jersey Shore, and the roles of women and children in New Jersey factories.

 2.         Assess the continuing social and political issues following the Civil War, including the various Reconstruction plans, the amendments to the United States Constitution, and the women’s suffrage movement.

 3.         Describe New Jersey’s role in the post-Civil War era, including New Jersey’s votes on the 13^th, 14^th, and 15^th amendments to the United States Constitution.

H.    The Industrial Revolution (1870-1900)

 1.         Analyze and evaluate key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation including:

·        Inventions such as the telephone and electric light

·        The formation of Standard Oil Trust

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