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Tenth Grade Social Studies Content Standards and Objectives
 * 21st CENTURY **
 * Social Studies **

· model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols). · develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills). · develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills). · recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life). ||  || || Tenth grade students performing at the novice level in citizenship identify the roles and duties of a responsible citizen. They tell how citizens can influence the United States government. They identify issues on which citizens have different opinions. They participate in school activities. ||  ||
 * MR. GHALIB ALI **
 * Tenth Grade: United States Studies to Present **
 * The tenth grade program of study examines the evolution of the Constitution as a living document and the role of participatory democracy in the development of a rapidly changing technological society. This study of the United States is an examination of the formative years from the Pre-Columbian civilizations to its transformation as a dominant political and economic influence in the world. Special emphasis is placed on how the challenges of settling expansive and diverse physical environments were met by a culturally diverse population. **
 * The Ohio Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. **
 * All Ohio teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. **
 * ** Grade 10 ** |||||||||| ** Social Studies ** ||  ||
 * |||||||||| Citizenship ||  ||
 * |||||||||| Students will
 * characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
 * Performance Descriptors ||  ||
 * Distinguished || Above Mastery || Mastery || Partial Mastery || Novice ||  ||
 * Tenth grade students performing at the distinguished level in citizenship assess the role of government in promoting the common good, balancing liberty and equality, and protecting the rights of the individual, groups and minorities. They analyze how citizens can monitor and influence the government. They compare historical and current conflicts between citizens and government and discuss possible resolutions. They organize and lead various activities both in school and community. ||  Tenth grade students performing at the above mastery level in citizenship  analyze the roles and duties of a responsible citizen. They debate government actions with regard to protecting individual rights and promoting the common good. They analyze how citizens can monitor and influence the United States government. They explain historical and current conflicts between citizens and government and how they were resolved. They assume leadership roles in school and community activities. || Tenth grade students performing at the mastery level in citizenship examine the roles and duties of a responsible citizen. They compare and contrast government actions with regard to protecting individual rights and promoting the common good. They judge how citizens can monitor and influence the United States government. They research issues and roles of citizens that have been controversial and how the government dealt with them. They debate issues on which citizens have different opinions. They participate in school and community activities. || Tenth grade students performing at the partial mastery level in citizenship summarize the roles and duties of a responsible citizen. They explain how citizens can influence the United States government. They identify issues and roles of citizens that have been controversial and how the government dealt with them. They identify issues on which citizens have different opinions. They participate in community activities.
 * || Objectives |||||||||||| Students will ||
 * ||  |||||||||||| compare and contrast various citizens’ responses to controversial government actions and debate decisions as to what the government should and should not do.  ||
 * ||  |||||||||||| appraise the importance of the fundamental democratic values and principles of the United States constitutional democracy upon individuals, communities and nations.  ||
 * ||  |||||||||||| explain how the interactions of citizens with one another help monitor and influence government. policy.  ||
 * ||  |||||||||||| evaluate ways conflicts can be resolved in a cooperative, peaceful manner which respects individual rights and promotes the common good.  ||
 * ||  |||||||||||| evaluate, take and defend positions on issues in which fundamental democratic values and principles are in conflict (e.g., liberty and equality, individual rights and the common good, majority rule, minority rights).  ||
 * ||  |||||||||||| summarize the characteristics of United States citizenship and evaluate responsibilities, duties, privileges and rights of United States citizens.  ||
 * ||  |||||||||||| evaluate, take and defend positions on issues regarding the criteria used for naturalization.  ||
 * ||  |||||||||||| evaluate sources of information related to public policy issues.  ||
 * ||  |||||||||||| examine, select and participate in a volunteer service or project and explain the reason for your selection.  ||

||  || ·  analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs). ||  || || Tenth grade students performing at the above mastery level in civics analyze the documents and philosophies that influenced the founding fathers in shaping United States democracy. They compare the ideal of American democracy to the reality of American democracy. They identify governments of the past that have influenced the United States political development. || Tenth grade students performing at the mastery level in civics summarize the documents and philosophies that are the basis for United States democracy. Students analyze fundamental ideas in the nation’s core documents. Students evaluate the degree to which public policies and citizen behaviors reflect or foster the ideals of a democratic republic. || Tenth grade students performing at the partial mastery level in civics explain documents that are the basis for United States democracy. They explain key Articles and Amendments of the Constitution. They how the three branches of government work. They explain the election process and how the electoral college works. || Tenth grade students performing at the novice level in civics identify documents that are the basis for United States democracy. They identify key ideas of the Constitution. They identify the three branches of the government and how the election process works. ||  || government. || democracy**.** || democracy influenced people in other nations and reshaped their image of America. ||
 * ** Grade 10 ** |||||||||| ** Social Studies ** ||  ||
 * |||||||||| Civics
 * |||||||||| Students will
 * examine and analyze the purpose and basic principles of the United States government (Purposes of Government).
 * outline and evaluate and analyze the origins and meanings of the principles, ideals, and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).
 * examine and distinguish the structure, function, and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
 * Performance Descriptors ||  ||
 * Distinguished || Above Mastery || Mastery || Partial Mastery || Novice ||  ||
 * Tenth grade students performing at the Distinguished level in civics critique documents and philosophies that influenced the founding fathers in shaping United States representative democracy. They explain how the ideal of American democracy compares to the reality of American democracy. They make connections between governments of the past, to the challenges the United States faced in its founding.
 * || Objectives |||||||||||| Students will ||
 * ||  |||||||||||| identify and describe the fundamental democratic principles and values in the nation’s core American documents, relate them to the subsequent periods in U.S. history, and identify the discrepancies between the expressed ideals and realities//.//  ||
 * ||  |||||||||||| identify fundamental American democratic principles using primary sources and significant political speeches and writings.  ||
 * ||  |||||||||||| explain the purpose of the United States government and analyze how its powers are acquired, used and justified.  ||
 * ||  |||||||||||| compare and contrast documents and philosophies that are the basis for representative democracy in the United States (e.g., Greek, Roman, John Locke, Magna Carta, English Bill of Rights). ||
 * ||  |||||||||||| explain the purpose, organization and functions of the legislative, executive and judicial branches, and analyze the separation of powers, checks and balances.  ||
 * ||  |||||||||||| summarize the U.S. Constitution and Amendments then justify the steps required to amend the U S Constitution.  ||
 * ||  |||||||||||| analyze the presidential election process, the continued use of the Electoral College and the order of presidential succession.  ||
 * ||  |||||||||||| evaluate federalism and give examples of shared, delegated, reserved and implied powers.  ||
 * ||  |||||||||||| evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of
 * ||  |||||||||||| evaluate, take & defend positions about functions of political leadership & the importance of public service in American
 * ||  |||||||||||| evaluate and defend how the American Revolution and the establishment of the United States as a constitutional
 * ||  |||||||||||| assess the significance of George Washington’s farewell address. ||

|||||||||||||||||||||| Students will · analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices). · research, critique and evaluate the roles of private and public institutions in the economy (Institutions). · compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems). · illustrate how the factors of production impact the United States economic system (Factors of Production). · analyze the elements of competition and how they impact the economy (Competition). * examine and evaluate the interdependence of global economies (Global Economies). ||  || |||| Tenth grade students performing at the partial mastery level in geography discuss the development of the United States economic system. They explain the creation and operation of fiscal policy. They describe the various economic systems. || Tenth grade students performing at the novice level in geography identify the development of the United States economic system. They state the basic parts of fiscal policy. They define the various economic systems. ||  || |||||||||||||||||||||||| Students will films, traditional musical compositions such as “God Bless America” and “America the Beautiful”). || immigrants such as Germans, Italians, and Irish to the new American culture.  || |||||||||||||||||||||||| Students will temperance, prison, hospitals, schools, religion) and assume the role of reformer to explain the goals and actions or the movement. || movements the periods. || · economic development · territorial expansion · political participation · individual rights · states’ rights · slavery ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> social reforms. ||
 * ** Grade 10 ** |||||||||||||||||||||| ** Social Studies ** ||  ||
 * |||||||||||||||||||||| Economics ||  ||
 * Performance Descriptors ||  ||
 * Distinguished |||||| Above Mastery |||||| Mastery |||| Partial Mastery || Novice ||  ||
 * Tenth grade students performing at the distinguished level in geography evaluate the development of the United States economic system and justify the pattern of its evolution. They trace the creation and operation of fiscal policy and explain how fiscal policy created controversies up to 1900. They analyze what effect various economic systems had on the United States economy. |||||| Tenth grade students performing at the above mastery level in geography trace and explain the development of the United States economic system. They analyze the creation and operation of fiscal policy with specific application to industrialism. They compare and contrast various economic systems. |||||| Tenth grade students performing at the mastery level in geography explain the development of the United States economic system. They analyze the creation and operation of fiscal policy. They explain the various economic systems.
 * || Objectives |||||||||||||||||||||||| Students will ||
 * ||  |||||||||||||||||||||||| determine the relationship between the law of supply/demand and production/consumption.  ||
 * ||  |||||||||||||||||||||||| recognize and discuss the effects of the American Revolution on economic development and construct the steps involved in the change of the United States economic system from mercantilism to free enterprise capitalism.  ||
 * ||  |||||||||||||||||||||||| differentiate between various types of taxes and relate them to taxation controversies in the United States during their era.  ||
 * ||  |||||||||||||||||||||||| critique the cause and effect relationship between the labor movement and industrialization in the United States.  ||
 * ||  |||||||||||||||||||||||| explain the concept of capitalism and compare the basic components to those of socialism and communism.  ||
 * ||  |||||||||||||||||||||||| identify and analyze the role of market factors in the settlement of the United States and the development of the free enterprise system.  ||
 * ||  |||||||||||||||||||||||| analyze the effects of foreign trade and tariff policies on the United States.  ||
 * ||  |||||||||||||||||||||||| explain and judge the ideas, values, and practices that caused the Hamilton-Jefferson debate, and evaluate the effects of the debate on the formation and direction of the nation’s economy.  ||
 * || Grade 10 |||||||||||||||||||||||| ||
 * ||  |||||||||||||||||||||||| Geography ||
 * interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
 * examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
 * analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems).
 * analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
 * analyze the interaction of society with the environment (Environment and Society).
 * point out geographic perspective and tools and assess techniques available for geographic study (Uses of Geography). ||
 * Performance Descriptors ||  ||
 * Distinguished |||| Above Mastery |||||| Mastery |||||| Partial Mastery |||| Novice ||  ||
 * Tenth grade students performing at the distinguished level in geography create geographic tools from primary data to illustrate/interpret spatial information. They collect data and predict effects of geographic features on settlement, movement, natural resources and industrialism. They evaluate the contributions of various groups to the development of the United States cultural traditions. |||| Tenth grade students performing at the above mastery level in geography use geographic tools to analyze and explain spatial information. They construct models to show the effects of geographic features on settlement, movement, natural resources and industrialism. They compare and contrast the contributions of various groups to the development of United States cultural traditions. |||||| Tenth grade students performing at the mastery level in geography use geographic tools to interpret spatial information. They assess the effects of geographic features on settlement, movement, natural resources and industrialism. They examine the contributions of various groups to the development of United States cultural traditions. |||||| Tenth grade students performing at the partial mastery level in geography use geographic tools to examine and generalize about spatial information. They give examples of the effects of geographic features on settlement, movement, natural resources and industrialism. They discuss contributions of various groups to the development of United States cultural traditions. |||| Tenth grade students performing at the novice level in geography use geographic tools to identify and discuss spatial information. They examine the effects of geographic features on settlement, movement, natural resources and Industrialism. They list contributions of various groups to the development of United States cultural traditions. ||  ||
 * || Objectives |||||||||||||||||||||||| Students will ||
 * ||  |||||||||||||||||||||||| apply correct vocabulary and geographic tools to determine and illustrate:
 * major meridians of longitude and parallels of latitude.
 * landforms
 * bodies of water
 * states and their capitals
 * cities
 * climatic regions
 * relative and exact location of selected designations ||
 * ||  |||||||||||||||||||||||| analyze the role of mental maps in the movement of people across the United States.  ||
 * ||  |||||||||||||||||||||||| determine the most appropriate maps and graphics in an atlas to examine and assess geographic issues regarding the growth and development of the United States (e.g., topography, transportation routes, settlement patterns, growth of service centers and cities).  ||
 * ||  |||||||||||||||||||||||| evaluate the effects of population growth on urbanization.  ||
 * ||  |||||||||||||||||||||||| interpret how people express attachment to places and regions (e.g., by reference to essays, novels, poems, short stories, feature
 * ||  |||||||||||||||||||||||| evaluate the impact of health and cultural considerations on the quality of life over different historical time periods. (e.g., Jamestown, Plymouth, Gold Rush, Smallpox, urbanization, epidemics)  ||
 * ||  |||||||||||||||||||||||| Analyze the characteristics, traits, religions, traditions and contributions of Native Americans, African Americans, Hispanics and all
 * ||  |||||||||||||||||||||||| evaluate the geographic differences that contributed to economic development and regionalism prior to the Civil War.  ||
 * ||  |||||||||||||||||||||||| analyze the impact of the environment, including the location of natural resources, on immigration and settlement patterns.  ||
 * ||  |||||||||||||||||||||||| compare and contrast the socioeconomic changes that occur in regions that experience population change.  ||
 * ||  |||||||||||||||||||||||| evaluate the human impact on the environment throughout the American experience.  ||
 * ||  |||||||||||||||||||||||| analyze the ways in which physical and human factors have influenced the evolution of significant historic events and movements.  ||
 * || Grade 10 |||||||||||||||||||||||| Social Studies ||
 * ||  |||||||||||||||||||||||| History ||
 * organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
 * use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
 * examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities).
 * use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
 * examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions). ||
 * Performance Descriptors ||  ||
 * Distinguished |||||| Above Mastery |||||| Mastery |||||| Partial Mastery || Novice ||  ||
 * Tenth grade students performing at the distinguished level in history evaluate and debate the historical impact of key people, places, groups, documents, and events. They validate the bases of government policies, devise alternative actions, and predict outcomes. Students critique reasons for and effects of expansion, sectionalism, conflict, and international involvement. Students read, interpret, and write about literature associated with the periods of study. |||||| Tenth grade students performing at the above mastery level in history will critique the contributions or significance of key people, places, groups, documents and events and propose connections to contemporary and/or future events. They research alternative systems of government, comparing how each has impacted social, economic, and political change. They formulate reasons for expansion, sectionalism, conflict, and international involvement and investigate other courses of action. They read and discuss literature associated with the periods of study. |||||| Tenth grade students performing at the mastery level in history analyze key people, places, groups, documents, and events and judge their impacts on historical interpretation. Students explain the creation and operation of the federal government and assess how the government has impacted social, economic, and political changes. Students compare and contrast the effects of expansion, sectionalism, conflict, and international involvement. |||||| Tenth grade students performing at the partial mastery level in history identify and summarize the accomplishments or significance of key people, places, groups, documents and events. They describe the creation of the federal government, give examples of its functions, and make connections to social, economic, and political changes. They trace events contributing to expansion, sectionalism, conflict, and international involvement. || Tenth grade students performing at the novice level in history recognize the significance of key people, places, groups, documents and events. They describe the creation of the federal government and identify the key components of its operation. They summarize examples of expansion, sectionalism, conflict, and international involvement. ||  ||
 * || Objectives |||||||||||||||||||||||| Students will ||
 * ||  |||||||||||||||||||||||| relate life in America before the 17th century to life today.  ||
 * ||  |||||||||||||||||||||||| analyze and explain the contacts that occurred between Native Americans and European settlers during the age of discovery.  ||
 * ||  |||||||||||||||||||||||| trace the roots and evaluate early explorations of America and describe and analyze the attraction of the New World to Europeans (religious, social, political, economic).  ||
 * ||  |||||||||||||||||||||||| Justify how the effects of European empire building led to the American Revolution  ||
 * ||  |||||||||||||||||||||||| prioritize the problems that existed between the British government and the American colonies and defend first the American viewpoint and then the British viewpoint (e.g., sovereignty of Parliament, taxation, trade restrictions).  ||
 * ||  |||||||||||||||||||||||| describe and analyze the content of the Declaration of Independence and explain the factors and events which led to its creation.  ||
 * ||  |||||||||||||||||||||||| analyze, explain and sequence major events and ideas of the Revolutionary War.  ||
 * ||  |||||||||||||||||||||||| analyze and evaluate the United States Constitution and the Bill of Rights; describe and measure the challenges faced by the new United States government.  ||
 * ||  |||||||||||||||||||||||| differentiate then summarize the parts of the Constitution that responded to the political, economic and social conditions that existed after the American Revolution.  ||
 * ||  |||||||||||||||||||||||| explain the major challenges faced by the framers of the Constitution, and describe the compromises reached at the Constitutional Convention.  ||
 * ||  |||||||||||||||||||||||| evaluate the effects of nationalism on the constitutional, political, economic and foreign policy issues faced by the United States in its formative years. (e.g., Monroe Doctrine, Manifest Destiny, Washington’s Farewell Address, War of 1812) ||
 * ||  |||||||||||||||||||||||| identify and explain the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCollough v. Maryland, Dred Scott, Plessy v. Ferguson). ||
 * ||  |||||||||||||||||||||||| identify and explain the factors that led to exploration, settlement and expansion across the United States and analyze how the expansion changed the United States (e.g., Louisiana Purchase, Lewis and Clark Exploration, Erie Canal, Missouri Compromise)  ||
 * ||  |||||||||||||||||||||||| assess the effects of United States policies on Native Americans and recommend alternative actions.  ||
 * ||  |||||||||||||||||||||||| research the institution of slavery and its effect on the political, economic and social development of the United States and summarize their findings.  ||
 * ||  |||||||||||||||||||||||| compare and contrast the political, economic and social conditions in the United States before and after the Civil War.  ||
 * ||  |||||||||||||||||||||||| analyze and sequence the causes and effects of the major events of the Civil War and reconstruction.  ||
 * ||  |||||||||||||||||||||||| outline the effects of technological change on the United States (e.g., agriculture, transportation, industry, labor, society).  ||
 * ||  |||||||||||||||||||||||| critique the goals and actions of reformers and reform movements (e.g., women’s rights, minorities,
 * ||  |||||||||||||||||||||||| debate the influence and impact of diverse cultures on United States society and explain the process of their assimilation into American life.  ||
 * ||  |||||||||||||||||||||||| explain the development of representative democracy in the United States.  ||
 * || |||||||||||||||||||||||| research, analyze and interpret primary sources (e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, major political debates) and compare to contemporary media (e.g., television, movies, computer information systems) to better understand events and life in the United States to 1900. ||
 * ||  |||||||||||||||||||||||| construct various timelines of American history from pre-Columbian times to 1900 highlighting landmark dates, events, technological changes, major political and military events and major historical figures and connect these to the political, economic and social
 * || |||||||||||||||||||||||| develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to 1900. ||
 * ||  |||||||||||||||||||||||| analyze and explain the positions of the political parties and their leaders then choose and support a position on the following:
 * ||  |||||||||||||||||||||||| examine the leaders, ideas and events behind the Monroe Doctrine, Manifest Destiny and other movements (i.e., revolutionary movements in the Caribbean and Latin America) and explain the effects of these movements on the United States.  ||
 * || Grade 10 |||||||||||||||||||||||| Social Studies ||
 * ||  |||||||||||||||||||||||| Reading ||
 * ||  |||||||||||||||||||||||| Students will
 * use the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
 * recognize main ideas and supporting details to locate basic facts (e.g. names, dates, events).
 * distinguish relationships among people, ideas, and events.
 * recognize cause-effect relationships in content passages.
 * outline sequences of events.
 * summarize events and ideas. Infer main idea or purpose of content.
 * draw generalizations and conclusions about people, ideas and events.
 * write and edit organized texts of various genres to insure that information is clearly understood. ||