North Dakota

Document Sample
North Dakota Powered By Docstoc
					                   North Dakota
    Content and Achievement Standards:
              Social Studies

                     Grades 9-12
                       December 2007



North Dakota Department of Public Instruction
       Dr. Wayne G. Sanstead, State Superintendent
           600 East Boulevard Avenue, Dept. 201
            Bismarck, North Dakota 58505-0440
                    www.dpi.state.nd.us
                                                              Standard 1: Skills and Resources

Standard 1: Students apply Social Studies skills and resources.
                                                                                                           ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                            ADVANCED PROFICIENT                  PROFICIENT               PARTIALLY PROFICIENT                       NOVICE
Grades 9–12
 VISUAL REPRESENTATIONS
 9–12.1.1   Interpret and evaluate a variety of visual      Students provide an           Students provide a            Students provide a                Students provide an
            representations (e.g. charts, graphs, time      insightful interpretation     relevant interpretation and   superficial interpretation and    irrelevant interpretation and
            lines, graphic organizers, maps, flow           and evaluation of a variety   evaluation of a variety of    evaluation of a variety of        evaluation of a variety of
            charts) of data                                 of visual representations     visual representations of     visual representations of         visual representations of
                                                            of data.                      data.                         data.                             data.
 RESOURCES
 9–12.1.2   Interpret and evaluate documents (e.g.,         Students provide an           Students provide a            Students provide a                Students provide an
            primary and secondary sources, fact,            insightful interpretation     relevant interpretation and   superficial interpretation and    irrelevant interpretation and
            fiction, or opinion) to enhance the             and evaluation of             evaluation of documents       evaluation of documents to        evaluation of documents to
            understanding of social studies content.        documents to enhance          to enhance the                to enhance the                    enhance the understanding
                                                            the understanding of          understanding of social       understanding of social           of social studies content..
                                                            social studies content        studies content.              studies content.


 RESEARCH PROCESSES
 9–12.1.3   Draw conclusions based on the research          Students provide              Students provide relevant     Students provide superficial      Students provide irrelevant
            processes (e.g., collect, organize, evaluate,   insightful conclusions        conclusions based on the      conclusions based on the          conclusions based on the
            and synthesize information)                     based on the research         research process.             research process.                 research process.
                                                            process.

 9–12.1.4   Use media (e.g., oral, written, websites,       Students use media to         Students use media to         Students use media to             Students use media to
            computer simulations, multimedia                access, record, analyze,      access, record, analyze,      access, record, analyze,          access, record, analyze,
            resources) to access, record, analyze, and      and communicate               and communicate               and communicate                   and communicate
            communicate information relating to social      information related to        information related to        information related to social     information related to social
            studies                                         social studies with ease.     social studies with           studies with difficulty.          studies with little to no
                                                                                          minimal difficulty.                                             success.
 9–12.1.5   Apply social studies skills (e.g., recognize    Students apply social         Students apply social         Students apply social             Students apply social
            cause and effect, trends, multiple              studies skills with ease.     studies skills with minimal   studies skills with difficulty.   studies skills with little to no
            perspectives, change) in real-life contexts                                   difficulty.                                                     success.
            (e.g., backtracking current global issues,
            Model U.N., mock trials, simulated
            congressional hearings, parliamentary
            debates, comparative statistical analysis,
            mental maps, GPS, GIS).


       North Dakota Social Studies                                                               2                                                              Grades 9-12
       Content and Achievement Standards                                                                                                                     December 2007
Standard 1: Students apply Social Studies skills and resources.
                                                                                                        ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                          ADVANCED PROFICIENT                 PROFICIENT             PARTIALLY PROFICIENT                   NOVICE
Grades 9–12

 BIAS AND PREJUDICE
 9–12.1.6   Analyze the impact of bias and prejudice in   Students provide              Students provide relevant   Students provide superficial   Students provide irrelevant
            historical and contemporary media             insightful analysis of the    analysis of the impact of   analysis of the impact of      analysis of the impact of
                                                          impact of bias and            bias and prejudice in       bias and prejudice in          bias and prejudice in
                                                          prejudice in historical and   historical and              historical and contemporary    historical and contemporary
                                                          contemporary.                 contemporary media.         media.                         media.




       North Dakota Social Studies                                                            3                                                         Grades 9-12
       Content and Achievement Standards                                                                                                             December 2007
                                                             Standard 2: Important Historical Events

Standard 2: Students understand important historical events.
                                                                                                              ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                               ADVANCED PROFICIENT                  PROFICIENT              PARTIALLY PROFICIENT                    NOVICE
Grades 9–12
 TRIBAL GOVERNANCE
 9–12.2.1   Analyze Federal policy and action                 Students provide an            Students provide a           Students provide a              Students provide an
            regarding American Indians (e.g. Dawes            insightful analysis of         relevant analysis of         superficial analysis of         irrelevant analysis of
            Act, changes in federal and state Indian          Federal policy and action      Federal policy and action    Federal policy and action       Federal policy and action
            policies, civil rights movement; current          regarding American             regarding American           regarding American Indians      regarding American Indians
            issues surrounding gaming, housing,               Indians from                   Indians from                 from Reconstruction to          from Reconstruction to
            distribution of wealth, and healthcare,           Reconstruction to present.     Reconstruction to present.   present.                        present.
            Indian Reorganization Act, Bureau of Indian
            Affairs, Indian Civil Rights Act, Indian Child
            Welfare Act, American Indian Religious
            Freedom Act, Indian Gaming Regulatory
            Act, Citizenship, American Indian
            Movement)

 U.S. PERIODS, EVENTS, FIGURES, MOVEMENTS TO
 INCLUDE BUT NOT LIMITED TO INDUSTRIALIZATION
 TO PRESENT
 9–12.2.2   Evaluate the impact of various factors that       Students provide an            Students provide a           Students provide a              Students provide an
            led to the transformation of the nation (e.g.,    insightful evaluation of the   relevant evaluation of the   superficial evaluation of the   irrelevant evaluation of the
            imperialism, industrialization, immigration,      transformation of the          transformation of the        transformation of the nation.   transformation of the nation.
            political/social reformers, urbanization,         nation.                        nation.
            mechanization of agriculture, changing
            business environment)

 9–12.2.3   Trace the causes, course, and legacy of           Students trace the             Students trace the           Students trace the causes,      Students trace the causes,
            the United States’ involvement in World           causes, course, and            causes, course, and          course, and legacy of the       course, and legacy of the
            War I at home and abroad (e.g., neutrality,       legacy of the United           legacy of the United         United States’ involvement      United States’ involvement
            military technologies, isolationism,              States’ involvement in         States’ involvement in       in World War I at home and      in World War I at home and
            Zimmerman Note, Lusitania, home front,            World War I at home and        World War I at home and      abroad with superficial         abroad with little or no
            Wilson’s Fourteen Points)                         abroad with substantial        abroad with sufficient       detail.                         detail.
                                                              detail.                        detail.




       North Dakota Social Studies                                                                 4                                                            Grades 9-12
       Content and Achievement Standards                                                                                                                     December 2007
Standard 2: Students understand important historical events.
                                                                                                            ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                             ADVANCED PROFICIENT                  PROFICIENT              PARTIALLY PROFICIENT                       NOVICE
Grades 9–12
 9–12.2.4   Analyze the major political, economic, and       Students provide an           Students provide a           Students provide a                Students provide an
            social developments that occurred between        insightful analysis of the    relevant analysis of the     superficial analysis of the       irrelevant analysis of the
            World War I and World War II (e.g. Red           major political, economic,    major political, economic,   major political, economic,        major political, economic,
            Scare, Roaring 20’s, Great Depression,           and social developments       and social developments      and social developments           and social developments
            New Deal)                                        that occurred between         that occurred between        that occurred between             that occurred between
                                                             World War I and World         World War I and World        World War I and World War         World War I and World War
                                                             War II.                       War II.                      II.                               II.

 9–12.2.5   Trace the causes, course, and legacy of          Students trace the            Students trace the           Students trace the causes,        Students trace the causes,
            World War II (e.g., totalitarian regimes;        causes, course, and           causes, course, and          course, and legacy of World       course, and legacy of World
            Pacific theater, European theater, home          legacy of World War II        legacy of World War II       War II with superficial detail.   War II with little or no detail.
            front)                                           with substantial detail.      with sufficient detail.

 9–12.2.6   Analyze the economic boom and social             Students provide an           Students provide a           Students provide a                Students provide an
            transformation of post WWII America (e.g.,       insightful analysis of the    relevant analysis of the     superficial analysis of the       irrelevant analysis of the
            popular culture, changing women’s roles,         economic boom and             economic boom and            economic boom and social          economic boom and social
            technological developments)                      social transformation of      social transformation of     transformation of post-WWII       transformation of post-WWII
                                                             post-WWII America.            post-WWII America.           America.                          America.

 9–12.2.7   Analyze the origins, foreign policy, events,     Students provide an           Students provide a           Students provide a                Students provide an
            and domestic consequences of the Cold            insightful analysis of the    relevant analysis of the     superficial analysis of the       irrelevant analysis of the
            War (e.g., containment policy, arms race,        origins, foreign policy       origins, foreign policy      origins, foreign policy           origins, foreign policy
            fear of communism)                               events, and domestic          events, and domestic         events, and domestic              events, and domestic
                                                             consequences of the Cold      consequences of the Cold     consequences of the Cold          consequences of the Cold
                                                             War.                          War.                         War.                              War.

 9–12.2.8   Analyze the struggle for equal opportunity       Students analyze the          Students analyze the         Students analyze the              Students analyze the
            (e.g., Civil Rights Movement, Martin Luther      development of equal          development of equal         development of equal              development of equal
            King, Jr., Malcolm X, civil rights legislation   opportunity with insightful   opportunity with relevant    opportunity with superficial      opportunity with irrelevant
            and court cases, civil rights organizations,     interpretation.               interpretation.              interpretation.                   interpretation.
            National Organization for Women, Equal
            Rights Amendment, American Indian
            Movement, Caesar Chavez)

 9–12.2.9   Analyze the key events and political/social      Students provide an           Students provide a           Students provide a                Students provide an
            effects of the Vietnam conflict (e.g., Gulf of   insightful analysis of the    relevant analysis of the     superficial analysis of the       irrelevant analysis of the key
            Tonkin Resolution and the Tet Offensive;         key events and political      key events and political     key events and political and      events and political and
            protests and opposition; presidential            and social effects of the     and social effects of the    social effects of the Vietnam     social effects of the Vietnam
            policies, War Powers Act)                        Vietnam conflict.             Vietnam conflict.            conflict.                         conflict.


       North Dakota Social Studies                                                                5                                                             Grades 9-12
       Content and Achievement Standards                                                                                                                     December 2007
Standard 2: Students understand important historical events.
                                                                                                          ACHIEVEMENT DESCRIPTORS
             Benchmark Expectations
                                                           ADVANCED PROFICIENT                  PROFICIENT               PARTIALLY PROFICIENT                     NOVICE
Grades 9–12
 9–12.2.10 Analyze the key events, and foreign and         Students provide an           Students provide a            Students provide a               Students provide an
           domestic policies of contemporary               insightful analysis of        relevant analysis of          superficial analysis of          irrelevant analysis of
           presidential administrations (e.g., Great       presidential                  presidential                  presidential administrations.    presidential administrations.
           Society, Watergate, relations with the          administrations.              administrations.
           Middle East; the Iranian hostage crisis;
           energy crisis; Reaganomics, Persian Gulf
           War)

 9–12.2.11 Analyze the major social issues and             Students provide an           Students provide a            Students provide a               Students provide an
           popular culture of contemporary US (e.g.        insightful analysis of the    relevant analysis of the      superficial analysis of the      irrelevant analysis of the
           ,immigration, environment, poverty,             major social issues and       major social issues and       major social issues and          major social issues popular
           terrorism, and discrimination)                  popular culture issues of     popular culture issues of     popular culture issues of        culture issues of
                                                           contemporary US.              contemporary US.              contemporary US.                 contemporary US.


 GLOBAL PERIODS, EVENTS, FIGURES, AND
 MOVEMENTS INCLUDING BUT NOT LIMITED TO
 RENAISSANCE TO PRESENT
 9–12.2.12 Analyze the ideas, events and global            Students provide an           Students provide a            Students provide a               Students provide an
           impacts of the Renaissance, Reformation,        insightful analysis of the    relevant analysis of the      superficial analysis of the      irrelevant analysis of the
           Scientific Revolution, and the                  Renaissance,                  Renaissance,                  Renaissance, Reformation,        Renaissance, Reformation,
           Enlightenment                                   Reformation, Scientific       Reformation, Scientific       Scientific Revolution, and       Scientific Revolution, and
                                                           Revolution, and the           Revolution, and the           the Enlightenment.               the Enlightenment.
                                                           Enlightenment.                Enlightenment.
 9–12.2.13 Explain the growth and expansion of global      Students provide an           Students provide a            Students provide a               Students provide an
           economies and their impact on world             insightful explanation of     relevant explanation of       superficial explanation of the   irrelevant explanation of the
           regions (e.g., mercantilism, slavery,           the growth and expansion      the growth and expansion      growth and expansion of          growth and expansion of
           colonialism, Silk Road, salt trade)             of global economies and       of global economies and       global economies and their       global economies and their
                                                           their impact on world         their impact on world         impact on world regions.         impact on world regions.
                                                           regions.                      regions.

 9–12.2.14 Compare the political, social, and industrial   Students provide an           Students provide a            Students provide a               Students provide and
                                       th
           revolutions from the late 18 to the early       insightful comparison of      relevant comparison of        superficial comparison of        irrelevant comparison the
              th
           20 century (e.g., revolutions in the            the political, social, and    the political, social, and    the political, social, and       political, social, and
           Americas and France; significant events         industrial revolutions from   industrial revolutions from   industrial revolutions from      industrial revolutions from
                                                                       th                            th                            th              th                th             th
           and impacts of the Agricultural and the         the late 18 to the early      the late 18 to the early      the late 18 to the early 20      the late 18 to the early 20
                                                              th                            th
           Industrial Revolution, Boer Wars, Boxer         20 century.                   20 century.                   century.                         century.
           Rebellion, Sepoy rebellion)



        North Dakota Social Studies                                                             6                                                             Grades 9-12
        Content and Achievement Standards                                                                                                                  December 2007
Standard 2: Students understand important historical events.
                                                                                                      ACHIEVEMENT DESCRIPTORS
             Benchmark Expectations
                                                         ADVANCED PROFICIENT                PROFICIENT              PARTIALLY PROFICIENT                      NOVICE
Grades 9–12
 9–12.2.15 Analyze the global causes, course, and        Students provide an          Students provide a           Students provide a              Students provide an
           consequences of World War I (e.g.             insightful analysis of the   relevant analysis of the     superficial analysis of the     irrelevant analysis of the
           imperialism, militarism, nationalism,         global causes, course,       global causes, course,       global causes, course, and      global causes, course, and
           alliance system; ethnic conflicts and         and consequences of WW       and consequences of WW       consequences of WW I.           consequences of WW I.
           assassination of Arch Duke Franz              I.                           I.
           Ferdinand; Russian Revolution of 1917;
           Treaty of Versailles and League of Nations)


 9–12.2.16 Analyze the global causes, course, and        Students provide an          Students provide a           Students provide a              Students provide an
           consequences of World War II and the          insightful analysis of the   relevant analysis of the     superficial analysis of the     irrelevant analysis of the
           post-war events (e.g., worldwide              global causes, course,       global causes, course,       global causes, course, and      global causes, course, and
           depression, totalitarian and militaristic     and consequences of WW       and consequences of WW       consequences of WW II and       consequences of WW II and
           regimes, Holocaust, political and social      II and post-war events.      II and post-war events.      post-war events.                post-war events.
           change in the Middle East, development of
           the United Nations, Cold War)

 9–12.2.17 Explain nationalist and revolutionary         Students explain             Students explain             Students explain nationalist    Students explain nationalist
           movements and attempts by colonial            nationalist and              nationalist and              and revolutionary               and revolutionary
           countries to achieve independence after       revolutionary movements      revolutionary movements      movements and attempts by       movements and attempts by
           World War II (e.g., revolutionary             and attempts by colonial     and attempts by colonial     colonial countries to achieve   colonial countries to achieve
           movements in China, Vietnam, Korea,           countries to achieve         countries to achieve         independence after WW II        independence after WW II
           Kenya, Pakistan, Indonesia, India, Northern   independence after WW II     independence after WW II     with superficial                with irrelevant interpretation.
           Ireland, Chile)                               with insightful              with relevant                interpretation.
                                                         interpretation.              interpretation.

 9–12.2.18 Explain events in the development of the      Students explain events in   Students explain events in   Students explain events in      Students explain events in
           Cold War (e.g., Berlin Blockade; nuclear      the development of the       the development of the       the development of the Cold     the development of the Cold
           arms and space race; Cuban Missile Crisis;    Cold War with substantial    Cold War with sufficient     War with superficial detail.    War with little or no detail.
           political and economic transformation of      detail.                      detail.
           Western and Eastern Europe; Korean
           Conflict, Vietnam Conflict; collapse of
           Warsaw Pact Nations)

 9–12.2.19 Analyze political and social change in the    Students provide an          Students provide a           Students provide a              Students provide an
           Middle East and Asia from 1948 – present      insightful analysis of the   relevant analysis of the     superficial analysis of the     irrelevant analysis of the
           (e.g., Camp David Accords, Tiananmen          social and political         social and political         social and political changes    social and political changes
           Square, conflicts in Middle East, Soviet      changes in the Middle        changes in the Middle        in the Middle East from         in the Middle East from
           invasion of Afghanistan, Persian Gulf War,    East from 1948 – present     East from 1948 – present.    1948 –present.                  1948 – present.
           War in Iraq)                                  interpretation.


        North Dakota Social Studies                                                         7                                                            Grades 9-12
        Content and Achievement Standards                                                                                                             December 2007
Standard 2: Students understand important historical events.
                                                                                                    ACHIEVEMENT DESCRIPTORS
             Benchmark Expectations
                                                         ADVANCED PROFICIENT               PROFICIENT           PARTIALLY PROFICIENT                  NOVICE
Grades 9–12
 9–12.2.20 Explain contemporary issues and events in     Students provide an         Students provide a        Students provide a            Students provide an
           an interdependent world (e.g., trends in      insightful explanation of   relevant explanation of   superficial explanation of    irrelevant explanation of
           science, technology, and communication;       contemporary issues and     contemporary issues and   contemporary issues and       contemporary issues and
           religious conflicts; environmentalism;        events in an                events in an              events in an interdependent   events in an interdependent
           human rights and regional conflicts;          interdependent world.       interdependent world.     world.                        world.
           apartheid, ethnic cleansing, role of United
           Nations and other international
           organizations such as UNICEF, GATT,
           NATO, OAS, World Bank, International
           Monetary Fund)




        North Dakota Social Studies                                                        8                                                      Grades 9-12
        Content and Achievement Standards                                                                                                      December 2007
                                                             Standard 3: Economic Concepts

Standard 3: Students understand economic concepts and the characteristics of various economic systems.
                                                                                                           ACHIEVEMENT DESCRIPTORS
           Benchmark Expectations
                                                          ADVANCED PROFICIENT                   PROFICIENT               PARTIALLY PROFICIENT                    NOVICE
Grades 9–12
CONCEPTS
9–12.3.1   Analyze basic micro and macro economic         Students provide an            Students provide a            Students provide a              Students provide an
           concepts (e.g., scarcity, opportunity cost,    insightful analysis of basic   relevant analysis of basic    superficial analysis of basic   irrelevant analysis of basic
           trade offs, markets, business organizations,   micro and macro                micro and macro               micro and macro economic        micro and macro economic
           factors of production, supply and demand,      economic concepts.             economic concepts.            concepts.                       concepts.
           and personal finance)




STRUCTURE AND FUNCTION
9–12.3.2   Explain the role of money and the role of      Students explain the role      Students explain the role     Students explain the role of    Students explain the role of
           financial institutions in a market economy     of money and the role of       of money and the role of      money and the role of           money and the role of
           (e.g., basic functions of money,               financial institutions in a    financial institutions in a   financial institutions in a     financial institutions in a
           composition of money supply, role of banks     market economy with            market economy with           market economy with             market economy with little to
           and other financial institutions, federal      substantial detail.            sufficient detail.            superficial detail.             no detail.
           reserve, credit savings)



9–12.3.3   Describe the difference between the            Students describe the          Students describe the         Students describe the           Students describe the
           structure and operation of market              difference between             difference between            difference between market       difference between market
           economies and centrally planned or             market economies and           market economies and          economies and central           economies and central
           command economies (e.g., security,             central planned or             central planned or            planned or command              planned or command
           freedom, equity, efficiency, stability,        command economies with         command economies with        economies with superficial      economies with little to no
           growth)                                        substantial detail.            sufficient detail.            detail.                         detail.

9–12.3.4   Analyze the role government plays in an        Students provide an            Students provide a            Students provide a              Students provide an
           economy (e.g., provision of public goods       insightful analysis of the     relevant analysis of the      superficial analysis of the     irrelevant analysis of the
           and services, taxes, protection of property    role government plays in       role government plays in      role government plays in an     role government plays in an
           rights, resolution of market failures)         an economy.                    an economy.                   economy.                        economy.


IMPACT




      North Dakota Social Studies                                                               9                                                            Grades 9-12
      Content and Achievement Standards                                                                                                                   December 2007
Standard 3: Students understand economic concepts and the characteristics of various economic systems.
                                                                                                        ACHIEVEMENT DESCRIPTORS
           Benchmark Expectations
                                                         ADVANCED PROFICIENT                  PROFICIENT              PARTIALLY PROFICIENT                     NOVICE
Grades 9–12
9–12.3.5   Interpret the concepts of exchange and        Students provide an            Students provide a           Students provide a              Students provide an
           trade and the impacts and implications of a   insightful interpretation of   relevant interpretation of   superficial interpretation of   irrelevant interpretation of
           global economy for individuals and nations    the concepts of exchange       the concepts of exchange     the concepts of exchange        the concepts of exchange
                                                         and trade and the impacts      and trade and the impacts    and trade and the impacts       and trade and the impacts
                                                         and implications of a          and implications of a        and implications of a global    and implications of a global
                                                         global economy for             global economy for           economy for individuals and     economy for individuals and
                                                         individuals and nations.       individuals and nations.     nations.                        nations.




      North Dakota Social Studies                                                             10                                                           Grades 9-12
      Content and Achievement Standards                                                                                                                December 2007
                                                           Standard 4: Government and Citizenship

Standard 4: Students understand the development, functions, and forms of various political systems and the role of the citizen in
            government and society.
                                                                                                           ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                             ADVANCED PROFICIENT                 PROFICIENT              PARTIALLY PROFICIENT                     NOVICE
Grades 9–12
 TRIBAL SOVEREIGNTY
 9–12.4.1   Explain how political and economic forces        Students provide an          Students provide a           Students provide a               Students provide an
            have affected the sovereignty of tribal          insightful explanation of    relevant explanation of      superficial explanation of       irrelevant explanation of
            nations (e.g., constitutional provisions;        how political and            how political and            how political and economic       how political and economic
            Supreme Court cases; laws used in forming        economic forces have         economic forces have         forces have affected the         forces have affected the
            the basis of the federal-tribal relationship;    affected the sovereignty     affected the sovereignty     sovereignty of tribal nations.   sovereignty of tribal nations.
            political and economic forces affecting          of tribal nations.           of tribal nations.
            sovereignty of tribal nations)

 HISTORICAL AND PHILOSOPHICAL FOUNDATIONS
 9–12.4.2   Compare the nature and source of various         Students compare the         Students compare the         Students compare the             Students compare the
            types of political entities past and present     nature and source of         nature and source of         nature and source of various     nature and source of
            throughout the world (e.g., ancient Greek        various types of political   various types of political   types of political entities      various types of political
            and Roman political thought; classical           entities past and present    entities past and present    past and present throughout      entities past and present
            republicans; philosophy of natural rights;       throughout the world with    throughout the world with    the world with sketchy           throughout the world with
            limited and unlimited governments;               substantial detail.          sufficient detail.           detail.                          little or no detail.
            constitutional governments; representative
            democracy; con-federal, federal, unitary
            systems of government, and international
            organizations)


 9–12.4.3    Analyze the content and context of              Students provide an          Students provide a           Students provide a               Students provide a
             documents, events, and organizations that       insightful analysis of the   relevant analysis of the     superficial analysis of the      irrelevant analysis of the
             influenced and established the United           content and context of       content and context of       content and context of           content and context of
             States (e.g., Magna Carta; English              documents, events, and       documents, events, and       documents, events, and           documents, events, and
             common law; Petition of Right; English Bill     organizations that           organizations that           organizations that               organizations that
                          st    nd
             of Rights; 1 and 2 Continental                  influenced and               influenced and               influenced and established       influenced and established
             Congresses; Common Sense; Declaration           established the United       established the United       the United States.               the United States.
             of Independence, American Revolution            States.                      States.
             Articles of Confederation; Constitutional
             Convention; Federalist Papers, Anti-
             Federalist Papers; U.S. Constitution, Bill
             of Rights)



       North Dakota Social Studies                                                              11                                                             Grades 9-12
       Content and Achievement Standards                                                                                                                   December 2007
Standard 4: Students understand the development, functions, and forms of various political systems and the role of the citizen in
            government and society.
                                                                                                                ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                              ADVANCED PROFICIENT                    PROFICIENT               PARTIALLY PROFICIENT                      NOVICE
Grades 9–12
 HISTORICAL AND CONTEMPORARY POLITICAL
 PROCESSES
 9–12.4.4   Evaluate the effectiveness of structures,         Students provide an            Students provide a             Students provide a               Students provide an
            operations, and influences of political           insightful evaluation of the   relevant evaluation of the     superficial evaluation of the    irrelevant evaluation of the
            systems and constitutional governments            effectiveness of               effectiveness of               effectiveness of structures,     effectiveness of structures,
            (e.g., federalism; separation of powers;          structures, operations,        structures, operations,        operations, and influences       operations, and influences
            checks and balances; media and special            and influences of political    and influences of political    of political systems and         political systems and
            interest groups)                                  systems and                    systems and                    constitutional governments.      constitutional governments.
                                                              constitutional                 constitutional
                                                              governments.                   governments.

 9–12.4.5   Analyze historical and contemporary               Students provide an            Students provide a             Students provide a               Students provide an
            examples of civil liberties and civil rights in   insightful analysis of         relevant analysis of           superficial analysis of          irrelevant analysis of
            the U.S. (e.g., incorporation of the Bill of      historical and                 historical and                 historical and contemporary      historical and contemporary
            Rights, amendments, key legislation, and          contemporary examples          contemporary examples          examples of civil liberties      examples of civil liberties
            landmark Supreme Court cases)                     of civil liberties and civil   of civil liberties and civil   and civil rights in the United   and civil rights in the United
                                                              rights in the United           rights in the United           States.                          States.
                                                              States.                        States.


 RIGHTS AND RESPONSIBILITIES OF CITIZENS
 9–12.4.6   Evaluate the rights and responsibilities of       Students provide an            Students provide a             Students provide a               Students provide an
            citizenship and civic participation (e.g.,        insightful evaluation of the   relevant evaluation of the     superficial evaluation of the    irrelevant evaluation of the
            election system and process;                      rights and responsibilities    rights and responsibilities    rights and responsibilities of   rights and responsibilities of
            naturalization; political activism)               of citizenship and civic       of citizenship and civic       citizenship and civic            citizenship and civic
                                                              participation with             participation.                 participation.                   participation.
                                                              substantial detail.




       North Dakota Social Studies                                                                   12                                                             Grades 9-12
       Content and Achievement Standards                                                                                                                        December 2007
                                                          Standard 5: Concepts of Geography

Standard 5: Students understand and apply concepts of geography.
                                                                                                       ACHIEVEMENT DESCRIPTORS
           Benchmark Expectations
                                                          ADVANCED PROFICIENT                  PROFICIENT          PARTIALLY PROFICIENT                         NOVICE
Grades 9–12
HUMAN GEOGRAPHY
9–12.5.1   Analyze the Earth’s human systems (e.g.,       Students provide an            Students provide a           Students provide a              Students provide an
           population, culture, settlement, economic      insightful analysis of the     relevant analysis of the     superficial analysis of the     irrelevant analysis of the
           interdependence)                               Earth’s human systems.         Earth’s human systems.       Earth’s human systems.          Earth’s human systems.



9–12.5.2   Interpret the relationships between physical   Students provide an            Students provide a           Students provide a              Students provide an
           environments and society (e.g., humans         insightful interpretation of   relevant interpretation of   superficial interpretation of   irrelevant interpretation of
           modify environment, environment modifies       the relationships between      the relationships between    the relationships between       the relationships between
           society, and use, distribution, and            physical environments          physical environments        physical environments and       physical environments and
           importance of resources)                       and society.                   and society.                 society.                        society.




      North Dakota Social Studies                                                              13                                                            Grades 9-12
      Content and Achievement Standards                                                                                                                  December 2007
                                                   Standard 6: Human Development and Behavior

Standard 6: Students understand the importance of culture, individual identity, and group identity.
                                                                                                          ACHIEVEMENT DESCRIPTORS
            Benchmark Expectations
                                                            ADVANCED PROFICIENT                 PROFICIENT             PARTIALLY PROFICIENT                      NOVICE
Grades 9–12
 GROUP INTERACTION
 9–12.6.1   Explain how group and cultural influences       Students provide an          Students provide a           Students provide a              Students provide an
            contribute to human development, identity,      insightful explanation of    relevant explanation of      superficial explanation of      irrelevant explanation of
            and behavior (e.g., religion, education,        group and cultural           group and cultural           group and cultural              group and cultural
            media, government, and economy)                 influences as they           influences as they           influences as they contribute   influences as they
                                                            contribute to human          contribute to human          to human development,           contribute to human
                                                            development, identity, and   development, identity, and   identity, and behavior.         development, identity, and
                                                            behavior.                    behavior.                                                    behavior.

 9–12.6.2   Explain the various purposes of social          Students explain the         Students explain the         Students explain the various    Students explain the various
            groups, general implications of group           various meanings of          various meanings of          meanings of social groups,      meanings of social groups,
            membership, and different ways that             social groups, general       social groups, general       general implications of         general implications of
            groups function (e.g., minority groups,         implications of group        implications of group        group membership, and           group membership, and
            cliques, counterculture, family relations and   membership, and different    membership, and different    different ways that groups      different ways that groups
            political groups)                               ways that groups function    ways that groups function    function with sketchy detail.   function with minimal detail.
                                                            with substantial detail.     with sufficient detail.

 9–12.6.3   Relate elements of socio-cultural               Students relate elements     Students relate elements     Students relate elements of     Students relate elements of
            development with other factors (e.g.,           of socio-cultural            of socio-cultural            socio-cultural development      socio-cultural development
            individual differences, personality and         development with other       development with other       with other factors with         with other factors with little
            assessment, psychological disorders and         factors with substantial     factors with sufficient      sketchy detail.                 or no detail.
            treatments)                                     detail.                      detail.


 9–12.6.4   Analyze conflict, cooperation, and              Students provide an          Students provide a           Students provide a cursory      Students provide an
            interdependence among individuals,              insightful analysis of       relevant analysis of         analysis of conflict,           irrelevant analysis of
            groups, and institutions (e.g., gender roles,   conflict, cooperation, and   conflict, cooperation, and   cooperation, and                conflict, cooperation, and
            social stratification, racial/ethnic bias)      interdependence among        interdependence among        interdependence among           interdependence among
                                                            individuals, groups, and     individuals, groups, and     individuals, groups, and        individuals, groups, and
                                                            institutions.                institutions.                institutions.                   institutions.
 INDIVIDUAL DEVELOPMENT AND BEHAVIOR
 9–12.6.5   Describe how genetic, cognitive and             Students describe how        Students describe how        Students describe how           Students describe how
            physical development affect human               genetic, cognitive and       genetic, cognitive and       genetic, cognitive and          genetic, cognitive and
            behavior (e.g., inherited traits, development   physical development         physical development         physical development            physical development
            of self, deviant behavior and personality       affects human behavior       affects human behavior       affects human behavior with     affects human behavior with
            disorders)                                      with substantial detail.     with sufficient detail.      sketchy detail.                 minimal detail.


       North Dakota Social Studies                                                             14                                                            Grades 9-12
       Content and Achievement Standards                                                                                                                 December 2007

				
DOCUMENT INFO