NV Social StudiesK-12 NV in Social Studies DRAFT Overview of K-12 Standards How to Read the Standards The K-5 draft standards are grade specific whereas the 6-8 and 9-12 standards

2017 Draft of Nevada Academic Content Standards for Social Studies

Contents Introduction

Overview of K-12 Draft Standards

Kindergarten: Building Community: Living, Learning, and Working Together

Grade 1: The Community We Live In & The Work We Do

Grade 2: Our National Identity and Culture

Grade 3: Movement in our World

Grade 4: Nevada: Past & Present

Grade 5: U.S.: Exploring and Developing a New Nation (1450-1800)

Grades 6-8 Social Studies:

- Early World Civilizations (prior to 1500)

- World Geography and Global Studies (Contemporary)

- Early U.S. History and Civic Ideals (1787-1950s)

Grades 9-12 Social Studies Standards

- 9-12 U.S. History (1877-present)

- 9-12 World History/World Geography (1300-present)

- 9-12 Civics and Economics

K-12 NV in Social Studies DRAFT

Overview of K-12 Standards

How to Read the Standards The K-5 draft standards are grade specific whereas the 6-8 and 9-12 standards are organized by content area. Each grade level

includes a set of disciplinary skills and content themes. You will see the same content themes throughout the document, but the

standard following the content theme will be more complex and more content specific as students move throughout their K-12

experience. The disciplinary skills provide the manner in which to study the content through a rich inquiry of primary and secondary

texts and media. Each standard is coded for identification of its grade level and number within the larger set of standards.

Color Coding of the Standards The standards are color-coded to allow for quick identification of the content area of the standard.


History (H) Multicultural (MC) Civics (C) Geography (G) Economics (E)

Purple Yellow Blue Green Orange

Disciplinary Skills

Each grade level within the K-12 standards includes a set of disciplinary skills. These disciplinary skills are the same throughout the document, but

become more complex as students move throughout their K-12 social studies experience.

The K-12 disciplinary skills are:

• Constructing compelling questions

• Creating supporting questions

• Gathering and evaluating sources

• Developing claims and using evidence

• Communicating and critiquing conclusions

• Taking informed action

Content Themes Each grade level within the standards includes a set of content themes that encompasses the major ideas in each of the key disciplines of social

studies. The content themes are the same throughout the document, but starting in 6th grade, additional history themes are included in order to

reflect the increasing complexity of historical study.

The K-12 content themes are:


History (H) K-12

History (H)

6-12

Multicultural (MC) Civics (C) Geography (G) Economics (E)

Analyze change, continuity, and context

Power and Politics

Explore individuals,

resistance, and social

movements for racial,

ethnic and social

justice.

Analyze civic and

political institutions

Create Geographic

Representations

Engage in economic

decision making

Critique historical sources and evidence

Identity

Analyze how racism

and discriminatory

practices led to

oppression of diverse

groups.

Apply civic

dispositions and

democratic principles

Evaluate Human

Environment

Interaction

Critique exchange and

markets

Compare multiple and varied perspectives.

People and Ideas

Understand an

individual’s role and

contribution in

developing a

community of respect,

equity and diversity.

Interpret processes,

rule and laws

Analyze Human

Population Movement

and Patterns

Evaluate the national economy

Justify causation and

argumentation International Relations

Analyze Global Interconnections

Assess the global

economy

Nevada History


Kindergarten: Building Community: Living, Learning & Working Together Building Community is the theme around which the kindergarten social studies standards are focused. Within kindergarten, students will learn how

to work together in a productive classroom community with rights and responsibilities. In addition, students will engage in understanding how

individuals live, learn and work together in the school and community. A focus on rights and responsibilities of learning and working together in the

community frames discussions and tasks.

i

Disciplinary Skills Disciplinary Skills Standards

Constructing Compelling

Questions

SS.K.1. With prompting and support, generate compelling questions to explore how living, learning, and working

together builds a community.

Constructing Supporting

Questions

SS.K.2. With prompting and support, generate supporting questions related to compelling questions.

Gathering and Evaluating

Sources

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Developing Claims and Using

Evidence

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Communicating and

Critiquing Conclusions

SS.K.3. With prompting and support, construct responses to compelling questions using examples.

Taking Informed Action

SS.K.4. With prompting and support, list and discuss group or individual action to help address local, regional,

and/or global problems.

SS.K.5. With prompting and support, use deliberative and democratic procedures to make decisions about

citizenship rights and responsibilities in their classrooms.

SS.K.6. With prompting and support, apply a range of deliberative and democratic procedures to make decisions

and take action regarding contemporary issues.


Content Themes Kindergarten: Building Community – Living, Learning & Working Together

Analyze Change, Continuity,

and Context (H)

SS.K.7. Compare life in the past to life today within a community.

Critique Historical Sources

and Evidence (H)

SS.K.8. Using a primary source from your school or community, develop a reasonable idea about who created

the source, when they created it, where they created it, or why they created it.

Compare Multiple and varied

Perspectives (H)

SS.K.9. Compare different viewpoints on a topic or event.

Nevada History (H) SS.K.10. Identify environmental and physical characteristics of your local community

Explore individual’s


movements for racial, ethnic,

and social justice (MC)

SS. K.11. Identify diverse cultural events, holidays, and symbols and where appropriate, identify these

celebrations on a calendar.

Analyze how racism and

discriminatory practices led

to oppression of diverse

groups (MC)

SS.K.12. Describe ways in which students and families are alike and different across diverse cultures.

SS.K.13. Tell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious

exercise of authority and have students explain how the stories show these qualities.

Understand an individual’s

role and contribution in

developing a community of

respect, equity, and diversity

(MC)

SS.K.14. Discuss strategies individuals can use in order to resolve conflicts in the classroom.

Apply Civic Virtues and

Democratic Principles (C)

SS.K.15 Describe an action that exemplifies civic virtues (e.g., to deliberative discussion, equality, freedom,

liberty, and respect for individual rights).


Content Themes Kindergarten: Building Community – Living, Learning & Working Together

Interpret Processes, Rules

and Laws (C)

SS.K.16. Determine a procedure for how people can effectively work together to make decisions within a

classroom.

SS.K.17. Compare and contrast rules from different places and cultures.

SS.K.18. Describe how people work to improve their communities.

Create Geographic

Representations (G)

SS.K.19. Use simple geographic models to describe spaces at school and home that are used for specific purpose.

Analyze Human Population

Movement and Patterns (G)

SS.K.20. Explain why and how people move from place to place in the community.

Engage in Economics

Decision Making (E)

SS.K.21. Give examples of choices that are made because of scarcity (e.g, because we do not have enough

resources to meet all of our wants and needs).

1st Grade: The Place We Live & the Work We Do First grade students will build upon knowledge of how people build community by better understanding the geographic and economic

aspects of their community. Students will understand that individuals demonstrate responsibility and cooperation in work, careers, and

volunteering. Students analyze how different geographic locations and places support different types of work as well as provide

different resources to use in the community. Students will build and explain geographical representations of their community and state.

A focus on identifying cultural aspects of the place they live and the work that is done there frames discussions and tasks.



Questions

SS.1.1. With prompting and support, generate compelling questions to explore the places they live and work.


Questions

SS.1.2. With prompting and support, generate supporting questions across the social studies disciplines related

to compelling questions.




Sources

SS.1.3. With prompting and support, determine if a source is mostly fact or opinion.

Developing Claims and

Using Evidence

Communicating and


SS.1.4. With prompting and support, determine if a source is mostly fact or opinion.

Taking Informed Action SS.1.5. With prompting and support, list and discuss group or individual action to help address local, regional,


SS.1.6. With prompting and support, use deliberative and democratic procedures to make decisions about

citizenship rights and responsibilities in their classrooms.

SS.1.7. With prompting and support, apply a range of deliberative and democratic procedures to make

decisions and take action regarding contemporary issues.

Content Anchor Standard 1st Grade: The Place We Live & The Work We Do


and Context (H)

SS.1.8. Create a chronological sequence of multiple related events in the past and present using specific events

in your community.

SS.1.9. Compare life in the past to life today for different cultural groups within our community.


and Evidence (H)

SS.1.10. Compare and contrast two primary sources from your school or community to determine for each

source who created it, when they created it, where they created it, or why they created it.

Nevada History (H) SS.1.11. Describe the cultural diversity of Nevada’s past and present in the local community.





SS.1.12. Describe ways in which students and families are alike and different across cultures.

SS.1.13. Identify and compare their cultural practices and traditions within others in the community.






groups (MC)

SS.1.14. Discuss the contributions of racially and ethnically diverse leaders to the advancement of our

community and nation.


role and contributions in



(MC)

SS.1.15. Demonstrate ability to resolve conflicts through multiple strategies.

Analyze Civic and Political Institutions (C)

SS.1.16. Give examples of how all people, not just official leaders, play important roles in the community.

SS.1.17. Explain the purpose of different government functions (e.g., garbage collection, passing and enforcing

laws, road building, schools, etc).

SS.1.18. Students identify the current president of the United States, Nevada governor, mayor of their city and

describe what these officials do. Explain that elected officials are elected by the people.



SS.1.19. Describe a situation that exemplifies democratic principles (e.g., deliberative discussion, equality,

freedom, liberty, respect for individual rights).


and Laws (C)

SS.1.20. Compare and contrast the different ways people work to improve their communities.

Create Geographic

Representations (G)

SS.1.21. Create and or use maps, globes, and other simple geographic models, compare and contrast routes for

people or goods that consider environmental characteristics (e.g., things move by different means; car, railroad,

ship, etc.).

Evaluate Human

Environment Interaction (G)

SS.1.22. Describe how the environment impacts how we live and the work we do.

Analyze Human Population,

Movement, and Patterns (G)

SS.1.23. Compare how people in different types of communities use goods from local and distant places to meet

their daily needs.



Engage in Economic

Decision Making (E)

SS.1.24. Compare the goods and services that people in the local community produce and those that are

produced in other communities.

Critique Exchange and

Markets (E)

SS.1.25. Describe the role of banks and other businesses in the community.

Assess the Global

Economy (E)

SS.1.26. Identify producers and consumers and goods and services in your community.

2nd Grade: Our National Identity and Culture In second grade, students will learn about significant events in the history of the United States and the diverse perspectives and experiences of the

people who have shaped our national identity through those events. Students will analyze how modern understanding of American freedom and

democracy were shaped by multiple perspectives and people with diverse backgrounds. National holidays and celebrations are viewed through the

lens of complex historical and cultural perspectives.

Disciplinary Skills Disciplinary Skills Standard


Questions

SS.2.1. With prompting and support, generate compelling questions to explore our national identity and culture..


Questions

SS.2.2. With prompting and support, generate supporting questions across the social studies disciplines related

to compelling questions.


Sources

SS.2.3. With prompting and support, analyze a source as being primarily fact or opinion.


Evidence


Disciplinary Skills Disciplinary Skills Standard

Communicating and


SS.2.4. With prompting and support, construct responses to compelling questions using reasoning, examples,

and relevant details

Taking Informed Action SS.2.5. With prompting and support, list and discuss group or individual action to help address local, regional,


SS.2.6. Use deliberative and democratic procedures to make decisions about citizenship rights and

responsibilities in their classrooms.

SS.2.7. With prompting and support, apply a range of deliberative and democratic procedures to make decisions

and take action regarding contemporary issues.

Content Themes 2nd Grade: Our National Identity and Culture Content Standards

Analyze Change, Continuity, and Context (H)

SS.2.8. Make an argument regarding the relationship between two or more significant national historical events.

SS.2.9. Determine the influence of diverse individuals and groups who have shaped significant historical change

in our nation.


and Evidence (H)

SS.2.10 Analyze evidence in multiple primary sources and use the evidence to create an argument about a

historical event in our nation.

Compare Multiple and Varied

Perspectives (H)

SS.2.11. Compare multiple and varied perspectives of people in the past to those in the present with regards to

events in U.S. History.

Justify Causation &

Augmentation (H)

SS.2.12. Using evidence from sources, explain why a historical event occurred in our nation.





SS.2.13. Recognize the interaction between the individual and diverse groups, including racial and ethnic

groups, and explain how people from different groups work through conflict when solving problems throughout

U.S. History.






groups (MC)

SS.2.14. Examine major events in U.S. History to understand how discrimination and oppression of various racial

and ethnic groups have contributed towards movements for social justice.





(MC)

SS.2.15. Discuss the contributions and positive impacts of racially and ethnically diverse leaders in U.S. History.

Analyze Civic and Political

Institutions (C)

SS.2.16. Explain how diverse individuals have played important roles in developing our nation’s civic identity

(e.g., deliberative discussion, equality, freedom, liberty, and respect for individual rights).



SS.2.17. Develop an opinion on the effectiveness of a decision made in U.S. History in regards to honesty,

mutual respect, cooperation, and or attentiveness to multiple perspectives.

SS.2.18. Describe the rights and responsibilities of citizenship.

Create Geographic

Representations (G)

SS.2.19. Locate major historical events in national history on a map.

SS.2.20. Identify major national landmarks associated with historical events.

Evaluate Human


SS.2.21. Determine how the environmental characteristics of a region impact major historical events.


Movements and Patterns (G)

SS.2.22. Describe why people made decisions to move in the past (e.g.,cultural, economic, environmental,

political, social, etc).

Evaluate the National

Economy (E)

SS.2.23. Identify times in our nation’s history when scarce resources led to conflict.

SS.2.24. Identify how natural resources were used to produce goods and services in the past and present.



SS.2.25. Describe multiple ways in which natural resources impacted economic decision-making in the past.


3rd Grade: Movement in Our World In third grade, students will study and analyze how geographic features around the world impact how people and goods move and where people

settle. Students will also study how and why people migrate and emigrate from one place to another. In addition, students will discuss the diversity

of rights and responsibilities of people around the globe.



Questions

SS.3.1 Generate compelling questions to explore movement in our world.


Questions

SS.3.2 Generate supporting questions to help answer the compelling question in an inquiry.


Sources

SS.3.3. Determine the credibility of one source by comparing it to another source about the same topic.


Using Evidence

SS.3.4. Cite evidence that supports a response to supporting or compelling questions.

Communicating and


SS.3.5 Construct responses to compelling questions using reasoning, examples, and relevant details.

Taking Informed Action SS.3.6. Identify challenges and opportunities when taking action to address problems, including predicting

possible results.

SS.3.7. Use a range of deliberative and democratic procedures to make decisions about citizenship rights and


SS.3.8. With prompting and support, apply a range of deliberative and democratic procedures to make

decisions and take action regarding contemporary issues.

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Content Themes 3rd Grade: Movement in Our World Content Standards


and Evidence (H)

SS.3.9. Analyze evidence in multiple and varied primary sources about a global event or issue.


Perspectives (H)

SS.3.10. Compare and contrast conflicting historical perspectives about migration and immigration.

Justify Causation &

Argumentation (H)

SS.3.11. Using evidence from sources, develop a claim to explain why a global event occurred.

Nevada History (H) SS.3.12. Analyze the cultural contributions that different migrant groups have made in our state’s history.





SS.3.13. Analyze the interactions of diverse groups with established communities as they migrate and emigrate

to new locations.




groups (MC)

SS.3.14. Compare and contrast how a variety of racial, ethnic and social groups have experienced discrimination

or oppression throughout history.





(MC)

SS.3.15. Analyze the contributions and positive impacts of racially and ethnically diverse leaders.


Content Themes 3rd Grade: Movement in Our World Content Standards


Democratic Principles. (C)

SS.3.16. Discuss an individual’s rights and responsibilities in interacting and trading with diverse cultures.


and Laws. (C)

SS.3.17. Identify how democratic principles motivate individuals to migrate from one nation to another.

Create Geographic

Representations. (G) SS.3.18. Use a map to explain how the unique characteristics of a place affect people’s decisions to relocate both

nationally and globally.

Evaluate Human

Environment Interaction. (G) SS.3.19. Describe how cultural characteristics influence people’s choices to live in different areas around the

world.


Movements and Patterns. (G)

SS.3.20. Explain how human settlements and movements relate to a location’s physical geography and natural

resources.

Engage in Economic

Decision Making. (E)

SS.3.21. Explain how scarcity of resources is unique in different places in the world and how this impacts

individual economic decision making.


Markets. (E)

SS.3.22. Identify how people use natural resources, human resources, and physical capital to produce goods and

services around the world.

Assess the Global Economy.

(E)

SS.3.23. Explain why people in one country trade goods and services with people in other countries.

SS.3.24. Analyze why and how individuals, businesses, and nations around the world have specialized

industries and trade.


4th Grade: Nevada: Past & Present In fourth grade, students will learn about significant events in the history of Nevada and the diverse perspectives and experiences of the people

who have shaped our state’s identity through those events. In addition, students will examine the unique geography and economics of Nevada.



Questions

SS.4.1 Generate compelling questions to explore the history of Nevada.


Questions

SS.4.2 Generate supporting questions to help answer the compelling question in an inquiry.


Sources

SS.4.3 Identify the difference between primary and secondary source and explain why both are important to

constructing a narrative of the past.

SS.4.4 Determine the credibility of one source by analyzing the author’s point of view and comparing it to other

sources.


Using Evidence

SS.4.5. Cite evidence that supports a response to supporting or compelling questions.

Communicating and


SS.4.6. Construct responses to compelling questions using reasoning, examples, and relevant details.

Taking Informed Action SS.4.7. Identify challenges and opportunities when taking action to address problems, including predicting

possible results.



SS.4.9. Apply a range of deliberative and democratic procedures to make decisions and take action regarding

contemporary issues.


Content Themes 4th Grade: Nevada’s Past and Present Content Standards


and Context. (H)

SS.4.10. Analyze the diverse population of Nevada’s early settlers and discuss their unique experiences.

SS.4.11. Analyze how Nevada’s population and culture have changed over time.


and Evidence. (H)

SS.4.12. Using primary sources, explore the multiple perspectives of the pioneer and native experience during

westward expansion as it relates to the Great Basin.

SS.4.13. Using primary sources, evaluate the political and economic influences on events in Nevada’s history.


Perspectives. (H)

SS.4.14. Compare and contrast conflicting historical perspectives about a past event or issue in Nevada.

Justify Causation &

Argumentation. (H)

SS.4.15. Using primary sources, develop claims about various conflict within Nevada and cite evidence to

support it.

Nevada History. (H) SS.4.16. Evaluate the development and evolution of Nevada’s symbols, mottoes and slogans.





SS.4.17. Analyze how diverse individuals and groups in Nevada led movements for social justice in response to

discriminatory practices.




groups (MC)

SS.4.18. Analyze how racism and discriminatory practices have led to the oppression of minority groups in

Nevada.




SS.4.19. Identify the contributions of individual Nevadans to developing a community of respect, equity and

diversity.




(MC)


Democratic Principles. (C)

SS.4.20. Evaluate how core civic virtues and democratic principles have guided or continue to guide local and

state government in Nevada.


and Laws. (C)

SS.4.21. Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure

in the state of Nevada.

SS.4.22. Investigate how interest groups have influenced the political, social, and cultural landscape of Nevada.

Create Geographic

Representations.(G)

SS.4.23. Create a map regarding spatial patterns in Nevada (e.g.,desert, lakes, mountains, population)

Evaluate Human

Environment Interaction. (G)

SS.4.24. Describe physical features of Nevada and show how historical changes by humans have affected

Nevada’s landscape.

SS.4.25. Analyze how technological changes have impacted the environment and economy of Nevada.(e.g.,

gambling, mining, railroad).


Movement and Patterns. (G)

SS.4.26. Identify and describe the diversity and cultural traditions of Nevada’s people (e.g., Basque communities,

Native Americans).

SS.4.27. Describe difference in population distribution within Nevada (e.g.,rural, suburban, urban).

Global Interconnections. (G) SS.4.28. Describe why people from around the world move to Nevada.

Engage in Economic

Decision Making. (E)

SS.4.29. Discuss how the discovery of silver in Nevada affected the forms of money in circulation.


Markets. (E)

SS.4.30. Using historical and contemporary examples discuss the importance of major industries to Nevada’s

economy.



SS.4.31. Describe the intended and unintended consequences of decisions made regarding limited and shared

resources in Nevada.


Economy. (E)

SS.4.32. Explain the meaning of inflation, deflation, unemployment, labor force, and per capita.

SS.4.33. Identify goods that are imported because they are not readily available in Nevada without global trade.

5th Grade: U.S.: Creating a New Nation In fifth grade, students learn about European exploration of North America, the intersection and conflict between native, European, and African

cultures, and the colonization of North America. In addition, students study the American Revolution and investigate the foundational documents of

the United States, including the Declaration of Independence, U.S. Constitution and Bill of Rights. Using an array of source material, fifth grade

students explore, analyze and critique individual rights and responsibilities in the United States. They learn about the important historical events and

diverse actors of the American Colonies, Revolution, and the New Nation. Students study how culture shapes laws along with how laws ensure

rights and responsibilities for the people who live within a society and discuss how these ideas manifest today.



Questions

SS.5.1 Generate compelling questions to explore the creation of the United States.


Questions

SS.5.2. Generate supporting questions to help answer the compelling question in an inquiry.


Sources

SS.5.3. Determine the sourcing and context of sources with corroboration and close reading.


Using Evidence SS.5.4. Cite evidence from multiple sources in response to compelling questions.

Communicating and


SS.5.5. Craft an argument to answer a compelling question, using evidence and reasoning skills.



Taking Informed Action SS.5.6. Research a local or national problem, take informed action and evaluate the impact of that action.


responsibilities in their classroom.

SS.5.8. Apply a range of deliberative and democratic procedures to make decisions and take action regarding

contemporary issues.

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Content Themes 5th Grade: US: Creating a New Nation


and Context (H)

SS.5.9. Analyze the way in which European, Native and African cultures were impacted by conflict and

compromise in our nation’s early history.

SS.5.10. Investigate what it meant to be an American, for different groups of people in early U.S. History.


and Evidence (H)

SS.5.11.Analyze varied primary sources that reflect multiple perspectives of conflict and compromise in our

nation’s early history.

Compare Multiple and

Varied Perspectives (H)

SS.5.12. Analyze events in early U.S. History from multiple conflicting perspectives.

Justify Causation &

Argumentation (H)

SS.5.13. Explain cause and effects of historical events in our nation’s early history.

SS.5.14. Develop an argument about an event in our nation’s early history and cite evidence to support it.




ethnic, and social justice

(MC)

SS.5.15. Analyze how individuals and groups in early U.S. history advocated for civil rights and social change

that increased individual rights in response to discriminatory practices.






groups (MC)

SS.5.16. Analyze how and why racial, ethnic, and other groups were oppressed in early U.S. History.




respect, equity, and

diversity (MC)

SS.5.17. Evaluate how individuals and groups used ideas in foundational documents to create communities of

respect, equity and diversity throughout U.S. history and today.


Institutions (C)

SS.5.18. Given historical events, discuss and conclude whether core civic virtues and democratic principles

were upheld.

SS.5.19. Investigate how individuals exercise rights and responsibilities. (e.g., diversity and deliberation,

equality of opportunity, freedom of speech and thought, justice).



SS.5.20. Analyze how individuals, groups, and institutions have influenced the interpretation of foundational

documents has changed over time.

SS.5.21. Describe the structures of representative government, including but not limited to voting, electoral

college, and majority rule.


and Laws (C)

SS.5.22. Investigate methods by which individuals can influence rules and laws in classroom, school,

government, and/or society.

SS.5.23. Analyze how Constitutional Amendments, Supreme Court decisions, and major legislation have

shaped the interpretation of American rights.

SS.5.24. Explain the structures of constitutional government and the role of checks and balances.

SS.5.25. Describe how the nation has changed in the past and continues to change in order to limit and/or

protect individual rights.



Create Geographic

Representations (G)

SS.5.26. Analyze various maps to illustrate environmental, political, and cultural characteristics of a region and

their impact on historical events in early U.S. history.



SS.5.27. Analyze rules and laws that encourage or restrict migration and immigration within U.S. regions of the

early U.S.

SS.5.28. Analyze how the physical geography and natural resources affected the settlement of people and the

development of culture in early U.S. history.


Markets (E)

SS.5.29. Compare and contrast the similarities and differences of the economies in the colonial regions.


Economy (E)

SS.5.30. Explain why and how governments collect taxes and use them to pay for goods and services.

SS.5.31. Investigate the domestic and international trade of early U.S. History.

SS.5.32. Investigate the role of slavery in the early U.S. economy.

Assess the Global Economy

(E)

SS.5.33. Explain how trade was an important issue during the colonial period and American Revolution, and the

formation of the U.S.

6-8 Grade Band: Students over a three year period are expected to cover the following content areas. Districts may decide the length and content of the course (semester or year) and the order in which the content is taught.

Early World Civilizations (prior to 1500)

This content area focuses on geography, history, and culture in global regions, with an emphasis on disciplinary inquiry. There should be an

intentional focus on spatial understanding of the world and the location of continents and countries. Students will analyze history through regional,

economic, political, intellectual, environmental, and cultural characteristics of early world civilizations.


Teachers are encouraged to facilitate instruction from a chronological as well as thematic approach, thus avoiding the tendency to teach the

content as a checklist of facts to be covered. Effective social studies incorporates both the disciplinary skills and the content themes and requires

historical thinking, robust academic discussions, and engaging writing instruction.

Suggested Early Civilizations to study include without limitation: Mesopotamia, Egypt, China, Greco-Rome, Indus Valley, Sub-Saharan Africa, Pre-

Columbian Latin America, Oceania. This content area traces the rise and fall of early civilizations across the globe prior to the 1500s.



Questions

SS.6-8.A.1. Construct compelling questions based upon interdisciplinary concepts.

SS.6-8.A.2. Evaluate various interpretations in answer to compelling questions within and across disciplines.


Questions

SS.6-8.A.3.Generate supporting questions that will lead to inquiry and research on compelling issues within the

discipline.


Sources

SS.6-8.A.4.Gather relevant information from multiple texts and evaluate the sourcing, context, and corroboration

of the texts with close reading and disciplinary skills.

SS.6-8.A.5 Seek multiple media sources when investigating current issues and evaluate the credibility and

reliability of each.


Using Evidence

SS.6-8.A.6. Using varied source material, develop an argument based on substantive claims, with strong

evidence and clear reasoning.

SS.6-8.A.7.Examine different arguments while pointing out the strengths and limitations of each.

Communicating and


SS.6-8.A.8. Construct organized explanations for various audiences and purposes using evidence and reasoning.

SS.6-8.A.9. Participate in rigorous academic discussions, emphasizing multiple viewpoints in which claims and

evidence is acknowledged and critiqued.

Taking Informed Action SS.6-8.A.10. Draw on disciplinary concepts to explain the challenges people have faced and are facing and

opportunities they have created in addressing local, regional, and global problems at various times and places.

SS.6-8.A.11. Apply a range of deliberative and democratic procedures to make decisions and take action

regarding important contemporary issues.


Content Themes Early World Civilizations (prior to 1500)

Analyze Change,

Continuity, and Context

(H)

SS.6-8.A.11. Analyze connections among historical events and developments in early world civilizations.

SS.6-8.A.12 Track the development of civilizations across the world.

Critique Historical

Sources and Evidence (H)

SS.6-8.A.13. Use questions generated from primary and secondary sources to dig deeper into a topic and identify

areas of historical significance and current relevance.

Compare Multiple and

Varied Perspectives (H)

SS.6-8.A.14. Explain how economic, social, political, cultural, and religious factors have influenced diverse

historical perspectives within and across early civilizations.

Justify Causation &

Argumentation (H)

SS.6-8.A.15. Evaluate the significant causes and consequences of events in early civilizations across the world.

Power and Politics (H) SS.6-8.A.16. Compare rise and fall of kingdoms and empires across the ancient world with attention to

governmental systems and political developments.

SS.6-8.A.17. Examine instances of conflict, oppression, human rights violations, and genocide across the ancient

world as well as responses to these violations

Identity (H) SS.6-8.A.18. Describe the factors that shape identity, including institutions, religion, language, social class,

geography, culture and society in ancient civilizations.

People and Ideas (H) SS.6-8.A.19. Analyze the influence of social, political, intellectual, and economic developments of early

civilizations across the world.

SS.6-8.A.20. Investigate cultural developments within and across human societies with attention to belief

systems, philosophies, ideologies, the arts.

SS.6-8.A.21Analyze the impact of technological developments on events, peoples, and cultures in the ancient

world.

International Relations (H) SS.6-8.A.22. Analyze the use of conflict and/or diplomacy in ancient world interactions.






ethnic, and social justice.

(MC)

SS.6-8.A.23. Assess the impacts of cultural diffusion when diverse groups interact within and across early

civilizations.


discriminatory practices

led to oppression of

diverse groups. (MC)

SS.6-8.A.24. Analyze the ways in which dominant cultures have oppressed conquered peoples or minority groups

within early civilizations as well as the responses of those groups to this oppression.


role and contribution in



diversity. (MC)

SS.6-8.A.25. Analyze the intellectual, cultural, religious, and artistic contributions to our modern world of

individuals and cultures of early civilizations.


Institutions (C)

SS.6-8.A.26. Describe the different political, civil, religious, and economic organizations of early civilizations

Interpret Processes, Rules,

and Laws. (C)

SS.6-8.A.27. Compare and contrast government structures, processes, and laws within and across early

civilizations

Create Geographic

Representations (G)

SS.6-8.A.28. Utilize and construct maps and images to explain and analyze regional, environmental, and cultural

characteristics in early civilizations.

Evaluate Human

Environment Interaction

(G)

SS.6-8.A.29. Analyze and explain the cultural, physical, and environmental characteristics of places and regions

and how these affected the lives of the people who lived there.



Analyze Human

Population

Movements and

Patterns (G)

SS.6-8.A.30. Explain how changes in transportation, communication, and technology influence the movement of

people, goods, and ideas in various early civilizations.

Analyze Global

Interconnections (G)

SS.6-8.A.31. Explain how global changes in population distribution patterns affect changes in land use in early

civilizations (rural vs. urban, major waterways, pandemics, slavery).

Assess the Global

Economy (E)

SS.6-8.A.32. Differentiate economic systems patterns of trade and how those impact civilizations.

World Geography and Global Studies

This content area provides a global perspective on contemporary issues and worldwide interdependence, and is designed to create young,

educated, citizen-leaders prepared to face 21st century global issues. Students will examine challenges facing the world community, including but

not limited to hunger, population, conflict, racism, global environmental challenges, human rights, poverty, energy scarcity, global health,

education, immigration, globalization, and other political, economic, social, and ecological concerns.

This content area builds students’ skills in geographic reasoning, including an understanding of Earth’s human and physical features, locations of

places and regions, the distribution of landforms, and how civilizations developed and changed over time. This will lay a foundational

understanding of societies and inspire curiosity in cultural and environmental diversity to help students participate in the complex cultural world we

live in today.







Questions

SS.6-8.B.1. Construct compelling questions based upon interdisciplinary concepts.

SS.6-8.B.2. Evaluate various interpretations in answer to compelling questions within and across disciplines.


Questions

SS.6-8.B.3.Generate supporting questions that will lead to inquiry and research on compelling issues within the

discipline.


Sources

SS.6-8.B.4.Gather relevant information from multiple texts and evaluate the sourcing, context, and corroboration

of the texts with close reading and disciplinary skills.

SS.6-8.B.5 Seek multiple media sources when investigating current issues and evaluate the credibility and



Using Evidence

SS.6-8.B.5. Using varied source material, develop an argument based on substantive claims, with strong


SS.6-8.B.6.Examine different arguments while pointing out the strengths and limitations of each.

Communicating and


SS.6-8.B.7. Construct organized explanations for various audiences and purposes using evidence and reasoning.

SS.6-8.B.8. Participate in rigorous academic discussions, emphasizing multiple viewpoints in which claims and

evidence is acknowledged and critiqued.

Taking Informed Action SS.6-8.B.9. Draw on disciplinary concepts to explain the challenges people have faced and are facing and

opportunities they have created in addressing local, regional, and global problems at various times and places.

SS.6-8.B.10. Apply a range of deliberative and democratic procedures to make decisions and take action


Content Themes World Geography and Global Studies

Analyze Change,

Continuity, and Context (H)

SS.6-8.B.11. Analyze the connections between the geographic setting and historical events and developments in

broader historical contexts.

SS.6-8.B.12. Analyze the relationship between humans and their physical environment over time.



Critique Historical


SS.6-8.B.13 Analyze various historical maps (demographic, physical, topographic, etc) for the historic significance

at the time and their relevance for today.

Justify Causation &

Argumentation (H)

SS.6-8.B.14. Explain how global changes in population distribution patterns affect changes in land use in

particular areas (e.g. agricultural changes, deforestation, gentrification, urban decay, urbanization, etc)





(MC)

SS.6-8.B.15. Explore instances of oppression in the modern world as well as individual and group resistance

movements for social justice which have developed in response.





SS.6-8.B.16. Analyze how racism and discriminatory practices lead to the oppression of minority groups across

the world.





diversity. (MC)

SS.6-8.B.17. Understand an individual’s role and contributions in developing a community of respect, equity, and

diversity.


Institutions (C)

SS.6-8.B.18. Distinguish and apply the powers and responsibilities of global citizens, interest groups and the

media in a variety of governmental and nongovernmental contexts.

SS.6-8.B.19. Examine the origins, purposes, and impact of laws, treaties, and international agreements.

SS.6-8.B.20. Describe the roles of political, civil, and economic organizations in shaping people's lives.

Create Geographic

Representations (G)

SS.6-8.B.21. Utilize and construct maps, charts and other geographic representations to explain and analyze

regional, environmental, and cultural characteristics in various places around the world.




Movements and Patterns

(G)

SS.6-8.B.22. Explain how changes in transportation, communication, and technology influence the movement of

people, goods, and ideas.

Analyze Global


SS.6-8.B.23. Explain how the relationship between the environmental characteristics of places and production of

goods influences the spatial patterns of world trade (e.g. oil in the Middle East, Panama Canal, etc).

Evaluate Human


(G)

SS.6-8.B.24. Analyze and explain the cultural, physical, and environmental characteristics of places and regions

and how these affected the lives of the people who lived there.

Engage in Economic

Decision Making (E)

SS.6-8.B.25. Explain and evaluate how economic policies impact individuals, businesses, government structures

and international organizations from a local to global scale.


Markets (E)

SS.6-8.B.26. Explain how costs, supply and demand, and competition influence market prices, wages, and social

and environmental outcomes.

Assess the Global

Economy (E)

SS.6-8.B.27. Investigate the impact of global trade policies on nations and their citizens.

Early U.S. History and Civic Ideals

This content area focuses on the history of the United States from Constitution and Nation Building through World War II. American founding

documents including the Constitution, Declaration of Independence, and Bill of Rights are reviewed to provide a foundation of reference throughout

the content that focuses on the multicultural history, economics, civics, and geography of the time period.


Students will analyze the powers and civic responsibilities of citizens and examine the origins, functions, and structure of the U.S. government.

Content will include multiple historical eras beginning around the year 1787 and culminating in the mid 20th century. Students will investigate

changing perspectives in America’s past and make meaningful connections between historical events and eras.

Teachers are encouraged to facilitate instruction from a chronological as well as thematic approach, thus avoiding the tendency to teach the content

as a checklist of facts to be covered. Effective social studies incorporates both the disciplinary skills and the content themes and requires historical

thinking, robust academic discussions, and engaging writing instruction.



Questions

SS.6-8.C.1. Construct compelling questions based upon interdisciplinary concepts.

SS.6-8.C.2 Evaluate various interpretations in answer to compelling questions within and across disciplines.


Questions

SS.6-8.C.3.Generate supporting questions that will lead to inquiry and research on compelling issues within

the discipline.


Sources

SS.6-8.C.4.Gather relevant information from multiple texts and evaluate the sourcing, context, and

corroboration of the texts with close reading and disciplinary skills.

SS.6-8.C.5 Seek multiple media sources when investigating current issues and evaluate the credibility and



Evidence

SS.6-8.C.6. Using varied source material, develop an argument based on substantive claims, with strong


SS.6-8.C.7.Examine different arguments while pointing out the strengths and limitations of each.

Communicating and


SS.6-8.C.8. Construct organized explanations for various audiences and purposes using evidence and

reasoning.

SS.6-8.C.9. Participate in rigorous academic discussions, emphasizing multiple viewpoints in which claims

and evidence is acknowledged and critiqued.

Taking Informed Action SS.6-8.C.10. Draw on disciplinary concepts to explain the challenges people have faced and are facing and

opportunities they have created in addressing local, regional, and global problems at various times and

places.

SS.6-8.C.11. Apply a range of deliberative and democratic procedures to make decisions and take action



Content Themes Early U.S. History and Civic Ideals

Power & Politics (H)

SS.6-8.C.12. Evaluate the impact of individuals and reform movements on the struggle for greater civil rights

and liberties throughout U.S. History.

Identity (H) SS.6-8.C.13. Investigate the factors that shaped group and national identity in early U.S. history and how that

relates to views of American identity today.

People & Ideas (H)

SS.6-8.C.14. Investigate the factors that shaped group and national identity in early U.S. history and how that


SS.6-8.C.15. Evaluate the causes and effects of regional differences in early U.S. history.

SS.6-8.C.16. Analyze the influence of diverse cultural traditions on early American society

International Relations (H) SS.6-8.C.17Evaluate the use of conflict and diplomacy in international relations from a U.S. perspective.

SS.6-8.C.18. Analyze the causes, impacts, and attitudes towards conflict and war from various points of view

throughout US History.

Nevada History (H) SS.6-8.C.19. Contextualize several episodes and eras in American history through an exploration of Nevada

history and explain how individuals and events in Nevada fit within the larger national context.

SS.6-8.C.20. Analyze the impact of westward expansion on the native communities of Nevada.

SS.6-8.C.21. Investigate migration and immigration patterns to Nevada as part of U.S. History.

Analyze Change,

Continuity, and Context (H)

SS.6-8.C.22 Analyze the impact of the political, social, cultural, economic, religious, geographic, intellectual,

and artistic changes throughout the course of U.S. history.

Critique Historical


SS.6-8.C.23. Use questions generated from primary and secondary sources to dig deeper into a topic and

identify areas of historical significance and current relevance.


Perspectives (H)

SS.6-8.C.24. Compare and contrast how economic, social, political, cultural, and religious factors have

influenced diverse historical perspectives throughout U.S. history.

Justify Causation &

Argumentation (H)

SS.6-8.C.25. Organize applicable evidence into a coherent argument regarding the causes and consequences

of events throughout U.S. History.

Explore individual’s resistance,

and social movements for

racial, ethnic, and social

justice. (MC)

SS.6-8.C.26. Assess the impacts of cultural diffusion when diverse groups interact within U.S History.


discriminatory practices led to

SS.6-8.C.27. Analyze the ways in which dominant cultures have oppressed groups through institutionalized

discrimination within U.S. History as well as the responses of those groups to this oppression.



oppression of diverse groups.

(MC)

Understand an individual’s role

and contribution in developing

a community of respect,

equity, and diversity (MC)

SS.6-8.C.28 Analyze the intellectual, cultural, religious, and artistic contributions in U.S. History.


Institutions (C)

SS.6-8.C.29. Explain the roles and responsibilities of individuals, political parties, and the media in a variety of

governmental and nongovernmental contexts.

SS.6-8.C.30. Describe the different political, civil, religious, and economic organizations throughout U.S.

History.



SS.6-8.C.31. Analyze the expansion of representative government throughout U.S. History.

Interpret Processes, Rules,

and Laws. (C)

SS.6-8.C.32.Evaluate the social, political, and economic changes that have impacted the evolution of laws

throughout U.S. History.

Create Geographic

Representations (G)

SS.6-8.C.33. Utilize and construct maps and images to explain and analyze regional, environmental, and

cultural characteristics in U.S. History.

Evaluate Human


SS.6-8.C.34. Explain how the cultural, physical, and environmental characteristics of places and regions

influence and impact various cultures.



SS.6-8.C.35. Explain how changes in transportation, communication, and technology influenced the

movement of people, goods, and ideas throughout U.S. History.

Analyze Global


SS.6-8.C.36. Explain how global changes in population distribution patterns affect changes in immigration,

land use, and treatment of natives in various regions across the U.S.

Engage in Economic Decision

Making (E)

SS.6-8.C.37. Evaluate how economic policies impact individuals, businesses, and society. (e.g. taxation, the

Triangular Trade, Louisiana Purchase, the slave trade, plantation economy, Reconstruction, the New Deal,

Wartime economy, etc).

Critique Exchange and Markets

(E)

SS.6-8.C.38. Analyze the role of innovations and entrepreneurship in institutions throughout U.S. History.



Evaluate the National Economy

(E)

SS.6-8.C.39. Use historical evidence to evaluate the state of the U.S. economy as a whole as well as for

individual groups throughout history.

9-12 Social Studies Standards 9-12 Grade Band: By the end of high school, students are expected to cover the following content areas. Districts may decide the length and content

of the course (semester or year) and the order in which the content is taught.

9-12 U.S. History

This content area focuses on the history of the United States (1877 to present). American founding documents and democratic principles, will

provide a foundation that will be referenced throughout this content area while maintaining focus on the multicultural history, economics, civics, and

geography of Reconstruction through the present day. This content area should be taught from multiple and varied voices and perspectives for a

vivid and complex picture of U.S. History.



historical thinking, robust academic discussions, and engaging writing instruction. Thus, all lessons and units should include a combination of the

disciplinary skills and content theme standards.

Disciplinary Skills Disciplinary Skill Standards


Questions

SS-US.9-12.1.Explain points of agreement and disagreement experts have about interpretations and applications

of disciplinary concepts and ideas associated with a compelling question.


Questions

SS-US.9-12.2. Explain how supporting questions contribute to an inquiry and how, through engaging source work,

new compelling and supporting questions emerge.




Sources

SS-US.9-12.3. Gather relevant information from multiple sources representing a wide range of views while using

the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

SS-US.9-12.4. Evaluate the credibility of a source by examining how experts value the source.

SS-US.9-12.5 Seek multiple media sources when investigating current issues and evaluate the credibility and



Using Evidence

SS-US.9-12.5. Identify evidence that draws information directly and substantively from multiple sources to detect

inconsistencies in evidence in order to revise or strengthen claims.

SS-US.9-12.6. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed

through the claim while pointing out the strengths and limitations of both.

Communicating and


SS-US.9-12.7. Construct arguments using precise and knowledgeable claims, with evidence from multiple

sources, while acknowledging counterclaims and evidentiary weaknesses.

SS-US.9-12.8. Construct explanations using reasoning, correct sequence (linear or non-linear), examples, and

details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of

the explanations given its purpose (e.g. cause and effect, chronological, procedural, technical)

SS-US.9-12.9. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g.,

Internet, social media, and digital documentary)

SS-US.9-12.10. Critique the use of claims and evidence in arguments for credibility.

Analyzing Participatory

Practices

SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local,

regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities

faced and are facing by those trying to address these problems over time and place.

Taking Informed Action SS-US.9-12.12. Apply a range of deliberative and democratic strategies and procedures to make decisions and

take action regarding important contemporary issues.


Content Themes 9-12 U.S. History

Analyze Change,


SS-US.9-12.13. Analyze change, continuity and context across eras and places of study in U.S. History.

Compare Multiple and Varied Perspectives (H)

SS-US.9-12.14.Interpret historical events from a variety of historical and cultural perspectives in U.S. History.

Engage with Historical Sources and Evidence (H)

SS-US.9-12.15. Analyze the relationship between historical sources and the secondary interpretations made from

them in U.S. History.

SS-US.9-12.16. Critique primary and secondary sources of information with attention to the source of the

document, its context, accuracy, and usefulness in U.S. History.

Describe Causation and Argumentation (H)

SS-US.9-12.17. Determine multiple and complex causes and effects of historical events. Integrate evidence from

multiple relevant historical sources and interpretations into a reasoned argument about episodes in U.S. History.


SS-US.9-12.18. Assess the impact of diverse ideologies on politics, society and culture.

SS-US.9-12.19. Evaluate the impact of individuals and reform movements on the struggle for greater civil rights


Identity (H) SS-WH.9-12.20. Investigate the factors that shaped group and national identity in U.S. history and how that


People & Ideas (H)

SS-US.9-12.21. Trace the evolution of gender roles and equality within social and economic life in the U.S.

SS-US.9-12.22. Evaluate the causes and effects of socio-economic diversity throughout U.S. History.

SS-US.9-12.23. Analyze the influence of diverse cultural traditions on American society (e.g. artistic movements--

visual, musical, film, and changing religious traditions).

International Relations

(H)

SS-US.9-12.24. Evaluate the use of conflict and diplomacy in international relations from a U.S. perspective.

SS-US.9-12.25. Analyze the causes, impacts, and attitudes towards conflict and war from various points of view

throughout US History.

Nevada History (H) SS-US.9-12.26. Contextualize several episodes in American history through an exploration of Nevada history and

explain how individuals and events in Nevada fit within the larger national context.





(MC)

SS-US.9-12.27. Analyze how resistance movements have organized and responded to oppression and

infringement of civil liberties, and evaluate the impact of the responses.





led to oppression diverse

groups. (MC)

SS-US.9-12.28. Analyze how racial, ethnic, and economic tensions throughout U.S. History contributed to

infringement on civil liberties and the struggle for equality.

SS-US.9-12.29. Examine and explore the ways in which diverse groups have been denied equality and

opportunity at various times throughout U.S. History.

Understand an


contribution in

developing a community

of respect, equity, and

diversity. (MC)

SS-US.9-12.30. Examine the diversity of American culture and describe how diversity was impacted by various

groups and regions throughout U.S. History.

SS-US.9-12.31. Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals in

America to our modern world.

Analyze Civic and

Political Institutions (C)

SS-US.9-12.32. Examine the power of political leaders, institutions, parties, and voting blocs over time.

Apply civic dispositions

and democratic

principles (C)

SS-US.9-12.33. Explain how American identity is shaped by Founding documents, political participation,

democratic institutions, and the interactions among diverse cultures throughout US History.

Interpret processes, rule

and laws (C)

SS-US.9-12.34. Analyze major political policies and landmark Supreme Court cases and their impact on U.S.

History.

SS-US.9-12.35. Evaluate the social, political, and economic changes that have impacted the interpretation of the

Constitution and evolution of law throughout U.S. History.

Evaluate Human


(G)

SS-US.9-12.36. Analyze how the US landscape has changed as people have adapted the environment to meet

their needs.

Analyze Human

Population Movement

and Patterns (G)

SS-US.9-12.37. Analyze how diffusion of ideas, technologies, and cultural practices have influenced migration

patterns and the distribution of human population throughout U.S. History.



Global interconnections

(G)

SS-US.9-12.38. Explain patterns of immigration and their significance to the U.S. over time.

Engage in economic decision making (E)

SS-US.9-12.39. Evaluate the effects of economic policies and economic decision making of individuals,

businesses, government and society.

Evaluate the national

economy (E)

SS-US.9-12.40. Evaluate the impact of technological innovations and government policies on the U.S. economy.

SS-US.9-12.41. Analyze the evolution of the U.S. economic system over time.

Access the global

economy (E)

SS-US.9-12.42. Evaluate the U.S. role and responses to globalization and the impact on the U.S. economy,

including trade policy, embargoes, exchange rates, and trade agreements.

9-12 World History and Geography

This content area focuses on World History from approximately the 1300s to modern day. This content area focuses on geography, history, and

culture in global regions, with an emphasis on historical inquiry. Students will analyze significant events, individuals, developments, and process

across the world within this time frame. This content area should be taught from multiple and varied voices and perspectives for a vivid and complex

picture of history. The goal of this course is to be truly global in nature, with a multicultural rather than Eurocentric approach.




Suggested topics and concepts to study, but not limited to: Middle Ages, Renaissance and Reformation, Global Exploration, Empires and Kingdoms

of the World, Enlightenment and Revolutions, Rise of Nations, Imperialism, Industrialization, Civil Rights of the 19th century, WWI, 20th century

Revolutions, Global Depression, WWII, Decolonization, Cold War, and Globalization.




Questions

SS-WH.9-12.1.Explain points of agreement and disagreement experts have about interpretations and applications



Questions

SS-WH.9-12.2. Explain how supporting questions contribute to an inquiry and how, through engaging source work,



Sources

SS-WH.9-12.3. Gather relevant information from multiple sources representing a wide range of views while using


SS-WH.9-12.4. Evaluate the credibility of a source by examining how experts value the source.

SS-WH.9-12.5 Seek multiple media sources when investigating current issues and evaluate the credibility and



Using Evidence

SS-WH.9-12.5. Identify evidence that draws information directly and substantively from multiple sources to detect


SS-WH.9-12.6. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed


Communicating and


SS-WH.9-12.7. Construct arguments using precise and knowledgeable claims, with evidence from multiple


SS-WH.9-12.8. Construct explanations using reasoning, correct sequence (linear or non-linear), examples, and


the explanations given its purpose (e.g. cause and effect, chronological, procedural, technical)

SS-WH.9-12.9. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g.,


SS-WH.9-12.10. Critique the use of claims and evidence in arguments for credibility.


Practices

SS-WH.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local,


faced by those trying to address these problems over time and place.



Taking Informed Action SS-WH.9-12.12. Apply a range of deliberative and democratic strategies and procedures to make decisions and


Content Themes 9-12 World History and Geography

Identity (H) SS-WH.9-12.13. Describe the factors that shape group and/or national identity including institutions, religion,

language, social class, geography, culture and society.

Power & Politics (H) SS-WH.9-12.14. Analyze major regime changes across the world based on goals, tactics, practices and outcomes.

SS-WH.9-12.15. Examine occurrences of and reactions to oppression, human rights violations, and genocide

across world history.

People & Ideas (H) SS-WH.9-12.16. Analyze the influence of social, political, and economic developments on maintaining and

transforming roles and social status for various groups.

SS-WH.9-12.17. Analyze the impact of technological developments on events, peoples, and cultures around the

world.

SS-WH.9-12.18. Investigate the evolutions of belief systems, philosophies, and ideologies across human societies.

International Relations (H) SS-WH.9-12.19. Describe the causes and effects of major wars and conflicts across the world.

SS-WH.9-12.20. Evaluate the use of conflict and/or diplomacy in regional international relations.

Analyze Change,


(H)

SS-WH.9-12.21. Analyze change, continuity and context across eras and places of study.

SS-WH.9-12.22. Assess the impacts of cultural diffusion and/or cultural domination when diverse groups interact

within and across societies.

Examine Perspectives (H) SS-WH.9-12.23. Interpret historical events from a variety of historical and cultural perspectives (e.g. capital vs.

labor, conquerors/native peoples, imperialism, Industrial Revolution, power positions of power positions of class,

race, ethnicity, gender).



Engage with Historical


SS-WH.9-12.24. Analyze the relationship between historical sources and the secondary interpretations made from

them.

SS-WH.9-12.25. Critique primary and secondary sources of information with attention to the source of the

document, its context, accuracy, and usefulness.

Describe Causation and

Argumentation (H)

SS-WH.9-12.26. Determine multiple and complex causes and effects of historical events. Integrate evidence from

multiple relevant historical sources and interpretations into a reasoned argument.




ethnic, and social justice

(MC)

SS-WH.9-12.27. Examine the impact of individuals and reform movements in the fight for greater civil rights and

liberties across the world.





SS-WH.9-12.28. Analyze the sources of individual and social conflict and oppression including race, nationality,

class, and/or religion.

SS-WH.9-12.29. Analyze the ways in which dominant cultures have oppressed minority groups throughout world

history as well as the responses of the oppressed.

Understand an


contribution in developing

a community. (MC)

SS-WH.9-12.30. Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals to our

modern world.


Institutions (C)

SS-WH.9-12.31. Analyze how various political and religious philosophies have impacted government institutions

and decision-making in world history.

Interpret process, rules

and laws (C)

SS-WH.9-12.32. Examine various systems, laws, and policies of governance across societies.

Geography and

Environment (G)

SS-WH.9-12.33. Use demographic data to analyze the impacts of disease and technology in shaping human-

environment interactions.



Global Interconnections:

Changing Spatial Patterns

(G)

SS-WH.9-12.34. Analyze how changes in the environmental and cultural characteristics of a place or region

influence patterns of settlement, trade and land use.

SS-WH.9-12.35. Evaluate how economic globalization and the scarcity of resources contribute to conflict and

cooperation within and among countries.

SS-WH.9-12.36. Analyze the consequences of natural and human-caused catastrophes on global trade, politics,

and migration.

Geographic

Representations: Viewing

the world spatially (G)

SS-WH.9-12.37. Create maps that display and explain the geo-spatial patterns of cultural, economic, and

environmental characteristics.

SS-WH.9-12.38. Integrate multiple geographic representations to explain relationships between the locations of

places and regions and their political, cultural, and economic dynamics.

Work, Exchange, and Technology (E)

SS-WH.9-12.39. Investigate different economic and labor systems within and across societies.

SS-WH.9-12.40. Examine the ways in which trade, commerce, and industrialization impacted systems, states, and

societies.

Assess the Global Economy (E)

SS-WH.9-12.41. Explain how globalization has impacted economic growth, labor markets, rights of citizens, the

environment, and resources and income distribution in different nations.

SS-WH.9-12.42. Examine how advancements in technology and investments in physical and human capital affect

economic growth and standards of living.

9-12 Civics and Economics

Productive civic engagement requires knowledge of the historical foundations and principles of American democracy; understanding the unique

processes of local, state and national institutions; the skills necessary to apply civic dispositions and democratic principles; and an understanding

of the complex workings of the American economy. Effective social studies incorporates both the disciplinary skills and the content themes and

requires historical thinking, robust academic discussions, and engaging writing instruction.


Students will analyze the powers and civic responsibilities of citizens and examine the origins, functions, and structure of the U.S. government.

Content will include multiple historical eras and the multiple changing perspectives in America’s past, as well as connections between historical

events. Economics is grounded in knowledge about how people choose to use resources. Decision making within economics involves setting goals

and identifying the resources available to achieving those goals. These standards provide students with the concepts and tools necessary for an

economic way of thinking and helps students understand the interaction of buyers and sellers in markets, workings of the national economy, and

interactions within the global marketplace.



Questions

SS-CE.9-12.1. Explain points of agreement and disagreement experts have about interpretations and applications



Questions

SS-CE.9-12.2. Explain how supporting questions contribute to an inquiry and how, through engaging source work,



Sources

SS-CE.9-12.3. Gather relevant information from multiple sources representing a wide range of views while using


SS-CE.9-12.4. Evaluate the credibility of a source by examining how experts value the source.

SS-CE.9-12.5 Seek multiple media sources when investigating current issues and evaluate the credibility and



Using Evidence

SS-CE.9-12.6. Identify evidence that draws information directly and substantively from multiple sources to detect


SS-CE.9-12.7. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed


Communicating and


SS-CE.9-12.8. Construct arguments using precise and knowledgeable claims, with evidence from multiple


SS-CE.9-12.9. Construct explanations using reasoning, correct sequence (linear or non-linear), examples, and


the explanations given its purpose (e.g. cause and effect, chronological, procedural, technical).

SS-CE.9-12.10. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g.,




SS-CE.9-12.11. Critique the use of claims and evidence in arguments for credibility.


Practices

SS-CE.9-12.12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local,


faced by those trying to address these problems over time and place.

Taking Informed Action SS-CE.9-12.13. Apply a range of deliberative and democratic strategies and procedures to make decisions and


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Content Themes 9-12 Civics & Economics Content Standards

Analyze Change,


(H)

SS-CE.9-12.14. Analyze change, continuity and context across government institutions and the media.

Examine Perspectives (H) SS-CE.9-12.15. Interpret major policy decisions, legislation, and court rulings from a variety of historical and

cultural perspectives.

Engage with Historical


SS-CE.9-12.16. Analyze the interpretation of founding documents across U.S. history.

SS-CE.9-12.17. Critique primary and secondary sources of information with attention to the source of the

document, its context, accuracy, and usefulness in studying U.S. government.

Describe Causation and

Argumentation (H)

SS-CE.9-12.18. Determine multiple and complex causes and effects of historical events and current issues and

integrate evidence from relevant sources and interpretations into a reasoned argument about these events and

issues.


SS-CE.9-12.19. Assess the impact of age, race, class, gender, religion, and social and regional context on

political identity and ideology.

SS-CE.9-12.20. Evaluate the impact of individuals and reform movements in the struggle for greater civil rights




Identity (H) SS-CE.9-12.21. Analyze how American identity has been shaped by government policies, institutions, and

Founding documents.

People & Ideas (H)

SS-CE.9-12.22. Investigate the evolving attitudes of Americans towards the role of government in their lives.

SS-CE.9-12.23. Evaluate effects of socio-economic diversity on government decisions and policies.

International Relations (H) SS-CE.9-12.24. Critique the use of conflict and diplomacy in international relations.

SS-CE.9-12.25. Compare and contrast the roles of the President and Congress in international relations.

Nevada History (H) SS-CE.9-12.26. Contextualize Nevada politics within the national framework.

SS-CE.9-12.27. Analyze the causes and effects of major legislation, policies, and court cases in Nevada history.

SS-CE.9-12.28. Analyze and evaluate current issues in Nevada politics.

SS-CE.9-12.29. Compare and contrast the U.S. and Nevada Constitutions.

SS-CE.9-12.30. Evaluate a significant contribution(s) of a Nevadan to economic progress.

SS-CE.9-12.31. Analyze how national and global economic issues and systems impact Nevada’s economy.

Explore individual

resistance and social



(MC)

SS-CE.9-12.32. Analyze mechanisms and actions taken to address rights and needs of diverse groups within the

U.S.



have led to oppression of


SS-CE.9-12.33. Analyze how local, state, and national governments institutionalized policies that disenfranchised

groups throughout U.S. history.

SS-CE.9-12.34. Evaluate the ways in which citizens or associations have used the Constitution to influence or take

action to fight for civil liberties and social justice.

SS-CE.9-12.35. Analyze the historic and contemporary causes and consequences of inequitable treatment within

the U.S. justice system.

Understand an


contribution in

developing a community

SS-CE.9-12.36. Analyze the impact of diverse individuals in effecting positive change for their communities by

lobbying their local, state, and national governments.

SS-CE.9-12.37. Determine multiple ways in which individuals can participate in the process of effecting change in

their communities through informed civic action.



of respect, equity, and

diversity. (MC)


Institutions (C)

SS-CE.9-12.38. Examine the roles and responsibilities of the three branches of government.

SS-CE.9-12.39. Analyze the system of checks and balances and separation of powers historically and in current

events.

SS-CE.9-12.40. Examine the various roles of U.S. media in shaping policy and political discourse as well as

providing oversight and additional checks on the system.

SS-CE.9-12.41. Examine the role of special interest groups, lobbyists, and PACS on the U.S. legislative and

electoral process.

SS-CE.9-12.42. Evaluate how the US Constitution establishes the powers and responsibilities of local, state, and

tribal governments.

SS-CE.9-12.43. Analyze the origins of government with attention to various political theories, rule of law, and

alternative models from other nations and groups.

SS-CE.9-12.44. Analyze how the purpose of government has changed over time.

SS-CE.9-12.45. Analyze the collection and purpose of local, state and federal taxes.

Apply Civic virtues and

Democratic

Principles (C)

SS-CE.9-12.46. Analyze the role of citizens in the U.S. political system and how the definition and responsibility of

a citizen have changed over time.

SS-CE.9-12.47. Evaluate the effectiveness of political action in changing government policy.

SS-CE.9-12.48. Critique the historical debates surrounding majority rule vs. minority rights within the U.S.

Interpret Processes,

Rules and Laws (C)

SS-CE.9-12.49. Analyze how individuals and organizations use the judicial process as well as informal forums to

challenge public policies.

SS-CE.9-12.50. Examine the structure of the U.S. justice system with special attention to due process protections,

legal rights and the judicial process in criminal and civil cases.

SS-CE.9-12.51. Analyze the formal and informal rules and processes involved in the creation of laws and

regulations.



SS-CE.9-12.52. Critique the influence of institutions on government structures and policies.(e.g. campaigns,

caucuses, elections, local, state, tribal, and international organizations, and Political Action Committees/ Super

Political Action Committees)

SS-CE.9-12.53. Analyze the different political systems in the world and how those systems affect the United States

and its citizens.

Evaluate Human


(G)

SS-CE.9-12.54. Analyze shifting U.S. government environmental policies and regulations in response to changing

human environment interactions.

Analyze Human

Population Movement and

Patterns (G)

SS-CE.9-12.55. Analyze demographic data and geo-spatial representations to better understand gerrymandering,

redistricting, and regional political ideology.

SS-CE.9-12.56. Analyze the differences in political behavior between diverse population centers.

Global interconnections

(G)

SS-CE.9-12.57. Explain how government policies and political ideas have shifted due to patterns of immigration

both historically and contemporarily.

Engage in Economic

Decision Making (E)

SS-CE.9-12.58. Using the concept of scarcity, evaluate what is gained and what is given up when choices are

made.

SS-CE.9-12.59. Construct an argument for or against an approach or solution to an economic issue by using cost-

benefit analysis.

Explain Exchange and

Markets (E)

SS-CE.9-12.60. Analyze what goes into determining and who determines what is produced and distributed in a

market system.

SS-CE.9-12.61. Describe how changes in the level of competition can affect price and output levels in specific

markets.



SS-CE.9-12.62. Explain how changes in supply and demand cause changes of goods and services, labor, credit,

and foreign currencies.

SS-CE.9-12.63. Evaluate the effectiveness of government policies to improve market outcomes by using cost-

benefit analysis.

SS-CE.9-12.64. Describe the roles of institutions and rights of individuals regarding property and the rule of law in

a market economy.

SS-CE.9-12.65. Identify economic indicators and use them to analyze current and future economies.

Evaluate the national

economy (E)

SS-CE.9-12.66. Evaluate the effectiveness of government policies on the U.S. economy.

SS-CE.9-12.67. Describe the roles of governmental and economic institutions as well as the rights of individuals

regarding property.

SS-CE.9-12.68. Explain the influence of changes in spending, production, and the money supply on various

economic conditions utilizing current data.

SS-CE.9-12.69. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions.

SS-CE.9-12.70. Critique how advancements in technology and investments in capital goods and human capital

increase economic growth and standards of living.

Assess the Global

Economy (E)

SS-CE.9-12.71. Analyze how governments throughout the world influence international trade of goods and

services.

SS-CE.9-12.72. Explain how globalization has impacted various aspects of economic growth, labor markets, and

rights of citizens, the environment, and resource and income distribution in different nations.

Documents

NV Social StudiesK-12 NV in Social Studies DRAFT Overview of K-12 Standards How to Read the Standards The K-5 draft standards are grade specific whereas the 6-8 and 9-12 standards