Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Social Studies EALR 1: Civics – The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to analyze situations and issues and make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. Student Expectation: 1.1: Understands applies, analyzes, and evaluates key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
10 SE 1.1.1
Understands and analyzes key ideals and principles in major documents from world history that contributed to and reflected the growth of democracy. 10:1.1.1.a. Lists and compares the principles of the English Bill of Rights, the American Declaration of Independence, the French Declaration of the Rights of Man and the Citizen, and the U.S. Bill of Rights. 10:1.1.1.b. Describes the significance of the English Bill of Rights and the establishment of a constitutional republic in England on the growth of key ideals of political democracy in the United States. 10:1.1.1.c. Evaluates the impact of the American Revolution, the Declaration of Independence, and the U.S. Constitution on the spread of democratic ideals
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12
Analyzes and evaluates the ways in which the U.S. Constitution and other fundamental documents promote key ideals and principles.
Analyzes and evaluates international human rights issues through examining fundamental documents and their impact
11:1.1.1.a. Describes the Enlightenment and the rise of democratic ideas as the context in which the nation was founded; analyzes the impact of Enlightenment ideals on the Declaration of Independence and the Constitution.
12:1.1.1.a. Examines the Universal Declaration of Human Rights and synthesizes its key democratic ideals and principles.
11:1.1.1.b. Discusses the principle of the rights of Englishmen (going back to the Magna Carta and the English Bill of Rights) and its impact on the American Revolution, the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (first 10 amendments to the Constitution).
12:1.1.1.b. Compares the Universal Declaration of Human Rights to fundamental documents (e.g. Declaration of Independence, Constitution and Bill of Rights) of U.S. government.
11:1.1.1.c. Identifies, describes, and evaluates the rise of democracy in the U.S., as it evolved in the development of and controversies concerning the Articles of Confederation, Bill of Rights, and the Constitution.
12:1.1.1.c Evaluates and takes and defends positions on the scope and limits of rights and responsibilities as democratic citizens, the relationships among them, and how they are secured.
11:1.1.1.d. Explains and evaluates the importance of The Federalist Papers to the adoption of the Constitution and to the understanding of underlying concepts of United States government (e.g. limited government, separation of powers, checks and balances, republic, and federalism).
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 1
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
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. 11:1.1.1.e. Examines and synthesizes the impact of the Fourteenth Amendment to the Constitution on individual rights in the United States. 11:1.1.1.f. Analyzes specific Supreme Court cases (e.g. Plessy v. Ferguson and Brown v. Board of Education, etc.) to illustrate how specific rights guaranteed by the Constitution can be modified as the Constitution remains open to change and interpretation. 11:1.1.1.g. Analyzes and evaluates the growth of democracy from the establishment of the Constitution to the present day, examining important and appropriate documents.
CBA SE 1.1.2
Constitutional Issues Analyzes and evaluates the evolution of human rights and democratic ideals in the modern world.
Evaluates how well court decisions and government policies have upheld democratic ideals and principles in the United States (1890 – present).
10:1.1.2.a. Lists the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791); assesses the world-wide spread of the principles reflected in these documents.
11:1.1.2.a. Critiques how well court decisions have supported or failed to support civil rights (such as, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, Korematsu v. United States. etc.).
10:1.1.2.b. Determines the influence of the U.S. Constitution on political systems in the contemporary world. 10:1.1.2.c. Evaluates the progress of human and civil rights around the world since the 1948 Universal Declaration of Human Rights.
CBA
11:1.1.2.b. Critiques how well government policies have supported or failed to support civil rights, and analyzes the changes over time in those policies (such as government treatment of labor, role in promoting and maintaining civil rights for minorities and women, treatment of the Japanese, etc.).
Evaluates relationships between democratic ideals and historical and current realities.
12:1.1.2.a. Lists the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), the U.S. Bill of Rights (1791), and the UN Universal Declaration of Human Rights (1948) ; evaluates for specific countries and situations the relationship between the principles expressed in these documents and reality (such as, environmental issues, human rights issues, etc.).
11:1.1.2.c. Critiques the impact of civil rights legislation and amendments to the Constitution on upholding democratic principles in the United States (such as, 1964 Civil Rights th Act, 1965 Voting Rights Act, Affirmative Action laws, 19 th Amendment , 24 Amendment, etc.). Constitutional Issues
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 2
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Student Expectation: 1.2: Understands applies, analyzes, and evaluates the purposes, organization, and function of governments, law, and political systems.
10 SE 1.2.2
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Evaluates the effectiveness of the system of checks and balances in the United States based on a historical event (1890 – present).
Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights.
11:1.2.2.a Explains the principle and operation of checks and balances; evaluates the effectiveness of checks and balances during specific situations in United States history from 1890 to the present (such as, in Franklin Roosevelt and the court-packing incident, Truman and the Steel Strike, and in United States v. Nixon, etc.).
12:1..2.2.a. Describes federalism, and analyzes how the federal government has expanded its role over time. (R)
12:1.2.2.b. Evaluates whether the federal or state government is better able to promote the common good and protect individual rights in specific situations. 12:1.2.2.c. Describes and evaluates the roles of the federal and state governments in dealing with Native American tribes.
CBA SE 1.2.3
Checks and Balances Evaluates the impact of various forms of government on people in world history (1800 – present).
Understands that the United States is both a democracy and a republic.
10:1.2.3.a. Analyzes the Nazi policy of pursuing racial purity and, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
11:1.2.3.a. Discusses the concepts of direct and indirect democracy, comparing them to the concepts of a democracy and a republic.
10:1.2.3.b. Analyzes the rise of Mao Tse-tung and the establishment of Communist China, including the subsequent political and economic upheavals in China (such as, the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
11:1.2.3.b. Describes the expansion of direct democracy during the Progressive era (such as, the initiative, referendum, recall, direct primary, direct election of Senators, etc.). 11:1.2.3.c. Analyzes the impact of the 19th, 22nd, 24th, and 26th Amendments on the expansion of indirect democracy in the United States.
Evaluates the effectiveness of state, tribal, and federal forms of governments by comparing them to governments of other nations.
12:1.2.3.a. Compares and differentiates the United States governmental structure with a parliamentary government; evaluates the effectives of the U.S. system as compared to a parliamentary system. 12:1.2.3.b. Compares and differentiates the United States governmental structure with a constitutional government with unlimited power; evaluates the effectiveness in promoting and maintaining human rights of the U.S. system as compared to a constitutional government system with unlimited power.
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 3
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
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10:1.2.3.c. Describes the spread of Communism into eastern Europe as a result of World War II, and analyzes its impact on the people living in those countries
12 12:1.2.3.c. Compares the structure and powers of
state government to a tribal government; evaluates the effectives of each in carrying out its responsibilities.
10:1.2.3.d. Describes the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
CBA SE 1.2.4
Understands and evaluates the historical development of the political systems in the United States.
Understands and evaluates how political systems in the United States operate.
11:1.2.4.a. Explains the impact of 3rd party candidates on historical United States elections, using specific examples (such as, the Theodore Roosevelt in 1912, Ross Perot in 1992 and 1996, etc.).
12:1.2.4.a. Determines the impact of existing political systems and traditions in the United States on a current public issue.
11:1.2.4.b. Explains and evaluates the spread of direct presidential primaries; compares direct primaries to caucuses. 11:1.2.4.c. Explains how the role of national conventions changed in the 20th century. 11:2.3.4.d. Explains how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
CBA
12:1.2.4.b. Assesses how the United States and Washington State constitutions relate to civic responsibility. 12:1.2.4.d. Analyzes the methods and implications of participation (or lack of participation) as a citizen in United States government. 12:1.2.4.e. Discusses and evaluates how the United States federal government establishes a government budget as well as monetary and fiscal policy; evaluates the impact of these measures.
Government Revenue and Responsibility
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 4
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Student Expectation: 1.3: Understands applies, analyzes the purposes and organization of international relationships and United States foreign policy.
10 SE 1.3.1
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Analyzes the relationships and tensions between national interests and international issues in world history (1800-present).
Analyzes and evaluates the causes and effects of U.S. foreign policy on people in the United States and across the world (1890 – present).
10:1.3.1.a. Describes the spread French power across Europe with Napoleon and the rise of nationalism that resulted from individual countries’ national interests conflicting with Napoleon’s internationalism.
11:1.3.1.b. Describes the causes of the Spanish-American War and U.S. expansion in the South Pacific; evaluates the effects of this U.S. foreign policy on the United States and those living in the areas that came under the control of the United States.
10:1.3.1.b Analyzes the relationships and tensions between United States’ national interests and international issues in the preWorld War Two era.
11:1.3.1.d. Explains and evaluates Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy.
10:1.3.1.c. Analyzes the impact of the forces of nationalism in the Middle East immediately after World War Two and the effect of international opinion that led to the establishment of Israel.
12 Evaluates the impact of international agreements on contemporary world issues.
11:1.3.1.a. Describes the purpose and the effects of the Open Door policy.
11:1.3.1.c. Discusses and evaluates the United States’ role in the Panama Revolution and the building of the Panama Canal.
11:1.3.1.e. Analyzes and evaluates the reasons for and effects of Woodrow Wilson’s foreign policy regarding World War I, particularly as expressed in his speeches, the Fourteen Point Plan, and his actions regarding the Versailles Treaty.
12:1.3.1.a. Develops and supports a position regarding the continued issues involving tribal sovereignty, including those related to treaty enforcement and self-determination. 12:1.3.1.b. Critiques the advantages and disadvantages of belonging to international organizations, such as the United Nations and NATO, or adhering to international agreements, such as the North American Free Trade Agreement.
11:1.3.1.f. Analyzes and evaluates reasons the United States’ decision not to join the League of Nations; determines the impact on the effectiveness of the League of that decision.
10:1.3.1.d. Determines the continuing impact of the tensions in the Middle East resulting from Middle Eastern nationalism and international opinion.
11:1.3.1.g. Analyzes and evaluates the reasons for and effects of Franklin Roosevelt's foreign policy before and during World War II, including examining FDR’s speeches.
10:1.3.1.e. Examines the relationship between the United States and Mexico in addressing labor issues in the 20th century.
11:1.3.1.h. Analyzes and evaluates Harry Truman’s foreign policy decisions during and after World War II, including the decision to use the atomic bomb, the founding of collective security organizations (NATO and SEATO), the adoption of the Marshall Plan, actions during the Berlin Blockade, and the Truman Doctrine (containment policy). 11:1.3.1. i. Critiques the causes and consequences (positive and negative) for the Korean War.
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 5
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
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11:1.3.1.j Analyzes and evaluates John Kennedy’s foreign policy decisions relating to Cuba, the Bay of Pigs incident and the Cuban Missile Crisis, determining their lasting consequences. 11:1.3.1.k. Analyzes why the United States was involved in Vietnam between 1950 and 1975 and critiques the costs and benefits of this policy for the United States (both on foreign policy and domestic issues) and the world. 11:1.3.1.l. Analyzes and evaluates the role of the Reagan administration in the Cold War. 11:1.3.1.m. Describes and evaluates United States’ Middle East policy and its development since 1948, including strategic, political, and economic interests. 11:1.3.1.n. Analyzes relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. 11:1.3.1.o Discusses and evaluates United States’ participation in the United Nations during and since its establishment.
CBA
U.S. Foreign Policy
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 6
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Student Expectation: 1.4: Understands and participates in civic involvement.
10 SE 14.1
11 Analyzes and evaluates ways of influencing local, state, and national governments to preserve individual rights and promote the common good. 11:1.4.1.a. Evaluates the effectiveness of voting in presidential elections in promoting the common good and preserving individual rights. 11:1.4.1.b. Describes and analyzes the effect of political programs and activities of Populists on promoting the common good. 11:1.4.1.c. Determines and evaluates the role of the “muckrakers” in the early 20th century on exposing corruption, bringing about reform, preserving individual rights, and promoting the common good. 11:1.4.1.d. Describes and analyzes the effect of political programs and activities of the Progressives on preserving individual rights and promoting the common good. 11:1.4.1.e. Describes and analyzes the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing ways of influencing governments. 11:1.4.1.f. Analyzes the roles and ways of influencing government action of civil rights advocates (such as, A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks, etc.), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech. 11:1.4.1.g. Describes, provides specific examples, and evaluates differing strategies environmentalists have used and continue to use to influence government policy regarding the environment.
CBA
12 Analyzes and evaluates ways of influencing national governments and international organizations to establish or preserve individual rights and/or promote the common good. 12:1.4.1.a. Explains and evaluates how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. 12:1.4.1.b. Discusses the individual's legal obligations to obey the law, serve as a juror, and pay taxes; evaluates how these citizen contributions positively influence and promote individual rights and the common good. 12:1.4.1.c. Discusses the obligations of civicmindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service; evaluates how these citizen contributions positively influence and promote individual rights and the common good. 12:1.4.1.d. Assesses the costs of political participation in selected areas of the world. 12:1.4.1.e. Describes and evaluates the impact individuals have had on world and regional human issues, such as international cooperation.
Constitutional Issues
Social Studies EALR 2: ECONOMICS – The student understands economic concepts and systems to comprehend analyzes and evaluates the interactions between economy and individuals, households, businesses, governments, and societies. SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 7
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 2.1: Understands that people have to make choices between wants and needs and analyzes and evaluates the outcomes of those choices.
10 SE 2.1.1
Analyzes how the costs and benefits of economic choices have shaped events in world history (1450present).
10:2.1.1.a. Using the concepts of scarcity, choice, opportunity cost, trade-offs, and incentives, explains decisions made throughout history (1450-present) by various societies in order to satisfy individual and group wants and needs. 10:2.1.1.b. Analyzes how choices made by groups and individuals can result in costs and/or benefits for others (positive and negative externalities). 10:2.1.1.c. Assesses the impact on the lives of people of the change from an agrarian, rural to an industrial, urban society, from subsistence to commercial agriculture. 10:2.1.1.d Analyzes the costs and benefits of the Industrial Revolution in England, France, Germany, Japan, and the United States.
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Analyzes the incentives for people’s economic choices in United States history (1890-Present).
Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits.
11:2.1.1.a. Using the concepts of scarcity, choice, opportunity cost, trade-offs, and incentives, explains decisions made from 1890 to the present in the United States in order to satisfy individual and group wants and needs.
12:2.1.1.a. Analyzes how domestic and international competition in a market economy affects goods and services produced and the quality, quantity, and price of those products.
11:2.1.1.b. Describes and evaluates the impacts of the Industrial Revolution on the United States (both positive and negative). 11:2.1.1.b. Explains the development of labor unions in the United States and analyzes the role of labor in ensuring worker’s rights and the redistribution of material benefits of the Industrial Revolution to a wider segment of American society. 11:2.1.1.c. Analyzes the economic reasons for United States entry into World War I and its emergence from World War I as a world economic power.
12:2.1.1.b. Analyzes and evaluates the costs and benefits of the decision by many corporations to outsource production. 12:2.1.1.c. Analyzes the relationship between labor and management and its impact on individuals and the economy. 12:2.1.1.d. Analyzes the effects of changes in supply and/ or demand on the relative scarcity, price, and quantity of particular products in a global economy.
11:2.1.1.d. Analyzes how the growth of technology contributed to the growth in individual consumption during the 1920s and led to the stock market crash and Great Depression.
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 8
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 2.1.1
. 10:2.1.1.e. Summarizes and assesses the role of economic motivations and rivalries in bringing about World War I and World War II.
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11:2.1.1.e. Describes the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
10:2.1.1.f. Analyzes the economic consequences of World War II and subsequent international developments.
CBA
Causes of Conflict; Technology Through the Ages
You and the Economy
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 9
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Student Expectation: 2.2: Understands, analyzes, and evaluates how economic systems function.
10 SE 2.2.1
Understands and analyzes how planned and market economies shape the production, distribution, and consumption of goods, services, and resources. 10:2.2.1.a. Assesses the impact on the life of people in the change from an agrarian, rural to an industrial, urban society, from subsistence to commercial agriculture; provides specific regional and historical examples. 10:2.2.1.b. Describes the rise of industrial economies and their link to imperialism and colonialism. 10:2.2.1.c. Defines laissez-faire capitalism and determines its historical positive and negative impacts on economic development, using examples of world economies. 10:2.2.1.d. Analyzes the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. 10:2.2.1.e. Compares characteristics of industrialized and non-industrialized economies in the 20th century; provides and discusses examples for both. 10:2.2.1.f. Discusses the differences between market and planned economies and the advantages and disadvantages of both, using specific examples from the 20th century. 10:2.2.1.fg Compares and contrasts Socialism and Communism, providing historical and current examples. 10:2.2.1h. Explains and provides examples of how competition in a market system among sellers and buyers affects costs and prices.
CBA
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Understands that nations have competing philosophies about how best to produce, distribute, and consume goods, services, and resources.
Analyzes and evaluates the advantages and disadvantages of different economic systems for countries and groups of people.
11:2.2.1.a. Defines laissez-faire capitalism and determines its historical positive and negative impacts on economic development of the United States.
12:2.2.1.a. Describes and distinguishes amongst traditional, command (planned) and market economies, including the advantages and disadvantages of each; provides specific examples.
11:2.2.1.b. Discusses the role of Keynesian economics during the Great Depression. 11:2.2.1.c. Compares the economic systems of the United States to the U.S.S.R. during the Cold War. 11:2.2.1.d. Identifies and generalizes causes, effects, and policies of the “Reagan Revolution” in economic policy.
12:2.2.1.b. Compares and contrasts a free enterprise system and a socialistic system in responding to the basic economic questions (what to produce, how much to produce, for whom to produce). 12:2.2.1.c. Analyzes the role of a market economy in establishing and preserving political and personal liberty (such as through the works of Adam Smith). 12:2.2.1.d. Weighs the positive and negative consequences of China’s transformation from a planned economy to a mixed economy. 12:2.2.1.e. Evaluates the effects of the North American Free Trade Agreement (NAFTA) on the economies of the United States, Canada, and Mexico. Cultural Interactions; You and the Economy
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 10
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 2.2.2
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Analyzes how and why countries specialize in the production of particular goods and services (1800 –present).
Analyzes how comparative advantage affects United States imports and exports (1877 –present).
10:2.2.2.a. Analyzes the role of natural and human resources in determining in the products that countries produce, using case studies as illustrative examples.
11:2.2.2.a. Distinguishes between absolute and comparative advantage for specialization and the development of trade, providing historical examples from United States history (1877 – present).
10:2.2.2.b. Analyzes the role of specialization and trade on the development of countries’ economies, using case studies as illustrative examples. 10:2.2.2.c. Distinguishes between absolute and comparative advantage for specialization and the development of trade, providing historical examples from world history (1800 – present). 10:2.2.d. Explains the mechanisms and nature of economic inter-dependence of local, regions, and nations in a world economy, providing specific examples.
12 Analyzes and evaluates the effects of specialization on global trade. 12:2.2.2.a. Distinguishes between absolute and comparative advantage for specialization and the development of trade, providing current examples for the United States and other countries.
11:2.2.2.b. Describes and analyzes the effects of the United States’ perceived loss of comparative advantage in some industries, such as manufacturing of textiles.
12:2.2.2.b. Identify the gains in consumption and production efficiency from global trade, with emphasis on the main products and changing geographic patterns of modern day trade among countries in the Western Hemisphere.
11:2.2.2.c. Analyzes the effects of the United States comparative advantage in some industries, such as pharmaceutical research.
12:2.2.2.c. Analyzes how Russia’s decision to specialize in aluminum production led to the demise of Washington State’s aluminum industry.
11:2.2.2.d. Analyzes how and why transnational companies have shifted manufacturing in response to perceived changes in comparative advantage.
12:2.2.2.d. Analyzes how and why transnational companies have shifted manufacturing in response to perceived changes in comparative advantage. (R)
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 11
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 2.3: Understands, analyzes, and evaluates the government’s role in the economy.
10 SE 2.3.1
Analyzes the costs and benefits of government trade policies (1800 – present). 10:2.3.1.a. Determines the costs and benefits of protective tariffs in the development of “infant” industries in developing countries. 10:2.3.1.b. Analyzes the effects of the European Economic Union on global trade.
11 Evaluates the role of the U.S. government in regulating a market economy (1890 – present). 11:2.3.1.a. Describes and analyzes the United States government’s role in the economy during the Gilded Age (predominately laissez-faire). 11:2.3.1.b. Determines and categorizes reasons for and ways government began to regulate the economy during the Progressive Era. 11:2.3.1.c. Describes and critiques the effectiveness of government efforts to intervene in the economy before World War One, such as examining the application of laws passed during the Progressive Era, including the Sherman Anti-Trust Act, etc. 11:2.3.1.d. Describes the roles of the Progressive Presidents in promoting government regulation of the economy (Theodore Roosevelt, William Howard Taft, Woodrow Wilson). 11:2.3.1.e. Describes the government’s efforts to mobilize the economy for the war effort during World War One. 11:2.3.1.f. Discusses and evaluates the economic policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover up to the beginning of the Great Depression. 11:2.3.1.g. Describes and evaluates steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis of the Great Depression. 11:2.3.1.h. Describes the government’s efforts to mobilize the economy for the war effort during World War Two. 11:2.3.1.i. Describes and evaluates President Harry Truman's labor policy and congressional reaction to it.
12 Evaluates the costs and benefits of governmental fiscal and monetary policies. 12:2.3.1.a. Explains the aims and tools of monetary policy and their influence on economic activity. 12:2.3.1.b. Explains the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment, and price levels. 12:2.3.1.b. Distinguishes between monetary and fiscal policy; determines when it would be appropriate to use fiscal policy and/or monetary policy, and provides an explanation for the choice. 12:2.3.1.c. Explains the role of the Federal Reserve System in determining monetary policy and the role of Congress in determining fiscal policy. 12.2.3.1.c. Evaluates the current effectiveness of monetary and fiscal policy. .
11:2.3.1.j. Describes and evaluates the government’s use of trade policy (tariffs, quotas, etc.) from the Progressive Era to the present.
CBA
Government Revenue and Responsibility
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 12
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 2.4: Understands, analyzes, and evaluates the economic issues and problems that all societies face.
10 SE 2.4.1
12
Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability (1800 – present).
Analyzes and evaluates how people in the United States have addressed issues involved with the distribution of resources and sustainability (1890 – present).
Analyzes and evaluates how individuals affect and are affected by the distribution of resources and sustainability.
10:2.4.1.a. Explains the development of European dominance in world economics and wealth development in the 1800s.
11:2.4.1.a. Describes the purposes (ensuring worker’s rights and the redistribution of material benefits) of the organized labor movement in the United States, and traces the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
12:2.4.1.a. Explains how the Federal Reserve System uses monetary policy to stabilize the economy and sustain the distribution of wealth.
10:2.4.1.b. Analyzes/evaluates the positive and negative consequences of Europeans colonizing non-European civilizations, examining issues involved with the distribution of resources and wealth and their sustainability (from the perspectives of both Europeans and indigenous peoples). 10:2.4.1.c. Analyzes the economic factors that contributed to the rise of totalitarian governments after World War I (both Communism and Fascism). 10:2.4.1.d. Analyzes the various strategies new African, Asian, and Caribbean nations have used to develop economically (such as, export-led growth, import substitution, etc.).
CBA
11
Humans and the Environment
11:2.4.1.b. Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies in order to redistribute the nation’s resources. 11:2.4.1.c. Describes, provides examples, and evaluates the use of monetary and fiscal policy in order to stabilize the distribution of wealth.
12:2.4.1.b. Analyzes how a consumer’s choices impact and drive the economy. 12:2.4.1.c. Describes, provides examples, and evaluates the use of monetary and fiscal policy in order to stabilize the distribution of wealth. (R) 12:2.4.1.d. Assesses the impact of international economic issues and changes in the distribution of resources in the global economy on individuals. 12:2.4.1.e. Discusses and evaluates effects of changes in global supply and/ or demand on the relative scarcity, price, and quantity of particular products.
You and the Economy
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 13
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Social Studies EALR 3: Geography – The student understands and applies the concepts of location, region, and movement and demonstrates knowledge of and analyzes how geographic features and human cultures impact environment to make reasoned decisions. Student Expectation: 3.1: Understands the physical characteristics, cultural characteristics and location of places and regions and constructs, uses, and analyzes maps/globes and mapping elements to read and display information
10 SE 3.1.1
Applies geographic tools, including computer-based mapping systems, to acquire, process, and report information. 10:3.1.1.a. Constructs and analyzes maps to depict and describe the rise and decline of the Napoleonic Empire and the consequent spread of nationalism across Europe. 10:3.1.1.b. Analyzes maps and charts to describe the growth of population, rural to urban migration, and growth of cities associated with industrialization. 10:3.1.1.c. Constructs and analyzes maps to determine the locations, spread, and impact of imperialism/ colonialism of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. 10:3.1.1.d. Analyzes maps and charts to locate and summarize the geographic significance of theaters of warfare in World War I. 10:3.1.1.e. Analyzes maps showing the changes in political borders brought about by the Treaty of Versailles.
11 Applies geographic tools, including computer-based mapping systems, to acquire, process, and report information. 11:3.1.1.a. Analyzes charts and maps illustrating the changing demographics in the United States, such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-toSunbelt migration, and the environmental movement. 11:3.1.1.b. Analyzes historical maps of the United States and areas of the United States to infer the impact of industries, transportation, and communication developments on the local areas and the nation.
12 Applies geographic tools, including computer-based mapping systems, to acquire, process, and report information. 12:3.1.1.a. Analyzes historical and modern maps of current areas of conflict in the world (such as, the Middle East, Balkan region, etc.) to infer origins of the conflicts and potential for peace in the regions.
12:3.1.1.b. Constructs and interprets maps, tables, and graphs that help explain phenomenon such as transportation networks within regions, literacy rates, voting patterns, or the variation in population density in relation to resources and land use. 12:3.1.1.c. Creates a map of new world regions based on cultural and environmental factors.
10:3.1.1.f. Analyzes maps to compare the German, Italian, and Japanese drives for empire in the 1930s. 10:3.1.1.g. Constructs and analyzes maps showing the Allied and Axis powers and the major turning points and principal theaters of conflict of World War II. 10:3.1.1.h. Constructs and analyzes maps depicting the geopolitical power shifts resulting from World War II and the Cold War’s division of the world into communist and non-communist areas.
CBA SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 14
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 3.1.2
Identifies major world regions and understands their cultural roots. 10:3.1.2.a. Analyzes how cultural, political, and physical features define major world regions. 10:3.1.2.b. Identifies, locates, and generalizes major world regions’ significant physical land features (landforms, waterways, and natural resources) and how they affect a region’s people and culture. 10:3.1.2.c. Describes beliefs and customs of major world regions and traces their cultural roots. 10:3.1.2.d. Assesses and compares the cultural impact of European colonization of Africa and Latin America.
11 Understands the differences between regions of the United States based on physical, political, and cultural characteristics. 11:3.1.2.a. Analyzes how cultural, political, and physical features define major regions within the United States. 11:3.1.2.b. Discusses the diverse environmental regions the United States, their relationship to local economies, and the origins and prospects of environmental problems in those regions. 11:3.1.2.c. Explains the cultural and political factors that distinguish the West Coast from East Coast.
12 Evaluates the complexities of regions and problems involved in defining those regions. 12:3.1.2.a. Describes the major modern day industries and economic challenges of a region, and evaluates the effect of physical geography, climate and vegetation, population movement, and culture and lifestyles on contemporary society in a region. 12:3.1.2.b. Describes and evaluates complexities and challenges in regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 15
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Social Studies EALR 3: Geography – The student understands and applies the concepts of location, region, and movement and demonstrates knowledge of and analyzes how geographic features and human cultures impact environment to make reasoned decisions. Student Expectation: 3.2: Understands and analyzes the interactions between humans and environments. 10 SE 3.2.1
Understands and analyzes the interactions between humans and the environment across the world (1800 - present). 10:3.2.1.a. Describes and analyzes effects of industrialization on the environment, including urbanization, impact on natural resources, pollution, and global warming. 10:3.2.1.b. Discusses and analyzes the environmental effects of colonization and modernization on Third World countries. 10:3.2.1.c. Analyzes the short and long term effects of nuclear disasters (Chernobyl and Three Mile Island). 10:3.2.1.d Discusses and analyzes global change as a result of human interactions with the environment.
11
12
Analyzes the interactions between humans and the environment in the United States (1890 – present).
Evaluates the interactions between humans and the environment.
11:3.2.1.a. Describes and analyzes effects of industrialization on the environment, including urbanization, impact on natural resources, pollution, and global warming. (R)
12:3.2.1.a. Analyzes global change as a result of human interactions with the environment; creates, and defends a position on global warming.
11:3.2.1.b. Explains the geographic causes and consequences of the Dust Bowl.
12:3.2.1.b. Assesses the impact of international environmental issues on societies and individuals.
11:3.2.1.c. Explains and analyzes the effects of large-scale public works projects on the environment (such as, building of the Panama Canal, building of dams, national parks, etc.) 11:3.2.1.d. Traces and analyzes the impact of, need for, and controversies associated with environmental conservation and the development of environmental protection laws (including the Clean Air Act), with particular attention to the interaction between environmental protection advocates and property rights advocates.
12:3.2.1.c. Proposes and evaluates potential solutions to national and international environmental problems. 12:3.2.1.d. Discusses and evaluates individuals’ environmental obligations. 12:3.2.1.e. Discusses the need for infrastructure in society and evaluates the actual and potential effects of infrastructure on the environment.
11:3.2.1.e. Analyzes the impact of new technologies (such as, the automobile, electricity, nuclear energy, etc) on the American environment.
CBA
Humans and the Environment
Dig Deep – Analyzing Sources
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 16
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 3.2.2
Understands and analyzes examples of ethnocentrism. 10:3.2.2.a. Defines ethnocentrism, and applies the concept in discussions involving current day ethnocentrism. 10:3.2.2.b. Discusses and analyzes ethnocentrism in relation to European imperialism in the 1800s and early 1900s (white man’s burden). 10:3.2.2.c. Describes the ethnic (ethnocentric) conflicts in the Balkan area that contributed to the outbreak of World War One. 10:3.2.2.d. Describes and analyzes the Nazi policy of pursuing racial purity, and describes and analyzes the Holocaust. 10:3.2.2.e. Compares the German, Italian, and Japanese drives for empire in the 1930s, including the roles of ethnocentrism. 10:3.2.2.f. Determines how ethnocentrism contributed to the growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
11 Analyzes cultural interactions. 11:3.2.2.a. Explains and provides examples of cultural diffusion resulting from immigration. 11:3.2.2.b. Distinguishes between and evaluates the melting pot and salad bowl viewpoints regarding immigration. 11:3.2.2.c. Analyzes the impact of immigration of people from diverse cultures on industrialization.
12 Analyzes and evaluates the social and political factors affecting cultural interactions. 12:3.2.2.a. Defines ethnocentrism, and applies the concept in discussions involving current day ethnocentrism. (R) 12:3.2.2.b. Analyzes the roles of cultural and ideological beliefs in public, private and political arenas.
11:3.2.2.d. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
12:3.2.2.c. Proposes and evaluates strategies for resolving conflicts based on deep-seated cultural differences and beliefs.
11:3.2.2.e. Explains and analyzes the increase of Nativism (the Americanization Movement) in reaction to “New Immigration” of the late 1800s and early 1900s.
12:3.2.2.d. Analyzes modern day conflicts resulting from or influenced by cultural differences, including religious differences.
11:3.2.2.f. Discusses forms of popular culture, with emphasis on their cultural origins and geographic diffusion (such as, jazz and other forms of popular music, professional sports, architectural and artistic styles). 11:3.2.2.g. Analyzes reasons for and impact of Japanese internment during World War Two. 11:3.2.2.h. Describes the roles of Japanese Americans, Hispanics, Native Americans, and African Americans in World War Two. 11:3.2.2.i. Discusses the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11:3.2.2.j. Discusses and analyzes the impact of the expanding religious pluralism in the United States and Washington State that resulted from large-scale immigration in the twentieth century. 11:3.2.2.k. Describes and analyzes government policies in relation to Native Americans from 1877 to the present.
CBA
Cultural Interactions
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 17
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 3.2.3
11
12
Understands and analyzes the causes and effects of voluntary and involuntary migration in world history (1800– present).
Analyzes the causes and effects of voluntary and involuntary migration in U.S. history (1877 – present).
Analyzes and evaluates current opportunities and obstacles connected with international migration.
10:3.2.3.a. Explains the factors leading to the slave trade and its effects on societies in Africa and the Americas.
11:3.2.3.a. Describes and analyzes the consequences of European immigration for the indigenous peoples of North America. (R)
12:3.2.3.a. Explains and evaluates current U.S. immigration policy for both legal and illegal immigration.
10:3.2.3.b. Explains the causes of Europeans colonizing non-European civilizations; analyzes/evaluates the positive and negative consequences of that colonization on European and indigenous peoples. 10:3.2.3.c. Explains and evaluates the factors leading to the Jewish Diaspora. 10:3.2.3.d. Explains, analyzes, and evaluates “ethnic cleansing” in eastern Europe in the late 20th century.-
11:3.2.3.b. Explains reasons for and origins of large-scale immigration into the United States in the late 1800s and 20th century; discusses the social, political, and economic impact of the waves of immigration. 11:3.2.3.c. Analyzes the consequences of migration from rural to urban areas in the 20th century. 11:3.2.3.d. Analyzes the impact of the rise of suburbs on the American political, social, and economic landscape. 11:3.2.3.e. Analyzes and evaluates reasons for and political, economic, and social effects of illegal immigration to the United States.
12:3.2.3.b. Analyzes the challenges a present day immigrant faces when attempting to immigrant and after arrival in the United States.
12:3.2.3.c. Analyzes and evaluates reasons for and political, economic, and social effects of illegal immigration to the United States. (R)
12:3.2.3.d. Analyzes how opportunities in the developed world stimulate international migration.
12:3.2.3.e. Compares U.S. policies toward immigrants from Europe versus immigrants from developing nations.
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 18
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 3.3: Understands and analyzes the geographic context of global issues and events. SE 3.3.1
10
11
Understands how the geography of expansion and encounter has shaped global politics and economics (1800 –present).
Analyzes and evaluates elements of geography to trace the emergence of the United States as a global economic and political force (1877 – present).
Analyzes how the geography of globalization affects local diversity.
10:3.3.1.a. Explains how political boundaries drawn by colonial powers continue to serve as sources of conflict.
11:3.3.1.a. Explains how abundant natural resources contributed to the growth and prosperity of the United States.
12:3.3.1.a. Determines the benefits and costs of global consumption and production of goods.
10:3.3.1.b. Analyzes patterns of global change in the era of New Imperialism in Africa, Southeast Asia, China, India, Latin America, and the Philippines.
11:3.3.1.b. Analyzes how proximity between the United States and Central America led to U.S. economic dominance of the region.
12:3.3.1.b. Differentiates the geographic patterns of modern day trade among countries in the Western Hemisphere.
11:3.3.1.c. Analyzes how the United States’ geographic location (separated by oceans from Europe and Asia) has provided it with geographic isolation and contributed to its development as a world power.
12:3.3.1.c. Analyzes the impact of present day trade with China, etc. on the United States economy.
11:3.3.1.d. Analyzes how the passage of NAFTA affects the economic geography of Canada, the United States, and Mexico.
12:3.3.1.d. Analyzes the effect on diffusion of culture of the globalization of trade .
10:3.3.1.c. Locates, describes, and analyzes the effect of boundary changes resulting from World War One, World War Two, and the end of the Cold War on global politics and economics. 10:3.3.1.d. Analyzes how the drives for empire of Germany, Italy, and Japan caused World War Two and impacted global politics and economics.
12
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 19
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Social Studies EALR 4: History – The student understands, applies and analyzes knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. Student Expectation: 4.1: Understands, applies, and analyzes historical chronology. 10 SE 4.1.1
11
12
Analyzes change and continuity within a historical time period.
Analyzes change and continuity within a historical time period.
Analyzes change and continuity within a historical time period.
10:4.1.1.a. Constructs, compares, and analyzes timelines for different parts of the world during the same time period.
11:4.1.1. Places key events and people in United States history from 1890 to the present in a chronological sequence, indicating time periods and/or eras; explains relationships between entries on the timeline.
12:4.1.1.a. Creates, explains, and analyzes timelines depicting the evolution of a major world issue over time (e.g. environmental concerns, terrorism, problems in the Middle East, technology, demographic pressures, human rights, global economy, etc.).
10:4.1.1.b. Groups events and individuals by broadly defined historical eras (both across cultures and within cultures).
11:4.1.1.b. Creates and explains timelines to identify and explain patterns of historical continuity and change in a succession of related events. (R)
10:4.1.1.c. Creates and explains timelines to identify and explain patterns of historical continuity and change in a succession of related events. 10:4.1.1.d. Constructs and uses timelines to depict, compare/contrast, and analyze major historical developments (both within and across cultures) such as the rise of nation states, revolutionary movements, wars, the Cold War, etc.).
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 20
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 4.1.2
11
Analyzes how themes and developments help to define eras in world history.
Analyzes how themes and developments help to define eras in United States history.
10:4.1.2.a. Analyzes the interrelationship between religion and governments in modern world history, providing and discussing examples.
11:4.1.2.a. Analyzes the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
10:4.1.2.b. Describes and analyzes the interrelationships and impacts of agricultural, economic, political, and technological revolutions. 10:4.1.2.c. Describes and analyzes the basic causes, dynamics, and outcomes of major political revolutions, including the role of revolutions in reshaping countries (such as, the Glorious Revolution of England, American Revolution, French Revolution, revolutions in Latin America, Russian Revolution, Chinese Revolution).
11:4.1.2.b. Analyzes the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. 11:4.1.2.c. Describes and analyzes the rise of democracy in the United States as it evolved in the development of and controversies concerning the Articles of Confederation, Bill of Rights and the Constitution. 11:4.1.2.d. Describes and analyzes the development of industrialization in the United States after Reconstruction with an emphasis on its social, political, religious and economic impacts.
10:4.1.2.d. Assesses the impact on the life of people of the change from an agrarian, rural to an industrial, urban society, from subsistence to commercial agriculture.
11:4.1.2.e. Analyzes the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
10:4.1.2.e. Analyzes the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
11:4.1.2.f. Analyzes the effects of industrialization on living and working conditions, ethnic relations (Nativism/Americanization movement), development of philosophies (such as Social Darwinism and the Social Gospel), and urban political machines.
10:4.1.2.f. Assesses the political, cultural, and economic impacts of European colonization of Africa. 10:4.1.2.g. Analyzes the causes, course, and effects of modern wars (including the Cold War) and their impacts on defining the era in which they occurred.
12
11:4.1.2.g. Describes and evaluates the impacts of reform movements (such as Populism, Progressivism, the New Deal, the Civil Rights movement, Feminism, farm workers’ movement, etc.).
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 21
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10
11
10:4.1.2.h. Determines the causes and consequences of the reoccurrence of genocide and human rights violations in modern world history (including the Ottoman government's actions against Armenian citizens in the World War One era, the Holocaust, apartheid in South Africa, etc.), providing and analyzing historical examples.
11:4.1.2.h. Describes the changing United States foreign policy (including the Spanish American War and the growing intervention and involvement with Latin America, United States participation in World War I and emergence as a world power, the isolationist vs. interventionist views of the 1920s and 1930s, United States participation in World War Two and its subsequent role as leader of the “free world,” Cold War foreign policy of the various presidents— including the Vietnam and Gulf wars--, and post-Cold War policy, including Middle Eastern foreign policy).
10:4.1.2.i. Assesses the progress of human and civil rights around the world since the 1948 UN Declaration of Human Rights.
10:4.1.2.j. Explains and analyzes the impact of nationalism on history (including the growth of nationalism in reaction to Napoleon’s empire, the unifications of Germany and Italy, its role in causing World War I, the concept of self-determination of nations, how nationalism in Asia and contributed to the establishment of new nations in the 20th century, creation of Israel, continuing conflicts in the Middle East, etc.)
12
11:4.1.2.i. Analyzes the causes and consequences of World War One, World War Two, the Cold War, Vietnam War, and the Gulf War; analyzes their impacts on the people and society of the United States. 11:4.1.2.k. Analyzes the changes in United States culture resulting from new technologies (such as, radio, movies, television, and computers) and their role in the worldwide diffusion of popular culture; compares and contrasts the influences of mass media and mass culture on American society. 11:4.1.2.l. Discusses and evaluates the impact of terrorism on modern day United States policy and society.
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 22
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 4.2: Understands and analyzes causal factors that have shaped major events in history.
10 SE 4.2.1
11
Analyzes how individuals and movements have shaped world history (1800-present).
Evaluates how individuals and movements have shaped the United States (1877 – present).
10:4.2.1.a. Describes the growth and spread of capitalism in the modern era.
11:4.2.1.a. Evaluates the impacts of labor, Progressive and Populist movements; evaluates the roles of various leaders in these movements.
10:4.2.1.b. Analyzes the Industrial Revolution and its effects, including the roles of major inventors and industrialists in England, France, Germany, Japan, and the United States. 10:4.2.1.c. Analyzes reasons for the Age of Imperialism; explains imperialism and from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. 10:4.2.1.d. Describes the independence struggles of the colonized regions of the world, including individuals’ impact on revolutionary ideas and leadership of revolutions (such as Toussaint L’Ouverture and Simon Bolivar in Latin America, and Sun Yat Sen in China, etc.) 10:4.2.1.e. Analyzes the causes, course, and effects of World War One, including the roles of world leaders, political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism. 10:4.2.1.f. Analyzes the rise of totalitarian governments after World War I (Communist and Fascist), and the roles of individuals in the rise of totalitarian governments (such as, Lenin, Stalin, Hitler, Mussolini). 10:4.2.1.g. Explains and analyzes causes and effects of appeasement policy before World War Two, including the role of individuals in promoting appeasement (such as Neville Chamberlain).
11:4.2.1.b. Explains the causes and evaluates impacts of the women’s rights movement both before and after the passage of the 19th amendment; analyzes the roles of leaders of the movement (such as Francis Willard, Elizabeth Cady Stanton, Betty Freidel, Gloria Steinem, etc.). 11:4.2.1.c. Explains the origins of the Red Scare in the 1920s and McCarythism in the 1950s; analyzes the roles of individuals involved in these movements (particularly Joseph McCarthy), and evaluates the impacts of these reactionary movements. 11:4.2.1.d. Evaluates the New Deal and its opponents, the rise of the welfare state, and the impact of the Great Depression on American society; evaluates the importance of Franklin Roosevelt in re-shaping American society during the New Deal era. 11:4.2.1.e. Identifies, describes, and analyzes the international and domestic events, interests, and philosophies that impacted the civil rights of Americans during the 1920s and 1930s and the responses of organizations such as the American Civil Liberties Union, and the Anti-Defamation League to discrimination.
12 Evaluates how individuals and movements have shaped contemporary world issues. 12:4.2.1.a. Judges the impact of modern multi-national corporations (such as Microsoft, etc.) on international trade. 12:4.2.1.b. Analyzes the role of OPEC and its leaders in determining oil production and pricing; evaluates OPEC’s influence on governments and society. 12:4.2.1.c. Evaluates the world-wide influence of human rights leaders (such as Nelson Mandela) on promoting and advancing national and international human rights. 12:4.1.1.d. Critiques the efforts of individuals and associations (such as Russell Means and the American Indian Movement) regarding the honoring of treaty rights in the United States.
12:4.2.1.e. Describes and evaluates the impact individuals (such as, Jacques Cousteau and Al Gore,) have had on world-wide environmental concerns.
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 23
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10
11
12
10:4.2.1.h. Analyzes the causes (including totalitarian governments, economic factors, German, Italian, and Japanese drives for empires, the role of appeasement, nonintervention, and domestic distractions in Europe and the U.S.), course, and consequences of World War II, including the roles of world leaders; examines both the European and Pacific theaters of war.
11:4.2.1.f. Identifies and describes the causes and effects of the Great Depression, and evaluates the effectiveness of the steps taken by Herbert Hoover and Franklin Roosevelt to combat the crisis.
12:4.2.1.f. Analyzes modern day terrorism and its impact on society; evaluates the roles of terrorist leaders (such as Osama Bin Laden, Ayman al-Zawahiri, etc.).
10:4.2.1.i. Describes and compares the economic and military power shifts caused by the World War Two (including the Yalta Pact, the development of nuclear weapons, Soviet expansion and control over Eastern European nations, and the economic recoveries of Germany and Japan, etc.); determines the roles that individuals played in remaking the world after World War Two (such as, Franklin Roosevelt, Harry Truman, George Marshall, J. Robert Oppenheimer, Joseph Stalin, Winston Churchill, etc.). 10:4.2.1.j. Determines how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. 10:4.2.1.k. Analyzes the causes and developments during the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
11:4.2.1.g. Describes and evaluates events in the Civil Rights movement from Franklin Roosevelt’s Executive Order 8802 (established the Fair Employment Practices Committee and mandated race-blind hiring by defense organizations) through the turbulent civil rights movement of the 1960s and the end of the 20th century, examining the roles that individuals played in civil rights advancements. 11:4.2.1.h. Describes and evaluates the impact of the constitutional crisis originating from the Watergate scandal. 11:4.2.1.i. Describes and generalizes the causes, policies, and effects of the “Reagan Revolution” in economic, social, and political policy. 11:4.2.1.j. Evaluates and compares the effectiveness of 20th century presidents and their impact on United States policy and society.
10:4.2.1.l. Analyzes the reasons for the collapse of the Soviet Union and the end of the Cold War (including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics, role of individuals—Gorbachev, Reagan, etc.).
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 24
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10 SE 4.2.2
11
12
Analyzes how cultures and cultural groups have shaped world history (1800-present).
Analyzes how cultures and cultural groups have shaped the United States (1877 – present).
Analyzes how cultural identity can promote unity and division.
10:4.2.2.a. Analyzes the cultural diffusion of American political principles from the Declaration of Independence and Constitution to other countries as reflected in their revolutions and resulting documents.
11:4.2.2.1. Determines the on-going impact of immigration and cultural diffusion on 20th century America, including impact on language, government, economy, the arts, science, and technology.
12:4.2.2.a. Analyzes the impact of legal and illegal immigration on modern-day United States.
10:4.2.2.b. Analyzes the impact of European colonization on the traditional cultures of indigenous societies.
11:4.2.2.1.b. Determines the roles of African Americans and Mexican Americans in the advancing of civil rights in the United States; analyzes the continuing impact of these cultures on American culture and society.
10:4.2.2.c. Evaluates how the numerous subcultures that comprise a national culture interact, and examines the consequences of their interactions, using selected countries as examples.
12:4.2.2.b. Compares and contrasts different cultural perceptions of events. 12:4.2.2.c. Analyzes the extent and impact of racism in modern-day United States.
10:4.2.2.d. Analyzes the impact of advances made in various cultures (from 1800 to the present) on the global community (such as the world-wide impact of American culture and technology).
CBA SE 4.2.3
Analyzes and evaluates how technology and ideas have shaped world history (1800-present). 10:4.2.3.a. Analyzes the costs, benefits, and long-term consequences of Adam Smith’s ideas concerning capitalism presented in the Wealth of Nations. 10:4.2.3.b. Determines and evaluates the short and long-term effects of industrialization. 10:4.2.3.c. Describes and evaluates the impact of new weaponry and military strategies in World War One and World War Two. 10:4.2.3.d. Analyzes and evaluates the role of nuclear weapons and nuclear energy in the post-World War Two world. 10:4.2.3.e. Determines and evaluates how new technology is continuing to change warfare. 10:4.2.3.f. Analyzes and evaluates the impact of computer technology on world-wide communication and cultural diffusion.
Analyzes and evaluates how technology and ideas have shaped U.S. history (1877 present).
Evaluates the ethics of current and future uses of technology based on how technology has shaped history.
11:4.2.3.a. Analyzes the similarities and differences between the ideologies of Social Darwinism and Social Gospel, and evaluates their affect on American society.
12:4.2.3.a. Critiques environmental policy based on the effects of human energy consumption on the global climate.
11:4.2.3.b. Explains the concepts of “fair trade” and “free trade” and determines how they have been applied and their effect on workers, consumers, and investors in the United States. 11:4.2.3..c. Analyzes how the idea of democracy affected political, social, and economic developments in the United States; determines and evaluates the affect of anti-democratic ideas (such as Nativism, the idea of white superiority, etc.) on the nation. 11:4.2.3.d. Describes the contributions of various religious groups to American civic principles and
12:4.2.3.b. Analyzes and evaluates the impact of computer technology on worldwide communication and cultural diffusion, including ethical issues. 12:4.2.3.c. Discusses and evaluates rights and responsibilities involved with the use of modern technology (such as, copyright laws and computer downloading, cloning, surveillance, etc.)
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 25
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
10
11
12
social reform movements (such as, civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, familycentered communities). 11:4.2.3.e. Evaluates the application of ideas concerning conservation of the environment and environmental protection throughout the 20th century. 11:4.2.3.f. Determines the impact of the idea of temperance by examining the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition); analyzes the impact of these measures on culture and crime; evaluates reasons for the repeal of prohibition (21st Amendment). 11:4.2.3.g. Determines and evaluates the impact of industrialization on the United States from 1877 to 1945. 11:4.2.3.h. Describes the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology 11:4.2.3.i. Discusses and evaluates new interpretations and applications of the Bill of Rights, using important Supreme Court cases (such as, Engel v. Vitale (1962), Schenck v. United States (1919), New York Times v. United States (1971), Village of Skokie vs. National Socialist Party (1978), Mapp v. Ohio (1961), Gideon v. Wainwright (1963), Escobedo v. Illinois (1964), Miranda v. Arizona (1966), Furman v. Georgia (1972), Gregg v. Georgia (1976), Roe v. Wade (1973), etc.).
CBA
Technology Through the Ages
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 26
Battle Ground School District Social Studies Scope and Sequence Grades 10-12 Student Expectation: 4.3: Understands and analyzes multiple perspectives and interpretations of historical events.
10 SE 4.3.1
11
12
Analyzes and interprets historical materials from a variety of perspectives in world history (1800 present).
Analyzes differing interpretations of events in U.S. history (1877 – present).
Analyzes the motives and interests behind an interpretation of a recent event.
10:4.3.1.a. Distinguishes between conflicting views of the causes of genocide, using historical examples.
11:4.3.1.a. Analyzes differing interpretations of major events in United States history and develops a position after analysis and evaluation of the different viewpoints (such as, Malcolm X’s impact on the Civil Rights Movement, the long term effects of the Feminist Movement, causes of the Great Depression, the effects and failure of Prohibition, the lasting cultural impact of the Harlem Renaissance, etc.).
12:4.3.1.a. Analyzes significant current events, determining motives and interests behind interpretations of the events.
10:4.3.1.b. Distinguishes between conflicting views of the causes of political revolution, using historical examples. 10:4.3.1.c. Analyzes historical documents from a variety of perspectives (such as the Balfour Declaration, etc.). 10:4.3.1.d. Analyzes and interprets developments during the 20th century in the Middle East from the perspectives of Israel and Arab nations.
CBA SE 4.3.2
CBA
Causes of Conflict
Dig Deep - Analyzing Sources
Analyzes the multiple causal factors of conflicts in world history (1800 – present).
Analyzes multiple causes of events in U.S. history distinguishing between proximate and long-term causal factors (1877–present).
Evaluates the ramifications of mono-causal explanations of contemporary events in the world.
10:4.3.2.a. Applies the concept of multiple causal factors to events studied in modern world history, 1800 – present.
11:4.3.2.a. Applies the concept of multiple causal factors to events studied in United States history, 1877 – present; distinguishes between proximate and long-term causal factors.
12:4.3.2.a. Applies the concept of multiple causal factors to contemporary events studied; determines that mono-causal explanations of events are inadequate explanations.
10:4.3.2.b. Analyzes causes of events from modern world history from a variety of perspectives as appropriate (political, economic, military, social, religious) to develop a position on the primary cause of the event.
11:4.3.2.a. Analyzes multiple interpretations of the causal factors of events for a variety of developments in United States history from 1877 – present.
12:4.3.2.b. Evaluates the impact of accepting mono-causal explanations for contemporary events.
Causes of Conflict
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 27
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 4.4: Uses history to understand the present and plan for the future. SE 4.4.1
10
11
12
Analyzes how an understanding of world history can help us prevent problems today.
Analyzes how an understanding of United States history can help us prevent problems today.
Creates an informed decision on a current issue based on an analysis of history.
10:4.4.1.a. Analyzes the causes of major recurring problems in world history in order to prevent or ameliorate future similar problems (such as, the causes of genocide and violation of human rights, the causes of wars, causes of economic depressions, etc.)
11:4.4.1.a. Analyzes the causes of major recurring problems in United States history in order to prevent or ameliorate future similar problems (such as the causes of racism, the causes of wars, causes of economic depressions, etc.).
12:4.4.1.a. Researches the historical background of a current issue in order to develop a position on the issue based on and supported by the historical analysis.
10:4.4.1.b. Analyzes what factors promoted peace in historical situations in order to maintain peace in the future.
11:4.4.1.b. Analyzes what factors promoted the ideals of a democratic society in modern United States history, and compares them to factors that denied civil liberties and rights to residents of the United States.
CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 28
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Social Studies EALR 5: Social Studies Skills The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. Student Expectation: 5.1: Uses critical reasoning skills to analyze and evaluate positions. 10 SE 5.1.1
Analyzes consequences of a position on an event in World history. 10:5.1.1.a. Analyzes and/or compares and contrasts different documents and sources from world history 1800 to the present, discussing the narratives’ purposes and how they show cultural perspective(s) and/or bias. 10:5.1.1.b. Analyzes consequences of positions taken by governments and leaders in world history from 1800 to the present.
CBA SE 5.1.2
CBA
Causes of Conflict
11
12
Analyzes the underlying assumptions of positions taken in U.S. History.
Analyzes the short-term and long-term implications of decisions made affecting the global community.
11:5.1.1.a. Analyzes and/or compares and contrasts different documents and sources from United States history from 1877 to the present, discussing the narratives’ purposes, the assumptions on which they are based, and how they show perspective(s) and/or bias.
12:5.1.1.a. Analyzes and/or compares and contrasts different documents and sources concerning current global issues, discussing the narratives’ purposes, the assumptions on which they are based, how they show perspective(s) and/or bias, and the suggested potential short and long-term implications and/or consequences related to the global issue.
11:5.1.1.b. Analyzes the underlying assumptions of various positions taken by United States leaders and the United States government from 1877 to the present. 11:5.1.1.c. Analyzes and evaluates the positions and the consequences of those positions taken by the United States government, leaders, and/or various segments of society in United States history. United States Foreign Policy
12:5.1.1.b. Investigates major global issues, analyzing the short and long-term impact of decisions relating to those issues (e.g. environmental concerns, terrorism, problems in the Middle East, technology, demographic pressures, human rights, global economy, etc.). 12:5.1.1.c. Proposes and evaluates potential solutions to national and international problems, analyzing possible short-term and long-term consequences of the proposed solutions. You and the Economy
Evaluates the precision of a position on an event in world history.
Evaluates the depth of a position taken on an event in U.S. history.
Evaluates the plausibility of an analysis of implications of decisions for the global community.
10:5.1.2.a. Critiques the specificity of details that support a position on a specific topic in world history (from 1800 – present). Causes of Conflict
11:5.1.2.a. Critiques how well a position on a specific topic in United States history (from 1877 – present) addresses the complexities of the topic.
12:5.1.2.a. Critiques the plausibility of the short-term and long-term implications of an important decision affecting the global community.
United States Foreign Policy
You and the Economy
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 29
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 5.2: Uses inquiry based research. 10 SE 5.2.1
CBA SE 5.2.2
Creates and uses research questions that are tied to an essential question to focus inquiry on social studies issues and historical events.
12 Evaluates and revises research questions to refine inquiry on social studies issues and historical events.
10:5.2.1.a. Develops a research question related to the development of technology that is tied to an essential question to focus inquiry on a specific event or issue in world history (from 1800 – present); writes a paper based on the research question.
11:5.2.1.a. After completing initial research using a student-developed research question on a specific event or issue in United States history that illustrates checks and balances in U.S. government (from 1877 – present), critiques and revises the original research question, and uses it to write a paper based on the refined research question.
12:5.2.1.a. After completing initial research using a student-developed research question on a contemporary event or issue, critiques and revises the original research question, and uses it to write a paper based on the refined research question.
Technology Through the Ages
Checks and Balances
Evaluates the validity, reliability, and credibility of sources when researching an event in world history.
Evaluates the validity, reliability, and credibility of sources when researching an issue or historical event in the United States.
Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or historical event.
10:5.2.2.a. Determines the meaning and application of the terms validity, reliability, and credibility.
11:5.2.2.a. Determines the meaning and application of the terms validity, reliability, and credibility. (R)
12:5.2.2.a. Critiques peers’ research papers and provides feedback, including whether or not the breadth of research is adequate, as part of the review and revision process in the development of research papers.
10:5.2.2.b. Evaluates the validity, reliability, and credibility of articles and research on topics in world history (from 1800 – present), particularly articles and research on the development of technology.
CBA
11 Evaluates and revises research questions to refine inquiry on social studies issues and historical events.
Technology Through the Ages
11:5.2.2.b. Critiques the validity, reliability, and credibility of research from secondary and primary sources (documents) on topics in United States history (from 1877 – present).
Dig Deep-Analyzing Sources
12:5.2.2.b. Upon concluding a research paper on a contemporary issue dealing with government revenue and spending, critiques ways in which the research could be enhanced with additional investigation. Government Revenue and Responsibility
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 30
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 5.3: Deliberates public issues 10 SE 5.3.1
CBA
11
12
Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion.
Creates and articulates possible alternative resolutions to public issues and evaluates these resolutions using criteria that have been identified in the context of a discussion.
Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
10:5.3.1.a. In a class discussion, panel discussion, Socratic Seminar, discussion board, and/or blog, etc., contributes to the discussion with remarks showing evaluation of their own and others’ viewpoints relevant to the topic under discussion (particularly utilizing topics related to causes of conflict).
11:5.3.1.a. Engages in discussions regarding possible alternative solutions to historical issues (from United States history 1877 – present); develops, presents, and evaluates their own and classmates’ solutions to historical dilemmas/problems (particularly focusing on United States Foreign Policy and constitutional issues).
12:5.3.1.a. Engages in discussions regarding possible alternative solutions to contemporary issues; develops, presents, and evaluates their own and classmates’ solutions to modern problems.
Causes of Conflict
United States Foreign Policy; Constitutional Issues
12:5.3.1.b. Evaluates how classroom discussions and possible alternative resolutions have changed or solidified one’s own position on the contemporary issue under discussion, particularly on issues concerning government revenue and responsibility. Government Revenue and Responsibility
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 31
Battle Ground School District Social Studies Scope and Sequence Grades 10-12
Student Expectation: 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience. 10 SE 5.4.1
CBA
SE 5.4.1
11
12
Evaluates multiple reasons or factors to develop a position a paper or presentation.
Evaluates and interprets other points of view on an issue within a paper or presentation.
Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
10:5.4.1.a. Analyzes multiple causes and/or effects of an event, development, or movement in world history (from 1800 – present); evaluates the multiple factors to determine the primary cause and/or most significant effect (especially focusing on causes of conflict, technology through the ages, and/or humans and the environment). Causes of Conflict; Technology Through the Ages; Humans and the Environment
11:5.4.1.a. Engages in discussions regarding historical controversies (especially regarding United States foreign policy and constitutional issues) from United States history (1877 – present); interprets and evaluates their peers’ arguments/viewpoints.
12:5.4.1.a. Examines evidence on both sides of a controversial contemporary issue (focusing especially on cultural interaction and/or government revenue and responsibility); critiques the evidence from both sides to determine one’s own viewpoint on the issue.
U.S. Foreign Policy; Constitutional Issues
Cultural Interactions; Government Revenue and Responsibility
Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation.
Provides appropriate documentation in the completion of a research paper or speech, avoiding plagiarism and giving credit to research sources.
Provides appropriate documentation in the completion of a research paper or speech, avoiding plagiarism and giving credit to research sources.
10:5.4.1.a. Demonstrates a note taking strategy to keep track of one’s own ideas and the ideas of others when conducting research.
11:5.4.1.a. Correctly cites sources utilized in the completion of a research paper or speech, using an appropriate format consistently.
12:5.4.1.b. Correctly cites sources utilized in the completion of a research paper or speech, using an appropriate format consistently. (R)
10:5.4.1.b. Uses citation techniques appropriately within the body of a paper or speech. 10:5.4.1.c. Distinguishes between a works cited page and a bibliography; uses them appropriately to accompany a research paper or speech. CBA
SE stands for Student Expectation; Numbering System: 9, 10, 11, or 12 is the grade level; 1.2.2 is the GLE; and “a” distinguishes the expectation. (R) stands for review. Battle Ground School District, © 2008 32
